Business Continuity Plans And The Disaster Recovery Plan

Business Continuity Plans (BCP) Paul D. Singleton Jr. March 11, 2015 ISSC481: IT Security: Planning and Policy Karen Paullet American Public University Business Continuity Plans (BCP) The Business Continuity Plan (BCP) and the Disaster Recovery Plan (DRP) are twin resources derived to preserve vital organization operations when facing an unsuspecting disaster. A disaster can be either natural or man-made. Natural disasters include floods, fires, earthquakes, and lightning strikes. Some of the more common man-made disasters are acts of terrorism, thefts, office violence, and sabotage. However, for business any action that stops or reduces productivity, it is conceived as being a disaster. For example if you are an†¦show more content†¦They established the Interagency Paper on Sound Practices on September 5, 2002 â€Å"to Strengthen the Resilience of the U.S. Financial System†¦and described a series of sound practices that were identified by industry participants during a series of interviews and meetings with the agencies† (â€Å"Interagency Paper,† 2003). BCP has evolved to where it’s used for regaining normal operations in a timely manner and meeting compliance requirements. Business Continuity Planning Management may have differing guidelines for building a plan, depending on the business sector. However, many are using the National Commission on Terrorist Attacks (NFPA) 1600 as the bases for building a BCP plan. The guideline includes ten essential elements that include: Program Initiation Management, Risk Evaluation Control, Business Impact Analysis, Business Continuity Strategies, Emergency Response Operations, Business Continuity Plan, Awareness Training, Business Continuity Plan Exercise, Audit Maintenance, Crisis Communications, and Coordinate with External Agencies. According to Clas (2008), â€Å"Going through the emergency preparedness and business continuity planning process is an extensive undertaking for most business. When done correctly, it is a quantifiable, sound investment† (para, 22). Business Continuity Plan falls in middle of these elements and is an integral key to emergency preparednessShow MoreRelatedThe Disaster Recovery Plan And A Business Continuity Plan928 Words   |  4 Pagescontrasted business continuity plans with disaster recovery plans A disaster recovery plan and a business continuity plan, are very important to all business and their marketing plan. These plans provide detail strategies on how the business will continue to operate, before, doing and after a disaster. About 25% of business that do not have these plans and are hit by a disaster, fail to reopen. (Smith, n.d.). This is why a disaster and recovery and business continuity plan are important to a business ifRead MoreBusiness Continuity And Disaster Recovery Plan809 Words   |  4 Pagesimplement business continuity and disaster recovery plan. Numerous individuals think that a disaster recovery plan is the same as a business continuity plan, however a DR plan concentrates on restoring IT framework and operations after an emergency. It s just one piece of a complete business continuity plan, whereas business continuity plan looks at the continuity of the whole organization. Table 1 Differences between key terms Risk management Emergency response Business continuity What couldRead MoreThe Data Analysis For Business Continuity And Disaster Recovery Plan998 Words   |  4 PagesThe data analysis for business continuity and disaster recovery is divided into three parts. All the three parts strive to properly examine and answer the research questions in a well-structured and organized manner. The data which was analyzed from various reliable sources, such as white papers, leading companies and BCP service providers, and also survey reports on business continuity and disaster recovery will help in exploring the research questions and provide proper guidelines for employeesRead MoreThe Importance Of A Business Continuity And Disaster Recovery Plan For Information Systems Essay1326 Words   |  6 PagesThere is need to ensure that there is continuity of information and adequate recovery of the same in business continuity planning and disaster recovery processes. Individuals and firms therefore have to improve their incident response capability in lig ht of increasing attacks that are cyber security related. These attacks have become diverse and more disruptive while causing greater damage. The number of security related incidents cannot be completely reduced, but the incident response capabilityRead MoreBusiness Continuity/Disaster Recovery Plan for Local Government Agency1810 Words   |  8 PagesCASE STUDY-BUSINESS CONTINUITY/DISASTER RECOVERY PLAN FOR LOCAL GOVERNMENT AGENCY 1. Disaster Recovery for City Hall Server #3 a. RTO/RPO for Hardware/Software: The Recovery Time Objective (RTO) is the determined length of time from when a disruption occurs in which a department’s functionalities, systems, applications, etc. must recover. The RTOs for the City Clerk, HR, and Finance Departments are as follows: RTO: Recovery Time Objective APPLICATIONS CITY CLERK HR FINANCE MillenniumRead MoreHow Business Continuity And Disaster Recovery Plans Directly Impact The Uses Of The Vpn System1113 Words   |  5 Pagesof business continuity and disaster recovery are most important to the use of the company’s VPN. This document will examine how business continuity and disaster recovery plans directly impact the use of the VPN system. Additionally, there will be a discussion pertaining to the challenges and solutions connected to the VPN and the influence of business continuity as well as disaster recovery planning. Challenges Associated with BC/DR pertaining to VPN Key factors of the business continuity/disasterRead MoreIncident Response Plan And A Disaster Recovery1591 Words   |  7 PagesIncident Response (IR) plan â€Å"is a detailed set of processes and procedures that anticipate, detect, and mitigate the effects of an unexpected event that might compromise information resources and assets.† (Whitman, 2013, p. 85). Consequently, Incident response planning (IRP) is the planning for an incident, which occurs when an attack affects information systems causing disruptions. On the other hand, Disaster Recovery (DR) plan â€Å"entails the preparation for and recovery from a disaster, whether naturalRead MoreJustice Floral Distribution And A Disaster Recovery Plan Essay1731 Words   |  7 PagesDistribution has successfully been in business for 2 years now. To insure that the company remains successful we need to create a disaster plan. It has recently come to my attention that we do not have one and it is crucial that we create one as soon as possible. In case of an unforeseen event, which can bring our production to a halt our company needs to recover as rapidly as possible to continue its services to its clients. Not having a disaster recovery plan in place can put the company at riskRead MoreDisaster Recovery Planning Essay1339 Words   |  6 PagesIntroduction Disaster Recovery Planning is the critical factor that can prevent headaches or nightmares experienced by an organization in times of disaster. Having a disaster recovery plan marks the difference between organizations that can successfully manage crises with minimal cost, effort and with maximum speed, and those organizations that cannot. By having back-up plans, not only for equipment and network recovery, but also detailed disaster recovery plans that precisely outline what stepsRead MoreContinuity Of Government And Continuity Essay842 Words   |  4 Pages Continuity of government and continuity of operations. Business continuity encompasses a loosely defined set of planning, preparatory and related activities which are intended to ensure that an organization’s critical business functions will either continue to operate despite serious incidents or disasters that might otherwise have interrupted them, or will be recovered to an operational state within a reasonably short period. Resilience critical business functions and the supporting

Love And Prejudice By Jane Austen - 1722 Words

Love and Marriage in Pride and Prejudice Yuexin Ma (Mandy) Dr. W. Smith ENGL 222 December 9, 2015 Love and Marriage in Pride and Prejudice No doubt, among Jane Austen’s works, Pride and Prejudice is one of the most well-known stories in the world and her greatest success. This famous novel was written in 1813, and was translated into many languages and made into films for several times. Pride and Prejudice has both love and money for the tone to the theme of marriage. The greatness of this novel lies in the author s enduring success character, which avoids the characters of a single character. In Pride and Prejudice, Jane Austen gives preference to a marriage which is based on love. She presents several contrasting attitudes to marriage in this novel. The five Bennet girls have been raised well aware of their mother s fixation on finding them husbands and securing set futures. In fact, Austen s views on marriage are still meaningful in present period. In modem society, the woman s social status has been improved tremendously. They now have been economically independent and free to choose their own husbands. â€Å"There are mainly four couples are presented in the novel. It also represents four attitudes to marriage: the marriage for money, marriage for the satisfaction of bodily desires, marriage based on the physical look and marriage for love.† (FeiFei Pei, 2014) And I pick two supporting couples to analyze, including Charlotte and Collins’s marriage,Show MoreRelatedLove in Pride and Prejudice by Jane Austen1035 Words   |  5 PagesThe course of true love never did run smooth in â€Å"Pride and Prejudice† The idiom â€Å"The course of true love never did run smooth† implies that the path to love is never simple and straight forward. The path to true love is filled with difficulties and obstacles from society, religion, or culture. In â€Å"Pride and Prejudice,† none exemplify this idiom more than the couples Mr. Darcy and Elizabeth and Mr. Bingley and Jane. The idea behind the proverb plays a central role in constructing the plot of theRead MoreThe Immortality of Love in Pride and Prejudice by Jane Austen839 Words   |  3 PagesLove is a word that cannot be given one simple definition. Love is a different thing to different people. Love has extreme powers. It has started great wars, and it can cause people to do unbelievable things. Jane Austen has a very clear opinion on love and personal relationships, and she makes various statements about these personal relationships throughout her novel Pride and Prejudice. In Pride and Prejudice, two sisters who come from a some what disrespected family embark on separate journeysRead MoreLove and Marriage in Pride and Prejudice by Jane Austen Essay2052 Words   |  9 PagesWhat is your response to the way love and marriages are presented in Pride and Prejudice by JaneAusten? Pride and Prejudice was written in 1796-7 during the romantic period and was published in 1813, it is set between 1797 and 1815, in rural England when the agriculture society was changing into a modern industrial nation. Pride and Prejudice is about love and marriage, personal happiness, andamongst other things, status and reputation. Pride and Prejudice is a popular romantic novel, whichRead MoreMarriage Vs. Love Jane Austen s Pride And Prejudice 1461 Words   |  6 PagesHammel Ms. Salrin Love and Romance 17 November 2015 Marriage vs. Love Jane Austen, author of Pride and Prejudice, wrote in an era where considerations of social class and economic status were central to the institution of marriage. This notion is demonstrated throughout the novel by exploring character’s ideas and definitions regarding love and marriage. The main character, Elizabeth, defies almost all stereotypes of early 19th century women in England. She, unlike Charlotte and Jane, believes thatRead MoreEssay on Marriage Without Love in Pride and Prejudice by Jane Austen1640 Words   |  7 Pagessentence of Pride and Prejudice by Jane Austen satirizes womens’ inability to be self sufficient and respected in society without a husband. Elizabeth Bennet resembles Austen as young women, as she chose to be old maid rather than be married inappropriately. Elizabeth cannot stand the frenzies her mother and sisters get in over superficial marriages. Unlike her sisters, Elizabeth is set on finding love, and will not sacrifice love for any absu rd amount of money or status. Austen wrote during the uprisingRead More How Society Viewed Love and Marriage in Pride and Prejudice by Jane Austen1898 Words   |  8 PagesHow Society Viewed Love and Marriage in Pride and Prejudice by Jane Austen Jane Austen was born in 1775 and spent most of her life in the countryside in a village called Steventon, Hampshire. She was the daughter of a clergyman, Reverend George Austen and her mother was called Cassandra Austen. She had a brief education starting at the age of seven and ending at eleven, when she settled at home. Like women in Austen’s society, she had little education due to the beliefs at the time; theRead MoreJane Austen s `` Pride And Prejudice Comments On And Satirizes Ideals Of Love And Class `` Polite Society1755 Words   |  8 PagesAbigail Hill (Billie Jean) Mr. Devin Michael King FYS2: Writing Nature 10/12/16 TITLE Arguably Jane Austen’s most acclaimed work, Pride and Prejudice comments on and satirizes ideals of love and class in polite society. Her strikingly unconventional yet witty and charming protagonist, Elizabeth Bennet, boasts her ability and skill at discerning character, yet before the story comes to a close, she is forced to reconsider several of her initial judgements. By analyzing the text, one can observe specificRead More Jane Austens Pride and Prejudice: Novel and Movie Essay652 Words   |  3 PagesJane Austens Pride and Prejudice: Novel and Movie Pride and Prejudice, the novel by Jane Austen, and Sense and Sensibility, the movie based on the novel by Austen, share many striking similarities. These similarities lie in the characters, plots and subplots between these characters, the settings, and the overall style and themes used in creating the two works. Jane Austen uses extremely similar characters in almost the exact same situation in Pride and Prejudice and Sense and SensibilityRead MoreThe Course of True Love Never Did Run Smooth in Pride and Prejudice1184 Words   |  5 PagesThe course of true love never did run smooth in â€Å"Pride and Prejudice† The idiom â€Å"The course of true love never did run smooth† implies that the path to love is never simple and straight forward. The path to true love is filled with difficulties and obstacles from society, religion, or culture. In â€Å"Pride and Prejudice,† none exemplify this idiom more than the couples Mr. Darcy and Elizabeth and Mr. Bingley and Jane. The idea behind the proverb plays a central role in constructing the plot of theRead MoreJane Austen s Pride And Prejudice1048 Words   |  5 PagesIn the novel Pride and Prejudice, love at first sight is mocked throughout the characters in this nineteenth century society. Jane Austen portrays irony in certain characters’ romances. Some characters were expected to be together due to â€Å"love at first sight,† yet Austen creates conflict which disrupts these relationships. Jane Austen mocks conventional romantic novels by developing hardships and obstacles among characters’ romances. Austen shat ters the expectations of â€Å"love at first sight† and emphasizes

