Othello - Analysis Of Iago Essays (515 words) - Othello, Fiction

Othello - Analysis of Iago Othello - Analysis of Iago Shakespeare's Iago is one of Shakespeare's most complex villains. At first glance Iago's character seems to be pure evil. However, such a villain would distract from the impact of the play and would be trite. Shakespeare to add depth to his villain makes him amoral, as opposed to the typical immoral villain. Iago's entire scheme begins when the "ignorant, ill-suited" Cassio is given the position he desired. Iago is consumed with envy and plots to steal the position he feels he most justly deserves. Iago deceives, steals, and kills to gain that position. However, it is not that Iago pushes aside his conscience to commit these acts, but that he lacks a conscience to begin with. Iago's amorality can be seen throughout the play and is demonstrated by his actions. For someone to constantly lie and deceive one's wife and friends, one must be extremely evil or, in the case of Iago, amoral. In every scene in which Iago speaks one can point out his deceptive manner. Iago tricks Othello into beleiving that his own wife is having an affair, without any concrete proof. Othello is so caught up in Iago's lies that he refuses to believe Desdemona when she denies the whole thing. Much credit must be given to Iago's diabolical prowess which enables him to bend and twist the supple minds of his friends and spouse. In today's society Iago would be called a psychopath without a conscience not the devil incarnate. Iago also manages to steal from his own friend without the slightest feeling of guilt. He embezzles the money that Roderigo gives him to win over Desdemona. When Roderigo discovers that Iago has been hoarding his money he screams at Iago and threatens him. However, when Iago tells him some fanciful plot in order to capture Desdemona's heart Roderigo forgets Iago's theft and agrees to kill Cassio. Iago's keen intellect is what intrigues the reader most. His ability to say the right things at the right time is what makes him such a successful villain. However, someone with a conscience would never be able to keep up such a ploy and deceive everyone around him. This is why it is necessary to say that Iago is amoral, because if you don't his character becomes fictional and hard to believe. At the climactic ending of the play, Iago's plot is given away to Othello by his own wife, Emilia. Iago sees his wife as an obstacle and a nuisance so he kills her. He kills her not as much out of anger but for pragmatic reasons. Emilia is a stumbling block in front of his path. She serves no purpose to him anymore and she can now only hurt his chances of keeping the position he has been given by Othello. Iago's merciless taking of Emilia's and Roderigo's lives is another proof of his amorality. If one looks in modern day cinema, one will see the trite villain, evil to the core. Shakespeare took his villains to a higher level. He did not make them transparent like the villains of modern cinema. He gave his villains depth and spirit. Iago is a perfect example of "Shakespeare's villain." His amorality and cynicism give, what would be a very dull character, life.

