A land remembered

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For Help On Flatland, Heres A Little Bit Of Help!

posted by CrippleEverette on 5/17 05 AM

This was an assignment we got. It includes the questions, not a summary but itll help in some way hopefully

1. When was Flatland originally published?

Flatland was originally published in London in 1884.

. What did Edwin A. Abbott do for a living and what was his avocation?

Edwin A. Abbott was an English clergyman and author. His avocation was his love for mathematics.

. Why did Abbott publish Flatland under a pseudonym?

Edwin A. Abbott published Flatland under a pseudonym because he was afraid that it might besmirch the dignity of his formal writings.

4. What is the name of the narrator of Flatland?

A. Square is the narrator of Flatland.

5. Describe the narrators parents.

The narrator, A. Square, had a line for a mother and a triangle for a father.

6. What is the narrators profession?

The narrator, A. Square, is a lawyer.

7. Describe the plot of the second half of Flatland.

In a dream, A. Square finds himself in Lineland. He chats with the king, who is trapped inside a one dimensional body. A. Square encounters the same problem when he dreams of Pointland. Ironically, a stranger comes to visit him later in the story. The creature, a sphere, claims he has something for A. Square. He has trouble understanding the concept past his two dimensional world, just as the those in Lineland and Pointland could not understand past their one-dimensional world. But unlike the king, A. Square is able to go to Shapeland. The sphere then begins to reveal the mysteries of Spaceland. He then orders A. Square to return to Flatland and preach his findings to the rest of the people. A. Square experiences three dimensions to much joy. After returning to Flatland, he tries to explain his findings to his hexagon grandson. A. Square tries to teach the mysteries of Spaceland, but no one else in Flatland believes him.

8. Discuss the role of women in Flatland. Discuss this role as it appears in the doctrine of priests as well as other observations made in the book. Is this social satire? How? Do you agree with this view? Does the narrator agree? Does the author agree?

The women of Flatland are treated harshly as many women of Islamic countries in the Arabian peninsula area. They are the lowest of the all classes and have to follow certain rules. They must enter the house at a certain door and can not enter the other wing of the house, the mans room. If a women is sick, she to be immediately killed. A women also can not evolve as men can. Women will always be a line.

The social structure of Flatland is satire. It is not fair that a women cannot achieve or do half of the things a man can. I do not agree with the social structure of Flatland, especially pertaining to women. Though they are the simplest of all figures, that does not mean they should be treated with no respect. I believe the narrator has some degree of sympathy for women, as he says, ...so they shall have no memory to recall, and no forethought to anticipate, the miseries and humiliations which are at once necessity of their existence and the basis of their existence... (14). The author, Abbott, does not agree with the lifestyle of women during the late 1800s, as they are still the regular housewives that raise children. Though he cares to think about the women, he will do nothing as it is almost law in the land for women to be treated the way they are.

. How does reading Flatland enhance your study of Geometry and perhaps take it outside the boundaries of your textbook? What new insights about Mathematics in general and Geometry in particular have you gained? How has your knowledge been broadened? How do you feel about this?

Flatland has also made me more familiar with my shapes and the dimensions of certain shapes. It has sharpened my knowledge of angles and triangles. It makes you rethink already learned formulas and theorems of circles, squares, and other shapes. It gives you a different point of view of them besides the straight text form, which will benefit any one looking to help their geometry skills.

By reading Flatland, my train of thought and way of perceiving ideas, thoughts, and learning materials has changed. It makes you broad your two-dimensional mind and think further to understand shapes in Geometry. It is another way of learning besides the basic text form of formulas and theorems of the textbook. Flatland is not just of Geometry, it is about life and has made think rethink the ways of treating other people.

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Peanut Butter and Jelly

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It is possibly the most common and well known type of sandwich in American culture, and yet many do not know how to make it. For those who have been deprived of the ability to make a simple sandwich, this paper will teach you how to create a childhood favorite. There very few items that you will need, things that are likely to already be in your home. The steps are somewhat simple, however they must be followed carefully to avoid sandwich catastrophe.

