John Miltons Paradise Lost Essay -- essays papers

John Miltons Paradise Lost John Milton’s Paradise Lost is a religious work, and is in many ways an autobiography of Milton’s own life. John Milton was raised catholic and converted to Protestantism. Later in life he became a Calvinist. His strong Calvinists beliefs can be seen throughout Paradise Lost. It was Milton’s desire to be a great poet, but he did not believe that was his purpose in life. He believed that he had been put here to serve God, and that any thing that he wrote should be in one way or another related to that purpose. In this way Milton felt that in writing Paradise Lost not only was he writing the epic poem he had always wanted to, but also fulfilling his godly purpose here on earth. At the time that Milton was writing Paradise Lost he was a prisoner in his home and to his blindness. He had been involved in the rebellion with Cromwell when the King had been executed and the monarchy had been run out of England. When Cromwell died and the King returned to power he was forced to go into hiding and no longer had any rights of an English man. If he had come out of hiding he most likely would have been executed for treason. He had also lost his sight completely and was being taken care of by his daughters. The subject of Paradise Lost is man’s disobedience and how disobedience leads to the loss of happiness. He is dealing not only with the disobedience of Adam, Eve, and Satin, but also with his own disobedience. Different autobiographical issues are dealt with through Adam and Satin. Adam seems to represent his sins against God, which led to his blindness, and Satin could represent his disobedience to the King. The first book deals with the war in heaven and the devils being sent out into ... ...ventually die for their sins. Being kicked out of the garden also has some autobiographical significance in the life of Milton. He loved gardens and both of his punishments, blindness and being imprisoned in his home made it impossible for him to enjoy them. In the last book Michael shows Adam what is to come for the human race. This gave Adam some hope for the future and makes it easier for him to carry on after falling from God. Adam sees that much good will come from his sin in the end. Bibliography: Works Cited Masson, David. Afterword â€Å"A Brief Life of Milton† Paradise Lost. By John Milton. Ed. Scott Elledge. New York: W.W. Norton & Company, 1993. Milton, John. Paradise Lost. Ed. Scott Elledge. New York: W.W. Norton & Company, 1993. Wagenknecht, Edward. The Personality of Milton. Norman, Oklahoma: University of Oklahoma Press, 1970. John Miltons Paradise Lost Essay -- essays papers John Miltons Paradise Lost John Milton’s Paradise Lost is a religious work, and is in many ways an autobiography of Milton’s own life. John Milton was raised catholic and converted to Protestantism. Later in life he became a Calvinist. His strong Calvinists beliefs can be seen throughout Paradise Lost. It was Milton’s desire to be a great poet, but he did not believe that was his purpose in life. He believed that he had been put here to serve God, and that any thing that he wrote should be in one way or another related to that purpose. In this way Milton felt that in writing Paradise Lost not only was he writing the epic poem he had always wanted to, but also fulfilling his godly purpose here on earth. At the time that Milton was writing Paradise Lost he was a prisoner in his home and to his blindness. He had been involved in the rebellion with Cromwell when the King had been executed and the monarchy had been run out of England. When Cromwell died and the King returned to power he was forced to go into hiding and no longer had any rights of an English man. If he had come out of hiding he most likely would have been executed for treason. He had also lost his sight completely and was being taken care of by his daughters. The subject of Paradise Lost is man’s disobedience and how disobedience leads to the loss of happiness. He is dealing not only with the disobedience of Adam, Eve, and Satin, but also with his own disobedience. Different autobiographical issues are dealt with through Adam and Satin. Adam seems to represent his sins against God, which led to his blindness, and Satin could represent his disobedience to the King. The first book deals with the war in heaven and the devils being sent out into ... ...ventually die for their sins. Being kicked out of the garden also has some autobiographical significance in the life of Milton. He loved gardens and both of his punishments, blindness and being imprisoned in his home made it impossible for him to enjoy them. In the last book Michael shows Adam what is to come for the human race. This gave Adam some hope for the future and makes it easier for him to carry on after falling from God. Adam sees that much good will come from his sin in the end. Bibliography: Works Cited Masson, David. Afterword â€Å"A Brief Life of Milton† Paradise Lost. By John Milton. Ed. Scott Elledge. New York: W.W. Norton & Company, 1993. Milton, John. Paradise Lost. Ed. Scott Elledge. New York: W.W. Norton & Company, 1993. Wagenknecht, Edward. The Personality of Milton. Norman, Oklahoma: University of Oklahoma Press, 1970.

