Pizza Store Layout Simulation: Apply the Learning Curve Theory

A learning curve, in common terms, â€Å"is used to describe the effort required to acquire a new skill (e. g. , expertise with a new tool) over a specific period of time† Wikipedia. org. In scholarly terms, â€Å"Learning curves are also an integral part in planning corporate strategy, such as decisions concerning pricing, capital investment, and operating costs based on experience curves† Chase-Jacobs-Aquilano. In the pizzeria scenario presented requires a full understanding of the cause and effect of decisions made and making adjustments to minimize the amount of time to complete the entire process and also minimizing the amount of potential customers from leaving. To streamline the process, it is important to recognize the transformations of the business as it moves along the entire learning curve when each scenario is considered and acted upon. Measuring the process of serving pizza The pizzeria has been in business since 1950 and has become a recognizable mainstay in Palm Springs, CA for its quality and uniqueness. As the business is being passed down, it is important for the successor to recognize the learning curve and understand the restaurant as it functions today. During peak times, the pizzeria staffs four wait staff and two kitchen workers. With customers arriving in groups of two to four every three to five minutes there are only 14 4-top tables, but no 2-top tables to seat each party. The entire process from when a customer walks into the pizzeria to the time they leave takes 53 minutes. Eleven of the minutes are consumed just waiting to be seated at an open table and another 13 minutes are consumed back in the kitchen processing the order – room for improvement. Applying the learning curve theorem By turning four of the 4-tops into eight 2-tops, it increases the total tables available at the pizzeria from 14 to 18 and effectively reduces the average wait time to 5. 27 minutes. The additional tables also allow the utilization of the wait staff to a manageable and profitable 87%. The observations and learning’s of the first two weeks have allowed the pizzeria to become more efficient, reduce the amount of time customers have to wait, reduced the amount of customers who have â€Å"balked† and left before they could be served and has increased the profit from $1065 to $1653. Identifying process weaknesses The Pizzeria has incorporated key improvements from observations of the process. Unfortunately, it is necessary to invest in capital with newer more advanced systems in order to sustain the growth. In this case, the four manual ovens are beginning to hinder the current process and the wait staff has become less effective. So by replacing the four manual ovens with two automated conveyor ovens from Plax reduced the mean processing time to four minutes and by installing the MenuPoint system has reduced the mean processing time for the wait staff to eight minutes. The average wait time now in the pizzeria is only 4. 4 minutes with an average queue time of only 2. 63 minutes. Expanding on what’s been learned The Pizzeria is experiencing, as I have heard it called, â€Å"A champagne problem† increased potential business – which, is good, but how to handle it? In this case, the location next to the Pizzeria, Cream Puffs, is closing and offers a perfect opportunity to expand the Pizzeria by seven more 4-tops and four more 2-tops. This reduces the wa iting time even further to an average of 3. 47 minutes with an average queue of 2. 7 minutes. Conclusion Mario and his wife Sofia have done an outstanding job building the business since 1950, however; there was much more opportunity available for the Pizzeria to run more efficient and generate a greater profit. Mario’s successor became more familiar with maintaining a balance between the customer demand for the service and the capacity of the system to provide the service. His management of the Pizzeria became more effective and processes became more efficient as he moved along the learning curve.

Alex Ferguson – Autocratic Leadership Style

Leadership Styles: Autocratic Leadership Style This is the type of leadership exhibits by dictators. A leader exerts high levels of power over his or her followers. An autocratic leader gives his or her idea which the team must follow. He or she has no time for deliberations on others ideas before chosing one. In autocracy, time wasting in long deliberations is reduced but most followers will not like being treated as bench warmers without having anything to contribute. For leading unskilled workers who do not have any skill about a job, this leadership style is appropriate.Charismatic Leadership Style This is the type of leadership in which the leader lead through encouragement and enthusiasm. A charismatic leader builds power around himself or herself which draws followers around him or her. Charismatic leaders wield so much power about their team that team success always depends on them. They control too much influence on their team. Bureaucratic Leadership Style Bureaucratic lead ers are principled and lead by instructions. They write instructions and expect workers and followers to follow these.It is good for works requiring rules like using machineries but not good for management and skilled staff because it delimits their initiatives. Influential Leadership Style An influential leader delibrates with his team members and followers and use thir contributions to make decisions. Where he or she has a clear road map on the way he or she wants to go, an influential leader will still brain-storm with his or her team member and help the team to come out with his or her idea as collective team decision. He or she is a good moderator nd effective talker. He or she communicates with the team and highlights what needs to be done. He or she rely on his or her team support for performance of the task. He or she develops the team members by delegating tasks and allowing members to air their opinions. This type of leadership is appropriate for managing people with skill and education but not people who do not have ideas about the tasks. Laissez-Faire Leadership Style This is free style leadership style in which the leader gives adequate authority to the team members to decide on their own.Laissez-Faire is a French word meaning individualistic. A Laissez-Faire leader does not encourage team work, but allows the team members to work individually. It is good to manage skilled workers and where everybody knows his or her role, for example, a University Departmental staff, but it may put a leader out of control if care is not taken. Participatory Leadership Style This is a type of leadership in which the leader shows examples by participating with his or her team members and showing them what to do so that they can carry out the task on their own in future.It asumes that all team members except the leader do not know the task. It encourages teamwork and ensures that all team members are aware of the task ahead. It is a good way of fostering collaborati on. Most skilled workers will not fancy participatory leader because he or she shows thinks that he or she knows all. Service-Oriented Leadership Style It is a type of leadership style in which the leader moderates all team members to reach decision. He is at the back watching proceedings and only comes out with what the team has ageed.It is a form of democracy except that the leader does not influence decision making. The leader only supply the team members with enough information and background for them to deliberate. It is a good way of leadership where the leader does not have knowledge about the technicalities of what is being decided. For example as a chairman of a committee in which he or she does not have knowledge of how things work. It may expose a leader as a novice if he or she does not manage the situation well. Managerial Leadership StyleA managerial leader is only interested in making sure that the job is done. He or she is only concern about the welfare of his or her team in as much as they can do the job. His or her team is measured by its performance. A managerial leader sees all his or her team members as tools for job performance and dispensable. He may be influential or autocratic depending on situation. He is a result-oriented leader. He puts the structure in place for team members to work and satisfy their requirements as far as they are getting results.He does not want to understand why there may be failure and does not give room for second trial. Transactional Leadership Style This is the type of leadership in which rewards are measured by performance. This leadership style believes fingers are not equal and deals with individuals team members according to their performance. Good performances are rewarded while poor performances are punished. Transactional leadership does not consider his or her surbodinates as members of his or her team but as workers who must be managed to get works done. His or her tool is â€Å"carrot and caneâ₠¬ .If works is going on fine, he or she can use award to motivate good work or fines to punish bad work. Transformational Leadership Style A transformational leader is a delegator of tasks and inspires his or her team to share in his or her vision and the objectives. This is a true leader who motivates and care for his or her team. He or she wants to achieve results through his or her team and take time to understand the conditions of all the team members. He or she is visible by the team members and show more interest in the team than in the task ahead.He or she is a good communicator and naturally influence the team. The team members work not only to get paid but for the transformational leader to succeed. The transformational leader sees all his or her team members as potentials and lead by examples. He or she supervises the ideas of his or her team members. This style is good for managing big organisations and large groups like a state. The team members know what the transforma tional leader requires from them and are ready to work without him. There is no leadership style that canbot be used to manage people in order to meet goals.After finding his or her leadership style, a leader should realise that human beings are different from each other in the way they think, see. feel and reason. Leaders should therefore, understand that everybody will require different kind of leadership style to be managed for results. While some people will require transformational leadership style, others will require influential or managerial leadership styles. Leadership Styles of Selected Successful Team Managers Sir Alex Ferguson is the most successful manager in British football history – winning more than 30 trophies during his time in charge of the Reds.Yet despite more than two decades at the Manchester United's helm, he remains focused on increasing that tally, bringing yet more silverware to Old Trafford. The Reds boss enjoyed a playing career north of the Eng land border that saw him take in spells with Queens Park, St. Johnstone, Dunfermline, Glasgow Rangers Falkirk and Ayrshire United. But it is not for his playing of the game that Sir Alex was to become a success. Following a spell out of the game he moved into coaching, taking up the role of manager of East Stirlingshire, St Mirren then Aberdeen. It was his time at Pittodrie where he earned his reputation as a top coach.He broke the Glasgow dominance of Scottish football to lead Aberdeen to three Scottish titles, four Scottish cups, one League Cup and one Europeans Cup Winners' Cup. Following the sacking of Ron Atkinsons as manager of Manchester United, the Old Trafford hierachy moed quickly for his services. They got their man on 6 November 1986. Ferguson inherited a dispirited team of underachievers who had consitently, to their supporters failed to break Liverpool dominance to their supporters discontent. Ferguson motivates his team by listening to their needs and is ready to prov ide for them.He sees them as his sons and call everyone of his palyer â€Å"son†. He sees them as the greatest asset of his team and is reay to solve their personal problems as a manager. Ferguson does not allow inter team rivalry and has a good system of conflict resolution. All his team members, sees him as a father and not only as a tea manager. Sir Alex Ferguson is an Influential leader, approachable and humorous. In December 2009, he said the secret of his success is a scruffy old red Wakes wooly hat he nicked off Ryan Giggs (one of his team members) way back in Novemeber 1996 before playing against a team in Turkey.He creates atmosphere of friendliness in his camp and abhor segregation or the existence of unhealthy rivalry in his team. Ferguson said; â€Å"The only time Ryan has ever let himself down is letting me steal his Welsh bunnet. He is never going to get it back, because it is lucky for me. I have always worn it. I pinched it off him when we were in Turkey befo re a game against Ferneberche. At the time, I just thought it would look better on me than him†. He does not do sentimentality when it comes to naming his team. He believes whoever plays for the team is the best choice at the particular time.