To begin, gather the ingredients and necessary tools for assembling the sandwich. A knife will be needed, first to spread both the peanut butter and jelly, as well as to separate the sandwich into more manageable pieces. A spoon can be substituted for spreading the peanut butter and jelly; however the spoon will not be as effective in cutting the bread. If the decision to use a spoon is made, there is always the option of enjoying the sandwich as a whole unit. A plate of acceptable size will also be helpful, but not required. It will keep any excess peanut butter or jelly from spilling over onto the table, and will also create a more organized workspace. A napkin or cutting board can easily be substituted here. These are the only needed tools for this project.

Ingredients for this project carry with them some freedom, as personal taste comes into the equation. The two necessary ingredients are obviously peanut butter and jelly; however there are many different types, flavors and consistencies to choose from. This is all a matter of personal taste, so feel free to experiment. Standard choices usually consist of creamy or chunky peanut butter, and jellies are most commonly strawberry or grape. There are other varieties of both, organic peanut butter, other flavors of jelly, etc, so be creative. There is one more key ingredient that is needed to complete this project; bread. Choices of bread are nearly unlimited, personal taste preferences should be used to judge here. Conventional choices range from white and whole wheat to cinnamon raisin and French bread. Feel free to try new combinations to find one that is most appealing to the palate.

Once tools and ingredients have been gathered, assembly can begin. Begin with two slices of the bread you have chosen. Set one in the middle of the plate and allow the other piece to hang off the edge, making sure that it does not fall over the edge. This is not something to greatly worry about, however when there is peanut butter involved it is always better to be careful; it makes a tough mess. Using the knife or spoon, take a reasonable amount of peanut butter out of the container it is in, and begin to gently spread it over the centered piece of bread, moving from the center of the bread out to the edges. This ensures that the bread is completely covered with peanut butter. If there appears to be too much peanut butter, simply use the knife to remove the excess and either put it back in the container or throw it away. Now, you can either repeat this step on the other piece of bread or if you do not like a greater proportion of peanut butter, just put jelly on the unused piece of bread.

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The jelly will have a more elastic quality, and may take longer to spread out, or prove difficult to spread evenly. Be patient and follow the same steps used for spreading the peanut butter; placing a moderate amount in the middle of the piece of bread, and again spreading it outwards. When using the jelly, be careful that it stays on the bread and does not spill over the edge. This can create a larger and more difficult mess to clean up. When the jelly has been successfully spread over the bread, prepare to put the sandwich together. Put down the knife, and put the lids of both the peanut butter and jelly back on their respective containers.

Now carefully pick up both slices of bread, making sure that the peanut butter side is facing the jelly side. Now bring them together until they meet, and very gently press them together. The peanut butter and jelly will cling to each other, holding the sandwich together. To complete the sandwich process, place the sandwich back on the plate and cut in either lengthwise or diagonally. Most cut the sandwich into two pieces, however feel free to make as many as desired.

The sandwich is now complete; however there are additions that can be made. A beverage for example, will likely be needed. Milk is often the best choice, as it makes it easier to chew the sandwich. Other beverages work just as well, and there really isn't a right or wrong choice. What is important is that the sandwich be enjoyed, and that the lesson of how to make this delicious sandwich has been learned. After this has been mastered, it will not be long until other dishes such as grilled cheese will be easy to create.

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Bora Ring and Eroded Hills

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Popular Australian poet Judith Wright expresses her sadness for the loss of the natural environment and the great spiritual significance of the Aboriginal people in her poems Eroded Hills and Bora Ring respectively. In Eroded Hills Wright expresses how progress is an enemy of the environment, and in Bora Ring the message of cultural loss and its effects are conveyed and encourage the reader to reflect on the Catholic teachings. This essay will analyse Eroded Hills and Bora Ring by looking at discourses alongside the dominant position of each, positioning techniques and their effects and the comparison between the two poems that link them to the Australian experience and identity.

In Eroded Hills, Judith Wright has adopted the discourses of conservation, environmentalism, progress, tradition and the passing of time to increase the reader's awareness of the necessity to conserve our natural environment. The dominant position of this poem is that progress is the enemy of the natural environment. Our environment is precious, and over time unfortunately humans have been greedily snatching it away from its natural state. Thus Wright reminds her readers that people must preserve it otherwise nothing will remain standing.