Collections INF

This subject focuses on the provision of appropriate Information resources for organizations and communities, with particular emphasis on the hardcopy and electronic materials required to achieve the goals of libraries, Information agencies and related organizations.It will also address the concept of tacit and explicit knowledge collections and the role of institutional repositories. Attention is given to the assessment of needs, selection, acquisition, evaluation, deselecting of resources and consortia, and issues such as policy formulation, budgeting, cooperative resource provision, outsourcing, preservation, electronic publishing and space planning.Introduction INFIX 0 focuses on the resources that librarians, archivists, record keepers and other information professionals make available and accessible to their clients, with reticular emphasis on how these materials are identified, selected, acquired, evaluated and removed when no longer of value. In the past, subjects of this kin d have been concerned mainly with printed materials, but in more recent years digital objects (any digital file of whatever type – a word document, email, database, video clip and so on, is commonly called an ‘object') have become at least as important as print materials.In the weeks ahead both types of materials will receive considerable attention. As you will see, the subject covers a lot of territory. This means a lot of org, and your task will probably be a lot easier and more palatable if you are able to work at a steady pace through the modules in Interact and associated readings, rather than neglecting the subject for two or three weeks and then attempting to absorb several topics in a day or two. If you do work at It fairly steadily, you should not find the concepts particularly difficult to absorb and understand.But the relevant area Is rapidly developing, largely because of the revolution In electronic resources that has been proceeding for some years. It does require an openness to new Ideas. It Is recommended that you supplement what you read here by examining recent Issues of journals and by monitoring Internet sites, and If you find yourself working In this field you really will need to make a conscious effort to keep up with new developments.However, this subject does aspire to provide a self-contained Introduction at a basic level. The subject now before you is a varied one with many possibilities for further study student who found nothing at all of interest. We hope you find this an interesting and stimulating subject, providing broad brush contexts and paradigms within which the ore practical focus exists. Both aspects are important to understand the work and how it fits in the broader information environment.Your Subject Outline The University, Faculty and School policies, regulations and procedures frame your studies detailing your rights and expectations, your requirements and the procedures necessary for successful Charles S trut University Subject Outline INFANT 201230 W D-30 January 2012-version 1 page 2 of 15 navigation through your studies. It is important for you to read all this information and clarify any issues with your Subject Coordinator.Faculty and School policies are published online in the Faculty/School Folio. Http://www. CSS. Deed. AU/faculty/educate/ folio/folio. HTML Your subject coordinator Robert Pym Academic biography Bob Pym has worked in libraries and related cultural institutions for more than 20 years. From 1993 until early 2005, he worked for the National Film and Sound Archive in Canberra, latterly as the manager of their Collection Development area.During this time Bob taught on a casual basis at the University of Canberra and Canberra Institute of Technology. His teaching interests include: collection development – leslies, selection and retention; preservation of digital materials; popular culture and libraries; and audio visual materials. Bob's PhD is in the area of Australian popular fiction and its preservation and he is interested in researching the role of popular culture materials and their place in documenting society.Subject author(s) John Kennedy, Bob Pym and Sue Terry Learning objectives – be able to discuss critically the means of assessing information needs of communities and organizations; – be able to participate in the development of an information resources policy; – be able to provide an overview of the range of information resources available; – demonstrate an appreciation of issues relating to the selection and deselecting of information resources; – display an understanding of the nature of acquisitions work as it relates to information resources in traditional and digital form and the formation of knowledge- based collections; – be able to outline the development of virtual information resources and participate in an informed consideration of the merits of such resources; – d emonstrate an understanding of the role of consortia in the provision of information resources; – demonstrate an understanding of how information agencies represent themselves in a digital world; – have developed a clear understanding of the role of institutional repositories and the policies and practices necessary to ensure their success; and – be able to discuss critically managerial issues such as censorship, budgeting, outsourcing and cooperative resource provision. All CSS courses leading to the award of Bachelor degree will foster in their graduates the attributes set out below. CSS graduate attributes build students' capacity to contribute to their community and to the wider society.

