Eng101 Essay Example | Topics and Well Written Essays - 1000 words

Eng101 - Essay Example Habits can lay a strong ground towards success or become the major threats of becoming successful. On the road to success, an individual must continuously monitor his or her behaviours. He or she should realize that success requires hardwork, patience, endeavour, and determination. Without these traits, one becomes dormant and failure in life. Every individual who is successful has formed habits that failures dislike and fails to do. The harvest that human beings reap is measured by the habits and attitudes they cultivate. Habits can be the basis for failure or the basis of success. Although everyone wants to succeed, the ability to fail attracts many people because of the habits formed. Success is important in life in that it is the process of getting from one point of maturity to another. It means achieving or attaining goals. Often, one measures success by the accomplishments of dreams and hopes. Winston Churchill believed that success is a journey from a failure to failure withou t losing focus, determination, motivation, and enthusiasm. Success can only be achieved if one is determined to embrace every challenge that comes the way with the right attitude. Successful people are those that have tried many times to fully succeed in the last chance. Bruce Lee quoted that, one should not go for success but success should look for someone. Bruce encourages people to be themselves and express their feeling effectively. Successful people have faith in themselves and go out looking for success. These people believe that success is not the final journey, but the courage and passion to be successful is what that counts. David Brinkley quoted that, a successful person is the one who can build a strong foundation with the stones and bricks thrown at him. The courage to succeed is what differentiates successful people and failures. Successful people are those that take one idea and utilize it to make profit. These people are dreamers and they work hard to accomplish thei r goals in life. Successful people are not discouraged by obstacles or challenges that come their way, rather their faults and failures are what that make them succeed. The difference between a successful person and others is not lack of knowledge or lack of strength, but lack of will. Success demands one to have a strong will to perform the assigned duties. Having a strong will help an individual to excel even when situations or circumstances demands one to quit or fail. Successful people are not moved by emotions rather they are moved by facts about life. In other words, they are moved by things that enhance a better and fulfilling life. In its simplest terms, success is not so much measured by the position that one has reached or acquired in life as by the challenges and obstacles he has overcome. Overcoming many obstacles and challenges is what measures great success. One should not measure a man’s success by how big or high he climbs but how overcomes the challenges and bounces when he reaches the bottom. The formula for success is rising early to work, working hard, and enduring every challenge of life. Life challenges should be the stepping stone to success. The cost or price of success is hard work and having a strong determination that whether one lose or win, there is another room for being better and accomplish the best in life. It is important to note that, success is not measured by what an individual accomplished, rather by