Geography of India free essay sample

Compares the three major geographic regions by climate, topography, waterways, etc. Also discusses geographical problems the country is faced with, like population density and agriculture. In this paper the 3 major regions of India are analyzed geographically, looking at the weather patterns, topographical regions, agriculture and climate. The impact of geography on the people of India is also looked at, primarily by looking at the geographic problems in the nation They include population density and a heavy dependence on few industries. When studying the land that makes up India, it is important to realize the diversity that abounds in the different regions of the nation. There are three main sections that India can be split into: the Himalayas, the Indo-Gangetic Plain, and the Peninsula. The Himalayan Mountain range is present in India along the northern border, and especially in the northwest corner of the country. There are numerous peaks of various sizes, but the most notable are Mount Nanda Devi and the Godwin-Austen, which lies in disputed territory. We will write a custom essay sample on Geography of India or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is also an area known as the Lesser Himalayas, which serves as a transition area between the mountainous regions of the north and the central plains. The Himalayas are a key component in the weather dynamics of all of Southern Asia, and India especially depends on them. India has 4 major seasons: winter in December until February; summer from March until May; monsoons from the southwest in June until September; and monsoons from the northeast in October and November.

West Coast Offense Essay Example For Students

West Coast Offense Essay We know that football teams, similar to organizations everywhere, improve by going through an evolutionary progression as they learn, apply, adapt, and learn again. Bill Walsh accomplished all these by establishing and mastering the steps involved in that crucial process. No individual in the history of the game is more qualified to put forth such individual guidance. During his illustrious career, Bill Walsh was more than a football coach. In a very real sense he has been an exceptional visionary. Although he is widely renowned as the architect of the West Coast offense, his innovative approach to the game has extended far beyond his imaginative ideas on offense. During the time he spent working with the San Francisco 49ers, he transformed San Franciscos game into an art form. To Walsh, football was more than a physical contest, and success is more than a victory on the playing field. We will write a custom essay on West Coast Offense specifically for you for only $16.38 $13.9/page Order now Success is the progression of worthy ideas and goals. Such a progression involves at least two key cerebral factors, attention to detail and an absolute commitment to perfection. To Walshs way of reasoning, no detail or situation is too unimportant to be overlooked. Every possible circumstance that might affect the performance of the team and the productivity of the organization should be addressed. In turn, a contingency plan to handle each situation should be developed. In his more than four decades of involvement with the game as a player, a coach, and a top-level administrator, no individual has had a more worthy or meaningful impact on the players he coached or the coaches with whom he worked. A list of coaches that served with Walsh, and who subsequently went on to achieve remarkable success as head coaches on both the collegiate and professional levels is quite extraordinary. As a result, his influence continues to be felt throughout all levels of the game today. As you read through my manuscript about the West Coast offense, you will read about a detailed offense that thrives on perfection. Throughout my manuscript Bill Walsh and sometimes LaVell Edwards will continue to be referred to, having being the architects of such an ingenious offense. Before we can know more about the offense, we should know more about the history of the father of the West Coast offense. Bill Walsh was born in to an environment where most children played sports in the streets and on neighborhood lawns . He grew up in a neighborhood where there were no basketball courts, so playing football was the only option. Walsh grew up in area of southwest Los Angeles, better known as south central L.A. South central L.A. was the home of University of Southern California. Having lived in the atmosphere of USC, only served to heighten Walshs interest in football . In later years, Walsh had the opportunity to hang around USC as a ball boy for the Trojan football team. In the process, Walsh made friends with several USC player that went on to be professional athletes and coaches. If you think Walsh came from a football background you are wrong. Though his father played a very influential role in his life, ingraining strong work ethics, (evident in most of Walshs football teams). During the week his father was employed at a blue collar job in an auto plant. Walsh and family traveled from place to place for employment reasons. Because of the numerous travels, Walsh had the opportunity to attend three different high schools. He played on the football team at each high school, sometimes as quarterback, but usually as a running back because it was probably easier to learn the system. Walsh attended San Mateo Community College for two seasons, where he was allowed to play quarterback on a regular basis. After attending San Mateo and gaining a Associates Degree, he attended San Jose State University, where he had the opportunity to play as a split end on the Spartan football team, coached by the legendary Bob Bronzan . Bronzan was a typical hard nosed coach, he demanded high standards of performance at all times from everyone associated with the team. He was a coach that stressed the fact that everyone needed to be willing to make sacrifices if the team was to succeed. Last but not least Bronzan was very creative offensively. After school Walsh was drafted into the Army. He spent his entire two-year of duty at Ft. Ord in California, where he got to play on the post football team and box. After the Army, Walsh returned to San Jose State to pursue a graduate degree and Bronzan hired him on his staff as a graduate assistant coach. Bronzan got the credit as being Bill Walshs mentor. I can imagine Bronzan spent countless hours with Walsh working to develop the skills and abilities to be a good football coach. After finishing graduate school, Walsh got a position as a head coach at a high school in Fremont, California. Despite being only 24 years old Walsh felt confident that he had learned enough to be a head coach. After spending three years as a head coach at the high school level, with Bronzans support Marv Levy hired him to be a member of his staff at University of California Berkley. Moving right up the coaching ladder Walsh had gained a head coaching position at a high school when he was 24 and three ye ars later he was a full time assistant at a Division I college. Two years under his belt at the Division I level on Levys staff he was appointed Walsh as defensive coordinator. Walsh did not feel completely prepared for this position, but the experience proved to be very important. After three seasons with Marv Levy and the Cal Bears, Walsh began his association with Stanford. John Ralston hired Walsh to be a member of the Cardinals staff. In his first year working for Ralston, he was appointed the chief recruiter, administrative assistant, and junior varsity coach. Then he was appointed as his defensive backs coach. When you actually sit down and try to summarize how you pursued the major goals in your life, it is relatively difficult to determine from which point you should began. Most people interested in football want to know where did Walsh develop his professional philosophies, and in particular the West Coast offense. All factors considered, the birth of the West Coast offense started with the legendary Paul Brown, from whom Walsh worked for in Cincinnati, and the offensive genius Sid Gillman. Gillman made his mark in 10 seasons with the San Diego Chargers, leading them to five championship appearances. Walsh learned from Gillman when Gillman hired him with the Oakland Raiders. Walsh gives credit to Gillman as being the biggest influence in his early career. Gillman was just one of the numerous pro coaches whom Walsh studied from. Walsh also credits individuals such as Blanton Collier, Al Davis, Don Coryell and Clark Shaughnessy, the legendary Stanford coach and Chicago Bear assistant to George Halas who brought the T formation into college and professional football . Having the chance to work at the college level at two great schools like Cal and Stanford had to be meaningful for his development as a coach. What many people dont realize is that Walsh spent his first few years in college football on the defensive side of the ball. Working as Marv Levys defensive coordinator at Cal, then later with John Ralston at Stanford as his defensive backs coach, provided him with experience important to coaching offensive football. The time Walsh spent with Cincinnati Bengals seemingly gave Walsh a chance to develop his own coaching philosophy and to put them into practical application. At the time, Cincinnati was an expansion team that had Virgil Carter as its quarterback. Virgil Carter was a quarterback who had a great collegiate career at Brigham Young. Virgil Carter was only six feet tall and without a throwing arm, but he was a good runner. Back in those days from film I have seen, the Bengals werent strong enough on the offensive line to be able to run the ball well, Walsh decided that the best chance to win football games was to somehow control the ball. As a result, Walsh devised a ball-control passing game in the hope that if the Bengals could make 25 first downs in a given game and also had good special teams play, football games wouldnt be hard to win . Over the eight year period Walsh was in Cincinnati, he and his staff were able to develop a system known today as the West Coast offense. Walsh could nt have never known the system as being an all-encompassing system. If he did know he probably would have patented the name and made a lot of money from it. At age 47, Bill Walsh got his first chance to be a head coach since he coached at the high school level in the late 1950s . He was named head football coach at Stanford University in 1977. Most people would consider coaching at Stanford an opportunity of a lifetime. This position allowed him to take full control of an organization and field test the precepts and philosophies he had worked to develop over the years. What matters most is that he also got a chance to further develop an offensive system, but at a decidedly different level. Coaching football at the college level probably needs more involvement because of the varying stages of development of football players. Teaching is more comprehensive in college because a dramatic range exists in the abilities of the players. The success Walsh had at Stanford, culminating in a na tional ranking a win in the Bluebonnet Bowl, gave him the chance to become the head coach of the San Francisco 49ers in 1979. The 49ers had been virtually dismembered in the late 1970s by mismanagement and terrible personnel decisions. The apathy in the Bay area for the 49ers was at an all-time high, as evidence by the fact they couldnt sell many tickets. The 49ers had been through a tumultuous period with differences of head coaches and general managers who constantly were at odds with one another. As a result, the organization had no single leadership and no meaningful direction. To make things worse the 49ers had few draft choices with which to rebuild due to some poor trades. When Walsh was hired they made him head coach, and he was also in charge of all football operations, similar to what the Seattle Seahawks have done when they hired Mike Holmgreen. The standards that Walsh set coaching the West Coast offense were miraculous. His primary goal was to get players that fit the system. Therefore, I will give an idea on what type of players by position that Walsh wanted. The wide receiver position is probably the second most important position in this offense only because of the passing. The ideal size of a wide receiver should be at least 6 foot 3 inches, and weigh about 210 pounds. To play effectively, a wide receiver must posses several traits and characteristics. For example, a wide receiver should have a high level of agility. The agility to change his body position is essential if a wide receiver is to be able to get his hips turned and his hands in position to catch a ball that is not perfectly thrown. Body control is particularly critical for a wide receiver who wants to get to the highest tier of play. Wide receivers in this offense must also be relatively strong. Strength can help wide receivers in several ways. For example, strength plays a role in a wide receiver being able to maintain his balance after a collision with his defenders. Strength also affects a receivers ability to go up for the ball and his ability to maintain his performance level as the game progresses . All factors considered the stronger a player is, the less likely he is to be injured. Soft hands are also vital. Its a given that to have a legitimate chance to play, a receiver must have outstanding hands. The key is to be able to catch the ball in a crowded situation, while on the move. Almost all potential receivers can run under the ball and catch it in the open. In reality, however, most catches must be made with the ball and the defender closing at the same instant. In such a situation, the receiver must get his body in position to catch the ball, actually the ball and be hit all at the same moment. Wide receivers must also have the ability to focus. They must be able to find the ball, focus on it, and isolate it from everything else that is happening around them. When