Forming Plural Nouns in Italian

As you know, all nouns or sostantivi in Italian have an implicit gender—masculine or feminine, depending on their Latin root or other derivation—and that gender, together with their number—whether they are singular or plural—colors nearly everything else in the language, except, perhaps, for some verb tenses. Of course, it is essential that you learn which nouns are feminine or masculine—or how to recognize them—and how to correctly make a singular noun into a plural. How Does One Know? Mostly—and you will see that there are some exceptions—nouns ending in -o are masculine and nouns ending in -a are feminine (and then there is the vast world of sostantivi in -e, which we discuss below). You know about -a and -o from proper names, if nothing else: Mario is a guy; Maria is a girl (though there are some exceptions there, too). Vino, gatto, parco, and albero are masculine nouns (wine, cat, park, and tree); macchina, forchetta, acqua, and pianta are feminine (car, fork, water, and plant). Interestingly, in Italian most fruits are feminine—la mela (the apple), la pesca (the peach), loliva (the olive)—but fruit trees are masculine: il melo (the apple tree), il pesco (the peach tree), and lulivo (the olive tree). This is not something you or anyone else decides or chooses: It just is. Singular feminine nouns are accompanied by the definite article la, and singular masculine nouns by the definite article il or lo (those that get lo are those that begin with a vowel, with s plus a consonant, and with gn, z, and ps), and when you pluralize the noun, you must also pluralize the article: la becomes le, il becomes i, and lo becomes gli. The article, together with a series of other parts of speech in a sentence such as adjectives and pronouns, tell you if a noun is masculine or feminine. Alternatively, you need to look it up. Pluralizing Masculine Nouns Ending in -O Regularly, masculine nouns ending in -o become, in the plural, masculine nouns ending in -i. Singolare Plurale l(o)'amico gli amici the friend/friends il vino i vini the wine/wines il gatto i gatti the cat/cats il parco i parchi the park/parks l(o)'albero gli alberi the tree/trees il tavolo i tavoli the table/tables il libro i libri the book/books il ragazzo i ragazzi the boy/boys -Co to -Chi and -Go to -Ghi Note that amico becomes amici, but that is actually an exception (together with medico/medici, or doctor/doctors). In fact, most nouns that end in -co take -chi in the plural; most nouns that end in -go take -ghi in the plural. The insertion of the h keeps the hard sound in the plural. Singolare Plurale il parco i parchi the park/parks il fuoco i fuochi the fire/fires il banco i banchi the desk/desks il gioco i giochi the game/games il lago i laghi the lake/lakes il drago i draghi the dragon/dragons Pluralizing Feminine Nouns Ending in -A Regular feminine nouns that end in -a generally take an  -e ending in the plural. With them, the article la changes to le. Singolare Plurale l(a)'amica le amiche the friend/friends la macchina le macchine the car/cars la forchetta le forchette the fork/forks l(a)'acqua le acque the water/waters la pianta le piante the plant/plants la sorella le sorelle the sister/sisters la casa le case the house/houses la penna le penne the pen/pens la pizza le pizze the pizza/pizzas la ragazza le ragazze the girl/girls -Ca to -Che and -Ga to -Ghe Feminine nouns in -ca and -ga pluralize for the most part to -che and -ghe: Singolare Plurale la cuoca le cuoche the cook/cooks la banca le banche the bank/banks la musica le musiche the music/musics la barca le barche the boat/boats la droga le droghe the drug/drugs la diga le dighe the dam/dams la collega le colleghe the colleague/colleagues -Cia to -Cie/-Gia to -Gie and -Cia to -Ce/-Gia to -Ge Beware: Among female nouns there are some that end in -cia and -gia that pluralize in -cie and -gie— la farmacia/le farmacie (the farmacy/farmacies)la camicia/le camicie (the shirt/shirts)la magia/le magie (the magic/magics) —but some lose the i in the plural (this happens generally if the i is not needed to maintain the words accenting): la lancia/le lance (the spear/spears)la doccia/le docce (the shower/showers)larancia/le arance (the orange/oranges)la spiaggia/le spiagge (the beach/beaches) Again, there is nothing wrong with looking up a plural while you are committing your new vocabulary to memory. Pluralizing Nouns Ending in -E And then there is a very large