Rita Hayworth and Shawshank Redemption Essay Example for Free

Rita Hayworth and Shawshank Redemption Essay When comparing the novel and the film of Rita Hayworth and Shawshank Redemption by Steven King there are many similarities. The film follows the novel plot very closely in many aspects of the book. The similarities found in the film and novel is character portrayals, key scenes and overall messages. The film accurately captures the essence of the novel. In both the film and the novel, Rita Hayworth and Shawshank Redemption, the characters are portrayed in a very similar manner. The first character that was well represented was Andy Dufresne. I could see why some of the boys took him for snobby. He had a quiet way about him, a walk and a talk that just wasn’t normal around here. He strolled like a man in a park without a care or a worry in the world. Like he had an invisible coat that would shield him from this place. † In both the film and the novel, this was how Andy’s fellow prison mates perceived him as. In addition, Hadley was portrayed as a very harsh and strict man. â€Å"Your only problem is going to be how many bones you still got unbroken. You can count them in infirmary†¦ We’re throwing this sucker over the side. (King, 45) In the film he was also portrayed as the same character with the same characteristics. â€Å"You eat when we say you eat. You shit when we say you shit. And you piss when we say you piss! † Likewise, Sam Norton was a â€Å"biblical man† who was also cold and stern. â€Å"No one had ever seen him crack a smile. He had a thirty year pin from the Baptist Advent Church of Eliot†¦ made sure that each incoming prisoner had a New Testament. † (King, 56) In the film, his characteristics were exactly the same as the book. â€Å"I believe in two things: Discipline and the Bible. † All in all, the characters in the novel and film were portrayed in the same way. Secondly, the main messages in both the film and novel were captured in the same way. The first theme that is apparent in the film and novel is imprisonment and isolation. â€Å"These walls are kind of funny. First you hate ‘em, then you get used to ‘em. Enough time passes, gets you to depend on them. That’s institutionalized. † This was an apparent theme because most of the prisoners in Shawshank became so dependent on the daily structure within the prison that most of them were scared of the outside. â€Å"Twenty days on the grain and drain train for Andy down there in solitary. † King, 67) Solitary was a form of punishment frequently used in both the novel and film. On the other hand, hope was the most prominent message portrayed in the novel and film. â€Å"†¦I hope† (King, 107) hope was found in many various parts of Rita Hayworth and Shawshank Redemption, such as, the hope to be free, hope to survive and so on. â€Å"Hope is a good thing, maybe the best of things, and no good thing ever dies. † Another theme that is very obvious in Rita Hayworth and Shawshank Redemption is crime. Crime is found all throughout the film and novel because the setting takes place in a prison. Tommy Williams came to Shawshank in 1965†¦ Cops caught him sneaking TV sets out the back door of a JC Penney. † Every crime that was committed in the novel and film stuck to the same details and explanation, making both the novel and film very similar. â€Å"I committed murder. I put a large insurance policy on my wife†¦ then I fixed the brakes of the Chevrolet coupe. † (King, 15) Given these points, the director of the movie included all of the same messages and themes that were in the novel. Furthermore, the film was so similar to the novel that most key scenes were word for word. One key scene, being Andy’s murder trial, seemed to be directly taken out of the novel. â€Å"Since I am innocent of this crime, I find it decidedly inconvenient that the gun was never found. † In this scene, the dialect is the same for both the novel and the film, for example, â€Å"It’s neither convenient nor inconvenient. Only the truth. † (King, 24) Equally important, Andy’s escape scene was captured similarly in the film when compared to the novel. â€Å"Geology is the study of pressure and time. That’s all it takes really†¦ pressure†¦ and time†¦That, and a big goddamn poster. Andy spent years on end working away at his escape hole in the novel and the film; Andy knew what it took because of his knowledge in geology. â€Å"Ripped the poster from the wall†¦ and revealed the gaping, crumbled hole in the concrete behind it. † (King, 87) Lastly, when Andy meets tommy, tommy realizes that Andy is innocent and he kn ows who actually committed the murders. This is another scene that plays out the same in both the novel and the film. â€Å"It’s my life. Don’t you understand? IT’S MY LIFE! † in the film Andy begs Warden Norton to understand his situation and pleads that he is innocent. He began refreshing Norton on the details of the crime he had been imprisoned for. Then he told the warden exactly what Tommy Williams had told him. † (King, 64-65) in the novel Andy hopes that Norton will listen to the information he has heard and that Norton will be understanding, but instead Norton shut him down. As shown above, the key scenes in the novel and film have the same details and context. In conclusion, the film Rita Hayworth and Shawshank Redemption by Steven King portrayed the novel in a very similar way. It does so by portraying the characters, key scenes and messages in similar ways in both the novel and film.