Website Redesign Assignment Example | Topics and Well Written Essays - 250 words

Website Redesign - Assignment Example From this study it is clear that as a professional Information Communication Technologist, the reporter would like to inform you that he needs to redesign the website’s ‘About Us’ and ‘Salon Team’ sections. As part of his responsibility, the reporter would like to urge your office to consider my suggestion to redesign the website so as to make it more appealing to the visitors.This paper discusses that in the author's opinion, might be disastrous for the company. Therefore, he kindly requests you to allow him to redesign these sections by using appropriate and large fonts and spacing, change the coloring and use more clear and conspicuous photos. He also suggests that these sections should be changed because they have a lot of grammar mistakes that if left as they are, can damage the reputation of the company. Therefore, he suggests that all the grammar mistakes should be corrected. Moreover, the sections are so wordy.meg a lot of unnecessary words we re used when it was being designed. For this reason, the reporter proposes that the wording structure need to be corrected. Any unnecessary words should be removed so as to make the website precise, readable, attractive and comprehendible. This, in the reporter's opinion, is the only way through which the website would be eye-catching and appealing to the target audience who is known for loving attractive things.  Ã‚  

Project Life Cycle Essay Example | Topics and Well Written Essays - 750 words

Project Life Cycle - Essay Example The Project Manager requires various general management skills[4] during the different phases of the project. Initiation and Scope Definition, comprises determination and negotiation of requirements, feasibility analysis, and process for the review and revision of requirements. Planning follows and includes process planning, determining deliverables, effort, schedule and cost estimation, resource allocation, risk management, quality management, and plan management. The project manager's role is to verify the requirements, bring in the experts and revalidate requirements and technical feasibility. He needs to baseline the requirements, cost, schedule, and quality of delivery to the smallest detail, thus setting up a solid framework to start work on the project. This phase is critical because unless requirements are set and baselines are defined, the project cannot take off. The project manager needs negotiating skills, estimation and scheduling skills as well as, team building capabilities that help set the base for delivering a project of required quality at a realistic budget. In the Development phase, implementation of plans, supplier contract management, implementation of measurement process, monitor process, control process, and reporting and the various tasks in an IT project. It should be noted that although project objectives have been defined, there may surface problems when the actual developments are taking place. This will require the project manager and stakeholder to negotiate change requests that will continue the development of the project smoothly. About sixty percent of the project life cycle is done during the development phase and internal testing phase where the development team tests the application internally. This phase needs to be on schedule in order that the project deadline is met. The project manager needs good controlling skills to keep the work going and good negotiation skills to handle change requests as well as risk management skills in order that risk are mitigated. Also he needs to be able to keep the energy flowing and the team unified and happy to enable milestones to be met. The Implementation phase The project now moves into the Implementation phase where the IT tasks are Review and Evaluation, which includes the topics of determining satisfaction of requirements and reviewing and evaluating performance. The developed IT application is now deployed or implemented in the client's environment and tested using their parameters. The application is User accepted and then deployed either as a pilot mode or as a full launch. The project manager needs good negotiating skills in case some major fixes or "bugs" as per IT jargon arises during the transition since he needs to go back to client when budgets are almost over. Often the teams are all tired and are anxious to get the project over with and move on. Keeping up the morale to see the project to completion becomes imperative, and if the project manager is a good team player that really helps. The Closeout phase In the closeout phase, the tasks include determining closure and closure activities. The application is running smoothly and the production-support team has taken over. The development team is released. The project manager now documents the project for future reference as well as writes up a lessons-learnt document. In summary, a good project manager is

Critically discuss your current understanding of the role and Essay

Critically discuss your current understanding of the role and importance of interaction in teaching and learning gained from your independent reading and research - Essay Example The main purpose of their questions is to explore the environment around them, and learn as much as they can from their older peers, or parents. When they grow up, and in classrooms, the numbers of their questions drop significantly. There are three kinds of classroom interactions, namely teacher-student interaction, student-student interaction, and student to others interaction. Others refer to the invited guests, or speakers who possess a particular knowledge that they want to impart on the student (Brooks et al, 2007). Interaction in a learning process is an important element of learning, and this is because it creates a culture of learning, and encourages students to take responsibility of their learning process, and outcomes. This paper analyzes the role and importance of interaction in the process of learning and teaching (Capel et al, 2005). This paper denotes that interaction is an important practice in the teaching process and any educator must practice this policy in order to achieve efficiency while imparting skills, and disseminating knowledge. Interaction in teaching and learning enhances efficiency in the use of language, therefore creating an efficient communication process amongst the various parties concerned. Gardner observes that by efficiently using a proper and understandable language in a class room set up, an instructor gets the capability of disseminating knowledge and information to the learners (1999). During interactive sessions, a leaner manages to develop his or her use of language. This is because they express themselves; in the process of asking a question, or making a point. By using language effectively, an instructor gains the capability of imparting knowledge by using the necessary resources and materials. Gardner (1999) denotes that this will enable a student to acquire a wider base of knowledge, and therefore enhancing the process of learning. Effective

Project motorcycles Essay Example | Topics and Well Written Essays - 1500 words

Project motorcycles - Essay Example This structure is advantageous because there is a clear chain of command, autonomy of departments, quick decision making and sharing of skills. The following model indicates the functional structure that is intended to be applied in the developing of the larger touring class motorcycle. This implies that, a project can be completed by a specific functional group equipped with the necessary skills. The process of developing a larger class touring motorcycle involves two main stages. They include manufacturing and quality control. At the manufacturing department, the necessary materials are assembled to completion and at the quality control department; the quality control inspectors conduct a visual inspection (Cooke, Tate, & Cooke, 2011). The functional groups form reservoirs of knowledge in the areas of specialization. The groups’ efficiency is attributed to well-structured communication processes, which eases decision-making. The process of developing motors larger than 1100cc intended for long distance and a proposed global market target of males aged 35-60 years requires systematic functional units to ensure that, the company does not make losses during the changeover (Cooke, Tate, & Cooke, 2011). The following are the primary raw material essential for the development of a motorcycle. The process of manufacturing should start at the weld department. This process should be aided by the computer-controlled fabrication of frame lofty strength materials (Henshaw, 2012). The components are shaped into hollow tubular metal shells. The diverse sections are jointly welded. The process engrosses manual, automatic and computerized equipment. The plastic and metal components are painted in the booths of the paint department. The process is called powder coating. It is done by a pressurized system, which disperses the paint evenly (Henshaw, 2012). Installation of other parts such as brakes, foot pegs, seats, lights, radios, wheels and many others

Forensic Science in 21st Century Criminal Justice Paper Essay

Forensic Science in 21st Century Criminal Justice Paper - Essay Example ng proliferation and improvement of modern forensics, law enforcement has been given an exact science as a tool that can produce exact and positive results in the process of crime investigation. This paper will present a discussion of the importance of forensic science in the criminal justice system and how it plays a significant part in enforcing justice. The accuracy of the popular media representation of forensic science and its influence on the popular opinion on justice-related issues will also be tackled. In order to fully understand the importance of forensic science in the criminal justice system, it is best to first define what it is. Elizabeth Morgan (2007) defines forensics as â€Å"a field of science dedicated to the methodical gathering and analysis of evidence to establish facts that can be presented in a legal proceeding.† Since forensic science is a marriage between the scientific methods of data gathering and analysis and the legal system, there are numerous protocols that are involved, especially the chain of command of handling evidence, which makes sure that the evidence is not tampered with at any point in the process of the investigation (Morgan, 2007 and Wolfe, 2001). These protocols serve to safeguard the whole process at its various levels and to ensure that the evidence, as well as the testimony of the forensic scientist, will solidly hold against the accused during the trial due to its pristine and uncontaminated state (Wolfe, 2001). Where before, the poli ce and the prosecution rely on the statement of witnesses and the available evidence that can be seen only by the naked eye, today, forensic scientists are able to completely examine a crime scene with the use of advanced technology and their own expertise. Because forensics plays a crucial role in gathering evidence—in that the tools, equipment, and methods for analysis are based on an exact science that is ruled by strict protocols—and the evidence is key to the whole process of

Understanding the concepts Essay Example | Topics and Well Written Essays - 1000 words