Techniques used in Eroded Hills include predominantly personification accompanied by metaphors and similes. Personification has been powerfully and skilfully used to ascribe human qualities to the natural environment so that humans are able to identify with the hills from a human perspective. Phrases such as "hills bandaged in snow" and "eyelids clenched" make the hills sound vulnerable in an successful attempt to make the readers feel angry at the attackers (humans) that caused the trees and the hills to feel pain and suffering as a result of land clearing. Wright is privileging the hills so that the readers can empathise with their suffering as a result of progress in society. The poet has also used similes such as "crouch like shoulders naked and whipped" and "thoughts stand like trees here" that contribute the reader's understanding of the destructive environmental effects of progress. A metaphor was also used "beggars to the winter wind" It can be seen that these phrases also resemble personification as they bring the reader to a more personal understanding of the hills suffering over progress which we are more likely to identify with.

The poem Bora Ring privileges alienation, Aboriginality, and, like Eroded Hills, (cultural) loss, and change over time to make readers aware of the impact of cultural loss on the Australian identity. The dominant position of this poem is that Aboriginal culture has been destroyed in an immediate and gradual context by white invaders. The Bora Ring in Aboriginal culture is a dance ground and Wright cleverly uses the Bora Ring to work metonymically by using one aspect to designate a circle of alienation for Aboriginal people. Therefore the poet encourages the readers to reflect and review on the way that this ancient culture could be brought into society.

The main techniques used in Bora Ring include primarily metaphor, personification and oxymoron. One particular powerful metaphor was used to make readers better accept her dominant position, "a fear as old as Cain". Wright links the relationship between white Australians and Aborigines to the relationship between Cain and Abel in a biblical story in the old testament, where one kills the other. Here it can be seen that white Australia has stepped into the shoes of Cain, killing the Aborigines culture (Abel). In the phrases "grass stands up" and "apple gums posture and mime a past corroboree, murmur a broken chant" personification has been used (as in the poem Eroded Hills) to create an ancient atmosphere that reflects to the reader the loss of culture and tradition for Aborigines. Oxymoron has also been used in the phrase "nomad feet are still" to explain to the readers the extent of the world of contradiction the Aboriginal people have had to endure. Wright has privileged the suffering of Aborigines and the loss of cultural identity, and has silenced the positive influences of white people, including communication and technical advancement. It can be seen that this was done so that readers are better able to empathise with the alienation and cultural loss of Aborigines by the white invaders.

Judith Wright has successfully used the poem Eroded Hills to express her sadness for the loss of the natural environment through the idea that progress is the enemy of the environment. The poet has made her readers empathise with the pain and suffering of the hills by personalising them with the environment. Similarly, the poem Bora Ring experienced loss but this time in a cultural sense. Wright cleverly linked the example of Cain and Abel to a modern-day situation.

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Beat! beat! drums!

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In the poem tilted, Beat! Beat! Drums!, written by Walt Whitman, Whitman uses a fierce tone to emphasize his expressions and views of war. At the beginning of each stanza, Whitman repeats the phrase, beat! beat! drums!- blow! bugles! blow! in order to allow his readers to picture how important the loud noise is and that the drums are never ending. Whitman's poem focuses on the idea of war rather than war itself, and its force into people's lives. The structure of the poem reflects that urgency rises and rushes itself of sound. Through the windows, through doors, burst like a ruthless force, () into the solemn church, and scatter the congregation, () into the school where the scholar is studying. (4) These are just a few examples of Whitman trying to express the symbolism between the loud noise and its entrance in the world.

In this poem Whitman signifies the sounds of war. As the narrator listens to the banging of war drums and shrill sounds of bugles, relates the interruption these war sounds have on people's lives. Whitman uses the sounds of drums as an audible image to show its effects on the common people, as described specifically in the beginning of the poem. Imagery is applied in this poem when Whitman uses the loud banging of drums and the blows of bugles that creates a war atmosphere throughout the poem. Whitman expresses his view on the sound of war by making the sound seem to get louder and louder as the poem is read. "So fierce you whirr and pound you drums-so shrill you bugles blow. (7) Whitman brings upon the readers two different levels of affection against war. In the beginning Whitman shows of how the sounds of war effect the personal lives of the people. He uses imagery to make the sounds seem like they are traveling. "Through the windows-through doors-burst like a ruthless force," () as if the drums and bugles are shattering through the homes of the citizens.