Teaching English in Saudi Arabia Essay Example

Teaching English in Saudi Arabia Essay Example Teaching English in Saudi Arabia Essay Example Teaching English in Saudi Arabia Essay Example Nowadays, English teachers are in a high demand in Saudi Arabia. In the modern globalized world, English is the language of international communication, business and even education so English has become Saudi’s second language. The importance of English in obtaining scholarships or employment in the world countries including Saudi Arabia is growing. Consequently, employment numbers for teachers are expected to increase in the following years. Many people from different countries come to teach English in Saudi Arabia. Some of them are professionally trained and have degrees, others are members of TESOL. Many teachers from countries like the USA teach English in Saudi Arabia because they want to experience another culture. Others do it to help Saudis get a better education. On the other hand, many Saudis choose to get education in the USA and then come back to their native countries and share their knowledge. Either way, different teachers bring their own, unique perspectives a nd expectations to Saudi Arabia (Teaching English, n.d.; Sharifian, 2009; McKay, 2002; North Tripp, 2012). It is great if teachers meet the expectations of the English language learners. When it happens, more students become English speakers and receive more opportunities in life. When teachers fail, students fail, as well. This research paper is aimed at unveiling and discussing problems and solutions of teaching English as a second language in Saudi Arabia. The research is conducted by selecting and studying relevant, trustworthy, up-to-date sources like books, articles in specialized journals and reports. I chose this topic because I think there are many problems in the sphere of English language teaching both for teachers and students. Here are some examples of the problems faced by Saudi Arabian educational bodies. One is that students start learning English as a school subject from the fourth grade, whereas they need to start studying the foreign language from the first one. The other problem is curricula which are too much for teachers to cover and too much for students to handle. The third problem is that the courses need to end with evaluation instead of examination because the latter focuses simply on grades and passing the exam, whereas the former evaluates the actual knowledge of students an d their language proficiency. The list of problems goes on. After the collection of information and analysis are done, I will try to provide solutions for the problems in order to develop and enhance the practice and tradition of teaching English in the Kingdom. In order to understand what needs to be done in the sphere of English language teaching in Saudi Arabia, one must study the background information on this issue and consider the contemporary realities and problems. It would be logical to start with the environment in which teachers find themselves when they come to the country. The ways in which Saudi Arabia attracts teachers are numerous. In general, teachers are hired directly by educational entities such as universities or colleges, more often they are hired through special recruitment agencies. They are assigned to work in different locations ranging from private elementary and secondary schools to public universities. Some of the educational institutions are situated in large metropolitan areas, such as Jeddah or Riyadh, but others may be located in remote, ultra-conservative towns or even villages (Teaching English, n.d.). Naturally, the attitudes to the English language and willingness to learn it vary. The status of the English language in Saudi Arabia is ambiguous. Not so long time ago, little importance was given to learning and teaching of English in the Saudi education system. English was a compulsory subject from the seventh grade, and neither teachers nor students considered it seriously as a subject worth of studying. Instead, they thought about it as of a language to pass in the examination. During the last few years, the situation has changed dramatically. Nowadays, due to the global demand, English is one of the major subjects in the education system of Saudi Arabia compulsory from class six to the university level. The Ministry of Education of Saudi Arabia states the objectives of teaching English in the kingdom. Some of the objectives are the following: (1) to enable students to acquire basic language skills (listening, speaking, reading and writing); (2) to develop students’ awareness of the importance of English as a means of international communication; (3) to develop students’ positive attitudes towards learning the English language, and (4) to enable students to benefit linguistically from English speaking nations so that they enhance the concepts of international co-operation that would promote understanding and respect of cultural differences between nations (Rahman Alhaisoni, 2013, p. 114). However, despite this breakthrough, there are still many gaps in the process and nature of English language teaching. Some of them are the results of old habits and traditional attitudes, some exist because of the lack of new and effective approaches to teaching and studying English in the country (Rahman Alhaisoni, 2013; Smith Abouammoh, 2013). One of the problems in the process of teaching English is the results from the place into which a teacher is assigned. Very often, a collision of cultures occurs. This conflict is milder or non-existent in metropolitan areas which are more open to the Western world and its influence, whereas villages, small towns and rural areas are hotbeds of national traditions and norms. These areas accept the foreign influence more carefully and more unwillingly. In other words, some areas of the country are very conservative. Thus, teachers should be advised and aware of the cultural barriers and social and educational climate of the areas to which they are assigned. If not, a barrier may become a dead wall through which no knowledge exchange may happen (Teaching English, n.d.; Ramady, 2012). One of the most important problems is that Saudi Arabian students often have no or very little knowledge of even basic English. English is taught at schools, but the outcome is far from great. Either because school teachers are unable to give the knowledge to students in a comprehensive and easy manner, or because students lack necessary qualities, interest or attention while studying English, but the result is often a poor language proficiency (Ansari, 2012; Rahman Alhaisoni, 2013; Ramady, 2012). Another problem is bound to the problem discussed above and can be both a cause and a result of it. Unfortunately, many English teachers, both native and foreign, leave the assignment in the middle of their contract because they get disappointed with their students or with the legacy of teachers who worked with these students before them (Ansari, 2012; Rahman Alhaisoni, 2013). The next problem is the attitude towards studying English as if it is a formality. Both teachers and students can be careless about English. Students may be interested not in the language itself but in passing the exams and getting good marks. This negligent attitude makes students spend their school years with no use. Later, when they enroll to colleges or universities where they are required to study medical and computer science, engineering and other courses in English, poor language proficiency becomes a real problem (Ansari, 2012; Rahman Alhaisoni, 2013). One more problem occurs when appointing authority considers the teacher unprofessional or incompetent and fires him or her because students do not demonstrate the expected results or fail in learning or improving their linguistic knowledge. When a teacher is, indeed, poorly qualified, this decision is right. However, when the problem is not in the teacher but in his or her style of teaching, such a decision is not the right choice. Instead of firing a teacher, the authority must give him or her a chance to change the teaching style and/or methodology. Very often, a changed approach is what is needed to become a more effective teacher. Unfortunately, teachers get fired, and not many of them have a chance to stay even if they want to (Ansari, 2012; Rahman Alhaisoni, 2013). The so-called â€Å"mixed-code† teaching is one more issue. There is indecisiveness on whether the language of teaching should be Arabic or English. Scholars say that demanding from teachers and students to switch easily between the two languages is a too muchand impossible to fulfill. Many of them agree that teaching in English is a better alternative to the mixed-code. However, the debate still goes on (Smith Abouammoh, 2013). The lack of students’ exposure to the English language is also a big problem. Although there are English newspapers, TV programs, and expatriates in Saudi Arabia, students hardly have a chance to practice their English anywhere except for their language classroom. Exposure to language is important for better understanding, practice and memorizing of new words and sentence structures. The lack of exposure means less success and more difficulties for English language learners (Rahman Alhaisoni, 2013). Another issue is the outdated learning materials. The textbooks should suit the modern concept of English language teaching. The materials should be well-planned and properly graded. The books and other teaching aids, such as video and audio recordings, should focus on teaching English for specific or academic purposes. If textbooks are outdated or contain materials which are too narrow or unnecessary in the future students’ professions, the main goal of teaching English to Saudis will fail (Rahman Alhaisoni, 2013). Among the main problems faced by students in the classroom in the process of learning the second/foreign language are the following. First of all, it is the cultural barrier and various socio-cultural problems. Students’ culture is absolutely different from the culture from which foreign languages originate. Thus, a student needs to know the basics of the culture at first, and then study its language. If teachers fail to help the student on this stage, the learning of the second language can become problematic and ineffective because all further understanding can be built only if there is a basic knowledge of the culture and the language overall. Second of all, there is a problem of students’ unfamiliarity with the subject. Third of all, different style of writing from the mother tongue may become a problem and a barrier for a student. Fourth of all, there may be a pronunciation problem. Naturally, the vocal apparatus of an individual is accustomed to producing the sou nds of a well-known, native language. Thus, imitating foreign sounds may be problematic and even hurtful. However, pronunciation is a minor problem because having a poor pronunciation means simply having an accent which is overall tolerated and is not a big issue. The problem arises when an accent causes misunderstanding and does not allow an individual