Understanding the concepts - Essay Example The ideal ratio is 2:1. Inventory turnover ratio = cost of goods sold/ average inventory. It will be compared between firms to check the efficiency in inventory management. High inventory turnover ratio indicates sound inventory management. Return on capital employed = (profit before interest and tax/average capital employed)*100. It will be compared to check how much return the firms are earning in respect of the gross resources been deployed in the firm (Bull, 2007). 2. Explain the advantages and disadvantages of debt financing and why an organization would choose to issue stocks rather than bonds to generate funds. Ans. The primary advantage of debt financing is its allowing the founders to retain control and ownership of company. In contrast to equity financing, it enables the entrepreneurs to make key strategic decisions and to reinvest and keep more company profits. It also provides small business owners the greater degree of financial freedom than equity financing. Debt obliga tions are limited to the period of loan repayment after which no further claim can be made by the lender on the business. The main disadvantage of debt financing is its requiring the small business to make monthly payments of interest and principal regularly. Most lenders provide severe penalties for missed or late payments including charging of late fees, calling early the due loans and collateral possession. Failure to pay on loan can affect adversely the credit rating of small business and its ability of obtaining future financing. Also it will be difficult to obtain loans for unproven businesses since lenders seek security for their funds (Creamer, et al., 1960). An advantage of stock over bond are-One of the major advantage of stock is its unlimited potential. There is no ceiling on investment in buying stocks. The stock price can double, triple or may get multiplied. Stocks tend to have better performance over bonds in case of long term investment. Money may be lost in some ye ars for wide fluctuation in stock market but it will give better return to investors in long term. Trading with stocks facilitate transaction. 3. Discuss how financial returns are related to risk. Ans. Gain or loss from investment is derived from the relation between financial risk and return. If an investor invests in securities having low risk then it will have a small return. If the risk factor associated with security is high then investor could have the potential to earn high returns. The balance between highest possible return and lowest possible risk is given by the risk/return trade-off. A standard deviation indicates higher risk with higher possible return. 4. Describe the concept of beta and how it is used. Ans. Beta can be defined as the measure of volatility or systematic risk of portfolio or security as compared to market as a whole. It is the tendency of return on a security in respond to market swings. Beta is used in capital asset pricing model (CAPM) which calculate s expected return of an asset on the basis of its beta value and expected market returns using regression analysis. Beta is otherwise known as beta coefficient. Beta equals to one indicates movement of security’s price with market movement. Beta less than one indicate security will be less volatile

Historical Influence of Soccer in Africa Essay Example | Topics and Well Written Essays - 2750 words

Historical Influence of Soccer in Africa - Essay Example Football in Africa today is a game of skill, violence and ebullient spontaneity. The richness of the talent has not been watched by the administrative expertise to bring it to full fruition. Africa has to overcome poverty of natural resources but instead of falling into despair the young African children of Africa turn to soccer as their way out in some cases. will establish an instant connection. Soccer in Africa is followed passionately all over. One could easily establish when football is being played. This is through a country becoming into a standstill when soccer is being played. The development of soccer in Africa has been enhanced in the recent past. Boys and young girls no longer stay idle in their leisure time. Everywhere you go in Africa be it Morocco, South Africa, Nigeria, Congo, Kenya e.t.c. you will find young boys and girls kicking around a football.2 Sometimes the ball will be made of plastic bags with strings wrapped around it. Sometimes it will be made of crumpled up paper. As long as it can be kicked, there will be a game.3 After 1960's soccer in Africa has developed greatly. However, it is yet to reach the level of the game in Europe and Latin America. To speed up its development, Confederation of African Football (CAF) was formed to spearhead and manage soccer in Africa. Under CAF, Africa Cup of nations was started. This is a league that brings together all African countries in finals for African Cup of Nations qualifiers. This league was started in 1957 and it has gone through various stages to be where it is today. Confederation of African football CAF) was founded in 1956 and immediately began making plans for a continental championship tournament. Four teams were expected to play in the first tournament, hosted by Sudan in February of 1957. However, South ______________________ 2. Ibid 3. www.cafonline.com. Africa which was expected to play was excluded because of its apartheid government wouldn't send a multi-racial team, so it came down to just three, that is Egypt, Ethiopia and the host Sudan. Since then, the field for the African Cup of nations has gradually increased to four. Six, eight, twelve and presently fifteen teams. Originally the tournament was to be played in odd numbered years. However, the 1961 event was postponed to 1962, resulting in championships in consecutive years, and the 1967 also had moved back a year. Since 1968, the tournament has been played biennially, in even-numbered years. Besides the African Cup of nations, there are other leagues which are played under the confederation of African Football. These tournaments are as follows:- The African Youth Championship: this is the main international football competition for confederation of African football. This football competition is played by under 20 years old players. The competition is played with the top four teams qualifying for the FIFA World Youth championship. Until 1989 the African representatives were determined purely on a qualifying basis with no African title on the line. Since 1991, there has been qualifying stage followed by a final

Achieve Your Dream Letter Essay Example for Free

Achieve Your Dream Letter Essay I am an ordinary teenager named Melanie Ngai. I study at Kiangsu Chekiang College International Section. I live with my parents and brother, sometimes my grandfather in Mid Levels. I’ve known some of my friends from primary, which is a long time. I live in Hong Kong. I have gone to Kiangsu Chekiang International Section and Kiangsu Chekiang College International Section since Kindergarden and now I am in grade 11. I have a Canadian passport. I like spending my time playing tennis, football, and basketball with my family and friends. I also like listening to music and playing electric guitar, I started playing guitar during January of 2011, I find it really fun. I also enjoy taking photographs of anything I can find, watching television and also hanging out with my friends. I like watching Modern Family, F.R.I.E.N.D.S , How I Met Your Mother, NCIS, CSI, Big Bang Theory, Malcolm In The Middle and many more. I also like watching baseball, football, basketball and ice hockey. For my future, I would like to become a computer program developer or a professional photographer. I find it amazing on how computer games and programs are developed because it is a really long process which takes a huge amount of time and effort. I also hope to become an awesome guitarist because I want to create my own music and form a band in my spare time. As a young girl, my dreams have always been to be happy, successful, and to make the best out of life at the same time. I will attend university and classes to become a computer program developer , get married, and then start a family. To be well prepared for university, I have to excel in middle and high school. In everything I do, whether its a career or motherhood, I will strive to be the best I can. My academic goal for university is not only to get good grades, but to learn and gain experiences that will prepare me for the future. My other dream is to bungee jump, I would want to have the experience of bungee jumping since I am a daredevil and would like to try bungee jumping. I hope that this comes true.