group of Italian nouns that end in -e that encompasses both masculine and feminine nouns, and that, regardless of gender, pluralize by taking the ending -i. To know whether a word that ends in -e is feminine or masculine you can look at the article, if you have one available, or other clues in the sentence. If you are just learning a new noun in -e, you should look it up to find out. Some are counterintuitive: fiore (flower) is masculine! Maschilesing/plur Femminilesing/plur il mare/i mari the sea/seas l(a)'arte/le arti the art/arts l(o)'animale/gli animali the animal/animals la neve/le nevi the snow/snows lo stivale/gli stivali the boot/boots la stazione/le stazioni the station/stations il padre/i padri the father/fathers la madre/le madri the mother/mothers il fiore/i fiori the flower/flowers la notte/le notti the night/nights il bicchiere/i bicchieri the glass/glasses la stagione/le stagioni the season/seasons il colore/i colori the color/colors la prigione/le prigioni the prison/prisons Within this group it is helpful to know, for example, that all words ending in -zione are feminine: la nazione/le nazioni (the nation/nations)l(a)attenzione/le attenzioni (the attention/attentions)la posizione/le posizioni (the position/positions)la dominazione/le dominazioni (the domination/dominations) Male/Female Variations Within -O/-A Endings Note the ragazzo/ragazza nouns in the tables above: There are many such nouns that have a feminine version and a male version with a mere change of the o/a ending (and, of course, the article): Maschilesing/plur Femminilesing/plur l(o)'amico/gli amici l(a)'amica/le amiche the friend/friends il bambino/i bambini la bambina/le bambine the child/children lo zio/gli zii la zia/le zie the uncle/uncles/aunt/aunts il cugino/i cugini la cugina/le cugine the cousin/cousins il nonno/i nonni la nonna/le nonne the grandfather/grandfathers/grandmother/grandmothers il sindaco/i sindaci la sindaca/le sindache the mayor/mayors There are also nouns that are identical in the singular for male and female (only the article tells you the gender)—but in the plural change ending to suit the gender: Singolare (masc/fem) Plurale(masc/fem) il barista/la barista the bartender i baristi/le bariste the bartenders l(o)'artista/la artista the artist gli artisti/le artiste the artists il turista/la turista the tourist i turisti/le turiste the tourists il cantante/la cantante the singer i cantanti/le cantanti the singers l(o)'abitante/la abitante the inhabitant gli abitanti/le abitanti the inhabitants l(o)'amante/la amante the lover gli amanti/le amanti the lovers Male/Female Counterparts in -E There are also male nouns in -e that have similar female counterparts: lo scultore/la scultrice (the sculptor masc/fem)l(o)attore/la attrice (the actor masc/fem)il pittore/la pittrice (the painter masc/fem) When they pluralize, they and their articles follow normal patterns for their genders: gli scultori/le scultrici (the sculptors masc/fem)gli attori/le attrici (the actors masc/fem)i pittori/le pittrici (the painters masc/fem) Strange Behaviors Many, many Italian nouns have eccentric ways of pluralizing: Masculine Nouns Ending in -A There are a number of masculine nouns that end in -a and pluralize in -i: il poeta/i poeti (the poet/poets)il poema/i poemi (the poem/poems)il problema/i problemi (the problem/problems)il papa/i papi (the pope/popes) Masculine Nouns in -O That Pluralize in the Feminine These pluralize in what appears to be a singular feminine with a plural article: Il dito/le dita (the finger/fingers)Il labbro/le labbra (the lip/lips)Il ginocchio/le ginocchia (the knee/knees)Il lenzuolo/le lenzuola (the sheet/sheets) Il muro (the wall) has two plurals: le mura to mean the walls of a city, but i muri to mean the walls of a house. The same for il braccio (the arm): le braccia to mean the arms of a person, but i bracci for the arms of a chair. Feminine Nouns in -O A tiny but important category of exceptions, both in the singular and the plural: la mano/le mani (the hand/hands)la eco (leco)/gli echi (the echo/echoes) Masculine Nouns Ending in -Io In the plural, these just drop the final -o: il bacio/i baci (the kiss/kisses)il pomeriggio/i pomeriggi (the afternoon/afternoons)lo stadio/gli stadi (the stadium/stadiums)il viaggio/i viaggi (the trip/trips)il negozio/i negozi (the store/stores) Words of Foreign Origin Words of foreign origin stay unchanged in the plural (no s); only the article changes. il