a coach is evaluating videotapes on a particular wide receiver, he looks for and evaluates those plays that demonstrate situations where the player must be focused. Speed also plays a role. While pure (track) speed may be desirable, the ability to increase his foot speed as needed (i.e., explosiveness) and his full stride speed are more important factors for a wide receiver. Acceleration has a number of obvious applications for a wide receiver. .uca5694d973b7410b80268002fabc6fa4 , .uca5694d973b7410b80268002fabc6fa4 .postImageUrl , .uca5694d973b7410b80268002fabc6fa4 .centered-text-area { min-height: 80px; position: relative; } .uca5694d973b7410b80268002fabc6fa4 , .uca5694d973b7410b80268002fabc6fa4:hover , .uca5694d973b7410b80268002fabc6fa4:visited , .uca5694d973b7410b80268002fabc6fa4:active { border:0!important; } .uca5694d973b7410b80268002fabc6fa4 .clearfix:after { content: ""; display: table; clear: both; } .uca5694d973b7410b80268002fabc6fa4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uca5694d973b7410b80268002fabc6fa4:active , .uca5694d973b7410b80268002fabc6fa4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uca5694d973b7410b80268002fabc6fa4 .centered-text-area { width: 100%; position: relative ; } .uca5694d973b7410b80268002fabc6fa4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uca5694d973b7410b80268002fabc6fa4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uca5694d973b7410b80268002fabc6fa4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uca5694d973b7410b80268002fabc6fa4:hover .ctaButton { background-color: #34495E!important; } .uca5694d973b7410b80268002fabc6fa4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uca5694d973b7410b80268002fabc6fa4 .uca5694d973b7410b80268002fabc6fa4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uca5694d973b7410b80268002fabc6fa4:after { content: ""; display: block; clear: both; } READ: Huck finn Essay ThesisFull-stride speed enables a receiver who has the ball in the open field to be able to keep the separation with the closing defenders until he crosses the goal line . He doesnt have to out-run the defenders or gain ground on them just get to the goal line before the defenders do. This situation requires full-stride speed, rather than track speed. The NFL has also had a few wide receivers with Olympic-level sprinting speed who lacked full-stride speed. As a result, they werent able to score whenever they got tangled up with a defender and werent able to get back into full stride quickly enough. Coachability is another factor that is important that wide receivers have (as it is for all players). Coaching can help enhance a receivers ability to evade a defender at the line of scrimmage, to read the form of coverage, and to change a pattern accordingly. Wide receivers must also be durable. Durability is a factor because receivers get hit a lot. Often, theyre hit when theyre in a vulnerable position (i.e., being hit by a much larger opponent after running a hooking pattern against a linebacker). Wide receivers are finely tuned athletes who need to be in top condition to perform well. If they are hurt or injured, it can be very difficult for them to function at a high level. Unlike a few other positions (e.g., offensive lineman), wide receivers must be almost totally injury free to perform well. Walsh has had the luxury to coach a number of great wide receivers, including Chip Myers, Charlie Joiner, James Lofton, Ken Margerum, Isaac Curtis, Dwight Clark, John Taylor and the incomparable Jerry Rice. At one time or another, all of them were either Pro Bowl players or All-Americans in college. Each, however, was uniquely qualified and different from the others. For example, Chip Myers was 65, while Charlie Joiner was only 510; Isaac Curtis was an NCAA sprint champion; Dwight Clark ran a 4.6 40-yard dash, etc . The one thing that they had in common, however, was that they were all brilliant performers. Another important position in the West Coast offense is the tight end position. The ideal size for a tight end in this offense is about six foot, four and one half inches, weighing about 245 pounds. The requirements for playing tight end depend primarily on the system a team deploys. Accordingly, a West Coast offense team must find the athlete who best fits the teams approach to the offense. Some teams want a tight end who has girth, ballast and strength. For these teams, the tight end is one of the primary keys to their offensive system because he has the size and physical tools to secure the point of attack. If the tight end is able to block a defensive lineman who is positioned on the edge of the offense, then a team automatically has an increased likelihood of having a running game with just that single feature. In many of the defensive alignments of the 1990s, defensive linemen are lining up adjacent to or across from the tight end, whereas years ago they probably were not. If the tight end can block those defensive linemen, then this entire offense has a focal point from which to work. This type of tight end can be a dominating factor. He is bigger and stronger, though less quick and agile, than the other type of tight end. Teams tend to fashion their passing game with him in the vicinity of the linebackers. Accordingly, he must have both the ability to absorb a ball as he is being hit and soft hands. On virtually every pass thrown to him, he is going to be hit almost simultaneously with the catch. This type of tight end also does not need to possess great speed; a 5.0 time on the 40-yard dash will get the job done. The major shortcoming attendant to his lack of extraordinary speed is the fact that he is not going to be able to clear defenders on certain pass patterns to help other receivers. All in all, that limitation is not that significant compared to all the blocking capabilities he provides. The other extreme would be a Brent Jones type tight end, who can be a major factor all over the field. This type of tight end is a dream come true for the West Coast offense. He should have the ability and the foot speed to go anywhere on the field quickly across the field, to the outside, down the field, etc. In the process, he will be able to either bring defenders with him or find openings in the defenses. This kind of tight end needs the body control, the great hands and a lot of the skills of wide receiver, although more girth (size) than a wide receiver because many of the passes he catches will be in the vicinity of linebackers and even defensive linemen. The quicker and faster type of tight end will utilize an all-technique (rather than bulk) approach when blocking. It is essential that he learns and develops those blocking techniques that he can use with a reasonable level of effectiveness against defensive linemen and linebackers. Unlike the stranger, bigger type of tight end, he will not be able to use amass-against mass approach to blocking. Also, this type of tight end is considered the great all-around type. This type of tight end is so gifted (athletically) that he can do all of the things both of the other types of tight ends would normally be expected to do. A multi-talented, all around tight end who is both a great blocker and a great receiver gives his team multiple offensive options. The next tool in the West Coast offense has to be the offensive lineman. Like most offenses offensive linemen make the offenses great. The offensive tackle should be the tallest on the offensive line, especially in the West Coast offense because so many of the passing plays are across the middle. The ideal size for an offensive tackle has to be at least six foot, six inches, and 310 pounds. The National Football League (NFL) has a number of highly skilled offensive tackles who weigh 330 pounds or so. In reality, these athletes play well in spite of weighing 330 pounds, not because of it. The only apparent benefit of weighing that much is to attract the attention of the television crew. While most of them might enhance their playing skills and performance if they lost a substantial amount of weight, the fact is they play pretty well at their current weight. The one absolute essential trait for offensive linemen in the West Coast offense is natural body girth. In addition to girth, offensive tackles in this offense must be very strong and a have a high level of agility. Agility by the linemen in this offense is needed because of the quick three and five step passing game. An offensive tackle should also have strong, long arms to facilitate those blocking tasks involving tasks involving leverage. From a blocking perceptive, however, the timing of the block itself is the critical factor. In addition, the offensive tackle must have intuitive sense of feeling or knowing where to intersect defenders. In this offense the offensive tackle must be able to adapt to a situation where a linebacker blitzes from the outside and the defender he was expecting to block drops back into pass coverage. This happens often within the offense, again because of the short controlled passing game. As a result, the offensive tackle must be sharp enough to quickly identify the scenario and be able to move and adjust to the circumstances as needed. He must also be extremely well versed and prepared in the skills and the techniques required to handle a variety of situations. The nature of the position of the offensive tackle also requires that athletes who play this position possess a level of inner confidence and natural self control that enables them to deal with frustration and, on some occasions in a football sense, disaster. Regardless of the circumstances, the offensive tackle in this offense must be able to regain his focus and function at a high level of performance within 30-40 seconds or less. In reality, some athletes appear to have a better disposition to deal with potentially disruptive elements than others. The next position of similar importance on the offensive line in the West Coast offense is the offensive guard. The ideal size for the offensive guard is about six foot three inches, and the should weigh about 300 pounds. Similar to some of the other positions on the offensive line the requirements for playing guard in the West Coast offense depend to a great extent on the type of passing and running the team will do. In this regard, two obvious options exist, either the offensive guard has to be selected based on his capacity to contribute to a teams existing system of offense. Another idea is a team has to style its offense according to who its guards are. Typically, the latter option prevails. A team adapts its offensive style to the abilities of its guards. An example of how a team adapts its offensive system to its guards occurs when a particular offensive guard can or cannot do something to his right or left. If the left guard can pull and trap, then the team is more likely to run plays to the right with the left guard pulling (and vice versa). The guard positions are personalized according to what they can do. Typically, one or the other offensive guard on a team is stronger or weaker in a particular technique or the ability to get the job done. As a rule, great offensive guards possess several traits, including quickness, agility, explosiveness, the ability to pull and trap, and the ability to go inside-out on a linebacker. Randall McDaniel of the Minnesota Vikings is an excellent example of this type of offensive guard. Although he only weighs approximately 280 pounds, he is an outstanding player in every sense. He fits their form of the West Coast offense perfectly. In the West Coast offense more than anything, offensive guards must be able to pass block. Generally speaking, girth, stability and body balance are essential factors in this skill. Because the offensive guard can usually get help as a pass protector, he just has to have enough power to avoid being knocked back. Just the sheer number of people inside will help the guard pass block. As a result, the guard can have some limitations as a pass blocker as long as he has enough girth to keep the defensive tackle from picking him up and moving him. The offensive guard position requires less technique for pass protecting than is essential for an offensive tackle. On the other hand, the offensive guard position requires more blocking and movement skills. For example, in the West Coast offense the guard is used on numerous blocking combinations where he must get from point A to point B, pulling through a hole, trapping, pulling on sweeps, coming inside-out on a blitzing linebacker, etc. Collectively, this capability requires that the offensive guard has agility, mobility, and a refined level of techniques. The last but, most important position on the offensive line in the West Coast offense is the center. The ideal size for the center should be about six foot two inches and weigh about 290 pounds. The offensive center has a critical role in the West Coast offense. Not only must he start every play with a flawlessly executed snap, he is typically the key man in making line calls. These calls are vital, and there is no way a team running the West Coast offense can do without them. For example, with the constant defensive changes that occur during a game, the offensive line must react to those changes if an adjustment in the blocking scheme is required. Because he is literally at the center of the action (in the middle of things), the center is the obvious member of the offensive line to identify and communicate to the other offensive linemen what blocking adjustment must be made. As a result, the center must have a thorough command of the offensive line blocking system, the game plan, and individual defensive players his team is facing. In a few isolated instances, some teams use an offensive guard to make line calls because the guard is either more experienced or more adept at making them. As a general rule, the center doesnt have to be an exceptional blocker. The center usually doesnt have to block the nose tackle one-on-one, although if he can, it provides a considerable advantage to his team. The center who can isolate