to express his or her thoughts clearly. Thus, a teacher of the foreign language needs to ensure that a student does not have serious flaws in pronunciation, whereas mild flows like accent can be left as they are. Last of all, students may seem passive because they have difficulty in expressing themselves in the foreign language and do not have sufficient vocabulary strengh. This problem can be solved by learning new words. The methodologies for enhancing vocabulary are numerous, and all of them can be effective if chosen wisely and in accordance with students’ skills and level of knowledge (Ansari, 2012). To conclude this sect ion, I would say that students’ problems become teachers’ problems. Thus, the main burden of teaching English to Saudi students lies on the shoulders of a teacher because â€Å"the success or failure of any method or procedure depends mainly on the effectiveness of the teacher† (Khan, 2011, p. 112). The responsibility and challenges, however, should not scare a teacher. Along with the information on the problems, the research has also provided an insight into possible solutions which a teacher can suggest. I share Ansari’s (2012) belief that, â€Å"if the teacher has a little patience and is competent and intelligent, he will handle the situation easily and achieve the goal† (p. 519). I have learnt that English can be taught effectively if it is taught with patience, hard work and with the help of methodologies which each teacher can invent on his own. These methodologies should be adapted to the needs of a particular group of students in accordance with their level of the language proficiency and the need in this language. In order to develop such a methodology, a teacher needs to first and foremost study the background of the educational institution and its students in terms of English language teaching, to study the problems and difficulties which students faced in the past and face at the moment. As soon as the problems and gaps are defined, a teacher can proceed to developing a teaching strategy which would meet the students’ needs and close these gaps. Then, a teacher can frame curriculum suitable for his or her students, select appropriate reading materials for them and create a favorable environment for learning English in the classroom. A teacher must be cooperative and patient to save his or her students from despair and depression. When a teacher locates a problem, such as a cultural barrier, which is still not overcome, he or she needs to help students by teaching some basic facts about the foreign culture and its traditions, including language traditions. If the students’ problem is unfamiliarity with the subject, classroom practice should be used to help resolve this problem, as well (Ansari, 2012). In addition to methodology, teachers have their own style of teaching. Teachers should be free to choose and adopt any style of teaching they consider beneficiary for students and convenient for themselves. When the chosen style does not wok in a particular environment, a teacher needs to change it as soon as possible or develop a new one in order to be perceived well by the students. The only mandatory requirement is that the methodology and teaching style are efficient and not outdated (Ansari, 2012). Nevertheless, it is good when models of teaching language are based on time-proved elements. The basics of teaching can be expressed in a form of a few important steps. Teachers are free to combine or add self-invented methodologies, however, the basics of the content and sequence of teaching should remain. When addressing the common problem of poor vocabulary, a teacher should encourage students to learn new words and their usage. A teacher can allow students to use foreign words in their native sentences. As far as I know, this method is proved to be very effective and simple. There are even bilingual poems where foreign words are written down into the body of the poem which is in the students’ mother tongue. By memorizing the poems, students memorize new words, and context of the poem helps them to understand the meaning of these words. If teachers are talented in this sphere, they can even write such poems on their own. A teacher must also teach students how to consult a dictionary because it only seems simple when, in fact, dictionaries are difficult to use. To be successful, students need to know the alphabet and the principle according to which words are organized in dictionaries, as well as understand various abbreviations. A teacher must teach students the parts of spee ch. It means that students must distinguish between verbs, nouns, adjectives and adverbs. Without recognizing the parts of speech, students will be unable to build or understand sentences. After that, students should be taught structural patterns to know which parts of speech should come first, second, so on and so forth. Structures and schemes can be used to simplify this process for students and make the sentence structure patterns vivid and easy to memorize. The teacher should also explain to the students how to use the words in sentences. The sentences should be short, simple and of daily usage. A teacher should not discourage students if, at the beginning, they use translation method in framing sentences, that is, if they think in their mother tongue and then translate into English. However, as soon as the basics of knowledge on the parts of speech and sentence structure are learnt, a teacher must incline students to start thinking in English or otherwise students will develop a bad habit which might prevent them from knowing and using the foreign language freely and effectively. Reading is also essential. Students should read according to their capabilities and level of knowledge starting with reading (pronouncing) letters, then words and then sentences. The same is true for writing. When studen ts are taught to listen, a teacher is the best speaker. Audio recordings are also good, but they are good only for advanced language learners because recordings may contain noises which would make it difficult for students to understand what they hear. Another problem for understanding is the fact that recordings are made by English native speakers. Hearing native and correct pronunciation is necessary, but it may be difficult for students who are not used to the foreign speech tempo, intonation and sounds. The percentage of understood words and meaning would be very low. Thus, listening should begin with a teacher and his live voice (Ansari, 2012). I would say it is ideal when a teacher can combine old but not outdated models of teaching with revolutionary and effective innovations. Currently, English language teaching methodologies focus on giving students opportunities to communicate. Teachers need to find or develop new methodologies for classroom interaction. These methods should depend on techniques which will help students enjoy English language classes. As a result, students will be motivated to learn English and will be able to develop some self learning techniques. In addition to basics and innovations, a teacher needs to make students interested. A sincere interest will motivate students, which would be the best way to learn something fast and with minor effort. Motivation will help students in setting goals for learning English and self learning techniques. Even more importantly, motivation leads to an optimistic and challenging attitude. Thus, interested students become a favorable audience for a teacher and are muc h easier to teach compared to passive students who see no use in courses they take (Ansari, 2012; Rahman Alhaisoni, 2013). There is one more thing which teachers and people who hire them forget. A teacher is a leader. Ansari says (2012), and many would agree that students look towards their teacher with hope and expectation. They see the teacher as a very competent person who can make them learn English very soon. According to a report of the Task Force on Teacher Leadership, â€Å"Teacher leadership is not about â€Å"teacher power.† Rather, it is about mobilizing the †¦ attributes of teachers to strengthen student performance at ground level and working towards real collaboration† (Leadership for student learning, 2001, p. 4). One more good idea about â€Å"teacher-leaders† can be found in Merideth (2000). The book says, â€Å"Teacher-leaders place their students’ learning as their primary goal and work within their own classrooms to improve student achievement† (Merideth, 2000, p. 3). I can conclude that a good teacher would make a good leader. Leadership qualit ies, such as intelligence, empathy, dedication, team spirit, readiness to help and ability to communicate are important for such a profession (Merideth, 2000; Leadership for Student Learning, 2001). Teachers lead their students just like presidents, kings or shaikhs lead their nations. Educational leadership is as important as political leadership. Reflecting on the conducted research, I can say that the situation with studying English in Saudi Arabia is getting better, although many issues are still unsolved. Despite this breakthrough, there are still many gaps in the process and nature of English language teaching. Some of them are results of old habits and traditional attitudes, some exist because of the lack of new and effective approaches. The main problems include collision of cultures, students having no or little knowledge of basic English, â€Å"mixed-code† teaching, teachers leaving the assignment in the middle of their contract because they get disappointed, common attitude towards teaching English as to a formality, teachers being fired unreasonably, the lack of students’ exposure to the English language outside the classroom, outdated learning materials. Luckily, all of these problems can be solved with the help of both old and new methodologies if a teacher is interested, dedicated, professional, int elligent, competent, supportive and patient. I am planning to use all the background information and pieces of advice on how to solve the problems in my future practice. I am a proponent of new and/or self-invented methodologies like bilingual poems I have mentioned earlier. I also understand that a teacher is a leader who must possess and demonstrate the best leadership qualities in the process of teaching. Thus, I will try to be a good leader for the students and the educational institution and address major problems with progressive methods combined with good old teaching models. I also know that there cannot be a single, universal approach to all classes and students. Thus, I will have to develop a more specific action plan when I am assigned to a particular educational institution because in addition to common issues, there are also different local ones. I will have to study the history of teaching foreign languages at my institution and my class and the level of the English language proficiency of the students. Only after doing this and communicating with all the students, I will be able to come up with an effective plan of teaching and choose a proper teaching style which would benefit my students and help them reach their goals.