There is a lot more said to Whitman's descriptions about the outcome of war. For an example, Whitman uses images to show how the war affects people's jobs. "No bargainers by day-no brokers or speculators-would they continue?" (11) This tells us that even wealthy people of a community cannot carry on with their jobs. The meaning of this specifically states that because of war an economic depression could occur in the future. Turning each section into a part of war, Whitman explains how war would take its place in a community. In the beginning Whitman mentions all quiet and peaceful places; "church", "school", and "field." The drums disrupt these calm places. By the end the drums get louder and the war gets more concerning. "Over the traffic of cities-over the rumble of wheels in the streets." () This states that the noise is now so loud that it can be heard over the sounds of large cities. Whitman then uses more imagery of jobs in the city to note that war is taking over all aspects of the common people's lives. "Would the talkers be talking? Would a singer attempt to sing? / Would the lawyer rise in court to state his case before the judge?" (1) (1) He is simply asking would these people be willing to continue with their lives even though they have these feelings and emotions that have corrupted their lives. At the end of the second stanza Whitman refers back to the drums and bugles getting louder and heavier. "Then rattle quicker, heavier drums-you bugles wilder blow."

In the last stanza Whitman uses sarcasm in lines 16-1. He tries to express that the war has no desire to stop and will progress until it decides to stop. Mind not the timid-mind not the weeper or prayer." (17) Whitman is saying not to pay any mind to the things that people may try to stop the war because the war will keep going and people will have to keep their lives on hold. Whitman also uses an "old" man and a "young" man to show that the war takes on all kinds of people and affects every age group. "Mind not the old man beseeching the young man." (18) In the next line Whitman tries to get the point across that the drums will stop for no one and the war will continue until its resolved. At the end of the poem Whitman states the sound of war once more. "So strong you thump O terrible drums-so loud you bugles blow.

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With all of the imagery Whitman uses throughout this poem he expresses the true terrors of war. This poem presents itself with the horrible effects of war. War not only has negative effects on the citizens but negative effects on the future as well. Whitman's strong points stated in this particular poem gives the reader a different view of war and not only how it can interrupt daily activities, but can involve in a major conflict that could take time to resolve. The sound of war can be frightening, but there is nothing that is more frightening when it actually approaches.

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Marital Relations

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Marital Relations

In the series of short stories read this semester, there are common themes found among many of them. However, the most prominent theme that stands out is that of marital relations and their imperfections. The following two stories discussed illustrate how ambiguous marital relations can be, and how many feel that the key to happiness is marriage and a family. However, many times life does not turn out as expected.

In Kate Chopin's The Story Of An Hour, the main character, Mrs. Mallard is told of her husband's death in a terrible railroad accident. Her initial reaction was to be upset, "She wept at once, with sudden, wild abandonment, in her sister's arms"(18). However, after retreating to her room alone, she had a personal awakening. "She saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome"(18). Mrs. Mallard realized that all these years she had been "Mrs. Brently Mallard" and now she had no one to answer to but herself. "…She had loved himsometimes. Often she had not"(18). She whispered to herself several times the words "free, free, free" as she became more familiar with the idea of finally becoming her own woman. However, all the years to become her own person we cut short by the latch of the door turning, and her husband walking in. The rumors of the accident were just that merely rumors. Just as he was walking in, Mrs. Mallard collapsed and died of a heart attack. The story leaves the situation open so it is unclear as to exactly what cause her death. However, the reader is definitely led to believe that she had gone through the revelation of being on her own; the weight of being married had been lifted upon her. Then for a split second when he returns home, she loses that idea and faith of being her own person, causing her heart to give out.

Another example of a short story dealing with marital relations is Seventeen Syllables, written by Hisaye Yamamoto. This story is about a little girl, Rosie, and her parents, who live on a farm. Her father takes on the characteristics of being emotionally cold or hard, and controlling. Her mother has found an interest in writing haiku, which she did for the daily newspaper. Rosie developed a crush on a boy, Jesus, who often helped her father out in the fields. She was going through all the natural giddiness of a young girl with her first crush, even getting her first kiss. Seeing him coming from a distant to help her father out, Rosie took off to her house so she could watch him through a window. It was at this time a man came over to their house to inform Rosie's mother that she had won first prize in a haiku contest she had entered. Her mother had fixed a cup of tea for the man, as not to be rude, when suddenly, her father came storming up to the house. After kicking the man out, Rosie's father angrily took his wife's picture, destroyed it with an axe, and then lit it on fire. Rosie could not understand why her father would do something like that to her mother. She went into the house to find her mother calmly watching it burn through the window. The actions of her overbearing husband prompted Rosie's mother into asking her if she knew why she had married her father. "It was the most frightening question I had ever been called to answer"(18). Her mother told her of how she had been in love with a boy years ago when she was eighteen. Her family was poor and her father a drunkard, which was the complete opposite of his, so their relationship was forbidden and condemned to secret meetings. Her mother went on to tell her that she had a stillborn child with him, which caused her family to despise her once they found out. Threatening suicide, she wrote to an aunt in America to hastily arrange her a marriage so she could leave. The marriage set up so quickly was to Rosie's father.