film/i film (the film/films)il computer/i computer (the computer/computers)il bar/i bar (the bar/bars) Accented Words Words that end in accento grave stay unchanged in the plural; only the article changes. il caffà ¨/i caffà ¨ (the coffee/coffees)la libertà  /le libertà   (the freedom/freedoms)l(a)università  /le università   (the university/universities)il tiramisà ¹/i tiramisà ¹ (the tiramisà ¹/tiramisà ¹)la città  /le città   (the city/cities)il lunedà ¬/i lunedà ¬ (that goes for all accented days of the week)la virtà ¹/le virtà ¹ (the virtue/virtues)il papà  /i papà   (the dad/the dads) (this is also a male noun ending in -a) Invariable Unaccented Some other words (including monosyllabic words) remain unaltered in the plural; again, only the article changes. il re/i re (the king/kings)il caffelatte/i caffelatte (the latte/lattes)leuro/gli euro (the euro/euros) Nouns of Greek Origin These change only in the article (interestingly they change in English in the plural): la nevrosi/le nevrosi (the neurosis/neuroses)la analisi/le analisi (the analysis/analyses)la crisi/le crisi (the crisis/crises)la ipotesi/le ipotesi (the hypothesis/hypotheses) Miscellaneous Exceptions il bue/i buoi (the ox/oxen)il dio/gli dei (the god/gods)lo zio/gli zii (the uncle/uncles) And best of all: luovo/le uova (the egg/eggs)lorecchio/le orecchie (the ear/ears)luomo/gli uomini (the man/men) Buono studio!

Sustainability The Moral Dilemma - 2065 Words

Sustainability: The Moral Dilemma The moral debate over the concept of sustainable development hinges on the balance between ensuring resources for the future over the immediate benefit for the present. The essential question, as it pertains to the engineering field, is which takes precedent; preservation or profit. Sustainability is the principle of meeting our current needs without compromising reserves for future generations. This idea came about in response to the unintended social and environmental consequences which resulted from the exponential population growth of recent centuries. One example being the solid waste bi-products of burning coal. While coal fueled the industrial age (as well as our current era) with cheap and available power, the waste products totaling in hundreds of millions of tons of mercury, uranium, and other heavy metals annually polluted surrounding ecosystems. These chemicals decimate existing vegetation and displace local wildlife, all for the cost of producing an energy resource. The production of coal, however, still provides more than half of the United States’ domestic energy, and enables the nation to reduce its reliance on foreign fuel sources and utilizes tens of thousands of American employees. Likewise, deforestation of the rainforests hinders the once fertile soil and uproots millions of species of flora and fauna. It is estimated that twenty-seven thousand plant and animal species are lost each year. Even more, cutting awayShow MoreRelatedEthical Dilemma Case1021 Words   |  5 PagesCASE ANALYSIS: Should we go beyond the law I. Ethical dilemma †¢ Nathan Rosillo is faced with an ethical dilemma. It seems that the river is the company’s least concern in its effort to make profit again. Here are the following issues that need to be addressed in this ethical problem: o First and foremost, standards from regulatory agency were loosened in such a way that wastes can now be directly dumped into Dutch Valle River. Nathan, finds dumping of wasteRead MorePaper1579 Words   |  7 Pages1. How does UPS’s approach toward sustainability impact the triple bottom line? Be specific Sustainability is regarded as a goal of any business. The accounting framework, to support sustainability goal is called as the triple bottom line (TBL).It focus on performance of an organization with the interrelated dimensions of profits, people and the planet. 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Organizational Culture of Virgin Group - 1474 Words