Comparative Analysis on Kikuyu

Comparative Analysis on Kikuyu Comparative Analysis on Kikuyu within the SPE and Post-SPE Framework Term Paper for Foundations of Phonology Course Introduction This paper aims at observing the data set of Kikuyu language. Two frameworks are compared, i.e. the Sound Pattern of English (henceforth; SPE), and Post SPE (Autosegmental Phonology). Within the discussion, approaches form other theories will also be highlighted; however, the main point addressed in this paper is to evaluate the data set of Kikuyu on the basis of phonological theories within the two frameworks involved. Based on SPE theory, the lexical entries should consist of sufficient information for the phonological rules in order to identify its phonetic forms for each context. In other words, each lexical entry is entered as a set of phonological distinctive features. Furthermore, the underlying representation (UR) is considered as an abstract representation in comparison to a surface representation (SR). Along the paper, we will discuss both frameworks together with feature notations and then we will analyze the data set segmentally to obtain the rules governing the language of Kikuyu. In the next section, we will attempt to analyze the variability of the coordinated articulary apparatus with the spirit of the Post-SPE framework driven by a number of questions in the optimization of the data set analysis of with respect to the framework inquestion. During the analysis, we will not consider some basic requirements such as No Crossing Constraint and Linking Constraint in order to be consistent with the well-formedness condition of Post-SPE framework. Furthermore, we will also approach the so-called geometry of phonetic representations accompanied by sufficient examples to figure out any possible solution. One of the central issues addressed within this paper is the analysis on the shifting of nasal + consonant with respect to the given data set. We will try to compare two theories in question and observe how those theories could account for the changes in the data set. At a later stage, we will see which theory casts better analysis of the given data than the other does. Some literatures will be considered especially those from the textbook of Phonological Theory: The Essential Readings by Goldsmith, J. such as The Sound Pattern of English by Chomsky, N. and Halle, M., among others, as well as relevant sources which might give us more information about the language of Kikuyu. Now, let us go through the analysis from the first framework, i.e. the SPE framework. The SPE Framework The SPE framework is believed to be the basis of Generative Phonology since theories within this framework were influenced by the views from generative linguistics. Chomsky and Halle (in Goldsmith, 1999 : 17-19) states that a speakers knowledge of his language consists of knowing the lexical items of the language and each lexical entry must contain specified features, which determine the phonetic form of the item in all contexts, i.e. the items phonological features. Furthermore, such phonological features are classificatory devices, they are binary, as are all other classificatory features in the lexicon, for the natural way of indicating whether or not an item belongs to a particular category is by means of binary features. There will be two levels of representations that will be discussed in the SPE framework; underlying representation (i.e. lexical or morphophonemic sequence) and the surface form (i.e. phonetic output form). Given the authors aim at maximizing the simplicity of the grammar, it follows that underlying representations should be as abstract as possible and avoid redundant, or non-distinctive, features. Minimized underlying representations are indeed a requirement to ensure the generality of the overall linguistic system. Within this framework, we will analyze the data set on the language of Kikuyu in the spirit of morphological analysis, overview on any possible alternation within the dataset, as well as identifying the underlying representation (UR) from the given data set. Following this analysis, we will try to observe possible rules with feature notation of the given data in order to get a generalized rule ordering within the data set. For this analysis, we also refer to the International Phonetic Alphabet (IPA) chart, especially for the consonants chart and their features. Let us try to analyze the data set from the morphological analysis with the given data set below. The data set of Kikuyu is given below in table 1: Imperative---1 sg.Imperfect--English Meaning ßura------mbureet?--------'lop off' ßaara-----mbaareet?-------'look at' t?ma------nd?meet?--------'cut' toma------ndomeet?--------'send' reha------ndeheet?--------'pay' ru?a------ndu?eet?--------'cook' cina------ineet?--------'burn' koma------?gomeet?--------'sleep' kera------?gereet?--------'cross' ?ora------?goreet?--------'buy' ?aja------?gajeet?--------'divide' From table 1, we can see that there are two forms to observe, the one being Imperative and the other being the 1-sg-Imperfect from data set of Kikuyu language, which is followed by its meaning in English. The table shows that for each given word, several letters remain unchanged, which is typed in Bold inside the word. Most of them seem to have a Vowel and Consonant order (VC) and a long vowel one (i.e. VVC) such as in ßaara. Furthermore, we can also see in the Imperative column in which all words are always ended with a, marked after a slash sign (-). Subsequently, the words in the first singular Imperfect column are always ended with an eet?, which is also separated by a slash (-). A complete data set analysis is given in table 2 below. Table 2 Imperative-------------1 sg. Imperfect------------English Translation ßur - a--------------------mbur - eet?----------------------'lop off' ßaar- a--------------------mbaar- eet?----------------------'look at' t?m - a--------------------nd?m - eet?----------------------'cut' tom - a--------------------ndom - eet?----------------------'send' reh - a--------------------ndeh - eet?----------------------'pay' ru? - a--------------------ndu? - eet?----------------------'cook' cin - a--------------------in - eet?----------------------'burn' kom - a--------------------?gom - eet?----------------------'sleep' ker - a--------------------?ger - eet?----------------------'cross' ?or - a--------------------?gor - eet?----------------------'buy' ?aj - a--------------------?gaj - eet?----------------------'divide' From table 2, we can see that the unchanged letters, which are Bold typed above, are the stems or could be part of the stems of the word in underlying representation. Furthermore, we can also see suffixes, which indicate the Imperativeness or the given words that are signaled as the final letter a at the final position of the word. From the regularity of the final letters eet?, we can say that the given words must be classified as suffixes indicating the 1 sg. Imperfect form of Kikuyu language. We will discuss the underlying forms of the morphemes regularity in a separate discussion in a later part. Now let us see the structure of the nasal sound which occurs before the stems. It is conceivable that an alternation is defined as a morpheme, which has two different sound shapes, which can be analyzed by a phonological process. From the data set of Kikuyu, the some alternations can be observed as indicated in the following table (see table 3). The alternations can be identified easily in that ß becomes b; t /r becomes d; c becomes ?; k / ? becomes g. Those alternations can be viewed as the alternations in the language of Kikuyu whose phonological process will be explored in rules. Table 3 Imperative------------1 sg. Imperfect In a.b.ß-------------------------mb In c.d.t-------------------------nd In e.f.r-------------------------nd In g.c--------------------------- In h. i. k-----------------------?g In j. k. ?-----------------------?g Furthermore, we can also see that a nasal consonant is inserted before the changed consonant, e.g. m; n; ? and ?, which suggests that the morphological process goes along with the phonological process. Such insertion shows us important points for the data set in the language of Kikuyu. We will discuss such phenomenon in greater concern in later part. However, there is one thing to say about this phenomenon in the insertion of nasal consonant in the 1 sg. Imperfect groups could be analyzed as certain prefixes embedded which might express the tense of a verb. Whenever the alternation is constructed in an opposite way, i.e. b becomes ß in data set, this lead to an ill formed construction. Such a case is also falsifiable from data h. and j. in which ?g would become k and ? respectively following the case. Therefore, we will consider the sequence of alternation as from Imperative to 1 sg. Imperfect. The reanalysis of the stems of both forms is illustrated in table 4 below. Both prefixe s (nasals) and suffixes ( a and eet?) are discarded in table 4 so that we can get the stem of each verb. Table 4. Imperative--------------1 sg. Imperfect--------------English Meaning ßur---------------------bur-------------------------------'lop off' ßaar--------------------baar------------------------------'look at' t?m---------------------d?m-------------------------------'cut' tom---------------------dom-------------------------------'send' reh---------------------deh-------------------------------'pay' ruc---------------------du?-------------------------------'cook' cin---------------------?in-------------------------------'burn' kom---------------------gom-------------------------------'sleep' ker---------------------ger-------------------------------'cross' ?or---------------------gor-------------------------------'buy' ?aj---------------------gaj-------------------------------'divide' What we have observed so far indicates that phonological components are obtained by mapping from the underlying representation (UR) to the surface (phonetic) representation (SR). This mapping phenomenon can be observed by rewrite rules which will be discussed in a separate part. In other words, the data set of Kikuyu we have so far could be considered as the Surface Representation. In the following paragraphs, we attempt to identify the underlying representation of the Kikuyu language. As noted above, we have seen that the unchanged letters in table 2 could be analyzed as the stems or part of the stems of the words in the underlying representation. On the basis of minimization of the underlying representation we will attempt to rule in the consonant before the unchanged letters because it seems to be implausible to predict the consonants such as ß, t, r, c, k, ? by rule. Furthermore, we have also observed that the consonant ß can shift to b not the vice versa. Referring to the SPE theory, minimizing the underlying representation means that anything, which can be predicted by a rule, should be eliminated from the underlying representation. For instance, the shifting from ß to b can be viewed in table 4 which is exemplified by the shifting is from ßur to bur. Such process also applies to all other words in the data set. By definition, we could get something like /ßur/ to be the actual stem for underlying representation of the word, which means lop off in Kikuyu. The stems in underlying representation in the data set are presented in table 5 below and the Underlying Representations for the Imperative and 1 sg. Imperfect are represented in table 6. Table 5 UR Stem English Meaning /ßur/ 'lop off' /ßaar/ 'look at' /t?m/ 'cut' /tom/ 'send' /reh/ 'pay' /ru?/ 'cook' /cin/ 'burn' /kom/ 'sleep' /ker/ 'cross' /?or/ 'buy' /?aj/ 'divide' Table 6 Imperative UR 1 sg. Imperfect UR English Meaning /ßur - a/ /Nas - bur -eet 'lop off' /ßaar - a/ /Nas - baar-eet 'look at' /t?m - a/ /Nas - d?m -eet 'cut' /tom - a/ /Nas - dom -eet 'send' /reh - a/ /Nas - deh -eet 'pay' /ru? - a/ /Nas - du? -eet 'cook' /cin - a/ /Nas - ?in -eet 'burn' /kom - a/ /Nas - gom -eet 'sleep' /ker - a/ /Nas - ger -eet 'cross' /?or - a/ /Nas - gor -eet 'buy' /?aj - a/ /Nas - gaj -eet 'divide' In the framework of SPE, we have been familiar with the terms such as abbreviatory conventions, conciseness, Minimize UR, Rule format and Evaluation measures, etc. They will be considered here under IPA consonant chart and feature table where relevant information is given in table 7 below: Table 7 (Imp = Imperative) (1sg = 1 sg. Imperfect) Group A (data a. b.) ß - bilabial fricative (Imp) b - bilabial plosive (1sg) m - bilabial nasal (1sg) Group B (data c. d. e. f.) t - alveolar plosive (Imp) r - alveolar fricative (Imp) d - alveolar plosive (1sg) n - alveolar nasal (1sg) Group C (data g.) c - palatal plosive (Imp) ? - palatal plosive (1sg) ? - palatal nasal (1sg) Group D (data h. i. j. k.) k - velar plosive (Imp) ? - velar fricative (Imp) g - velar plosive (1sg) ? - velar nasal (1sg) From the distribution in table 7, we can draw some important information in the surface level. In Imperative classification (Imp), we can observe that the fricatives are plosives whereas in (1sg) group, we only observe the plosives ones. This observation is helpful for arriving at the deduction that under certain environment, fricatives/plosives are interpreted as (à  ) plosives. Furthermore, within each group, we can identify that the same place of articulation is shared, i.e., bilabial / alveolar / palatal / velar. This observation will contribute to identify the relation between the changed consonants and the added nasal sound types. In the mean time, within each 1sg group, we can also observe that the nasal sound always precedes the plosive sound. This observation is useful for understanding whether the prefix [Nasal] functions are in a linear order. By applying the minimized major feature for these consonants, we can generate some crucial feature notations as noted below. 1. Fricatives [-son, +cont] 2. Plosives [-son, -cont] 3. Nasals [+son, -cont] Therefore, now we can observe the assimilation of the feature [cont] in the course of transferring from fricatives to plosives and probably the dissimilation of the feature [son] between nasals and plosives. In order to satisfy the conditions of Minimize UR and the Evaluation measure, we could observe each sound in detail and add the feature [voice] where we can see that all plosives and nasals are [+voiced] as illustrated in table 8 below. Table 8 Features - consonant Features-place of articulation Group A (data a. b.) ß - [-son] [+cont] [+voiced] (Imp) [+ant] [-cor] b - [-son] [-cont] [+voiced] (1sg) [+ant] [-cor] m - [+son] [-cont] [+voiced] (1sg) [+ant] [-cor] Group B (data c. d. e. f.) t - [-son] [-cont] [-voiced] (Imp) [+ant] [+cor] r - [+son] [+cont] [+voiced] (Imp) [+ant] [+cor] d - [-son] [-cont] [+voiced] (1sg) [+ant] [+cor] n - [+son] [-cont] [+voiced] (1sg) [+ant] [+cor] Group C (data g.) c - [-son] [-cont] [-voiced] (Imp) [-ant] [+cor] ? - [-son] [-cont] [+voiced] (1sg) [-ant] [+cor] ? - [+son] [-cont] [+voiced] (1sg) [-ant] [+cor] Group D (data h. i. j. k.) k - [-son] [-cont] [-voiced] (Imp) [-ant] [-cor] ? - [-son] [+cont] [+voiced] (Imp) [-ant] [-cor] g - [-son] [-cont] [+voiced] (1sg) [-ant] [-cor] ? - [+son] [-cont] [+voiced] (1sg) [-ant] [-cor] From the features distribution above, we can observe several important generalizations. First, as we can see in the left column, consonants could adjust themselves to the nasal during the shifting to plosive by preserving [-cont] and [+voiced]. Then, the consonant r in Group B is the only consonant in Imp which has feature [+son], therefore, we have to shift it to become [-son] as well in the course of shifting to plosive. However, this is definitely not a kind of adjustment to the nasal since it is conceivable that all nasals are found to be [+son]. Second, in the right column, we can observe that the insertions of prefixing nasals adjust themselves to the consonants and become bilabial / alveolar / palatal / velar nasal respectively in place of articulation. Furthermore, we attempt to figure out the adjustments above as assimilation, as well as the dis-adjustment of r as dissimilation. In sum, we can obtain two important rules in the language in question. Rule A: [-cont] [+cons] à   [+voice]/[+nas] ______ [-son] Such rule entails the adjustment of the consonants to the nasals. Under this rule, ß becomes b; t and r becomes d; c becomes ?; k and ? becomes g due to the prefixing nasal. Then, all fricatives become plosives as given the following rule. Rule B: [+nas] à   [aPlace]/______[aPlace] In rule B, the same place of articulation is construed by the notation [aPlace] represents here. This rule signals the adjustment of the nasals to the consonants. By using this rule, nasal will become m whenever aPlace is bilabial; n whenever aPlace is alveolar; ? whenever aPlace is palatal and ? whenever aPlace is velar. The origin nasal in prefixing cannot be observed from the given data set. For instance, if it is [+nas, +cor] then it should be a consonant n. Along the previous part, we have observed some ordering rules in the language of Kikuyu. Further in this part, we will try to figure out the ordering of the two rules we have mentioned in advance. Based on the SPE framework, we have seen that all morphological rules apply before all phonological rules. Although Kiparsky and many others believe the other way against this framework, we try to see whether this rule is indeed workable within the spirit of SPE framework. Here, the morphological rules are viewed as infix insertion, i.e. prefix /Nas/; suffix /-a/ and /eet?/ in the given data set which will apply in the first place and the phonological rules given in Rule A and Rule B above will apply in the second place. Now the question turns to which phonological rule applies in first order, being Rule A or Rule B. Suppose we take examples in data d and e from the given data set. First, let us look at data d. it seems that we will not find any difference in data d with respect to the ordering of two rules and hence the result looks like the same. Then, try to compare with data e. Let see what happens. Table 9 Data d = from [toma] to [ndomeet?] If Rule A precedes Rule B Morphological Rule /Nas/ + /tom/ + /eet?/ =UR Rule A /Nas/ + /dom/ + /eet?/ Rule B /n/ + /dom/ + /eet?/ =SR If Rule B precedes Rule A Morphological Rule /Nas/ + /tom/ + /eet?/ =UR Rule B /n/ + /tom/ + /eet?/ Rule A /n/ + /dom/ + /eet?/ =SR Data e. from [reha] to [ndeheet?] If Rule A precedes Rule B Morphological Rule /Nas/ + /reh/ + /eet?/ =UR Rule A /Nas/ + /deh/ + /eet?/ Rule B /n/ + /deh/ + /eet?/ =SR If Rule B precedes Rule A Morphological Rule /Nas/ + /reh/ + /eet?/ =UR Rule B /n/ + /reh/ + /eet?/ Rule A /n/ + /deh/ + /eet?/ =SR As we can see above, the comparison between data d and e indicates the same thing for ordering of two rules as well. This suggests that the ordering of rules do not have something to do with the result. It further suggests that the nasals and the derived consonants could have a relatively strong connection with each other, i.e. one co-exists with the other. Within the SPE framework, the data set has been analyzed in the form of features of lexical individual segments. We tried to apply the rules we have and they seems to work well. This gives further indication that the SPE framework can be considered as effective tool in explaining the phenomenon in data set of Kikuyu language. However, it seems that the relationship between the two rules is not transparent. The reason for this might be the difficulty in generating the only one rule instead of two explaining such phenomenon in the SPE framework. The Post-SPE Framework Autosegmental phonology was introduced by John Goldsmith (1976) and re presented a great step forward in linguistic research. In the classical generative theory developed by Chomsky and Halle, phonological components were linear sequences of segments which themselves consisted of feature bundles. One of the downfalls of the SPE framework resided in the assumption that every segment had to correspond to exactly one feature specification and vice-versa (every feature specification had to correspond to exactly one segment). Consequently, many phonological phenomena (related to stress, lengthening, rhythm and intonation for instance) were left unexplained. SPE simply had no way of providing a proper account of prosodic phenomena. As stated by Goldsmith himself ((1999: p.137), Autosegmental phonology constitutes a particular claim about the geometry of phonetic and phonological representations. it suggests that the phonetic representation is composed of a set of several simultaneous sequences of these segments, with certain elementary constraints on how the various levels of sequences can be interrelated or associated. The main innovation brought about by Post-SPE framework is the fact that supra segmental features, such as stress or tone, are no longer confined to exactly one segment but can be shared by two or more segments and vice-versa. Some features, while remaining associated with a segment, are now handled separately. Many phonological phenomena can then be analyzed in terms of a restructuring or reorganization of the autosegments in a representation. Different from the first section, here we will analyze the data set of Kikuyu within the Post-SPE framework, or also known as the Autosegmental Phonology but within this paper we rather use the term Post SPE just for the sake of easiness in comparison. In this section, we will also consider the use of the IPA chart and feature notations for the discussion in the Post-SPE framework. Also in this part we might still view some rules from SPE framework and will be reviewed in the spirit of Post-SPE framework. Phenomenon such as assimilation and dissimilation will be approached to address the problems we found in the data set of Kikuyu Language. Of course, other theories within the Post-SPE will also be introduced. Let us start our discussion with the identification of features and spreading in this framework. In this framework, features will be viewed as independent features of their segments in order for them to be represented as auto-segments. We can observe in the data set of Kikuyu language that a phonological process can influence more than one consonant at a time. This might lead us to review the data we had in table 3 where ß mb; t nd; r nd; c ; k ?g; ? ?g, with the given two rules. We have mentioned earlier about assimilation in SPE, i.e. an alternation which copies a feature specification from the closest segment. Take Group A and Rule B as an example: [+nas]à   [bila Place] / ______ [bila Place] Nà   m / ______ ß / b In the Post-SPE framework, assimilation is identified as the spreading of features to the neighbouring X-slots. This means that an X-slot is associated with the two X-slots, resulting assimilation as illustrated below: NX NX mX |à  Ã‚ ¥|à  Ã‚ ¥| [+ant][+ant] [+ant] [-cor] [-cor] [-cor] For the sake of easiness, some tiers are excluded. Here, X represents the changed consonant in Kikuyu. The nasal is considered another X slot, which is marked as N. After spreading, we see that the two X-slots share the feature of [+ant] and [-cor]. The feature from the neighboring X-slot could be deleted after the course of spreading. The replacement of Rule A in the Post SPE framework is a bit more complicated than Rule B since deletion is involved. As for instance, consider Group A we have noted above, within the SPE framework, we will get the shifting below. [+cons]à   [-cont] [+voice] [-son] / [+nas]______ ßà   b / N______ Then, let us apply this within the Post SPE framework to analyze this phenomenon where we have two X-slots represent Nasal and Consonant respectively during the course of alternation. An example of shifting from Nß to Nb is given below. X X X X | | à   | / [+son] [-son] [+son] [-son] [-cont] [+cont] [-cont] [-cont] [+voiced]   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  [+voiced]  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  [+voiced]  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   [+voiced] For the sake of easiness, some tiers are reduced. We can see in the shifting process that [-son, +voiced] features are preserved during the shifting and [+cont] feature becomes [-cont]. In the SPE framework, it is conceivable that morphological rules apply before phonological rules, so we have a Nasal slot before Consonant slot in 1 sg. Imperfect i