one-on-one with a nose tackle will take tremendous pressure off of the offensive line, particularly the guards. Most West Coast offense teams typically find a way to help the center with the nose tackle (slide a line). If the other team is in alignment that doesnt have a nose tackle (4-3 defense) or has the nose tackle stunt away from the center, the center helps a teammate with his blocking responsibilities. .uf6496bda58db73c750e2e014779a3300 , .uf6496bda58db73c750e2e014779a3300 .postImageUrl , .uf6496bda58db73c750e2e014779a3300 .centered-text-area { min-height: 80px; position: relative; } .uf6496bda58db73c750e2e014779a3300 , .uf6496bda58db73c750e2e014779a3300:hover , .uf6496bda58db73c750e2e014779a3300:visited , .uf6496bda58db73c750e2e014779a3300:active { border:0!important; } .uf6496bda58db73c750e2e014779a3300 .clearfix:after { content: ""; display: table; clear: both; } .uf6496bda58db73c750e2e014779a3300 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf6496bda58db73c750e2e014779a3300:active , .uf6496bda58db73c750e2e014779a3300:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf6496bda58db73c750e2e014779a3300 .centered-text-area { width: 100%; position: relative ; } .uf6496bda58db73c750e2e014779a3300 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf6496bda58db73c750e2e014779a3300 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf6496bda58db73c750e2e014779a3300 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf6496bda58db73c750e2e014779a3300:hover .ctaButton { background-color: #34495E!important; } .uf6496bda58db73c750e2e014779a3300 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf6496bda58db73c750e2e014779a3300 .uf6496bda58db73c750e2e014779a3300-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf6496bda58db73c750e2e014779a3300:after { content: ""; display: block; clear: both; } READ: Bogdan Ficeac 8211 The Communist censorship and th EssayOne additional factor related to the center that West Coast offense teams address is his height. Although there have been successful centers in the NFL who were relatively tall, many West Coast offense teams feel that, all factors considered, a shorter center is better. Not only does a shorter center have lower center of gravity (thereby facilitating body balance), he also tends to be more mobile a trait that offers significant benefits to an individual who must operate in a relatively small area. A large body can be a hindrance in a small area (somewhat analogous to the limitations imposed on a jockey who weighs more than 150 pounds). Most West Coast offense prefer a center who is able to quickly move in between people. In most cases, a shorter center can do that better than a tall, rangy one. Finally, the most important position in the West Coast offense has to be the quarterback. The ideal size of a quarterback in this offense or any offense should be about six foot three inches and weigh about 210 pounds. Roughly the quarterback needs to be taller than the center. Playing quarterback in the West Coast offense requires several skills and traits some of which can be developed through practice and sound coaching, and others which are inherited (genetic gifts). One of the most obvious requirements for a quarterback in the West Coast offense is have the ability to pass. It is important to realize that arm strength and being able to pass are not synonymous. Some players can throw a football 80 yards, but they arent good passers. Good passing involves accuracy, timing, and throwing a ball with enough touch so that it is catchable. Good passing also requires understanding both the West Coast offense and the receivers in the West Coast offense, and having a great sense of anticipation. While it is certainly admirable to be able to throw a ball on a line for 35 yards, if the ball is off target or arrives in such a way that it is difficult to catch, such an ability is of dubious value. The fundamental goal of passing a ball is to make sure its caught by the intended receiver. One of the more important criteria for assessing the potential of a quarterback to play in the West Coast offense is to what extent does he have the ability to throw a complete inventory of passes from screen passes to times, short passes to medium-range passes and down-the-field throws. Not having a complete inventory of passes in his arsenal does not eliminate a quarterback from a West Coast offense teams considerations, but it can be a meaningful factor. Two other positions important to the West Coast offense are the fullback and running back positions. The ideal size for the fullback position should be about six foot one inch and weigh about 245 pounds. The running back should be large enough to take punishment and retain stamina. The main goals for the fullback and running back position in the West Coast offense are to be able to block and catch. In this offense these positions have to able to pick up blitzing linebackers. The most important value for these positions is to be ab le to catch. These positions in the West Coast offense will probably have more catches than rushing attempts. In the past, the knock against passing teams is that they had no consistency. You might win some games, but eventually a pass first offense will come back to haunt you. Bad weather, a strong pass rush, lack of ball control, too many turnovers, and a host of other reasons were offered as obstacles to sustained success. Through the 1970s, this thinking was supported by the fact that the truly great teams ran the football much more often than they passed it. However the game has since changed. I believe the fans wanted to see more action within the football games. Pass minded coaches like Sid Gillman, Don Coryell, Bill Walsh, and LaVell Edwards won championships with passing offenses. What I believe caught the attention of many observers was that Walsh and Edwards offensive philosophies was unlike previous air attacks that threw only in long-yardage situations or to surprise the oppositions. Instead Walsh and Edwards approach was to:? spread the defense over a much bigger area of the fi eld, both horizontally and vertically;? create mismatches in the speed, size, or number of receivers defenders try to cover;? thrown on any down and any distance to avoid tendencies that defenses could key on;? maintain possession through the air just as other teams tried to do on the ground. These tenets formed the basis for what is now called the West Coast offense. This high-production, low risk offensive attack has proven itself over the years and is now used successfully by man teams at all levels. The West Coast offense appeals to high school coaches because it does not require players up front who can blow people off the ball, down after down, which is needed in a run based offense. The West Coast offense is a finesse attack that features both ball-control and big play potential. Ball control in way of short, intermediate, and play-action passing results in first downs, moving the chains down field and maintaining possession of the ball. A series of short passes soon add up to sizable gains, putting the defense back on its heels. Moreover, receivers who can run with the ball can turn short passes into long gains or even touchdowns. There are three main principles to minimize risk and achieve success with the West Coast offense. These include protecting the quarterback, timing the pass, and using multiple receivers (including using backs as receivers). Pressure from the pass rush can result in loss of yardage and can disrupt timing between the quarterback and receivers, resulting in forced passes. Repeated hits on the quarterback take a toll physically and invite injury. The offense must have a plan to handle the pass rush of linemen, shooting linebackers, and defensive back blitzes. When the defense sends more rushers than available blockers, the hot receiver principle is used in order to get rid of the ball before the rusher can get to the quarterback. Solid pass protection gives the quarterback time to find the open receiver and throw him the ball. The quarterback gains confidence and gets into a rhythm of throwing on time while the defense becomes frustrated because of its inability to get to the passer. Sound protection is based on effective blocking technique. Blocking for the pass is more than the offensive player positioning himself in front of the rusher. The rusher is surging toward the quarterback. The blocker must stop this surge and force the rusher to start up as many times as possible or redirect him away from the quarterback. Technique must he drilled in game like situations and polished through repetition. Practice time allotted for pass protections should he proportionate to how much an offense will use the passing game. Pass timing is the next most important element in successfully throwing the football. The depth of the receivers route must time out with the depth of the quarterbacks drop. If the receiver breaks into his route before the quarterback is ready to throw, the defender begins closing on the receiver and arrives at the same time as the ball. If the quarterback is ready to throw, but the receiver has not broken into his route, the coverage begins to converge to where the quarterback is looking and gets a jump on the ball. Proper pass timing aids the receiver in getting open and permits the quarterback to get the pass off. It establishes a rhythm for the quarterback and receivers. A team that executes its passing attack with near flawless timing is difficult to defend, because in most instances, it simply beats the coverage. The quarterback and receivers must have a thorough understanding of what a given pass route is trying to accomplish and how to run that route properly. Receivers must run routes at precise depths and adjust their route according to the coverage encountered. The quarterback must understand pass defense, recognizing the alignment of defensive secondary personnel and their drops into coverage. He must know the strengths and weaknesses of the coverage and which defender can take away a given route. Finally, using multiple receivers in the West Coast offense is a definite must. The design of the attack must include a secondary or dump off receiver along with a primary receiver. Their routes will complement each other so that; versus man coverage, a clearing action is provided by one receiver for the other, and versus zone coverage, the defender must make a choice of which receiver to cover. This design increases the chance for a completion, and permits the quarterback to get rid of the ball quickly, since he does not need to wait for his primary receiver to get open. The receivers routes should be in the same general area and at varying depths so that a stretching action is made on the coverage, and one receiver come open before the other. The quarterback should be able to quickly scan from one receiver to the other, and complete the pass to the open man. He is taught that when the coverage takes away the primary receiver, he will immediately go to the secondary receiver. Even if throwing to the second choice results in a missed first down, an incompletion or possible interception will be eliminated and some gain will be achieved. Theres always chance the receiver might break away for the first down. Throwing the ball to the secondary receiver enough times will soon condition the defense to cover him, opening up possibilities down field. The West Coast passing attack utilizes all five skill positions as pass receivers in a variety of ways when attacking the defense. By using all skill positions as receivers, the offense can attack the whole field and reduce defensive coverage into one-on-one situations. The nice thing about the offense however is that on any given pass play, a quarterback will have a variety of options, especially on the side of the field that the play is designed to go, and because of this, a receiver is usually open. For example, on a pass play to the strongside, the wide receiver may be called to run deep down the field, the tight end may be called to run an intermediate out route, and the fullback may be called to run a swing pass. If the flanker and tight end are covered, the quarterback should be able to dump the ball off to the back. Remember, football is a game of field position. Positive yards are gained in the field position war (remember this is the same strategy a traditional running attack tries to accomplish). At best, the back breaks a tackle and picks up the first down. Dont force the issue, dont make mistakes. This is supposed to be a low risk offense. A complimentary benefit is that completions will raise a quarterbacks confidence level. In conclusion, the West Coast offense in my opinion is the most productive offense that could be used in football. I say productive because this offense can be used with average players for maximum benefit. As defenses place more and more emphasis on speed pass rushers, disguised coverages, and attacking, pressure-based concepts, the need for the West Coast offense will continue to grow. Bibliography1. Building a Champion. Bill Walsh and Glenn Dickey. Sports Publishing Inc. Champaign, IL 19922. Footballs Quick Passing Game: Fundamentals and Techniques Vol. 1. Andrew Coverdale and Dan Robinson. Sagamore Publishing, Inc. 19983. Footballs Quick Passing Game: More Advanced Routes Vol. 2. Andrew Coverdale and Dan Robinson. Sagamore Publishing, Inc. 19984. Footballs Quick Passing Game: Implementing the Package Vol. 3. Andrew Coverdale and Dan Robinson. Sagamore Publishing, Inc. 19985. How to Coach Footballs Running Trap Game. Jerry H. Laycock. Parker Publishing Company, Inc. 1972. 6. Perfecting the Play Action Passing Game in Football. Mike Koehler. Parker Publishing Company, Inc. 1984. 7. Quarterbacking. Bart Starr and Mark Cox. Prentice Hall, Inc. 1967. 8. Rough Magic: Bill Walshs Return to Stanford Football. L. Cohn. Harper Collins Publishers, 1994. 9. Developing an Offensive Game Plan. Brian Billick. Sagamore Publishing, Inc., 1997. 10. Winning with the West Coast Offense. Mike Lowry. M-Low Enterprises, 1996