THE SITUATION OF WOMAN ( THE HOUSE OF SPIRITS) BY ISABEL ALLENDE Essay

THE SITUATION OF WOMAN ( THE HOUSE OF SPIRITS) BY ISABEL ALLENDE - Essay Example On the contrary, the women are passive, subservient and puppet-like in the hand of their male counterparts. It is not that they do not long for freedom of action and choice; indeed, they long for it and attempt to exert stealthily. But when their ambition are revealed, they have been mercilessly silenced down by the men around them. All of the protagonists in Allende’s novel are, more or less, vulnerable to male violence and brutality. They are powerless in the face of the men’s superiority and macho possessiveness. Despite their powerlessness, they challenge the patriarchal authority by feminine mode of protests such assuming reclaiming maiden name, resort to silence, self-withdrawal, etc. After all, the women’s status, as portrayed in the novel, is more like an addendum to their men than a self-dependent individual. Like any patriarchal society, the fate of Allende’s women is determined greatly shaped and determined by the men around them. They are the objects of male lust like other properties which belong to a man. Obviously, these women belong to a society which is run by rigid patriarchal ideologies. In the novel, Esteban’s character seems to personify all those patriarchal ideologies. He believes that marriage is the best protection of a woman who is unable to ensure their own safety because of their psychophysical inferiority. So, he sent â€Å"Jaime and Nicolà ¡s were sent to a Victorian English boarding school† (Allende 78). The father in Esteban believes that Blanca’s destiny was â€Å"marriage and a brilliant life in society, where the ability to converse with the dead, if kept on a frivolous level, could be an asset† (Allende 78). Indeed, Allende’s women are imprisoned in a rigidly defined social gender-role. He believes that since women are both physically and mentally immature, their activities should remain confined to childrearing, cooking, etc within the four-walls of

To what extent does HRM differ from past management practices Essay

To what extent does HRM differ from past management practices - Essay Example Bratton & Gold (14) acknowledge that personnel management was a caring activity aimed at satisfying employee’s work-related needs as well as solving their problems. Traditional organizations were highly bureaucratic hence employee involvement was not essential in ensuring organization success. As the environment continued to change, personnel management could not be able to respond quickly hence the emergence of a more responsive approach; human resource management. However, there is a lot of controversy as to whether HRM evolved from personnel management or it is just a broadening of scope of personnel management. HRM is strategic in nature and commitment-oriented and is concerned with human relation issues. Armstrong (2003, p. 1; 2006, p 3) defines HRM as ‘a strategic and coherent approach to the management of the organizations most valued assets: the people who individually and collectively contribute to achievement of its objectives’. For Heathfield (2011), HR M is ‘a strategic and comprehensive approach to managing people, workplace culture and environment’. ... FedEx is a parcel delivery service and among the 100 â€Å"best companies to work for† as indicated by the fortune magazine 2003 (Casestudyinc.com). Blues is a garment factory with 800 employees. The paper will compare the past management practices with HRM in light of the above organizations. Personnel Management and Human Resource Management Though some scholars argue that there is no difference between personnel and HRM and that one is an extension of the other, some differences can be observed in how employee relations are handled, the way modern management is linked to business strategy, emphasis on high employee commitment, employee development, outsourcing, increased role of line managers, increased use of technology in HR systems, use of team work among others. One of the most significant differences is treating employees as an asset rather than a cost that needs to be minimised (Armstrong 2003, 4; Armstrong 2006, 10; Aswathappa, 7). The employees are thus very importa nt in an organization as they ensure organization retains its competitive advantage. As an asset, investments are done on the employees through training and development, talent management and ensuring employee retention. In so doing, the organizations recognize that employees are valuable and essential for an organization to be profitable. At FedEx, the employees are encouraged to be innovative and its people-service-profit philosophy ensures employees’ needs are taken care of. The survey –feedback –Action program is used to get data on employees and then it is used by management to detect any problems such as training needs and address them. They also show how effective HR policies are in ensuring high performance and achievement of goals. It also has

Business Code of Ethics Research Paper Example | Topics and Well Written Essays - 750 words

Business Code of Ethics - Research Paper Example On the other hand, ethics is more social and more specific than morality and the practical counterpart of it (Stewart, 2011, p. 7). It serves as the guide for the actions and behaviors especially in professions and organizations. In business, it is also very important especially in companies where complex system works together with many people involve. Some actions are not tolerated as those may become detrimental to the individual and to the whole organization. Misbehaviors may destroy the reputation of the business and may affect its sales (Boone and Kurtz, 2011, p. 197). Later on, profits may also decline as a result of losing sales that may lead to more undesirable conditions of the organization. It may not be able to sustain its operations and the management may decide to have massive lay-off to save the company. If it comes to the worst case scenario, the company will close due to bankruptcy. The illustrated possibilities that may happen to the company due to misbehavior only s how how ethics is important to guide each person in his course of actions in his daily life especially during the times he spend in working for the company. It shows how it is important for the management to place some ways of control over the working system of the company to ensure that ethics is followed by the members of the organization and prevent the occurrence of undesirable conditions. Rules and regulations are then presented to the employees as they must know the allowable actions and disallowable actions that are subjected to sanctions. Good performance leads to rewards while misconduct leads to punishment. Standards are also held in place to provide a guide for the employees to follow regarding the level of productivity and performance that they must render. Standards and the rules and regulations are affected by the code of ethics. Since conducting a business is also a profession, it requires a list of norms that people must follow. To make the concept of code of ethics clearer, a specific definition must be given. As said in the preceding sentences, code of ethics is established for certain particular professions to ensure quality services and meet the needs of the clients. The code contains a list of norms that professionals must follow throughout their careers (Marquis and Huston, 2009, p. 77). Therefore, the code defines the identity of the certain profession being practiced while ensuring the values to reflect on the performance. Sometimes code of ethics is called code of conduct as it pertains to the correct or wrong actions and behaviors. In business, it is installed in the company to ensure the top-of-the-line services and products are delivered to the clients as they are important to the profits that drive the operations of the company (Ferrell et. al., 2011, p. 347). Without profits, company will not be sustainable and may eventually close. In making a code of ethics, it requires to have a basis. The basis then for the code of ethics to s ubstantiate is to identify the underlying values. Values are then important not only in adding ease to the lives of people but also bringing a progressive uplift to the society as a whole. It also leads to the enhancement of the quality of lives around the world (Shaikh, 2010, p. 480). Therefore, the code then must consider not only the values and service quality but also the prevailing culture and beliefs in the locality where it operates