Delegation Essay -- essays research papers

What is delegation? Delegation is defined as follows: â€Å"Getting work done through others or as directing the performance of one or more people to accomplish organization goals (Managing & Leading: Concepts, 1997, p. 146). Delegation is a part of management. It allows managers to assign responsibility to coworkers to achieve organization goals through the work of others. In conclusion delegation is the process of achieving performance of certain outcomes for which you are accountable with other individuals who have the appropriate authority to accomplish the work (Sullivan & Decker, 1992, p. 216). Delegation is a complex process that can be quite effective in accomplishing work. It is one of the most effective professional management strategies used which is an art and a skill. Delegation allow managers to transfer work to subordinates, getting work done through others or as directing the performance of one or more people to accomplish organization goals, and turning one authority and responsibility for doing a job to a subordinate; explaining the ‘what’ and ‘why’ of a selected problem or job, while leaving the how to the subordinate (Managing & Leading: Concepts, 1997, p.146). Managers in my organization delegate as part of their management responsibilities to assign the right position or job to the best qualified person that they think can do the job and do the job right. Managers in my organization use delegation because it allows them to achieve more productivity for the company. Managers in my organization delegate to make sure everybody understand what is wanted and expected of all team members on delegated tasks. Managers in my organization delegate someone who really wants to do the task. If he/she may not know exactly how or what to do but if she wants to do it she will seek out the appropriate resources or find help to complete the task (Valerie Gatlin-Best, 1997, pg. 313). Managers in my organization delegate a task- the person being delegated to does not feel demeaned; be consistent-delegate certain tasks to certain people; stimulate personnel by encouraging others; be open, honest when looking at the picture as a whole ...look for positives/not negatives(Debby Kennedy, 1997, p.312). Managers in my organization are accountable for what ever goes on (or does not go on) in their departments. If subordinates make mistakes because they... ...loyees’ knowledge and experience to get the results they want. Delegation is effective when an organization functions well and every individual believe their part is vital to the well-being of the organization as a whole. To be effective managers should never ask an individual to do something that you are not willing to do yourself. Managers should know the people whom they are delegating tasks to in order to match the task with an individual’s skill and talent. Managers should always practice to simply thank individuals after completing specific delegated tasks and treat people with respect at all times. In conclusion delegation is a vital tool in the work force. It allows more accomplishments through sharing responsibilities and work load. If give managers the opportunity to receive input from other when tasks are delegated. Effective managers in cooperates opportunities to increase others’s skills and knowledge by simply learning from each other, provide opportunities to increase communication skills, instill encouragement, and to motivate.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