Literature in No Drama Essays -- Literary Analysis

By nature, Japanese No drama draw much of their inspiration and influence from the classics. Many are based on episodes from the most popular classics, like Atsumori, based on the Tale of Heike, or Matsukaze, which was actually based on a collage of earlier work. Even within these episodes do we find references to yet more classic works of literature, from the oldest collections of poetry to adopted religious texts. That isn’t to say that No is without its own strokes of creativity—the entire performance is a unique adaptation, and the playwrights had to be both highly educated in the classics, yet geniuses at the creative aspect of weaving song/poetry, dance, religion and literature together into a heart-wrenching spectacle. It might be easier to behold the similarities between no plays than the differences. The basic plot changes little: there is a traveler or monk who encounters a restless ghost or ghosts whose restless souls must be put to rest. The religious implications here are major, and become a central theme of No. In both Atsumori and Matsukaze, the monk chants â€Å"Namu Amida Bu,† for the Pure Land sect of Buddhism, as well as recites verses from the Lotus Sutra. The commentary mentions that â€Å"†¦The monk invokes Amida for the spirits of the dead, although the dead are comforted more often with passes from the Lotus Sutra.† (p.41) Atsumori’s ghost, as character â€Å"youth,† and Rensho, a monk, both quote together: â€Å"If I at last become a Buddha/then all sentient beings who call my Name/in all the worlds, in the ten directions/will find welcome in Me, for I abandon none,† which is from the sutra known as Kammuryojukyo. The chorus expands o n this quote until the end of the scene, the song being the playwright’s own creati... ... have a friend.† (p.40) Matsukaze’s text refers to a great deal more older poetry than Atsumori, perhaps simply because it is more relevant and appropriate in the context of the story: Matsukaze is a love story, and there is a lot present in the classics about love. Another kokinshu poem found in Matsukaze: â€Å"From the pillow/from the foot fo the bed/love comes pursuing,† (p.202) for example. The examples of the samples of poetry, and allusions to other works of literature, are so numerous and some so subtle that they are countless in No drama. No could not exist without the classics that it constantly draws upon. This calls for a highly educated audience to enjoy the play in its entirety. However, for the medieval age, it was new and exciting to see these classics woven together in a stage performance, so gracefully and creatively by the playwrights of old.

Hamlet: Understanding and Duty Essay -- Shakespeare Hamlet Essays

Hamlet: Understanding & Duty      Ã‚   In an effort to determine how Hamlet seeks to understand his world and his duty, we must closely examine several lines from this Shakespearean masterpiece.   While the mystery and significance of Hamlet lies in part from an inability to make definitive statements about Hamlet's motives and understanding, we can get a deeper look into his character from such a dialogue interpretation.      We might say that one of the ways in which Hamlet tries to understand the world is through academic endeavors.   After all, he is a scholar who has recently returned from his studies.   However, upon returning from college, Hamlet finds Denmark to be in a rotten state.   His father is dead, and his mother has married her brother-in-law before the funeral meats are cleared.   Thus, Hamlet begins to understand the world through a depression regarding his mother's seemingly insensitive actions "How weary, flat, unprofitable / Seem to me all the uses of this world" (Shakespeare I.ii.1074).      Hamlet's depression is assuaged by the vision of his father's ghost.   After explaining he was murdered, Hamlet's depression is replaced by pain, anger, and the contemplation of the metaphysical.   When Horatio tells him the vision of his fath... ...l desires second.   He explains this fully to Horatio "If it be now, 'tis not to come; if it be not to come, it will be now; if it be not now, yet it will come: the readiness is all" (Shakespeare V.ii.1110).   Thus, Hamlet tries to understand his world through ration, logic, academic study, contemplation, and metaphysical speculations.   In the end, he appears to believe that whatever one's duties are, those are what one must accept to fulfill one's purpose - despite the limited ability to control destiny or the outcomes of accepting such duties.    WORKS   CITED Shakespeare, W.   The Complete Works.   New York: Gramercy, 1975.