1. Describe the culture of Virgin group by seven dimension of organization culture. Organizational culture has been described as the shared values, principles, traditions, and ways of doing things that influence the way organizational members act. Actually, it can divided seven dimension of organizational culture which are attention to detail, outcome orientation, people orientation, team orientation, aggressiveness, stability and innovation and risk taking, and now I will use these seven dimensions to describe the culture of virgin. The first dimension used in this culture of virgin is attention to detail. It is the degree to which employees are expected to exhibit precision, analysis, and attention to detail. It is such a culture gives†¦show more content†¦The fourth dimension in this culture is innovation and risk taking. It is the degree to which employees are encouraged to be innovative and take risk. Through this article, Brett Godfrey showed his business plan to the author, which outlining the start-up of a low-cost carrier in Australia to take on Qantas and Ansett in their domestic market. He has expanded Blue and its sister airline to the United States, New Zealand, Thailand and South Africa. The company give them brand support and the space to go build the new business themselves like Virgin Active. Also, Matthew Bucknall and Frank Reed had bought out some innovative idea like the idea of a family-friendly health and fitness club in 1999. These planning and ideas are innovative, but at the same time they need to take the risk on running the ideas and planning. In this article, we can find out four dimension of organizational culture. 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Discuss The Measures We Can Take to Prevent the Spread of the H1N1 Virus Free Essays

As we all know, and are aware that, the H1N1 influenza, or the more commonly used name, Swine Flu, has been attacking various citizens throughout the world. This virus is spreading at a steady state and will harm many others unless measures are taken immediately. The world has been under attack from such diseases for an unimaginably long time. We will write a custom essay sample on Discuss The Measures We Can Take to Prevent the Spread of the H1N1 Virus or any similar topic only for you Order Now There is a long-standing history of viruses, epidemics and plagues blackening our past. Cures have failed; people have died, the major reason being that our ancestors did not take enough preventative measures to oppose the spread of such diseases. However, in today’s world, where we have all the privileges a person can dream of, and all sorts of advancements in medical technology, we have a responsibility to make the best use of this awareness and use it to our fullest advantage. In 2005, people were frightened to go to poultry markets for fears of catching Avian Flu, or H1N3, and many precautionary measures were taken to eradicate that virus. With much struggle, we were finally successful. The same sort of preventative measures need to be taken with H1N1. This being a viral disease, in can be transmitted from one person to the next almost instantly. The consumption of pork should be minimized or completely stopped for the time being, in order to aid the prevention of the virus spreading. However, this is also an airborne, contagious virus, so the government should urge medical and pharmaceutical companies to produce a preventative vaccine. Everyone in the country must be inoculated no matter what the side effect are, as long as we eradicate the virus and stop it spreading. Schools should educate and inform children of the dangers of avoiding the use of preventative measures and should give special classes on cleanliness/hygiene and how to dispose correctly of used tissues, for example. These classes should be especially targeted towards children below the age of twelve, as they are more susceptible to the virus than adolescents. As individuals, we all have a duty to one another. We must be aware of the symptoms of this virus, which are a high temperature, a mucus-filled cough, drooping eyelids, weakness up to the point of fatigue, and sometimes diarrhea and/or vomiting. If we spot a fellow classmate or anyone in a public area such as a mall or shopping market demonstrating any of these symptoms, we must inform the school nurse or ask for assistance in the public area immediately and without the slightest delay. This should not be neglected at all. These people deserve the opportunity for treatment as soon as possible. In school, we should ask our senior staff members to make sure there are hand sanitizers available in every corridor and soap in all the bathrooms, so that we may have clean hands at all times. Extra care should be taken to maintain the sanitation and hygiene of the school bathrooms. Also, everyone must keep a bag of antiseptic wipes in their backpack for times when hand sanitizer is unavailable. This will dramatically reduce the risk on infection and will greatly enhance the safety of the pupils and staff alike. This may seem like a lot of effort but to protect our health, and possibly our lives, these measures are extremely essential. Together, we will be able to prevent, or at least minimize, the spread of the H1N1 virus, so that we may live our lives healthily, and without fear. How to cite Discuss The Measures We Can Take to Prevent the Spread of the H1N1 Virus, Papers