Alexander Hamilton: Triumph and Tragedies Essay -- Alexander Hamilton

Alexander Hamilton:Triumphs and Tragedies To die a tragic death by the hand of another man- to carve ones way through destiny and shape one's future from the humblest of beginnings- to forge a legacy by a medium only those heralded as our countries "Forefathers" have per chanced to meddle with- these are the makings and the foundations for which great men and the dreams of our country rely upon. Everyone has heard the name Alexander Hamilton, but few are familiar with his views and actions regarding the survival of the young American republic. He could be recognized for anything from serving our fledgling country by fighting in the New York militia; to serving his community as a lawyer and as a national tax agent; to beginning his political career as a representative for New York at the National Congress. Though most would agree his most important contribution to our struggling republic was to spearhead the project which formed the doctrine helping to establish the foundation in which modern democracy is based, the Articles of Confederation. Alexander’s family history along with his life story is almost as rich as the country’s who he helped to build. "[Alexander's] maternal grandfather, one John Faucette, ...emigrated from France to the West Indies sometime before 1700, ...moved to Nevis, became a planter and took a wife- Mary, [with whom he had children]. Confusion reigns as to whether there were one or two Mary Faucettes or two Faucette couples" (Emery 52). There was a "deed of gift"(Emery 54) between John Faucette and Mary Faucette in 1714 and another record of marriage between John Faucette and Mary Uppington of Nevis on August 21, 1718, leading to the possible conclusions either John had multiple lovers of the same first name at or around the same time, or it is uncertain beyond this point in history as to what is truly known about Alexander Hamilton’s past. Either way, Mary Faucette (Alexander’s grandmother) has been thought to have been plagued with poor luck, so much so that it is eve n referred to as an "extraordinarily stormy passage" (Emery 54) of a life. Though she appeared to have weathered well- "John Church Hamilton, Alexander's fourth son and first biographer, leaves this record of Rachel's impact on her son: 'He spoke of her as vividly impressed upon his memory' as a woman of intelligence, culture and elegance of form..." (Emery 55)... ...palian church, and was read his last rights. From the meager beginnings of a bastard child born out of wedlock, to one man heralding the power of friendship to the most powerful man in an early republic, Alexander Hamilton proved that what would come to be known as the American dream can be realized by anyone. Native or not; rich or poor; with the drive to realize your dreams, you can achieve them. Hamilton made great advances toward what we know as America today and left behind a legacy that has too commonly become forgotten. Bibliography Emery, Noemie. Alexander Hamilton an Intimate Portrait. New York. G.P. Putnam’s Sons.1982 Hendrickson, Robert. Hamilton I (1757-1789). New York. Mason Charter. 1976. Mitchell, Joseph B. Decisive Battles of the American Revolution. New York. G.P. Putnam’s Sons. 1962 Morgan, Edmund S. The birth of the Republic, 1763-89. Chicago London. The University of Chicago Press.1956. Morris, Richard B. Witnesses at the creation Hamilton, Madison, Jay, and the Constitution. New York. Holt, Rinehart and Winston. 1985. Stokesbury, James L. A short History of the American Revolution. New York. William Morrow and Company, Inc. 1991.

The Great Mystery of the Pyramids Essay -- History, Building and Const

The Great pyramids of Egypt are undoubtedly one of the most recognized and admired landmarks in the world. Built to pay tribute to gods and pharaohs, the pyramids were of great importance to the Egyptians, and the mystery of their construction continues to amaze us today. Many theories pertaining to how the pyramids were built have been suggested, however, none are as well supported or intelligible as the heave-ho method of quarrying and cutting limestone. Joseph Davidovits’ theory disproving this, in which states the pyramids were moulded, is not plausible. Substantial physical evidence which is consistent with the Egyptologists’ portrayal of the heave-ho method has been found. The entire process of building a pyramid with this method is possible, as demonstrated by thorough experiments and analysis of the Egyptian culture. Indisputably, the Great Pyramids of Giza were constructed by quarrying limestone, and the use of ramps, sleds, and cutting tools, owing to the inge nuity and strength of highly organized Egyptian workers. Joseph Davidovits, a French chemist, has proposed that the pyramids were formed using a special concrete mixture, and then poured into wooden moulds where it hardened (Alt. theory #3).While Davidovits claims to have explained aspects of pyramid construction which the heave-ho theory could not, the mould theory has many faults, rendering it weak and improbable. Firstly, the stones used in building the pyramids were of diverse shapes (Article 5). The shape of the stones would be uniform if they were created in moulds of exact dimensions. If each stone was created in a uniquely fashioned mould, it would account for the diversity in shape. However, building thousands, or even hundreds, of moulds would have been e... ...gods they worshiped. In spite of the efforts of other theorists trying to refute this process, there is a very low number of faults in the heave-ho method. Most of the improbabilities and doubts can be explained with proven experiments, as well as examining the Egyptian lifestyle. In conclusion, the heave-ho method is the strongest and most practical theory of pyramid construction, due to the weakness of other theories, significant physical evidence, and how possible it is to achieve. This method irrefutably shows how the hardworking and inventive Egyptians used abundant resources to create magnificent pyramids, by working in highly organized teams, and using tools and machines such as chisels, hammers, and ramps. The actual process of how the pyramids were built may never become known to us; however, the heave-ho method is the closest idea we have to the truth. The Great Mystery of the Pyramids Essay -- History, Building and Const The Great pyramids of Egypt are undoubtedly one of the most recognized and admired landmarks in the world. Built to pay tribute to gods and pharaohs, the pyramids were of great importance to the Egyptians, and the mystery of their construction continues to amaze us today. Many theories pertaining to how the pyramids were built have been suggested, however, none are as well supported or intelligible as the heave-ho method of quarrying and cutting limestone. Joseph Davidovits’ theory disproving this, in which states the pyramids were moulded, is not plausible. Substantial physical evidence which is consistent with the Egyptologists’ portrayal of the heave-ho method has been found. The entire process of building a pyramid with this method is possible, as demonstrated by thorough experiments and analysis of the Egyptian culture. Indisputably, the Great Pyramids of Giza were constructed by quarrying limestone, and the use of ramps, sleds, and cutting tools, owing to the inge nuity and strength of highly organized Egyptian workers. Joseph Davidovits, a French chemist, has proposed that the pyramids were formed using a special concrete mixture, and then poured into wooden moulds where it hardened (Alt. theory #3).While Davidovits claims to have explained aspects of pyramid construction which the heave-ho theory could not, the mould theory has many faults, rendering it weak and improbable. Firstly, the stones used in building the pyramids were of diverse shapes (Article 5). The shape of the stones would be uniform if they were created in moulds of exact dimensions. If each stone was created in a uniquely fashioned mould, it would account for the diversity in shape. However, building thousands, or even hundreds, of moulds would have been e... ...gods they worshiped. In spite of the efforts of other theorists trying to refute this process, there is a very low number of faults in the heave-ho method. Most of the improbabilities and doubts can be explained with proven experiments, as well as examining the Egyptian lifestyle. In conclusion, the heave-ho method is the strongest and most practical theory of pyramid construction, due to the weakness of other theories, significant physical evidence, and how possible it is to achieve. This method irrefutably shows how the hardworking and inventive Egyptians used abundant resources to create magnificent pyramids, by working in highly organized teams, and using tools and machines such as chisels, hammers, and ramps. The actual process of how the pyramids were built may never become known to us; however, the heave-ho method is the closest idea we have to the truth.