First Generation Students and the Community College Essay

Ethnography EssayMy experience with people outside the school as well as inside the school has earned me the nickname â€Å"experience† amongst most of my friends. As a strong-minded student with a growth outlook, caretaker individuality, and high value in the community, I flourish in relationships with people as well as the experience I have gained in the school. I am constantly trying to be an example of those who are experienced love to those around me. This drive to improve my relationship with the school fraternity, as well as the outside community, has sent me in many different directions through several kinds of school activities and volunteer opportunities. I think I inherited my caretaking boldness from my godmother. My godmother has worked with several students for the past twenty years and finds great joy and purpose in these relationships. Centered on his passion, I am supposing the adult students in this school and others as well will be genuinely invested in thei r friends and community like my godmother. I have also experienced this devotion to caring in the leaders of one of my favorite activities either in the school environment and the home or outside school communities. Activities unique to my college such as the involvement in sports as well as the interactions with other schools and motivations from the school authorities is an opportunity to form relationships among students in our building with special adaptability to the changing life both in school and the outside communities. The long periods of staying outside the school prepare the adult students to deal with different challenges either mental or educational due to their experience with different scenarios or cases. Through actions like playing, word exchanges, and debates, we create bonds with all students outside of our mainstream educational experience. When I first joined school some years ago, I was initially intimidated by the activities of my friends. I felt my usual confidence slip into a â€Å"store mode,† a feeling awkwardness in conversation and uncomfortable with silence. Conversely, after spending more time doing activities with these students, I’ve discovered the ir valuable hearts. Each student is welcoming and outwardly caring towards myself and the school staff, as well as the community, are privileged to have them. The adult students I am aware of in the school are very honest with little to no filter. They speak their minds without thinking twice, allowing for a truly unvarnished relationship. Based on these experiences, I am expecting the all the adult students, to be honest, and welcoming, and for our interactions to become natural with time. Through conversation with some of the adult students, I’ve heard plenty of talk on several ideas as well as what they need for the comfort both inside the school as well as outside the school. I know adaptability and experience in school include both respect to the authorities and an accepted mode of behavior which must go hand in hand with the right morals and friendship. Luckily, I found out my friends, one of the adult students studying in this institution who have demonstrated a sense adaptability to many activities in life inside and outside the school. As eager as I am to understand how the long stay outside the school and the experience to come back to the learning institution feels, I am also curious to see how it impacts their psychological life through their interaction with the several challenges in life as well as their experience with other students. Over the years, the education system in many countries has been modified to suit the learning requirements of people in all age groups. This is due to the increased rate of adults with the increased desire to enhance their knowledge through education. This process has enabled many adults to embark in the search for programs which offer educational opportunities to people who are elder than the required age group which is stipulated to be at different educational levels in the academic system of a given country (Espie, Rod, & Josie, 4). Therefore, to adapt to the learning environments at different levels of education, there is the need for those who are willing to return to school after years to prepare themselves both psychologically and emotionally in order to suit in the system. This will ensure that they develop characteristics and behaviors which enhance their relations with other students in the educational facility and that the system will not compromise their time and beliefs in the process of acquiring the kind of education they desire. Adult students are normally encountered by different challenges due to the beliefs they have as well as the psychological challenges they face as a result of the difference of their age accompanied by the misconceptions accompanied with adult education (Nahas et al, 43). Adults who desire to return to school normally think that they are too old to attend school. This myth discourages most adults with the motivation to acquire knowledge at an advanced age thereby leading to the individuals relent from the idea of returning to school. Other people believe that it is too late for them to acquire education. This discourages many people to return to school thinking that it is too late for them to reap the benefits of the education at an elderly age (Espie, Rod, and Josie, 5). They believe that by the time they are done with acquiring education there will be no opportunities for them. The adult students are also challenged by the way they can strike the balance between the time they are go ing to be in school, work as well as the time to be with their families. Therefore, to ensure that the educational system does not compromise the behavior of the adult students at the school as well as their actives which they undertake out of school, a special program needs to be implemented in order to accommodate all kinds of adult students (Espie, Rod, and Josie, 2). This will ensure that the system increases the self-esteem among the adult students and ensure that they do not feel discouraged in the process. This system should ensure that it entails reasonable goals which are attainable to ensure that the students are motivated all through the curriculum (Nahas et al, 42). The process of attainment of the goals should be easy to follow and understandable. Continuous feedback should be enhanced so as to ensure that the students are continuously guided on how to undertake different activities. This will ensure that the errors made by the students are easily corrected by offering explanations and demonstrations in case of technical activities. The learn ing strategy should involve appropriate evaluation processes which are goal oriented in order to enable the students to evaluate themselves as well as check their progress in the education system (McGrath, 110). Finally, the education system should provide incentives and undertake activities which enhance motivation to the students. This may include activities which are interesting to the students in order to enhance their memory capacity as well as make them enjoy being in the system thus increasing their motivation to continue learning. The  entrance  to  the  school is  only  attained after  navigating through the windy  roads and  numerous â€Å"adult education poster† signs.  The entrance provides a learning enabling environment that is supported by the cooling collection of green trees.  