The Effects Of Abortion Philosophy Essay

The Effects Of Abortion Philosophy Essay Unwanted pregnancy represents a major cost of sexual activity. It is predicted that abortion legalization generated incentives leading to an increase in sexual activity, accompanied by an increase in sexually transmitted diseases (STDs). Using Centers for Disease Control data on the incidence of gonorrhea and syphilis by state, we test the hypothesis that abortion legalization led to an increase in sexually transmitted diseases. We found that gonorrhea and syphilis incidences are signi ¬Ã‚ cantly and positively correlated with abortion legalization. In fact, the  stress experienced by women who get abortions may stem not from the procedure itself but from the simple fact that the  pregnancy  is unwanted. In addition, the researchers found that womens  religious  affiliation had no effect on whether they had abortions; devout Catholics were just as likely to abort as women belonging to religions more tolerant of the procedure. Nor did religion affect womens long-term well-being after abortion, once education  level, income, and initial self-esteem were taken into account. Effect of religion in abortion, By  Lisa Tolin, published on July 01, 1997 last reviewed on June 14, 2012 A significant number of patients suffer psychological complications as a consequence of abortion, and 10-20% experience severe depression. The risk factors for such psychological complications originate with abortions performed under pressure, eugenic abortions, or late abortions, and with cultural or religious hostility against abortion. The response to abortion consists of four phases: phase 1 is short and comprises the immediate reaction and alleviation that the pregnancy is over; phase 2 can last for several weeks or months, with anxiety and even guilt being experienced by 20% of women 2 years after the abortion; phase 3 corresponds to a pathological phase, that is, when anxiety is transformed into disease in 10-20% of women (symptoms of this depressive disease include insomnia, crying, inability to concentrate, anxiety, and panic attacks); phase 4 consists of reactivated mourning. Treatment depends on the phase: for anxiety, counseling is indicated; for depression, anti-depressi on drugs; however, these are contraindicated in the first trimester if the patient becomes pregnant. For breast-feeding mothers, tricyclic antidepressants are indicated and during such treatment counseling should be suspended. Although the effects of such treatment methods have not been adequately assessed, it could be concluded that they do not cause any harm. The efficacy of treatment choices needs to be studied. The effects of  abortion  could be either physical or emotional and they will range with each woman who experienced this procedure. It may be difficult to tell beforehand who is at greater or lesser risk for such effects, and the fact that  abortion  is legal in most places certainly reduces risk of physical complication. That being said, there can be complications to this procedure of a physical and emotional nature, and it is wise to understand any possible risk factors. EMOTIONAL EFFECTS OF ABORTION Right after an  abortion, women may feel some soreness and cramping. This, and possibly bleeding from the procedure, which is generally no heavier than menstrual bleeding, may last for several weeks. Some women also experience stomach upset that can take the form of vomiting or simply nausea. These tend to be normal after effects of  abortion, but if women feel concerned they should contact their doctor or the clinic where the procedure was performed. Sometimes complications do arise after an  abortion, though risk of this is low. Women should watch in the first few weeks for signs or very heavy bleeding, fever, severe pain in the pelvis or severe stomach pain. These signs might suggest dangerous infection or hemorrhage and need immediate medical care. In extremely rare instances, death does occur during or after an abortion, but risk of this is about on par with risk of death during childbirth. There are also emotional effects of  abortion, which do exist and need to be noted and looked for. Of these, the most significant is the development of postpartum depression. Postpartum depression is a risk any time a pregnancy ends, at any stage and no matter how. The body can respond by becoming deeply depressed as pregnancy hormones rapidly fall. What this would suggest for most women seeking an  abortion  is that they have a strong support system; this could be the help of friends, group support, work with a counselor, or a supportive family. Isolation after an  abortion  tends to increase risk for serious depression, and the circumstances under which a woman gets an  abortion  may also make depression more or less likely. Those who feel conflicted about the decision or must keep it secretive may suffer more. Other emotional effects of  abortion  exist. Some people feel guilt, while others feel relief. Without full-blown post-partum depression, some women may still feel tearful, moody, or simply endure a difficult emotional ride during the first few weeks to several months after abortion. Again, not all women have this experience, but some do. Understanding the effects of  abortion  allows women to make informed choices. There are strong arguments for and against this procedure, and people on both sides of this issue may frequently hold up one or two of the effects as a reason for or against having an  abortion. What is most important is that effects be neither aggrandized nor minimized. It is important for anyone who faces this decision to understand effects clear of taint of a political position. PHYSICAL EFFECTS OF ABORTION When an abortion is performed on a woman, she becomes subject to many physical complications. Blood loss during the procedure causes diversion of blood flow to various organs and can result in shock. When the canal of the cervix is dilated, the insides of the uterus, fallopian tubes, and the abdominal cavity are exposed to invasion by bacteria. Abdominal infection can cause peritonitis and abscess formation. Severe hemorrhage often follows an abortion. Instruments can perforate the uterus causing injury, infection, and bleeding to internal organs. Deaths from abortions, although rare, are usually from heavy bleeding from complications with anesthesia. Women who have abortions increase their risk of breast cancer by fifty percent, according to a new study in the Journal of the National Cancer Institute. Abortion of a first pregnancy interrupts the natural growth process of the breast, leaving millions of cells at a high risk. It has been found that future pregnancy failure is increased by forty-five percent with just one previous abortion. Other complications are a greater risk of premature births, tubal pregnancy, sterility, and damage to the cervix. As a result of abortion, women suffer many physical injuries. Not only do these women bear physical side effects, but they also suffer many emotional side effects. Among these are depression, long-term grief reactions, anger, sexual dysfunction, guilt, flashbacks, memory repression, suicidal ideas, and difficulty keeping close relationships. In a new study by post-abortion researcher David Reardon, who operates the Elliot Institute for Social Sciences Research in Springfield, Illinois, it was found that twenty-eight percent of women who had abortions later attempted suicide, and over half of these women did so more than once. Drug and alcohol abuse increased four times among women who aborted compared to those who carried to term. Ninety-eight percent of women regretted having had an abortion. Seventy-two percent of women said their abortion did not improve their life. Twenty percent of post-abortive women reported a nervous breakdown, and ten percent were hospitalized for psychiatric care. Of the two hundred and sixty women surveyed, over sixty percent said their abortion made their life worse. Written By:  Tricia Ellis-Christensen Edited By:  O. Wallace Last Modified Date:  31 October 2012 Copyright Protected:  2003-2012  Conjecture Corporation SPIRITUALL EFFECTS OF ABORTION In addition, abortion hurts women spiritually because it is not simply a process of evacuating the contents of a uterus, but the ending of a human life. God states in the sixth commandment, Thou shall not murder. Each baby is created by God and is part of His plan as stated in Psalms 139:13-14, You made all the delicate inner parts of my body and knit them together in my mothers womb you saw me before I was born and scheduled each day of my life before I began to breathe Human life does not begin when the baby breathes, or when its heart begins to beat, buts its life is continuous and inherited. Life is passed from family to family and recorded in the Bible back to the first human beings created by God, Adam and Eve. Professor Garret Hardin, Department of Biological Sciences, University of California, Santa Barbara, stated Life ends often, but it never begins. It is just passed from one cell to another. All biologistsare in agreement with that When a women interrupts Gods plan of life through abortion, she may suffer spiritual void and separation from God. Not only do abortions end the life of a baby, but they also have harmful physical, emotional, and spiritual effects of the women involved. We need to protect and value all human life from the moment of conception to natural death. The future of America and our world rest on that. When people think about the role of men in abortion, it seems that they usually think about the stereotype of the man who forces the abortion or the male who abandons. However, there are many roles the man may have played in the experience. One man may have been involved in several abortions, each with a different scenario. The impact on fathers is mitigated by the role they play in the abortion. They fall into separate categories. National Library of Medicine (US); [updated 2006 Feb 24]. Abortion; [updated 2006 Feb 21; reviewed 2006 Feb 21; cited 2006 Feb 24]. Available from: http://www.nlm.nih.gov/medlineplus/abortion.html EFFECT OF ABORTION ON MEN A man can come to recognize that an abortion experience touched him in many different ways. Each man has his own unique story but there seem to be some common elements. For men who opposed the abortion, the significance is immediate and impactful. He may think, contemplate or obsess about what happened. The experience is never far from his consciousness. The man who seems to agree, is neutral, supports the abortion or just abandons the partner may not have an active awareness of the significance of the experience until years later. Some trigger events for these men may be the birth of another child, seeing an ultrasound during a pregnancy, or a conversion experience of some kind that may bring it to the fore. It may be seeing an ad, reading an article or being aware of the Roe vs. Wade anniversary and the marchers around the country. It may be hearing someone elses abortion experience or suddenly being aware that the partner they had the abortion with is not doing well, if she is sti ll in his life. It may be that in seeking counseling for marriage problems, drug or alcohol abuse or sexual addiction, an astute counselor or pastor asks about past pregnancies and abortions. Something has opened the door to awareness that allows the man to begin considering the impact of an abortion experience in his life.   National Office of Post-Abortion Reconciliation and Healing  1-800-5WE-CARE   P.O. Box 070477, Milwaukee, WI 53207-0477 copyright 2007 NOPARH Conclusion Abortion is not the appropriate way to deal with any pregnancy, whether it is being intentional or non-intentional. This procedure should not be legal in any country. Children should be given the opportunity to live their lives. In my personal opinion, the procedure of partial birth abortion should be banned. This form of pregnancy abortion should be viewed by the pregnant women before they go through the procedure so that they can understand what they are about to do. I think all women contemplating an abortion should actually view an abortion procedure as well as understand what the negative psychological and physical effects they can have post abortion. I feel that women should be counseled before the procedure and have at least three days to consider the abortion facts, and health effects of abortion, as well as the implications of the procedure. The Lord said thou shall not kill, and having an abortion is like a legal life taking process.