Am Lit- Crucible and Lottery Similarities Essay Example

Am Lit- Crucible and Lottery Similarities Essay Villagers persecute individuals at random, and the victim is guilty of no transgression other than having drawn the wrong slip of paper from a box. Seems like in the Crucible many just grabbed the â€Å"wrong slip† of paper. * The elaborate ritual of the lottery is designed so that all villagers have the same chance of becoming the victim—even children are at risk. Each year, someone new is chosen and killed, and no family is safe. Like in the Crucible the villagers focused on maintaining public reputation, the townsfolk of Salem must fear that the sins of their friends and associates will taint their names. Many kept blaming each other so it was almost like they were chose at random because everyone kept getting blamed. * In â€Å"The Lottery† villagers turn against the victim much like many turned on those accused of being a witch. The instant that Tessie Hutchinson chooses the marked slip of paper, she loses her identity as a popular housewife. Her friends and family participate in the killing with as much enthusiasm as everyone else. Tessie essentially becomes invisible to them in the fervor of persecution. Although she has done nothing â€Å"wrong,† her innocence doesn’t matter. She has drawn the marked paper—she has herself become marked—and according to the logic of the lottery, she therefore must die. * Tessie’s death is an extreme example of how societies can persecute innocent people for absurd reasons. Those who are persecuted become â€Å"marked† because of a trait or characteristic that is out of their control like in the Crucible they cannot control who was blaming them. Just as the villagers in â€Å"The Lottery† blindly follow tradition and kill Tessie because that is what they are expected to do, people in real life often persecute others without questioning why. We will write a custom essay sample on Am Lit- Crucible and Lottery Similarities specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Am Lit- Crucible and Lottery Similarities specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Am Lit- Crucible and Lottery Similarities specifically for you FOR ONLY $16.38 $13.9/page Hire Writer As Jackson suggests, any such persecution is essentially random, which is why Tessie’s bizarre death is so universal. * The Crucible is the role that hysteria can play in tearing apart a community. Hysteria supplants logic and enables people to believe that their neighbors, whom they have always considered upstanding people, are committing absurd and unbelievable crimes—communing with the devil, killing babies, and so on. The lottery causes ciaos within the community fearing that they will draw the ticket. It also doesn’t discourage from children just like the witch trails did not.

He Got Game essays

He Got Game essays He Got Game is a good movie because it teaches a lesson, it makes us understand the tragedy of Jakes life, and it shows how Jesus has to make difficult decisions. The movie, He Got Game, teaches a lesson, especially to those people who have families on their own, that parents cant push their kids in doing what they want them to do and not what their kids want to do. Roger Ebert says that the movie is more of a heartbreaker about a father and his son. I agree because when Jake tried to convince his son, Jesus, to go to Big State University in order for him to get an early parole in prison, This movie makes us understand the tragedy of Jakes life because when Jake tried to pushed his son to play good in basketball in which Jake ended up in prison for killing his wife accidently while arguing with his son. Janet Maslin says that, Jesus hates his father and wont give him the time of day to talk to him. I feel that even if Jesus father has done something really bad in the past, Jesus shouldnt treated his father like he didnt even know him and never existed in his life and besides the incident that happened to his mother was just an accident. But no matter what Jesus do, Jake is still the person who This movie also shows how Jesus has to make difficult decision because when an agent, his coach, girlfriend, uncle, and groupies-on-call offered him money, cars, house, and more, since hes the countrys #1 high school prospect, he didnt accept any of those because its illegal for him to take it. Mike Clark says that, they just want what they perceive to be their share from the coming bounty. I feel that once Jesus gets famous they would just use him to get themselves rich. He Got Game is one of my favorite movie I have seen because it somewhat relates ...

Kubota Lawn Mower with a Weedeater Research Paper

Kubota Lawn Mower with a Weedeater - Research Paper Example A company that was founded in 1890 in Osaka has crossed all limits to carve out a name in this line of business. Today it is not limited to Japan as it has spread wings in Australia, Canada, France, Thailand, the U.K., and the U.S.A. This company deals in utility vehicles to farming products, but the one that makes it stand out is for the Kubota Lawn Mower with a Weedeater. Kubota - Company Overview In general a weed eater is a kind of device that can mow a lawn. It is an apparatus that runs on power and can move backwards as well as forwards. Some of these vehicles come assembled and some need to be assembled with the help of a user manual as provided by the manufacturer. One such manufacturer is Kubota which needs no introduction. In addition to this it should be stated that land mowers by Kubota can be assembled in an effortless manner. A Kubota Lawn Mower with a Weedeater is a user friendly device. It is compact and this is why it can be taken out easily without much of a difficu lty. These mowers run on both diesel and petrol. These are available at different prices because of sizes and its operations (â€Å"Popular Mechanics†, March 1979). What is even better about these land mowers is that, most of them have a bag attached to the mowers. It needs to be cleaned and one can even use as an organic manure to fertilize their lawns. It could be done by mulching the contents and some high end mowers have such blades that can be used for mulching. It is quite evident that these mowers have features that can make anyone with a passion for gardening go weak in the knees. So owners if this kind of a land mower can move it in a trouble-free way. This is means using these mowers are not that demanding as they do not need much an attention. Advanced technology makes the execution better and more accurate. All this makes Kubota Lawn Mower with a Weedeater a must have for those who really love their lawns and gardens. This kind of mowing can give a garden an insta nt makeover. Pricing Strategies: If I would have to choose a pricing strategy then I will certainly choose to Price Discounts and allowances Pricing Strategy. Fixing the price of our product following this strategy has immense benefits and it attracts customers as well. While driven with careful and skilled professionals, discounting can be quite helpful establishing the product in the market and creating value. The Logic behind It Today, the market is full of competitors and if we have to cut our share then there might be something strategic and logically beneficial for the customers and discounts on purchasing is the best way to achieve this goal. It has made the discounting a prevailing trend in the market and I would like to go with this trend while setting the price of my own product. But there might be an undercover strategy behind the discounting. Means there should have to be a definite goal that might be achieved when you are offering the discounts on your products. Long Te rm Profit Sticking with discounting pricing strategy offers a long term profit. If someone needs to make quick funds then this strategy is not for his/her company. When you are offering discounts then it means that the sell and utilization of your product will increase. And it will increase the market share as well as goodwill amongst the customers. Once a definite market share achieved, I will gradually