Why Christians Should Watch the Big Bang Theory

Sarah Blair 10/11/12 Final Draft Lipscomb Seminar Why Christians Should Watch â€Å"The Big Bang Theory† The Big Bang Theory is a show about adult nerds who happen to be prodigies at science. In every episode something enviably goes wrong, or a conflict arises. Five main characters makeup the core cast in the Big Bang Theory. These characters are Sheldon Cooper, Leonard Hofstadter, Howard Wolowitz, Rajesh Koothrappali, and Penny. The dynamics and interactions between these characters are what helped this show win an Emmy, GoldenGlobe, and consistently attract 16 million weekly viewers.The first season aired in 2007 and has been signed to keep producing seasons through 2014. Because of the Big Bang Theory’s large following, Christians should watch the show because it will help them understand specific social groups through humor and grow a greater understanding of how Christians are perceived in the secular world. For a Christian it is important to see how outcasts are t reated. Sheldon, with all of his quirkiness, tends to be socially awkward. People within Sheldon’s group of friends are usually accepting, but the rest of the world does not seem to know how to handle him.Sheldon and his friends fit within the mold of nerds and often time’s people find it hard to relate with them because they are different from the rest of the world. This show brings to life the reality that certain groups of people might not always get along. But that no matter what social affiliation a person may belong to, Christians should seek out a relationship because Jesus called them to be all things to all people. If Christians are only interacting with people who it is easy to talk with, then they are avoiding what God has called them to do.In 1 Corinthians 9:19-23 Paul writes, â€Å"Though I am free and belong to no one, I have made myself a slave to everyone, to win as many as possible. To the Jews I became like a Jew, to win the Jews. To those under the law I became like one under the law, so as to win those under the law. To those not having the law I became like one not having the law, so as to win those not having the law. To the weak I became weak, to win the weak. I have become all things to all people so that by all possible means I might save some.I do all this for the sake of the gospel, that I may share in its blessings. †(Bible). Here Paul talks about being all things to all people. A Christian should read this and use it as an example of how they should live their life. That is why the Big Bang Theory is a good show for Christians to watch. The Big Bang Theory helps Christians understand nerdy people and how to connect with them, so that when they come across someone who exhibits those personality traits they will know how to be â€Å"all things† to them. In the beginning of each episode evolution is mentioned.No matter what, the show always has a prevailing message of evolution and a disbelief in God. The w ay evolution is mentioned is through the discussions on science and Big Bang Theory’s theme song. Here are the lyrics to the song called The Big Bang Theory by the Barenaked Ladies, â€Å"Our whole universe was in a hot dense state, then nearly fourteen billion years ago expansion started. Wait†¦? The Earth began to cool, the autotrophs began to drool,? Neanderthals developed tools,? We built a wall (we built the pyramids),? Math, science, history, unraveling the mysteries,?That all started with the big bang! † (Lyrics To Barenaked Ladies). A Christian can see the evident message of evolution and the theory of the big bang in how the producers chose the theme song. Another obvious scientific significance that the show is conveying is the name of the show, the Big Bang Theory. The name of the show serves to attract interest and to focus in on the main themes. For the show, the Big Bang Theory, the title attracts interest because believing in the theory of the big b ang has become one of the most popular views of creation.The Big Bang Theory’s title focuses on the how the shows emphasizes the theory of the big bang and the disbelief in God through any and all means of scientific methods. Christians usually do not believe in evolution, to be more specific, macroevolution. An example of Macroevolution would be a fish evolving into a land animal. Many Christians do not believe that this can happen, but do believe in microevolution. Microevolution can be seen through how there are many types of dog breeds. Dogs vary in size and traits, but at the same time their all still considered dogs.This is the type of evolution used to describe varying trait differences in dog breeds. Even Christians, who do believe in the theory of the big bang, see God as the source of life behind everything. As a whole, Christians tend not believe in the most commonly thought of term â€Å"evolution† which often times is referring to macroevolution. This whol e view of evolution is what the show and its creators are forcing on their viewers. Another reason why Christians should not watch this show is because God is the one who made everything and the show does not support this form of creation.In Genesis 1:1 the Bible says, â€Å"In the beginning God created the heavens and the earth†(Bible). Here the Bible says that God made everything and not evolution. If Christians believe in God then they should also believe that He created the world. Star Trek, Star Wars, World of Warcraft, comic books, religion, relationships, jobs etc. are just a few of the many topics that this show derives humor from. In one episode Sheldon lets Amy Farrah Fowler, the girl he has been seeing, go on a date with another man. After a short while Sheldon becomes paranoid by what he just allow to happen.Sheldon then decides to crash Amy’s date to the movies. Awkwardly, Sheldon sits himself in between the couple and proceeds to tell Amy that he wants th eir relationship to become an official, exclusive thing. Amy agrees and her relationship with Sheldon then becomes official and exclusive (CBS). Humor like this is what the Big Bang Theory is built on. Often times, people go looking for a laugh in the wrong places. In the world today people’s actions have a direct correlation with their own motives. People tend to get a laugh at another persons expense.But for Christians, it is not right to shame another person like this. However, God does have a sense of humor and He wants everyone to also be filled with joy and laughter. He simply wants the source of laughter to be wholesome. In Psalm 126:2 David wrote â€Å"then our mouth was filled with laughter, and our tongue with shouts of joy; then they said among the nations, ‘The Lord has done great things for them. ’†(Bible). Here David mentions laughter and joy when referring to a change in people. God wants everyone to experience humor and that is why Christia ns should watch the Big Bang Theory.The Big Bang Theory is a good source of laughter that is light hearted and lifts ones spirits. Christians should not watch the Big Bang Theory for its evolution standpoint, but also for how it condones excessive drinking. In many episodes of the Big Bang Theory, characters drink in excess, which lead them to becoming drunk. The character Raj is a man who has a hard time talking in front of women. However, when he is intoxicated he can actually hold a conversation with women. But being drunk is not a good way to glorify God. To be specific, Christians are called to not become drunk.The Bible says in Ephesians 5:18 â€Å"Do not get drunk on wine, which leads to debauchery. Instead, be filled with the Holy Spirit,† (Bible). Through this scripture, a Christian can see how God does not want His children to become drunk. A person can argue that any form of alcohol is a sin, but the Bible only states that drunkenness is what is wrong. As a whole, if Christians are not strong enough to stop drinking before they become drunk, they should abstain from alcohol. Christians who do not approve of drunkenness should also not approve of this show.The Big Bang Theory is filled with many things that are not glorifying God and none of them should be taken lightly. The last reason why Christians should watch the Big Bang Theory is because it paints an interesting light on Christianity. Christians are viewed many ways, and this show tends to showcase them in a negative manner. However, the Big Bang Theory does show truth in their view of Christianity. The Big Bang Theory sees Christians as uptight, close-minded, condemning, self-righteous, and hypocritical. A website called www. hetvcritic. org also views Christians very negatively, but they do feel as if the Big Bang Theory treated Christianity â€Å"inappropriately†¦ (and that it) implied a level of pushiness and insensitivity†(TheTvCritic). The sad thing is that hypocrisy a nd other negative traits like this can be found in Christians. That is why it is important for Christians to understand how secular people view them. So that they can be how Christ wanted them to be. God never said that the world would love Christians and that life would be easy.He did call Christians to stand up for what is right, but He did not call Christians to be so pervasive. God called everyone to love each other. In an episode Sheldon’s mother comes to visit and she takes everyone on a church tour with her. Sheldon’s mother is a so-called â€Å"devout† Christian(CBS). However, she bad mouths everyone and puts herself on a holier than thou pedestal. Many Christians who watched this episode were greatly offended, but Christians should rather use this secular view of Christianity as a learning tool and source of personal growth of how to not act in their own lives.Christians need to remember Matthew 7:5 â€Å"You hypocrite, first take the plank out of your own eye, and then you will see clearly to remove the speck from your brother’s eye. †(Bible). This verse is something all Christians need to remember, to keep them humble, loving, filled with grace, and gentleness. That is why watching shows like the Big Bang Theory are not always easy, or make Christians feel good, but are necessary in order to keep a realistic view of the world. Sexual immorality happens to be another common occurrence that the show is complacent on.In many Big Bang Theory episodes, sexual topics are talked about or immoral intercourse happens. Many times this sexual act is referred to as coitus. Throughout the six seasons, two characters Leonard and Penny have had an interesting relationship where they have sex. Christians should not be in favor of this type of sexual interaction since Leonard and Penny are not married. In 1 Corinthians 6:18 the Bible says, â€Å"Flee from sexual immorality and all other sins a person commits are outside the body, but whoever sins sexually, sins against their own body,† (Bible).Here a Christian can read that this type of behavior is not moral or uplifting to God. This is why Christians should not watch the Big Bang Theory because if they were to do so, they would be supporting such actions. These are all reasons why Christians should watch The Big Bang Theory. The choice of characters in their socially awkward nerdy lifestyles will cause Christians to think outside of themselves and grow in order to find ways to reach the outcasts. The humor will lighten their day and have them enjoy the simple things God has created. But most of all, Christians will be aware of how the world views them.That if they are going to make a bigger impact in the world they need to truly love people for who they are and where they are at. Christians should give this show a chance; they might be surprised with what new thought they come away with.