The environment provides a wonderful and a thrilling interest for anyone to feel the need to learn and achieve their goals in life. The compound of the school is surrounded by different photos that give a hint to every visitor that the place is a learning institution. The  walls of the classrooms are  lined  with  motivational posters,  such  as  one  stating with different messages; some indicating happy moments and others providing serious information of learning and praises to the school and the learning system as well. I did not expect a large, bare ground of prairie grasses next to me in an institution slopped down in the center. As I alighted the car, I walked onto freshly flagg ed tar which had clean, white space lines tinted on it. Walking in the direction of the school, I started noticing how quiet the institution grounds could make me feel as I looked at the freshly transplanted prairie grass plan-out swing softly by the influence of the wind. This stunned me, bearing in mind I may not habitually feel that calmness upon arriving in an archetypal institution because of the noise originating from the students playing at bay. Then it happened to me that there were adult students making plays on a huge, exciting playfield alongside the school, although the status of anarchy originating from it was low. I later came to comprehension that calmer than the majority of city schools and was well-funded because of the costly concourse facilities. The first adult student to interview was a gentleman who appeared very happy and composed as he answered various questions from me. He said that it is better for him to be at school at this time than he would have been some years back as a younger student. Further, the student mentioned that he was feeling more confident because it was his personal choice to learn at this time. The fact that learning at an adult age is through volunteering, is crucial in allowing adults strongly involve themselves in the learning process because they need they are highly motivated. The personal decision to attend the learning institution is a major drive for the student to learn as well as feel comfortable in learning different thought-provoking approaches to life. I learned that the fact the adult students have stayed for long days is an advantage for them to use their abilities to learn to link their experience with any new challenge. The student also said that there is a feeling of self-direction which makes the adults students have a good control of their learning. The control and monitory of their progress in learning involve self-assessment as well as the good relationship with the instructors and other students or the outside community. He further said that the students may be reluctant to change due to a feeling that they are mature and experienced. Slower learning was also evident through more intensive than before. Due to many responsibilities that adult students need a good amount of personal life which makes them busy in many hours of their time. The responsibilities and interactions with different communities as well as individuals allow the adult students to adapt to life in the learning institutions and elsewhere. It had been some minutes as I stood at a window of a class observing how Susan was interacting with the other young students during as they were being taught. Everyone seemed cool to see her busy listening to the tutor as the lesson went by. Everybody seemed busy in the class all trying their best to understand the concept being taught by the teacher. From time to time, the teacher would ask the students randomly and answers were provided and the teacher would continue with the teaching. When it came to the turn for Susan to answer the given question was asked by the tutor, the other students would look at her and listen keenly if she would make any errors in the process of providing an answer to the question asked. When she made an error in answering the question, the other students would laugh at her. The teacher would then maintain order to the class and then elaborate the solution to the problem asked and ensure that Susan has understood the concept in question then proceed to th e next concept. During break time I met with Susan to understand how she feels in the learning environment where she was different from the majority of her colleagues. â€Å"It is fun to be around this place†, she answered with a smile on her face. â€Å"I feel great when I undergo different challenges in the process of learning. It makes me feel proud because it is a great opportunity for someone like me to acquire the knowledge required to survive in this in this environment with a lot of learned people.† Happiness could be seen on her face. She seemed adapted to the environment and she was determined to learn at all costs no matter the challenges involved in the process. On the question of how she viewed the teaching system in the institution, she was satisfied with the procedure. â€Å"The teachers are cool, they treat all the students equally and are keen to ensure that everyone has understood the concept taught†, Susan stated. The environment was cool to her and she was no t bothered by the way other students viewed her. I was greatly concerned about how Susan was able to balance her time concerning her daily routines as well as her income-generating activities. I was eager to know how she was able to maintain her tight schedule during the day. â€Å"It requires a lot of dedication to achieve a given goal†Ã¢â‚¬Ëœ she claimed, † I normally plan all the activities that I am doing the following day in advance to ensure that no activity will collide with another.† She added that she undertakes part-time jobs which she undertakes after school so as to support herself financially. Susan claimed that the support she gets from her family and friends is what keeps her moving. The determination she had in acquiring the knowledge enabled her to focus on the learning process. â€Å"I made up my mind long before I decided to come back to school, I believe it is through education that I will be able to improve my living standards†, she concluded as I eagerly listened to why she was so det ermined to learn. I was excited by the way Susan was able to merge her family life, work as well as find time to undertake her education program which was somehow demanding. This enabled me to understand the different challenges faced by adult students and how they managed to push through such a challenging environment in the search for knowledge and skills. Although  some  people  may  view  adult students as an inefficient and a struggling way to learn, the adult students have a good chance to learn and achieve several objectives due to the facts that they are highly motivated. The adult students have  taught  me  the  need of having  motivation, teamwork, compassion,  slowing  down,  and  being  intentional  in relationships. The adult students have a high chance of succeeding and engaging in learning more than normal students because of their duty and responsibility to spread kindness and knowledge through  their  own  lives  and  the  lives  of  those  around  them.  As  the  adult students have treated me,  their actions are indicative of their good behavior and evidence of success in their education and adaptability as well as experience in life. After spending some time in studying the adult students sub-culture, I have learned that I have some similarities with some of the practices in that culture such as the ability to access oneself and plan for one progress. I always have a means of evaluating my progress towards the achievement of my objectives and take responsibility for ensuring I perform everything to my great potential. There are high collaboration and team among the adult students due to their need to succeed I life. As times goes many people will realize the need for the adult education and feel proud to join it. Works Cited Espie, Rod, and Josie Viola. â€Å"A Place for Political Literacy in Adult Education.† ARIS Resources Bulletin 10.3 (1999): 1-4. McGrath, Valerie. â€Å"Reviewing the Evidence on How Adult Students Learn: An Examination of Knowles’ Model of Andragogy.† Adult Learner: The Irish Journal of Adult and Community Education 99 (2009): 110. Nahas, Markus V., Bernie Goldfine, and Mitchell A. Collins. â€Å"Determinants of physical activity in adolescents and young adults: The basis of high school and college physical education to promote active lifestyles.† Physical Educator 60.1 (2003): 42.