Construction Business Essay Example | Topics and Well Written Essays - 1750 words

Construction Business - Essay Example The construction business has some significant legal concerns as well, such as liquidated damages issue that should be taken into account. The business then requires finance for its operations and means of obtaining these finances are to be evaluated. It is important for the owners to study these matters to understand whether this business is well suited to them and to understand what kind of management skills, legal and financial expertise they should have in the enterprise for it to successfully turn it into a successful, profitable venture. When considering the legal form of business formation, the choices available to a business include sole proprietorship, partnership, corporation, and the newest form of business formation, the limited liability company (LLC). These forms of business may be compared in terms of ownership, liability of owners, continuity of business, and transferability of interest, among others. Since construction is a business with a potential for personal injury where employees and customers can experience a fall or some other injury at the construction site, it is best to select the form of business entity that provides liability protection for the business owners. Liability protection is also an important consideration because in times of financial adversity, it allows the owners to be accountable only to the extent of their share in the business and no charge is placed on their personal assets. The two options that provide protection of personal liability are corporation and LLC. Corporations ar e further classified into C Corporations and S Corporations. Typically the term 'Corporation' refers to a C Corporation, whereas the S Corporation is a special type of corporation that combines tax advantages of the partnership and the corporation. The LLC is a new alternative brought about by the new regulation and has gained much popularity because of its acceptance in all states and amendments in several states making it more attractive. (Hisrich, Peters, Shepherd, 2004) The LLC is considered a partnership-corporation hybrid because of its characteristics. Like partnerships have partners and corporations have shareholders, the LLC has members. These members do not own shares but rather an interest in the business. As mentioned earlier, the LLC allows owners to have limited liability protection, which would benefit the owners of a construction business by offering them protection from. The taxation for an LLC does not take place on the business level, instead the income, profit or loss is passed on to the owners and is treated as their personal income and reported in the owner's personal tax return. Liquidated Damages The construction industry is one in which legal issues arise very often. Breaches of contracts and failures to perform have to be dealt with by the employer as well as the contractor. Because this paper discusses considerations for owners of a construction business, we will look at the legal matters that can arise, from the viewpoint of the employer who assigns the task of constructing a particular project to the contractor. The relationship of an employer and contractor is such that According to the American Law Encyclopedia

I could not decide the research question. Could you decide it and Paper

I could not decide the question. Could you decide it and write for me - Research Paper Example If an individual tests positive on a genetic test, they have a genetic predisposition to a disease, which is defined by the National Institutes of Health (NIH) as â€Å"increased susceptibility to a particular disease due to the presence of one or more gene mutations, and/or a combination of alleles†¦ that is associated with an increased risk for the disease, and/or a family history that indicates an increased risk for the disease† (National Library of Medicine 2010). Knowledge of a genetic predisposition allows an individual to take preventative measures to limit the effects of a disease or to otherwise prepare for the onset of a disease. Because genetic testing is extremely beneficial as it can provide an individual with information about their susceptibility to a disease and allow them to take preventative measures or screening measures, healthcare organizations and institutions should promote mandatory genetic screening for children among indigenous populations. The problem of informed consent and genetic screening has been a widely debated issue, particularly in medical field. For instance, most guidelines expressed by medical organizations contained recommendations against testing adolescents and children for hereditary late-onset diseases. It is important to remember that respect for the individual and valuing of autonomous decision-making are the moral and ethical cores underpinning informed consent. This written, and often oral, process provides important information that aids potential participants in their decision to participate in a research study. By providing adequate and comprehensible information, an informed consent enables independent decision-making and may minimize participant harm. Basic ethical principles such as beneficence, nonmaleficence, fidelity, integrity, justice, and respect for persons help guide our understanding of informed consent; however, the practical application of such a process is rarely as simple or