Jared Loughner

Jared Loughner. On January 8, 2011 U. S. Representative Gabrielle Giffords was shot along with eighteen other people at a public meeting in a grocery store parking lot near Tucson Arizona. Six of the eighteen people shot that day died. This included Arizona District Court Chief Judge John Roll and nine-year-old Christina-Taylor Green. Gifford was Holding a meeting called â€Å"Congress on Your Corner† in a Safeway store when she was shot through the head at point blank range. 22-year old Jared Loughner, a tucson man, was arrested at the scene.Federal prosecutors filed five charges against him, including the attempted assassination of a member of Congress and the assassination of a federal judge. Even though Loughner had a history of drug possession charges and had been suspended by his college for disruptive behavior, the motive for the shooting remains unclear. Invoking his right to remain silent , Loughner did not cooperate with authorities. Jared was found to be Incompetent to stand trial based on medical evaluations by a judge. As a young man in high school Loughner seemed ordinary enough.Occasionally he seemed withdrawn, as a normal teen would be, and a bit nerdy. Loughner loved music and played the saxophone well. Sometime around after Loughner dropped out of Mountain View High School, he didn't seem the same. He began drinking and using drugs including pot and hallucinogens like acid. Neighbors said that Loughner was not hostile toward anyone but he certainly did not warm up to anyone either. He didn't care what others thought of him. He had his own opinions and out looks on things and wasn't afraid to share them.Loughner's friends started noticed a change happening. Loughner started to do strange things. For example he spent months working out so that he could join the army. Then after traveling to the military processing station he told an Army official that he smoked marijuana excessively. Later Loughner passed a drug test, which meant he had n ot been smoking for at least a couple of weeks. After the Army incident Loughner's behavior became more erratic. He started having run-ins with Police for drug possession and alcohol and vandalizing street signs.Loughner started to think that the Government was trying to control him and everyone else in the US. He lost his job at quiznos and an animal shelter because he refused to follow instructions. When classes at Pima Community College began, fellow students were frightened by Loughner's behavior. â€Å"He had this hysterical kind of laugh, laughing to himself,† says Benjamin McGahee, his math professor. McGahee says that Loughner would say nonsensical things about â€Å"denying math. † One student in the back of McGahee's classroom said she was scared for her life, literally.By now Loughner was clearly developing a mental illness. Many signs suggest he had delusional disorder or schizophrenia. The average age of onset for both illnesses is roughly 20, about when L oughner started showing these symptoms. Loughner Became obsessed with lucid dreaming. Lucid dreaming is a dream state you can enter when you're half asleep where you are aware that you're dreaming. Loughner used drugs to keep him from falling into deep sleep which then encourage lucid dreaming.Last year the European Science Foundation reported that lucid dreaming creates distinct patterns of electrical activity in the brain that have similarities to the patterns made by psychotic conditions. Paranoid delusions can happen when lucid dermas are played over and over again when the person awakes. According to his friend Bryce Tierney, Loughner was replaying his lucid dreams in a dream journal. Loughner is being treated at a Missouri prison facility here he has been forcible medicated for about seven months in a bid to try to make him mentally fit to stand trial.Loughner has pleaded not guilty to 49 charges from the Shooting in Tucson. Loughner has not been able to stand trill because U. S. District Judge Larry Burns has ruled that he is not mentally fit to stand trial since experts have concluded that Loughner suffers from schizophrenia. JUdge Burns says that Loughner will eventually be ready for trial after he receives more treatment . Loughner's current stay is set to the end June 7th. Even though it is said that Loughner's condition is improving, His lawyers ave been fighting the governments efforts to forcible medicate him. Over the summer of 2011 the appeals court temporarily stopped Loughners forced medication, but it resumed when mental health experts concluded that Loughner's condition was worsening with out the medication. Since his arrest Loughner has shown bizarre behavior. He was forcibly removed from a May 25 Court hearing when Loughner lowered his head inches from the court room table then lifted his head and began a loud, angry rant.But since he has been forcibly medicated his mental condition has improved. Loughner has sat still and expressionless for seven hours in a hearing in September . But the problem is weather a mentally ill person who is considered very dangerous should be medicated. Prosecutes say the decisions is for officials to make but Loughner's lawyers say its up to the judge. So far prison officials have decided to medicate Loughner. His lawyers say that forcibly medication Loughner is violating his due-process rights.

Novel and Book Thief

Power of LanguageOne option: In The Book Thief, words have the power to both destroy and save lives. Examine how characters in the novel (for example, Liesel, Max, Ilsa Hermann, Hitler, Rosa and/or Hans) use words to destroy and to save. What are some of the effects of their words? Discuss at least two characters’ relationships with the power of language.Another option: The Book Thief is, on one level, the story of Liesel Meminger’s relationship with books. At the beginning of Zusak’s novel, Death advises the reader, â€Å"All told, she owned fourteen books, but she saw her story as being made up predominantly of ten of them. Of those ten, six were stolen, one showed up at the kitchen table, two were made for her by a hidden Jew, and one was delivered by a soft, yellow-dressed afternoon. When she came to write her story, she would wonder exactly when the books and the words started to mean not just something, but everything† (30).Near the end of the novel, Liesel confesses her conflicting emotions about the major’s wife’s library, â€Å"I love this place and hate it, because it is full of words† (522). Discuss at least two of Liesel’s books, and the significance of those books to her developing appreciation of the power of language.Power of language – Journal entries that might inspire you 1/15, 1/19Liesel’s Books (Books # 1-4) 1/22, 1/25Book # 5 2/3, 2/4Books #6 and 7 2/5, 2/8Book #8 2/11, 2/16Books # 9-11 2/25, 2/26Books # 12-13Your notes (your ideas for essay, Book Thief pages, Book Thief quotations)Utopia/dystopia A utopia is an imaginary place, situated in a particular time and space, that is socially, morally, and politically ideal. A dystopia is an imaginary place, also situated in a particular time or place, but which is socially, morally, and politically terrible, a state in which people are dehumanized, oppressed, terrorized, or completely dominated. While these are imaginary places , all societies display some characteristics of both. Find and discuss utopian and dystopian moments throughout The Book Thief. Is there a connection between the two? Are they dependent upon one another?Utopia/dystopia – Journal entries that might inspire you 1/22, 1/25Perfect Place – Book Thief characters 2/19, 2/22Two charactersYour notes (your ideas for essay, Book Thief pages, Book Thief quotations)Upstander triangle Each character in The Book Thief played a role in World War II Nazi Germany. Some were victims, others were perpetrators of evil and injustice, and many others (who chose to take no action) were bystanders. Among them, however, were rescuers or upstanders who acted against the evil and injustice they saw around them. Describe the roles that characters in The Book Thief fit into, and how they came to play each role. What qualities did the characters possess to fit into these roles? Did some characters play more than one role at a time? Did they change r oles? Why? What inspired or invited or compelled characters to move from bystanders to upstanders/rescuers?Upstander triangle – Journal entries that might inspire you 1/28, 1/29 â€Å"What Role Do You Choose?† triangle 2/19, 2/22Two characters 2/19, 2/22Rescuer biography (on assigned rescuer)Your notes (your ideas for essay, Book Thief pages, Book Thief quotations)Character analysis Compare and contrast two characters in The Book Thief. Focus on personality traits, where the characters fit in the upstander triangle, whether they perceive their world as more utopian or dystopian, and their perspectives on the power of language. How are these characters important to a core message (theme) that Zusak expresses through his novel?Character analysis – Journal entries that might inspire you 1/13, 1/14Hans v. Rosa Venn diagram 1/13, 1/14Frau Diller and Rudy Steiner Notes Homework 1/22, 1/25Perfect Place – Book Thief characters 1/28, 1/29 â€Å"What Role Do You C hoose?† triangle 2/19, 2/22Two charactersYour notes (your ideas for essay, Book Thief pages, Book Thief quotations) Novel and Book Thief Power of LanguageOne option: In The Book Thief, words have the power to both destroy and save lives. Examine how characters in the novel (for example, Liesel, Max, Ilsa Hermann, Hitler, Rosa and/or Hans) use words to destroy and to save. What are some of the effects of their words? Discuss at least two characters’ relationships with the power of language.Another option: The Book Thief is, on one level, the story of Liesel Meminger’s relationship with books. At the beginning of Zusak’s novel, Death advises the reader, â€Å"All told, she owned fourteen books, but she saw her story as being made up predominantly of ten of them. Of those ten, six were stolen, one showed up at the kitchen table, two were made for her by a hidden Jew, and one was delivered by a soft, yellow-dressed afternoon. When she came to write her story, she would wonder exactly when the books and the words started to mean not just something, but everything† (30). Near the end of the novel , Liesel confesses her conflicting emotions about the major’s wife’s library, â€Å"I love this place and hate it, because it is full of words† (522). Discuss at least two of Liesel’s books, and the significance of those books to her developing appreciation of the power of language.Power of language – Journal entries that might inspire you 1/15, 1/19Liesel’s Books (Books # 1-4) 1/22, 1/25Book # 5 2/3, 2/4Books #6 and 7 2/5, 2/8Book #8 2/11, 2/16Books # 9-11 2/25, 2/26Books # 12-13Your notes (your ideas for essay, Book Thief pages, Book Thief quotations)Utopia/dystopiaA utopia is an imaginary place, situated in a particular time and space, that is socially, morally, and politically ideal. A dystopia is an imaginary place, also situated in a particular time or place, but which is socially, morally, and politically terrible, a state in which people are dehumanized, oppressed, terrorized, or completely dominated. While these are imaginary places , all societies display some characteristics of both. Find and discuss utopian and dystopian moments throughout The Book Thief. Is there a connection between the two? Are they dependent upon one another?Utopia/dystopia – Journal entries that might inspire you 1/22, 1/25Perfect Place – Book Thief characters 2/19, 2/22Two charactersYour notes (your ideas for essay, Book Thief pages, Book Thief quotations)Upstander triangleEach character in The Book Thief played a role in World War II Nazi Germany. Some were victims, others were perpetrators of evil and injustice, and many others (who chose to take no action) were bystanders. Among them, however, were rescuers or upstanders who acted against the evil and injustice they saw around them. Describe the roles that characters in The Book Thief fit into, and how they came to play each role. What qualities did the characters possess to fit into these roles? Did some characters play more than one role at a time? Did they change ro les? Why? What inspired or invited or compelled characters to move from bystanders to upstanders/rescuers?Upstander triangle – Journal entries that might inspire you 1/28, 1/29 â€Å"What Role Do You Choose?† triangle 2/19, 2/22Two characters 2/19, 2/22Rescuer biography (on assigned rescuer)Your notes (your ideas for essay, Book Thief pages, Book Thief quotations)Character analysisCompare and contrast two characters in The Book Thief. Focus on personality traits, where the characters fit in the upstander triangle, whether they perceive their world as more utopian or dystopian, and their perspectives on the power of language. How are these characters important to a core message (theme) that Zusak expresses through his novel?Character analysis – Journal entries that might inspire you 1/13, 1/14Hans v. Rosa Venn diagram 1/13, 1/14Frau Diller and Rudy Steiner Notes Homework 1/22, 1/25Perfect Place – Book Thief characters 1/28, 1/29 â€Å"What Role Do You Cho ose?† triangle 2/19, 2/22Two charactersYour notes (your ideas for essay, Book Thief pages, Book Thief quotations)