Nike Company free essay sample

The purpose of this report is to scrutinize the performance of Nike Company: the leading corporation in the world, which is engaged in the designing, development, selling and marketing of athletic footwear, apparels, equipment, services, and accessories. It is a US based company and established in 1962 by Bill Bowerman and Philip Knight in the name of Blue Ribbon Sports. Later in 1978, it was changed to Nike Inc. Headquarter of the company is located in Oregon, which is near Beaverton, the USA. It is the major manufacturer and supplier of apparel and athlete shoes. The business practices and manufacturing method of Nike Inc are based on innovation. Nike is now the market leader in the manufacturing of sportswear and gear and enjoys possessing more than 47% of the market hares across the globe.The company has over 700 shops around the world and has offices situated in 45 countries outside the United States. The Companys operating segments include North America, Western Europe, Central ; Eastern Europe, Greater China, Japan and Emerging Markets. The Companys portfolio brands include the NIKE Brand, Jordan Brand, Hurley, and Converse. The Company sells its products to retail accounts, through its retail stores and Internet Web Sites, and through a mix of independent distributors and licensees across the world. The Companys products are manufactured by independent contractors. (https://www. reuters.com/finance/stocks/company-profile/NKE ). Its 3 main competitors are; Adidas, Reebok, Converse, Jordan, and Puma.*table of contentINTRODUCTIONAgility meansA. CHALLENGES ASSOCIATED WITH JUST-IN-TIME PRACTICESJust-in-Time manufacturing is a Japanese management philosophy applied in manufacturing which involves having their right items of the right quality and quantity in the place and the right time. (Jarvis, Cheng and Podolsky, 1996). There are several challenges associated with the process of Just-In-Time manufacturing that are faced by Nike Inc. in the process and production of its products. Some of these challenges are stated below.The major issue with this production process is evidenced in its name i.e. Just-in-Time which means that success of the business strategy depends largely on precise coordination between businesses and their suppliers to ensure prompt delivery (Investopedia, 2015). If a business does not have an inventory buffer, it is expected to suffer to a great extent if any one element of production is delayed. In an article written by Mallory Schlossberg in 2016, she stated that Nike has acknowledged; that ridding itself of excess inventory had a negative impact on the companys report as it caused gross margins to decline by 30 basis points. JIT production is based entirely on existing orders; hence it may not be the efficient system for dealing with the unexpected. A lack of back-up inventory means customers must wait for the company to receive supplies and manufacture the products. This can lead to extended delays, discontented customers and potential forfeit of part of all of an order if any supply chain issues arise. According to a case study published in 2004, Nike Inc. had a complicated supply chain system where orders were placed by retailers six months ahead of delivery dates. These orders had later been forwarded to the factories in Asia and the final products had to be shipped back to the retailers. (ICMR,2004)Inability to fulfill orders in a timely manner can cost the organization money, but there are also many other hidden expenses that are inborn in the JIT strategy that are though less dramatic but as important as any other costs which will be incurred. For instance goods or services produced by Nike for sale; that are in smaller quantities benefits the company where there is less spending per shipment of raw materials, but it can actually end up costing a company more.Relative complexity is another challenge faced in the application of Just in Time. The management must rethink the entire workflow of