Ecology Lab Report Essay Example

Ecology Lab Report Essay Example Ecology Lab Report Paper Ecology Lab Report Paper For example, reservoirs associated with run-of-the- river dams typically have small hydraulic head, limited storage area and short retention times and are less likely to be susceptible to conditions that can lead o transportation or promote excessive algal growth. In contrast, reservoirs associated with larger dams, such as storage or hydroelectric dams, are more likely to have longer retention times, providing a greater potential for incoming nutrients to stimulate increased algal production. Increased algal biomass can potentially deplete dissolved oxygen levels within the reservoir through bacterial decomposition and photosynthetic respiration. A study by Dry. Payne examined the relationship between reservoir water retention times and phytoplankton algae production in the summer. Dry. Payne, along with Auburn University professor Dry. Mike Machine, assessed the potential water quality effects on Weiss Lake of the draft Cooks River water-sharing agreement between Alabama and Georgia. Their study showed that reservoirs with typically short retention times, such as reservoirs on the Cooks River, are more susceptible to hyperthyroid effects and higher chlorophyll a concentrations when retention times are increased even moderately. Historical data shows that higher chlorophyll a concentrations in Weiss Lake have consistently corresponded to longer retention times. Hydrological models in their study indicated that longer retention times in the reservoir would likely increase phytoplankton algae production and algal biomass accumulation, assuming that other factors remain unchanged. This result is particularly evident during drought periods, such as occurred in 2000 and in 2006. In addition, the nutrient criteria were developed to reflect downstream transport of nutrients and the processes by which nutrient uptake occurs in streams. Nutrient concentrations generally tend to decrease as they move downstream. This attenuation occurs as nutrients are absorbed by microorganisms and plants (biotic uptake) or as they adsorb onto sediment particles (biotic uptake) and settle out of the water column.