Health Promotion and Education for HIV

Health Promotion and Education for HIV Introduction The prevalence of HIV infections has increased rapidly in recent years in the UK. In 2006, it was estimated that a total of 73,000 people were infected with HIV, with a further new 6,393 cases reported in 2007 (Health Protection Agency 2007). The epidemiology of HIV infection has changed over the years. In the mid-1980s, the three groups of people considered to be at the highest risk of HIV infection were men who have sex with men, injection drug users and those who have received blood products (e.g. through blood transfusions). However, since 1999, the majority of new infections have been reported among heterosexuals (Health Protection Agency 2007). The prognosis for HIV-infected individuals has improved over the past ten years. Although there is currently no vaccine and no cure for HIV, HAART (Highly Active Antiretroviral Therapy) has proven highly effective in delaying the onset of AIDS and lengthening the lifespan of infected individuals (Rutland et al. 2007).The increased preval ence of HIV infections in the UK means that healthcare professionals in all settings are more likely to care for patients with HIV than in past years. A number of studies have been conducted worldwide to examine healthcare professionals’ knowledge and/or attitudes to HIV in countries including the UK (Tierney 1995; Laraqui et al. 2002; Pisal et al. 2007). Findings showed that healthcare workers are frequently fearful, negative, ill-informed and discriminatory towards HIV-positive patients. Furthermore, fears regarding perceived risks when caring for parents with HIV may hamper quality of patient care (Pisal et al. 2007). As a result, HIV-positive patients may experience stigma and dehumanisation, together with feelings of isolation and guilt. There is an unmet need for effective education programmes to increase healthcare professionals’ knowledge about HIV, modes of transmission and precautions that should be taken when caring for HIV-positive patients. Studies have shown that education programmes to increase levels of knowledge among nurses significantly reduced fears about interacting with HIV-positive patients (Pis al et al. 2007). This paper discusses the development of an educational leaflet aimed at healthcare professionals, analyses the methodology used and evaluates the leaflet and the process of development. Leaflet development When devising health promotion and education programmes, the three main components which must be considered are planning, implementation and evaluation and it may be helpful to use a health promotion model in this process (Whitehead 2003). The Ewles and Simnett model (1992) proposes five different ways of considering health promotion which include a medical approach, behaviour change approach, educational change approach, client-centred approach and social change approach. Our health education approach best fit the educational and behavioural change approaches. By educating the target group of individuals, the knowledge they gain will empower them to make informed decisions and will act as an important influencer on their behaviour (Aghamolaei et al. 2005). In their model, Ewles and Simnett identified 9 stages which were used in the planning of the health education initiative discussed in this paper and which include: Identification of the target group Identification of the needs of the target group Establishment of the goals of education Formulation of specific objectives Identification of resources Planning of content and method Planning of methods of evaluation Implementation of education Evaluation of effectiveness. Planning The target group for this health education strategy was healthcare support workers who may come into contact with clients infected with HIV or AIDS. As discussed, there is a clear need for education programmes for healthcare professionals who may have contact with HIV-positive clients. The main goals of this strategy were to increase levels of knowledge about HIV with a view to reducing fears and stigma surrounding HIV-positive individuals, and alleviate any existing misconceptions surrounding the spread of the HIV virus in clinical practice. The approach taken in this strategy was to develop an educational information leaflet. Previous research has demonstrated that leaflets that promote knowledge of HIV are effective in reducing fear and anxiety among healthcare workers, while also increasing overall knowledge of the disease (Pisal et al. 2007). Leaflets have been shown to provide a number of benefits. For example, they can be used to re-enforce information delivered verbally and c an deliver a greater volume of information that via verbal communication alone (Secker 1997). Furthermore, leaflets may be retained for future reference and can be shared with others. However, there is evidence to suggest that health promotion leaflets needs to be carefully designed, since not all leaflets communicate their messages effectively to their target audience (Shire Hall Communications 1992). Methodology Sources of information Information on the HIV was sourced by searching the Pubmed electronic database and Department of Health websites. Up-to-date, high-quality publications were selected where possible. The Health Protection Agency websites was also search for recent UK-specific epidemiology data. Information relating to the design of the leaflet was gathered from both Pubmed and Google searches. All information sourced was read carefully, findings were accurately summarised and key points were highlighted. Leaflet design The design of educational leaflets should assist the reader’s understanding of the content within (Secker 1997). The leaflet title was chosen carefully so as to be appealing and encourage readers to want to read the entire leaflet. A design theme was chosen which was applied consistently throughout each of the pages. Black and red text was used against a yellow background which demonstrated good readability and made the leaflet stand out on the shelf among a group of other leaflets. The choice of colours was designed to reflect a ‘danger/hazard’ theme which was intended to motivate the reader. While it could be argued that the association of red with danger may actually re-enforce existing negative beliefs about HIV, we believe that our choice of a strong and positive leaflet title negates this possibility. The Times New Roman font in a 12 point size was used for the main text. Research suggests that this is one of the best fonts for educational materials, and that a 12 point font size is the minimum size for readers without visual impairment (Secker 1997). Although it is acknowledged that using a font size as large as this limits the amount of text that can be accommodated, a shortcoming of many educational leaflets is that they contain text which is too small to read comfortably (Albert and Chadwick 1992). The images used in the leaflet were relevant to the content. Research has shown that the use of illustrations is an important factor to consider in leaflet design and that illustrations should always be informative and relative to the content of the leaflet, otherwise they will detract from the information being conveyed (Rohret and Ferguson 1990; Albert and Chadwick 1992). By using ‘before’ and ‘after’ versions of similar images, we aimed to convey some of the feelings that HIV-positive clients may experience in healthcare settings and how a change in the behaviour and attitude of healthcare workers can have a positive impact on the client’s experience as well as improving the interaction between the client and care provider. Another important factor which must be considered when using images, pictures and other illustrative materials is their source and whether there are copyright issues associated with their use. Unfortunately, we did not consider the legal implications associated with our choice of illustration, which subsequently prevented the leaflet from being distributed to the target audience. A folded one third A4 size leaflet, printed on yellow paper with a gloss finish was chosen. This is a popular choice of size for educational leaflets and provides good portability, being small enough to put in a bag. The use of folding negates the need for staples which add to cost. [Client: you didn’t mention anything about leaflet size, stock of paper or finish so I’ve added in what I have found from my own experience of designing educational materials, although I’m not sure of the exact stock of paper that would be the best for a leaflet of this description and no papers discuss this] Language According to Bennett and Heller (2006), â€Å"Speaking the language of the audience is crucial in attempting to appeal to them and change their understanding of any issue†. The language in this leaflet used simple terminology that is easily understood and is jargon free, two factors which have been shown to be of importance in educational materials (Ewles and Simnett 2003). Personal and colloquial terms were used which were designed to engage the reader and encourage critical thinking and reflection of their own clinical practice. The use of personal pronouns has previously been shown to be effective in making the reader feel that the leaflet is addressing them directly, thereby making it more appealing (Glasper and Burge 1992; Albert and Chadwick 1992). The use of long words was limited and sentences were generally short and succinct, with each attempting to explain a single idea (Manning 1981). Evidence has shown that this facilitates the integration and storage of information into memory. This is an important factor since the cognitive load theory proposes that redundant forms of information may require longer processing and may prevent the reader from learning (Doak et al. 1996). Research has also demonstrated that the more long words and long sentences used, the more difficult the leaflet will be for the reader to understand (Pastore and Berg 1987; Bernier and Yasko 1991). Simplicity in both choice of language and sentence structure is also of value if the leaflet were to be translated into other languages or into Braille. While this leaflet was only designed for target groups within the UK, it could also be translated successfully if required. Readability may be assessed more accurately by performing a readability test to determine the reading age of any written material. These tests typically relate the number of long words and sentences to the reading age necessary to understand the materials. Evidence shows that the reading age of the majority of adults in many developed countries is 10-14 years (Vahabi and Ferris 1995). Although we did not employ a readability test when developing this leaflet, it is an activity that would have been helpful to confirm the readability of the material we had developed and would be particularly valuable when developing patient educational materials where reading age would be of greater importance. Content and organisation of information It is important that educational materials are accurate and up to date (Secker 1997). As previously discussed, the most recent information was selected for inclusion in our leaflet. Summarised information was discussed for suitability and then reviewed for accuracy by several members of the team as a quality control exercise. The content of this leaflet is quite specific and should be applicable for the foreseeable future, unless a vaccine or cure for HIV/AIDS is developed or there are changes to universal precautions. Nonetheless, it may have been worth including a publication date on the leaflet to enable the reader to quickly see how old the leaflet is and if a more up-to-date version may be available. The organisation of text within the leaflet is a very important factor influencing whether the material makes sense to the reader (Secker 1997). Studies have shown that educational information should be presented in a way that reflects the priorities of the reader (Bernier and Yasko 1991). Therefore, paragraphs of text were arranged so that the most important and relevant facts were discussed first. This arrangement has been shown to facilitate the assimilation of information and re-enforce learning (Manning 1981). Sequential lists of bullet points were used to present the text included in the leaflet. These have also been shown to enhance assimilation, when compared with blocks of bulk information delivered in a narrative form (Manning 1981). Key points within the text were emphasised in bold type since the use of colour has shown to be ineffective (Kitching 1990) and a number of colours were already employed in the design theme. The text in the leaflet was justified which is not in line with the recommendation of unjustified, left-aligned text using indentations for ease of readability (Kitching 1990). [Client: you don’t mention whether headings were used in the leaflet. Sentence case headings in bold type placed against the left-hand margin with plenty of space around are effective in standing out from the main text and will assist the reader in quickly locating the information they require within the leaflet (Dixon and Park, 1990) Reference: Dixon, E. Park, R. 1990, ‘Do patients understand written health information?’, Nursing Outlook, vol. 38, no. 6, pp. 278-81.] Evidence has shown that leaflets should convey only essential information and contain references to further reading in a separate section (Vahabi and Ferris 1995). In our leaflet, the name of the first author and the year were included in the text as citations for source references. For a more continuous flow, it may have been better to replace the author name with a superscript number which relates to the full reference which would be included in a reference list at the end of the leaflet. Since this leaflet is aimed at healthcare professionals who aim to use research-based evidence to inform best practice, it would be particularly important to include the sources of the reference materials to encourage further reading; however, due to space constraints, we were not able to include this reference list in our leaflet. Implementation The leaflet has not been distributed to the intended target group due to legal implications surrounding the images used. The original implementation plan included: (1) distribution of the leaflet after infection control study days held within the hospital, or at study sessions focussing on HIV/AIDS as a method of re-enforcing the verbal information already delivered; (2) inclusion of the leaflet as part of the induction package for relevant new members of staff; and (3) inclusion of leaflets on stands already located in hospital common rooms or other venues. Evaluation As discussed above, since the leaflet has not been distributed to the target audience, it has not been possible to evaluate the success of our approach. We planned to pilot our leaflet to a selected group of healthcare support workers and gain feedback both verbally and via the use of a questionnaire designed to address the quality of content, readability and use of language within the leaflet. Gaining preliminary feedback on the leaflet may have helped us to address any issues identified prior to implementation. The specific limitations identified in our leaflet have already been discussed within the relevant sections of this paper. However, when reflecting on our approach to producing this leaflet, we were able to identify a number of other areas where we feel that the process could be improved in the future: (1) experimenting with other colours may make the leaflet aesthetically more appealing; (2) including the address of the charity listed, instead of just the website, would enable those individuals without internet facilities to also access this valuable resource more easily; (3) when searching for published literature on knowledge and attitudes of healthcare professionals to HIV, although many studies were identified, there were few recent studies conducted within the UK. For this reason, it may have been worth considering designing a preliminary questionnaire to gather the attitudes and beliefs of the healthcare workers within our particular setting to ensure that we were designing a leaflet which addressed their specific needs; and (4) we believe that the use of an interactive tool, such as a quiz, would further engage the target audience, serving to re-enforce and challenge what they have learnt from the leaflet. Conclusions Our leaflet met the majority of published criteria for well-designed educational material, in terms of content, language and design. The leaflet contained up-to-date, accurate information which was relevant to the target audience. The overall look and feel of the leaflet was appealing and uncrowded with good readability, while the use of relevant images helped to convey the important messages contained within the leaflet. The major limitation of our methodology was the use of images with surrounding legal implications which prevented the leaflet from being distributed. This made is impossible to evaluate the success of our approach which was very disappointing. Nonetheless, developing this leaflet has provided valuable experience which can be applied when designing similar health promotion and education programmes in the future. Bibliography Aghamolei, T., Eftekhar, H., Mohammed, K., Nahjavani, M., Shojaeizadeh, D., Ghofranipour, F., Safa, O. 2005, ‘Effects of a health education program on behaviour, HbA1c and health-related quality of life in diabetic patients’, Acta Medica Iranica, vol. 43, no. 2, pp. 89-94. Albert, T. Chadwick, S. 1992, ‘How readable are practice leaflets?’, British Medical Journal, vol. 305, pp. 1266-8. Bennett and Heller 2006, Design studies: theory and research in graphic design, Princeton Architectural Press, New York. Bernier, M. J. Yasko, J. 1991,‘Designing and evaluating printed education materials: model and instrument development’, Patient Education and Counseling, vol. 18, pp. 253-63. Doak, C. C,, Doak L. G., Root, J. H. 1996, Teaching patients with low literacy skills, 2nd ed, Lippincott Williams Wilkins, Philadelphia. Ewles and Simnett 1992, Promoting Health: a practical guide. 2nd ed, Scutari Press, London. Ewles and Simnett 2003, Promoting Health: a practical guide. 5th ed, Scutari Press, London. Ezedinachi, E., Ross, M. W., Meremiku, M., Essien, E. J., Edem, C. B., Ekure, E., Ita, O. 2002,â€Å"The impact of an intervention to change health workers’ HIV/AIDS attitudes and knowledge in Nigeria: a controlled trial’, Public Health, vol. 116, pp. 106-12 Glasper, A. Burge, D. 1992, ‘Developing family information leaflets’, Nursing Standard, vol. 6, no. 25, pp. 24-7. Health Protection Agency 2007, Testing Times: HIV and other sexually transmitted infections in the United Kingdom, 2007. Retrieved 31st July 2008 from: http://www.hpa.org.uk/web/HPAwebHPAwebStandard/HPAweb_C/1203084355941 Kitching, J. B. 1990, ‘Patient information leaflets – the state of the art’, Journal of the Royal Society of Medicine, vol. 83, pp. 298-300. Pisal, H., Sutar, S., Sastry, J., Kapadia-Kundu, N., Joshi, A., Joshi, M., Leslie, J., Scotti, L., Bharucha, K., Suryavanshi, N., Phadke, M., Bollinger, R., Shankar, A.V. 2007, ‘Nurses health education program in India increases HIV knowledge and reduces fear’, Journal of the Association of Nurses and AIDS Care, vol. 18, no. 6, pp. 32-43. Laraqui, C. H., Tripodi, D., Rahhali, A., Bichara, M., Laraqui, S., Curtes, J. P., Verger, C., Zahraoui, M. 2002,’Knowledge, practice, and behaviour of healthcare workers confronted to AIDS and the occupational risk of HIV transmission in Morocco, Medecine et Maladies Infectieuses, vol. 32, pp. 307-14. Manning, D. 1981, ‘Writing readable health messages’, Public Health Reports, vol. 96, no. 5, pp. 464-5. Pastore, P. Berg, B. 1987, ‘The evaluation of patient education materials: focus on readability’, Patient Education and Counseling, vol. 9, no. 2, pp. 216-9. Rohret, L. Ferguson, K. J. 1990, ‘Effective use of patient education illustrations’, Patient Education and Counseling, vol. 15, pp. 73-5. Rutland, E., Foley, E., O’Mahony, C., Miller, M., Maw, R., Kell, P., Rowen, D. 2007, ‘How normalised is HIV care in the UK? A survey of current practice and opinion’, Sexually Transmitted Infections, vol. 83, pp. 151-4. Secker, J. 1997, ‘Assessing the quality of patient education leaflets’, Coronary Health Care, vol. 1, pp. 37-41. Shire Hall Communications 1992, Consumer leaflets – a write off?, Shire Hall Communications, London. Tibdewel, S. S. Wadhva, S. K. 2001, ‘HIV/AIDS awareness among hospital employees’, Indian Journal of Medical Science, vol. 55, no. 2, pp. 69-72. Vahabi, M. Ferris, L. 1995, ‘Improving written patient education materials: a review of the evidence’, Health Education Journal, vol. 54, pp. 99-106. Whitehead, D. 2003, ‘Evaluating health promotion: a model for nursing practice’, Journal of Advanced Nursing, vol. 41, no. 5, pp. 490-8.