Postmodernism and Social Praxis Essay -- Ethics Feminism Theology Essa

Postmodernism and Social Praxis Whereas the interpreter is obliged to go to the depth of things, like an excavator, the moment of interpretation [genealogy] is like an overview, from higher and higher up, which allows the depth to be laid out in front of him in a more and more profound visibility; depth is resituated as an absolutely superficial secret.(18) So those are the changes, and I try to show those changes...(19) In Communities of Resistance and Solidarity, as well as in A Feminist Ethic of Risk, Sharon D. Welch sets forth a liberation theology in which the deconstructive processes of Michel Foucault are key. Her theology is an amalgam of Foucault's poststructuralist concepts and liberation theology's action-oriented motivation. Welch claims the genealogical methods of Foucault are ideal motivators, urging the activist to political involvement. However, Michel Foucault's genealogy was not intended for such pragmatic applications. Foucault's purpose in writing genealogies was never action-oriented. He only set out to "show those changes." By definition, genealogy never rests in one discourse or on one "truth." Foucault, as an "interpreter," emphasizes the necessary tension between keeping distance from historical discourse and awareness of one's inescapable position in historical discourse. In short, the genealogist can never rest on his or her laurels: seeming bases of "truth" are actually co nstantly changing historical constructions. While Welch claims not only to possess this type of awareness, but also to recognize its absolute necessity for her theology, she is in danger of defeating her own goals: with no solid foundations, no fixed truths, on which to base liberation theology's arguments, how can her action-... ...78. Madness and Civilization: A History of Insanity in the Age of Reason. Trans. Richard Howard. New York: Pantheon, 1965. Kaufmann, Walter, ed. The Portable Nietzsche. New York: Penguin Books, 1982. Mohanty, Chandra Talpade, Ann Russo, and Lourdes Torres. Third World Women and the Politics of Feminism. Bloomington: Indiana UP, 1991. Rabinow, Paul, ed. The Foucault Reader. New York: Pantheon, 1984. Schà ¼ssler-Fiorenza, Elizabeth. In Memory of Her: A Feminist Theological Reconstruction of Christian Origins. New York: Crossroad, 1983. Welch, Sharon D. Communities of Resistance and Solidarity: A Feminist Theology of Liberation. Maryknoll, New York: Orbis, 1985. A Feminist Ethic of Risk. Maryknoll, New York: Orbis, 1985. Winter, Gibson. Address. "Religious Social Ethics in a Postmodern World." Temple University, Philadelphia, 22 March 1995.