Chronic Crisis Management in Malaysia Revisited Essays - Free Essays

Chronic Crisis Management in Malaysia Revisited Essays - Free Essays Chronic Crisis Management in Malaysia Revisited Introduction For the first time, Fontaine (2012) raised the issue of chronic crisis management in Malaysia. His initial study was inspired by an article in the Harvard Business Review by Bohn (2000) called "Stop Fighting Fires." Th e term "fighting fires" refers to a problem in many organisation where the corporate culture involves hiding problems rather than solving them. Although these problems temporarily "disappear" from top management's radar screen, it often resurfaces months later. Since 2012, the business environment has arguably become more complex and more unpredictable. This study, using the same instrument, aims to survey Malaysian managers in 2016 to make a comparison with the results collected in 2011 and published in 2012. The First Study The first study was based on an instrument developed by Fontaine (2012). Most of the text of Fontaine (2012) explored the constructs that made up the core of the instrument. Apart from the initial study by Bohn (2000), other studies that influenced the design of the instrument include constructs borrowed from Goldratt and Cox (1984) ("local measures of performances versus systemic measures of performance"), Perlow and Williams (2003) ("silence due to time constraint ") , Lapre and Van Wassenhove (2002) ("low conceptual learning and low operational learning") among others. Summarising the vast literature on this subject, Bohn (2000, p.84) explains that in successful organisations, " they don't tackle a problem unless they are committed to finding its root cause and finding a valid solution. They perform triage. They set realistic deadlines. Perhaps more im portant, they don't reward fire- fighting ." By contrast, unsuccessful organisati ons, top management talks about problem-solving but rewards hiding problems. Subordinates know that and act accordingly. To appreciate the significance of Bohn (2002), one has to read the account of the trials and tribulati ons at Ford Motor Company. Hoffman (2012) explains how internal fire-fighting led Ford to the edge of bankruptcy in 2006. It was the timely appointment of Alan Mulally as chief executive officer (2006 to 2014) that saved the company. He instantly killed the culture of hiding problems by rewarding executives that highlighted problems to his attention. Within a few weeks, senior leaders at Ford knew that it was more pleasing to the CEO to solve problems rather than hide them , so that is what they did. The initial survey included the answers of 150 respondents. Table 1 shows that fire-fighting (i.e. chronic crisis management) is the norm in Malaysian organisations. By and large, the fact that individuals were assessed for doing their job rather than solving systemic problems was the main contributing factors. This survey was really just an initial enquiry into the problems that plagues organisations worldwide (according to the literature) and Malaysia in particular (according to the survey). Obvious limitations to this study was the relatively low number of respondents and the lack of follow-up studies. Table 1 : Results of the first survey Question Average Standard Deviation 1 Fire- fighting in my organisation is normal 4.13 1.06 2 In my organisation, we are assessed on local measures of performance 4.08 1.22 3 To do my work, I depend on other people to do their part 3.74 1.44 4 In my organisation, the responsibility for change is given to teams, not individuals 3.72 1.39 5 Some of the policies in my organisation make it difficult for people to be effective 3.69 1.28 6 Many teams in my organisation do not function as smoothly as they should 3.38 1.31 7 My organisation only allows top down change 3.36 1.39 8 Most people in my organisation resist change 3.22 1.36 9 People in my organisation are expected to stay silent 2.97 1.42 10 In my organisation, many people don't know what their goal is 2.89 1.48 11 If I use my initiative to start bottom up change, I will be punished by others 2.74 1.31 12 In my organisation, there is not enough time to think about doing things properly 2.76 1.39 Source: Fontaine (2012) New Theoretical Developments Since 2012, there are new developments in the literature that are worth highlighting. First, the rise of complexity. Second, the rise of big data. Third, the problem of riba . The