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Her mother made Rosie promise that she would never marry because she did not ever wish for her to lead a life as she had. Her mother married a man she did not love and had a family because that was the right thing to do. That is what life was; growing up, having an arranged marriage, and having a family. This is what she thought happiness was at one point.

The message both of these stories covey through their themes is that happiness does not always lie within a man and marriage. Mrs. Mallard lived her life through her husband, as did Rosie's mother, and they were both unhappy. The time that Mrs. Mallard felt the best about her life was when she thought her husband was dead, just as Rosie's mother found happiness with a boy she truly loved yet could not have. Her mother would rather see her unmarried and happy than in a situation like her own.

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Run Baby Run - Nicky Cruz

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Describe the society that Nicky found himself in when he arrived in New York.

When Nicky first arrives in New York he cannot speak English, so to him the society would seem alien. He leaves Puerto Rico with only $10, and is unknowingly swindled out of it by a greedy hot dog vendor. "I'd had my first experience of American enterprise". Nicky asks citizens for help in finding his brother, Frank, but most people ignore him. The society in the 150's seems to have been very prejudiced against minority groups.

Describe the school that Nicky attended in Brooklyn

Most of the students at Nicky's school were similar to Nicky, in that they were trouble makers, from low socio-economic groups, and non Anglo-Saxon. The authority figures at Nicky's school lacked power, and had to resort to calling in the police for major issues. The students did not pay attention in class, and the education a student received was quite poor. The school seemed less a centre of learning, and more a prison, as the students achieved little, and wanted to get out of the school.

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Describe two tense moments in the story when Nicky had to deal with danger

In chapter four, Nicky faces the 'initiation' test to be allowed to enter the Mau Maus. The child who undergoes the 'initiation' before Nicky chickens out, and is stabbed in the armpit. This is a very tense moment as the reader is left thinking will Nicky be a chicken, will he become fatally wounded, or will he be allowed into the Mau Maus? The scene is becomes tenser by the fact that Nicky is in the Mau Maus hideout, with lots of other Mau Mau members, making escape virtually impossible.

Another tense moment is when Nicky is confronted by an Apache, whilst at the train station, waiting for David Wilkerson. In the fight that ensues, Nicky acknowledges God and uses his faith to halt the fighting, and the Apache runs off.

What causes Nicky to change?

The efforts of David Wilkerson are the sole reasons for Nicky's change. Of course, leading a life such as Nicky's would have made any person unhappy and unfulfilled. When Nicky converts and leads a righteous life, he experienced a sense of goodness that he had never experienced before in his Satanistic past-life.

What sort of lifestyle does Nicky have after he becomes a Christian?

After Nicky converted to Christianity, he went to Bible College and met a girl called Gloria. He married her and eventually had a baby called Alice. Gloria and Nicky worked for the Teen Challenge society, run by the preacher, David Wilkerson, who brought about the change in Nicky. Nicky does similar things to what David did to him by radically changing the lives of street-youth with the help of God.

Nicky has a massive bout of depression while he was running Teen Challenge. What brought on this depression on and how did Nicky overcome it?

Nicky failed to convert and help two girls brought under his care and this initially caused Nicky's depression. When they were first brought under Nicky's care, everything was going well. But eventually, the girls regained their lives on the street, disheartening Nicky greatly.

What really got Nicky down however, was Israel, a previous Mau Maus gangster, refused Nicky's request to come work with Nicky on the Teen Challenge. Nicky was even more disheartened by the fact that Israel had just been released from jail, and so Nicky expected that Israel could have seen the error of his past ways and chosen the right path. Nicky had also prayed for Israel every day prior to Nicky's meeting with Israel.