Biography of al Capone

The most interesting man in the history of Chicago's underworld would most probably be the man nicknamed â€Å"Scarface†. This â€Å"scarface† gained notoriety because of his exploits and violence in the streets of Chicago. A man who started as a mediocre Italian boy growing up in Brooklyn and becoming arguably the most popular Mob boss in the whole of the United States, Al Capone was a superstar of the crime world. Producing magnanimous amounts of money all the way up, his richness was unparalleled during his time. It is his wealth, criminal activities, fame and fortune that put Al Capone on the international map.Up until today, he has been an interesting subject due to his controversial actions and enviable wealth that was produced by illegal business activities. Al Capone's rap sheet goes on and on. He was arrested for violating traffic rules, owning a prostitution den, and also for disorderly conduct which were all dismissed. Capone was also arrested for voting frau d, and twice for a suspicion of murder where hew was discharged. He also served time in Pennsylvania for carrying a concealed weapon and was fined in Illinois for the same accusation. (Lorizzo, 2003).But the crime that convicted this infamous crime boss was tax evasion. His yearly income is interesting enough to discuss. AL CAPONE To further understand Al Capone, this paper includes a background about the man. The following paragraphs discusses the life and times of the infamous scarface, Al Capone. Named Alphonse Capone, he was given birth in Brooklyn, New York during the year 1899. Being born with Italian parents namely Gabriele and Teresa, Al was brought to the United States due to his parents migrating from Italy. During 1917, he was hired as a bouncer in Coney Island' Harvard Inn.He was caught in a fight. This was the cause of the three scars on his face which earned him his nickname. After quitting his job a couple of years later, during 1921, Capone went to Chicago and worked for Johnny Torrio. He was 22 and recruited as a bootlegger. After the passing of the National Prohibition Act during the year 1920, Torrio became one of the persons who set up an illegal alcohol business. Capone's first job was to persuade people to but the illegal alcohol of Torrio. After three years, Al Capone was promoted as manager and became a business partner of Johnny Torrio.After a while, he took over the business. Capone operated 161 illegal drinking establishments and grew into a policy of using violence just to seize the competition. The wealth he had conquered due to these illegal activities and killings made Al Capone a superstar in the crimeworld, almost feared by most men. A series of massacres was undertaken by Capone's gang. One of which was the most notorious St. Valentine's Day Massacre. During February 14, 1929, dressed in police uniforms, Capone's men created a diversion as if they were really police officers.The place was a building and headquarters of George â€Å"Bus† Moran, who is also a bottlegger, and his North Side gang. It was reported that two machine guns and two shotguns were used to kill the men. 150 bullets was the total that Capone fired into the victims. Killed were six from Moran's gang and one was an unlucky friend. Capone having an alibi, said that during the massacre he was in Florida. Just a few were convicted and arrested of the murderers during the period of Capone. The likes of him were capable to manipulate people especially the police and also the potential witnesses by using bribery.Many cases were evaded by Capone but during June 5, 1931 he was indicted 22 counts of tax evasion. During the October 6, he was found guilty on 5 counts of tax evasion. His appeals were denied during May 3 of 1932 and by that year also, he began to serve his time in the Atlanta Penitentiary. After a few years, exactly August 19, 1934, Capone was transferred to Alcatraz. During 1939, he was also moved to Terminal Island, south o f Los Angeles. On the 8th of November the same year, Capone was transferred to Lewisburg Penitentiary in Pennsylvania. He paroled on the 16th of November. During 1939, Capone was diagnosed with Syphilis.In January of 1945, Al Capone became as one of the initial civilians who got penicillin treatment due to syphilis. During the twenty-fifth of January, 1947, Alphonse Capone died. (Lorizzo, 2003). Al Capone became a very affluent man. It was believed that during the 1920s' Capone payed $20,000 for an automobile, which during that time was a huge amount of money. His wealth and notoriety launched his popularity but it was also the cause of his demise. â€Å"After pouring over his outlays for foods and services from 1926 to 1929 and adding in his fixed possessions, they cam up with about $165,000 of taxable income.Given the assumption that Capone was taking in up to $100 million some years, the amount seemed trivial. Yet it made the case against Capone possible. The legality of such a net worth case was still to be decided by the Supreme Court. † (Lorizzo, p. 76, 2003). CONCLUSION Al Capone was a man who changed the scene of the underworld of crime and violence. He walked the earth as a notorious and feared man of high rank. There was even an estimation that he had incomes of $60,000,000 for alcohol, $25,000. 000 from gambling establishments, $10,000,000 from other rackets and another $10,000,000 for vices.It was also claimed that â€Å"Scarface† employed over 600 gangsters just to defend his business from other counterpart gangs. A lot can be said about Capone, affluent, violent, intelligent and a lot more. But the most appropriate definition of Al Capone would be, is that he was a man of character. Whether a bad guy, he rose to fame and still is an interesting personality until today. WORKS CITED Lorizzo, Luciano. Al Capone: A Biography. Westport, CT: Greenwood Press, 2003. http://foia. fbi. gov/foiaindex/capone. htm http://www. chicagohs. org/hist ory/capone. html http://www. umich. edu/~eng217/student_projects/nkazmers/thelaw1. html

Characteristics of Deafness and Hard of Hearing

Characteristics of Deafness and Hard of Hearing Often, teachers seek extra support and help in recognizing  the characteristics of deafness in their students in order to better address the specific needs of the child. This usually happens due to certain cues that the teacher is able to pick up about the students language development in class or after a known hearing impaired child continues to struggle in their classroom. A student or child with deafness or hard-of-hearing disabilities has deficits in language and speech development due to a diminished or lack of auditory response to sound. Students will demonstrate varying degrees of hearing loss which often results in difficulty acquiring spoken language. When you have a child with hearing loss/deafness in your classroom, you need to be careful not to assume that this student has other developmental or intellectual, delays. Typically, many of these students have average or better than average intelligence. How to Recognize the Signs of Deafness Some of the common characteristics of deafness commonly found in classrooms include the following: Difficulty following verbal directionsDifficulty with oral expressionSome difficulties with social/emotional or interpersonal skillsWill often have a degree of language delayOften follows and rarely leadsWill usually exhibit some form of articulation difficultyCan become easily frustrated if their needs are not met -   which may lead to some behavioral difficultiesSometimes the use of hearing aids leads to embarrassment and fear of rejection from peers What Can You Do to Help Students With Hearing Loss? Language will be the priority area for students who are deaf or hard of hearing. It is the basic requirement for success in all subject areas and will influence the student’s comprehension in your classroom. Language development and its impact on the learning of students who are deaf or hard of hearing can be complex and difficult to attain. You may find that students will need interpreters, note-takers, or educational assistants to facilitate communication. This process will usually require external personnel involvement. However, some of the basic steps that you as a teacher can take to address the needs of a hearing impaired student include: Many students with hearing disabilities will have some form of specialized equipment recommended by an audiologist.  Help  the child to feel comfortable with their hearing device and promote understanding and acceptance with other children in the class.  Remember that devices do not return the childs hearing to normal.Noisy environments will cause grief to the child with a hearing device and noise around the child should be kept to a minimum.Check the device often to ensure it is working.When using videos,  make sure you use the closed captioning feature.Shut classroom doors/windows to help eliminate noise.Cushion chair bottoms.Use visual approaches whenever possible.Establish predictable routines for this child.Provide older students with visual outlines/graphic organizers and clarification.Use a home/school communication book.Enunciate words clearly using lip movement to assist the child to lip read.Keep close proximity to the student.Provide small group work when possible. Make assessment accommodations to enable a clear picture of demonstrated academic growth. Provide visual materials and demos whenever possible.