God created Essay

The dawn breaks and the sun peers over the horizon. Another day has come and its new oppotunities seize my imagination. In the beginning, there was only darkness. It is the same darkness that clouds the hearts and minds of men. It sows seeds of fear to paralyze great men into inaction. Thoughts of impending failure and the unsatisfactory results of the past stunts progress and innovation. The valiant and the just stay their hands in the face of tyranny. The wise pass no verdict or judgement to protect the weak and the oppressed. Opportunities to promote the common good are missed and nothing changes. The darkness prevails as time claims the old and weary. But then, God created light and vanquished the darkness. And with the darkness, the fear that plagued man faded into nothingness. Regardless of the possibility failure and despair, man pursued success and happiness. Even in the face of death or humiliation, men fought for what was right and what was just. The cycle of monotony and subsistence was broken as the opportunities, great and small, were seized by the wise and the brave. The world changed and life evolved. The Lord called this light the sun. It is the light that breaks the darkness of the night to usher in the dawn of a new day. It heralds in the infinite possibilites that one can do today. Its daily cycle promises to illuminate the dead night of yesterday and to offer even greater opportunities tomorrow. It is this promise of opportunities that seizes my imagination. It wakes me up in the morning and drives me to live everyday to the full. It is these inevitable infinite opportunities that help me decide what the world will be.

Howard Schultz Strategy with Starbucks

When Howard Schultz first experienced Starbucks Coffee, Tea and Spice he was immediately smitten by the operations and business culture, and actively pursued a job with them. At that time, Starbucks Coffee, Tea and Spice was an 11 year old coffee shop with six stores in Seattle specializing in high-quality coffee beans. Starbucks Coffee, Tea and Spice desired to bring fine coffee to their customers, so to that end, they imported quality coffee beans, roasted them to their own exacting specifications and sold the beans and high-end coffeemakers to their customers, so customers could make superb coffee at home.The only coffee brewed onsite was the sampling of a roast, in order for a customer to determine if they wanted to buy that flavor, and as part of the education of their customers base to appreciate, and presumable buy more, quality coffee over the common variety available at the grocery store. Schultz, after a company trip to Italy where he accidently discovered the espresso bars of Milan, came back home with an idea of how to transform the business. His excitement was not shared by the owners, and when little changed over the next two years, Schultz left Starbucks Coffee, Tea and Spice to start his own company Il Giornale.At Il Giornale he did what he wanted to do at Starbucks Coffee, Tea and Spice – create the energy, ambience and community of the Italian coffeehouses in Seattle. Within two years the owners of Starbucks Coffee, Tea and Spice wanted to sell their business and Schultz happily purchased and combined both businesses, calling them Starbucks Corporation (SBUX). Schutlz, now in possession of the original stores, the roasting plant and his coffeehouses, was ready to fully explore his strategy.His plan was to create a place where his customer could enjoy premium coffee and feel pampered and relaxed, making the stop at his coffeehouse a part of the customers’ day – a 3rd place where they could go – an â€Å"urban oasisà ¢â‚¬  (Rumelt, 2011) (the 1st and 2nd place are home and work). This would be a treasured place, just for themselves or to meet with friends. Of course this unique experience was envisioned to expand nationally and create exponential sales as Starbucks became the place to be!To realize this ideal, Schultz needed to attract the right employees and engage his staff to behave so that â€Å"customers (had) a very positive experience in its stores. † (Thompson & Shah, 2010) He did this by a variety of methods, sourced from the six guiding principles the employee team came up with. He was able to achieve the 4th principle –â€Å"develop enthusiastically satisfied customers all of the time† – by having happy employees (1st principle), commitment to sourcing the best beans and standards to make the ‘perfect cup’ (3rd principle), and creating an emotional connection to his customers. Schultz firmly believed that Starbucks had to be a great place to w ork in order to provide the atmosphere and service that he envisioned. † (Brown, 2011) He realized that in order for his employees to be happy, he needed them to trust and feel they could communicate without retribution, and to feel valued. One of the ways he demonstrated their value to the company was to provide health care to even his part time baristas. Employees, now called ‘partners,’ were supported by extensive training in coffee knowledge, brewing, and how to â€Å"go out of their way †¦ to make sure customers were fully satisfied. (Thompson & Shah, 2010) Furthermore, they were rewarded by a recognition program which acknowledged excellence in brewing, customer service, leadership, savings, profits, and other activities that supported the company’s mission. Starbucks broadened their commitment to their staff by offering employee stock options to all employees, and later this would expand to include employee stock purchase programs. Schutzâ€⠄¢s plan created a new romance with coffee and the coffeehouse. His customers flocked to experience the ‘experience. Customers appreciated Starbucks dedication to fine coffee and the attention paid to them from the moment they walked into the store. Starbucks discovered that â€Å"the connections we make in communities create[d] a loyal following. † (starbucks. com) Customers spent afternoons at Starbucks. They brought their work to Starbucks. They dated at Starbucks. And they came back! Sometimes daily. Schultz’s strategy was a success. Starbucks became the number 1 retailer of specialty coffees. When Schultz took a break from everyday operations as CEO in 2000, Starbucks had grown to 3,501 stores.What a growth from a start of 11 stores and 100 employees in 1987. Two CEOs followed Schultz’s tenure and Jim Donald, the second one, put increasing the number of stores and store efficiencies as his strategy above customer service driving the business. â€Å"C omplaints surfaced that Starbucks felt more like a fast-food restaurant than a coffeehouse. † (New York Times ~ Business Day, 2012) This pursuit, along with the Great Recession, created havoc in Starbucks finances, driving stock price â€Å"from a high of $40 (5/1/2006) to $8 (11/17/2008). † (Living Economics) At that point, the Board usted Jim Donald and asked Schultz to come back as CEO and â€Å"lead a major restructuring and revitalization initiative. † (Thompson & Shah, 2010) Just like the first time he walked into Starbucks in 1981, Schultz wanted to be transported by the aromas and the ambience. He found the corporation he came back to missing those points. Making of breakfast sandwiches, added to compete with encroaching competitors, diffused the rich smell of coffee and distracted from the core product. Growth and appeasing Wall Street appeared to have become the product.His dream to â€Å"inspire and nurture the human spirit – one person, one cu p and one neighborhood at a time† (starbucks. com) would need a brutal review of what wasn’t working and what needed to change. â€Å"Mr. Schultz faced a difficult task: He had to slow down the company to make stores feel more like hip neighborhood coffeehouses while also delivering the steady growth that investors have come to expect from Starbucks. † (New York Times ~ Business Day, 2012) Schultz â€Å"concluded that growth had become a ‘carcinogen’ and that the company needed a transformation in its culture and operating approach. (McKinsey Quarterly, 2011) He halted the aggressive store openings and closed 900 underperforming stores. This in turn caused layoffs of 1,500 store employees nationally and 1,700 globally, and 700 corporate employees. He refocused the company back to its passion of obtaining the finest beans and creating the best brew. He recommitted to respect and pay to all – from the small coffee growers to the employees. And to devote Starbucks and their employees to the ‘human connection’ – from the customers seeking a good drink and a respite to meaningful contributions to the neighborhood where the store was located.Keeping coffee at the core, Schultz explored other revenue streams in order to grow the business. They could â€Å"seed and introduce new products and new brands inside [the] stores† (McKinsey Quarterly, 2011) and then license them for sale with diverse retailers. For example Starbucks developed VIA, an instant coffee that was superior to the basic fare that was available. They â€Å"integrate[ed] VIA into the emotional connection [they] had with [their] customers in [Starbucks] stores†¦[doing] that for six to eight months and succeeded well beyond expectations. (McKinsey Quarterly, 2011) With that track record, grocery and drug stores lined up to add this exciting product to their store lineup. Starbucks has added many similar products to distribution â⠂¬â€œ Frappuccino, a flavored iced coffee in glass bottles, now available just about everywhere. Starbucks has licensed Unilever Corporation to manufacture and distribute seven different flavors of super-premium coffee ice cream. Starbucks coffee beans are sold in various retail establishments, whether by the bag or in pods, for single cup dispensers like Keurig.All these items keep Starbucks in control of their brand and have significantly contributed to Starbucks’ financial good health. The stock has clearly responded to Schultz’s revamped strategy by rebounding from the $8. 26 (11/17/2008) to $51. 17 (9/7/12). Today, Starbucks has slowed down from Donald’s ambition of 40,000 stores with a controlled growth of 17,000 stores in 55 countries. As the market, competition and economies change and adjust throughout the coming years, Starbucks can be expected to refine their strategic vision.If they want to continue to grow, Schultz and his successor will need to kee p the same core vision that Schultz first had in 1987 and then again in 2008: passion for the best and commitment to customer service. Bibliography (n. d. ). Retrieved September 2012, from Living Economics: http://livingeconomics. org/article. asp? docId=182 McKinsey Quarterly. (2011, March). Retrieved from McKinsey & Company: http://www. mckinseyquarterly. com/Starbucks_quest_for_healthy_growth_An_interview_with_Howard_Schultz_2777 New York Times ~ Business Day. (2012, January 26).Retrieved from New York Times: http://topics. nytimes. com/top/news/business/companies/starbucks_corporation/index. html Brown, H. (2011, March). External Environmental Analysis of Starbucks and the Coffee Industry. Rumelt, R. (2011). Good Strategy Bad Strategy: The Difference and Why It Matters. Crown Business. starbucks. com. (n. d. ). Retrieved September 2012, from http://www. starbucks. com/about-us/company-information/mission-statement Thompson, A. A. , & Shah, A. J. (2010). Starbucks' Strategy and I nternal Initiatives to Return to Profitable Growth.