Nicky overcame his depression by visiting Kathryn Kulhman, and later left Teen Challenge to start his own organisation, 'Outreach for Youth', which helped younger children on the street.

What does Nicky achieve in "Run Baby Run"?

I think Nicky achieved two things in the book love and inner happiness. At the end of the book, Nicky has his love for Gloria and his child, and also his love for God. Nicky also achieves inner happiness, as he is doing what God intends him to do and living in a God-intended manner, and helping spread the word of God to other disadvantaged people.

What is your opinion of this book?

I believe 'Run Baby Run' is an exciting book, despite the fact that the book is written 50 years ago. Nicky Cruz paints the scenes of the ghettoes well, and after each lesson of reading 'Run Baby Run', one is left with the feeling of power and 'Nicky Cruzyness', as the book gets across the emotions of Nicky particularly well. The book also shows how evangelists work, and reveals the often secretive inner-lives of gangs and gangsters. Reading 'Run Baby Run' in term one of Year in RE has been particularly enjoyable, as it has given us an insight into the world of gangs, violence, drugs, and how God can offer an alternative to these activities.

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Personal Goals as a UOP Student

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The University of Phoenix represents an institution full of academic resources. During my years at UOP, I intend to use those resources to obtain the necessary knowledge to succeed in my Management degree. One of its many benefits is that this institution gives me the ability to maintain my full time career and personal life as well. I have been in the Workforce Management industry for three years and my work experience is what triggered my interest in the degree of B.S. in Management from UOP. I intend to maintain a high academic record of achievement during my years in this reputable University, and I will use that academic record to achieve goals I have set for myself. As a privilege of my high academic achievement, I intend to enhance my managerial skills such as effective planning, organization and time management, while simultaneously furthering my character traits of leadership, dependability, and determination. I have learned throughout the years to apply myself in order to achieve the objectives I have set for myself and learn all the necessary skills to become a successful manager. A Bachelor of Science degree in Management from the University of Phoenix brings together skills and character traits that ensure my success in life.

The primary step I will use to achieve my personal goals as a University of Phoenix student is motivation. Without motivation one cannot accomplish anything in life. I am motivated to drive twice a week from Sanford to the East Orlando area to attend class and meet my study group.

My secondary objective is determination. I am determined to attend full time until I obtain my degree. I intend to stay focused the entire time I am attending University of Phoenix and by giving all my undivided attention to the class sessions and participating in class.

The third step I will use will be diligence. I will give 150 percent to be a successful student, even if that means sacrificing the little pleasures in life such as watching too much TV. I will work hard by trading those not so important hobbies to more important ones pertaining to my future like reading and writing while blooming into a visionary manager.

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My last and most important objective is commitment. I am committed to meet with the study group at least once a week no matter what other things might come up in my professional or personal life. I am committed to being working on the assignments in a timely manner in order to be able to turn them all in at one time.

I am also committed to overcoming any challenges (i.e. exhaustion from working full time, dedicating time to my family, fighting traffic and driving 0 miles to school) that might keep me from being a successful student at University of Phoenix. Another challenge I am willing to conquer is fear of public speaking. I have been avoiding speech and math all my life. However, math is a whole another paper. In order for me to become a successful manager, I have to be able to effectively speak in front of an audience. I intend to use this fear of public speaking as an opportunity to grow into a fully successful manager and possibly a successful orator. I challenge myself to excel in my presentations and teamwork.

As a University of Phoenix student, I will embrace the college experience. College is not just about attending classes and study groups. Being a college student entails developing many skills that allow an promising individual to juggle daily commitments with a focused mind at all times while succeeding at each task at hand. It is necessary to demonstrate the ability to perform under pressure and practice excellent time-management skills and self-discipline while learning new subject matters. The most exciting part about being a University of Phoenix student while simultaneously a professional is that I have a wonderful opportunity to apply knowledge gained in the classroom and from my peers to my daily professional tasks. This is how true learning occurs and I am grateful for the opportunity presented to me.

As a University of Phoenix student, I will apply my organizational skills, research skills and technical knowledge toward obtaining and excelling my degree, in each classroom and each group session. I am determined, motivated, will apply my resourcefulness and thoroughness to achieve what I have committed myself to. I will use the four steps above combined with my work experience and the knowledge I will gain from my instructors and fellow students here at University of Phoenix to become a brilliant student and evolve into a successful manager in life.

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