the company, from its initial intake of raw materials to the final output of finished products. According to a research by Edwin Lopez (2017), Nike is looking to reduce the lead time for its orders from 60 days to a sheer 10 days by redesigning logistics networks, make facilities easily accessible, improving contract manufacturer relationship and investing in automations.In the past, Nikes product cycle began with a futures order months in advance. But now, the company seeks a business model where consumer demand is the signal to anticipate and demand. (Edwin Lopez ; Jennifer McKevitt, 2017)B. HOFSTEDES MODEL OF NATIONAL CULTURE IN RELATION TO WORKFORCE MANAGEMENTGeert Hofstede, assisted by others, came up with six basic issues that society needs to come to term with in order to organize itself. These are called dimensions of culture and are rated on scale of 0 to 100. Dimensions are derived by companies in different countries in the world. Findings are summarized in six world map of distribution of those dimensions (rough climate of culture). The model consists of the these dimensions; Power Distance Index (PDI), Individualism Versus Collectivism(IDV), Masculinity Versus Femininity (MAS), Uncertainty Avoidance Index (UAI), Long Term Orientation Versus Short Term Orientation (LTO), and Indulgence Versus Restraint (IND).REFERENCES:About.nike. com. (2010). About Nike – The official corporate website for NIKE, Inc. and its affiliate brands. [online] Available at: http://www.about.nike. com/ [Accessed 8 Apr. 2018]Editorial, R. (2018). $(Instruments_Company/Name) $(Instrument_Ric) Company Profile| Reuters.com [online] U.S. Available at: http://www. reuters.com/finance/stocks/company-profile/NKE [Accessed 12 Mar. 2018]Educheer! (n.d.) Nike 8. [online] Available at: http://educheer.com/nike-6/ [Accessed 13 Apr. 2018]Topics, Sample Papers ; Articles Online for Free. (2016).Nike Presentation. [online] Available at: http://studymoose.com/nikepresentation-essay [Accessed 13 Apr. 2018]UKEssays. (2013). A Report on Nike Company Sport Essay. [online] Available at: http://www.ukessays.com/essay/sports/a-report-on-nike-company-sport-essay.php. [Accessed 13 Apr. 2018]Love-pet. net. (2017). Management Essays – Nike Inc – Love-pet. [online] Available at: https://love-pet.net/management-essays-nike-inc-4999/ [Accessed 15 Apr. 2018]Coursepaper.com. (2017). Introduction to Nike – Coursepaper.com. [online] Available at: http://www.coursepaper.com/introduction-to-nike/ [Accessed 15 Apr. 2018]UKEssays. November 2013. Case Analysis Nikes Dispute Business Essay. [online]. Available at: http://www.ukessays.com/essays/business/case-analysis-nikes-dispute-business-essay.php?vref=1 [Accessed 15 April 2018]International Journal of Economics, Business and Finance Vol. 1, No. 2, March 2013, PP: 07-25, ISSN: 2327-8188 [online] Available at: http://www.ijebf.com [Accessed 24 Apr. 2018]Jarvis, P. Cheng, T. and Podolsky, S. (1996). Just-in-time manufacturing. 2nd ed. London: Chapman ; Hall, p.2.Schlossberg, M. (2016) Nike is facing unprecedented headwinds. [online] Business Insiders. Available at: http://www.businessinsider.com/nike-is-facing-problems-2016-6?IR=TT [Accessed 26 Apr. 2018]Investopedia. (2015).What are the main problems with JIT (just in time) production strategy? [online] Available at: http://www. investopedia.com/ask/answer/040215/what-aremain-problems-jit-just-in-time-production-system.asp [Accessed 26 Apr. 2018]Icmrindia.org. (2004) Inventory Problems at Nike| Operations| Case Study| Case Studies. [online] Available at: http://icmrindia. org/casestudies/catalogue/Operations/OPER030.htm [Accessed 26 Apr. 2018]Pycraft, M. (2000). Operations Management. 2nd ed. Cape Town: Pearson Education South Africa, pp. 122-124.Lopez, E. and McKevitt, J. (2017) Inside Nike the Future is Faster, and its 3d. [online] Supply Chain Dive. Available at: https://www.supplychaindive. com/news/nike-lead-time-innovation-automation-consumer-508606/ [Accessed 28 Apr. 2018UKEssays. (2013). Geert Hofstedes Cultural Dimensions Theory. [online] Available at: https://www.ukessays.com/essays/employment/greet-hofstede. php?vref=1 [Accessed 1 May. 2018]Hofstede, G. Hofstede, G. J. ; Minkov, M. (2010). Cultures and Organizations: Software of the Mind (Rev. 3rd ed.) New York: McGraw-Hill. For Translation see www.geerthofstede.ni and our books.Hofstede, G. (1980). Cultures Consequences: International Differences in Work-Related Values. Beverly Hills, CA:Sage.