Prayer In Schools Essays - Prayer, Christian Prayer, Spirituality

Prayer In Schools Essays - Prayer, Christian Prayer, Spirituality Prayer In Schools Prayer in Public Schools: Should It Be Constitutional The courts have ruled against prayer in school. Many agree with decision; yet many disagree including myself. Prayer should be allowed in public school because it is already practiced, it prevents immoral acts, and it enhances the learning environment. The issue of prayer in school has been debated in the U.S. since the North West Treaty (1787and 1789) which states: Religion, morality, and the knowledge being necessary for good government and the happiness of man kind, schools and the means of learning shall forever be engorged. Thus, religion, which includes prayer, was deemed to be necessary. Many people believe that prayer is not allowed in the public schools. In fact prayer is allowed in the school system on buses, at the flagpole, in student religious groups, and in the cafeteria. However, prayer is not permitted in the classroom itself when class is in session. Prayer in class would violate the principles of church- state separation, which is defined by court interpretations of the First Amendment. This requires that public school teachers, principals, and boards to be religiously neutral. The reason for this is to prevent any arguments among students and teachers about their specific religion. Public schools had prayer for nearly two hundred years before the supreme court ruled that state- mandated class prayers were unconstitutional (Engle, 1962) The fact that prayer was practiced for nearly two-hundred years established it by precedent as a beneficial practice in our schools. Since the court outlawed prayer, the nation has been in steady moral decline. Former secretary of education William Bennett revealed in his cultured indexes that between 1960 and1990 there was a steady moral decline. During this period divorce doubled, teenage pregnancy went up 200%, teen suicide increased 300%, child abuse reached an all time high, violent crime went up 500% and abortion increased 1000% . Morals must be taught and they can not be taught properly without religion, because most of the strong moral beliefs stem from religion such as the Ten Commandments. There is a strong correlation between the expulsion of prayer from our schools and the decline in morality. The third argument is prayer enhances the learning environment at public schools. Prayer enhances the learning environment because when there is a test coming up or a paper due, you think to yourself, How am I going to do all of this, and do well? I know from personal experiences, that having a number of assignments due at the same time can be frustrating. When this happens, I always turn to God, and he guides and gives me strength and understanding. The outcome from doing praying is always good and the things that I asked for in my prayer are always bestowed upon me. Prayer may not enhance everyones learning environment but I know before I start my day, I ask God to let me have a good day and let everything that I do, be a true learning experience for me. The experience may not always be good, but if it happens, it happens for a reason. Finally, I will end with a quote from An Outrageous Idea: Natural Prayer written by Patty Jo Cornish. We have forgotten that we are all in this together and we keep separating ourselves by ourselves by colors, by football teams, by clothes, by money, by creed, by greed, by boundaries, by age, and so on and on. We need something to pull us all together, natural prayer could be that miracle. It includes everyone even the non-believers.

Compensation and Benefits in PAC Resources Inc Research Paper

Compensation and Benefits in PAC Resources Inc - Research Paper Example The merit bonus system was implemented in the organization so as to enhance overall creativity and innovation. It can be stated that this system was a key driver in context of organizational productivity. Bonuses in PAC was considered equivalent to compensation given to employees (Gusdorf, 2011). Though it was a method to achieve better results but there is no such return observed on the investment made by the firm towards such bonus system. This system can be improved by reducing the bonus amount and making the entire system centered towards high level of performance. A reward system in any organization needs to be motivating as it is the only factor which can increase the level of performance of employees. There are various ways to make a reward system motivating such as designing a system which will not discriminate amongst employees and benefits will be provided to those who have set desired level of performance. The entire system can be divided into multiple components where not only top level performers will be rewarded but even those will be given rewards who have tried to achieve desired performance level. Along with this the entire approach should be focused towards giving appraisals as well as monetary rewards since both of them are highly motivating factors. In an organization where bonus system is a common factor and is implemented from many years, in such a scenario lot of conflict arises when such a system is discontinued. The first consequence is that employees start to lose their motivational level. This lack of enthusiasm has a great impact on overall productivity of the organization. Secondly, it even initiates negativity in the workplace as employees begin to feel that their pay is being cut by the management. This reduces the percentage of extra effort which was previously given by employees. Â  

BusinessMGT Unit5 discussion Assignment Example | Topics and Well Written Essays - 500 words

BusinessMGT Unit5 discussion - Assignment Example (â€Å"Competitive Advantage†, 2010) Smart Chips Company’s market share has been hurt by the clone microchips. Though the company specializes in developing first-of-its kind microchips, but the makers of clone microchips release microchips that are similar to the original but are sold at comparatively lower prices. To recuperate their market share, Smart Chips Company needs to redesign its product in a way that it has a competitive advantage over the cloning microchips. To bring about these drastic changes, the firm will have to determine how to incorporate the value chain activities to create value and competitive advantage. Smart Chips Company’s profit and market share depend on its efficiency of performing these activities, together with value chain support activities. The value chain support activities include: administrative infrastructure management, human resource management, technology (R&D) and  procurement. In order to develop competitive advantage, Smart Microchip Company must have resources that are superior and which cannot be replicated by the competitors. A cost analysis should be performed to assess the areas where the cost can be reduced. Company must create cost advantage either by reducing costs at each level of the value chain or by reconfiguring the entire value chain. Better marketing can also help in increasing the number of sales of the firm. Promotion and service plays an influential part in the marketing of a business. With effective marketing, Smart Chips can also use product positioning, and quality checking as means of gaining competitive advantages over clone microchips. This may lead the company towards the road to sustainable success. SWOT analysis will also be helpful to Smart Chips. It is a tool used by companies to assess their strengths and weaknesses, and opportunities and threats in the market. It is a simple way of evaluating firm’s current