Human Resources Management Essay Example | Topics and Well Written Essays - 2500 words - 2

Human Resources Management - Essay Example Reference is made to UNITE, a quite powerful trade union in Britain. It is proved that the power of trade unions in Britain has been reduced compared to the past; still, the decisive role of trade unions in promoting employment rights cannot be doubted. In UK, trade unions are a key element of ‘the country’s industrial relations system’ (Singh 2011, p.51). In order to understand the role of trade unions in UK it is necessary to refer to their characteristics and their relationship with their members. In Britain trade unions represent the workers through the ‘shop steward framework (Singh 2011, p.51). The term shop steward refers to the member of a trade union who has, simultaneously, two roles; ‘he occupies an official position in the union and he also works in an organization’ (Singh 2011, p.51). The definition of trade unions is included in the 1913 Trade Unions Act. According to the above Act a trade union is ‘any combination, whether temporary or permanent, the principal objects of which are†¦. the regulation of the relations between workmen and masters†¦Ã¢â‚¬â„¢ (Jackson 1982, p.69). It is also noted that trade unions have the power to intervene in conflicts developed between employees, or those developed between employers, i.e. it is not necessary that the one party is a worker and the other is a master (Jackson 1982, p.69). Trade unions in Britain have three objectives: a) to keep the level of wages standardized preventing reductions in employees’ real income; in the same context, trade unions have the power to intervene when issues related to hours of work or conditions of work appear (Singh 2011, p.51); b) to promote full employment for all workers across UK and c) to support ‘the increase of power of workers in Britain’ (Singh 2011, p.51); in fact, due to the interventions of trade unions workers have been given the chance ‘to participate

The Strategic Audit of Nokia Corporation through the Use of Frameworks Essay - 8

The Strategic Audit of Nokia Corporation through the Use of Frameworks such as Porters Five Forces Model, Porters Generic Strategies, and Resource-Based View Approach - Essay Example In this study, it can be understood that strategic analysis falls under strategic management which is an important part for Nokia to sustain in the prevailing market. Moreover, through the use of secondary sources, the company’s overall performance in the year 2013 has been revealed that provides an understanding that Nokia’s performance in the market for the past few years has been declining. Thus, the company must effectively use its resources in order to improve its performance and get the competitive advantage in the global market. Nokia was founded in the year 1865 by Fredrik Idestam and is headquartered in Espoo, Finland. It is a multi-national company which is specialized in producing mobile phones that provides telecommunication services to its customers. In the year 2013 Nokia had employed more than 87,771 employees across 120 nations and the company has been selling its product to 150 nations. Moreover, it was witnessed that Nokia earned revenue of 30 billion euros in the year 2013 and the company is a public limited-liability company; it is listed in the New York Stock Exchange (NYSE) and Helsinki Stock Exchange (HSE). However, presently the company’s market share has been declining due to the tough competition faced by Samsung and Apple. Besides, lack of innovation in the recent time has been identified as a major reason behind the company’s losing market share worldwide. Correspondingly, the study is primarily focused towards strategic analysis of Nokia Corporation through frameworks such as Porters Five Forces, Porter’s Generic Strategies and Wernerfelt’s Resource-Based View framework. Moreover, the study focuses to provide the recommendation to Nokia Corporation through the strategic analysis so that it can regain its supremacy in the global industrial context. Strategic management is a systematic process that involves the combination of actions such as strategic analysis, preparation of strategies along with its implementation.Strategic analysis is an integral part of strategic management that involves examining the organization in relation to the organizational structure and culture, strengths as well as weaknesses, product, people along with services.

Positive changes to the communication environment Essay Example for Free

Positive changes to the communication environment Essay There are many positive changes to the communication environment which can be made to support the communication development of children with BSED, and some have already been outlined in Assessment 2.2 and 2.3. Other positive changes may include using visual support in the form of picture cards, makaton signs or even pointing to objects when speaking. This gives further clarification to our speech and helps a child with communication difficulties understand what is being taught or requested of them, which in turn will prevent any confusion and misunderstanding which could lead to undesired behavior being displayed. To assist a child’s understanding of our instructions, we should also speak clearly and slowly, using simple age appropriate language in simple sentence structures. Asking the child to reiterate what is being asked of them can help ensure they understand, although in some children they may not have the vocabulary to do this. With those children, we could demonstrate our request i.e. asking ‘please help tidy up’ can be reinforced by picking up blocks and putting them in the box and indicating for the child to assist. In older children using written and verbal language, we should again ensure they understand by reading through any signs or written documents with them, pointing out and explaining any key words and reiterating any importance. Similarly, storage for toys and equipment could be labeled with words and pictures, so each child knows where items belong when they need to be put away, and also where to find them if they need them. Staff, including volunteers could offer regular one to one direct support to the child for their communication skills whether this is assistance with reading or phonics. This allows the child to learn in a quieter and less pressured environment and gives them extra precious time to potentially develop the skills which their peers already have. All staff should be given extra training and be made more aware of the difficulties that children with  SLCN and BSED experience in order to offer extra support successfully. As already mentioned, creating a calmer and quieter environment with fewer distractions can help most people concentrate better, but will work exceptionally well for a child who is already easily distracted due to their BSED. Minimal distractions allow the adult to spend more quality time supporting the child, making it easier to communicate as the child is more focused and therefore more receptive to learning. In any environment there needs to be clear boundaries and rules, and these need to be made easy to understand and achieve for children of all ages and abilities. A consistent approach to dealing with conflicts regarding rules helps to avoid any misunderstanding for the child. As already mentioned, a child seeking attention will gain this in the way easiest to him or her, and if attention is usually only given following negative behavior, then this how the child is likely to behave. Positive encouragement and praise should be given as often and as emphasized as negative comments as this will help the child acknowledge that good behaviour is just as, if not more so rewarded than undesirable behaviour. Unfortunately in society there is a stigma attached to people with SCLN and/or BSED, and a less than favourable opinion can be formed by a child when witnessing how an adult deals with a child’s behaviour. It is therefore imperative that we show no discrimination towards a child with SLCN or BSED, nor make them feel any different or inferior to their peers. All children can benefit from having information clarified and reiterated especially rules and boundaries, so this doesn’t need to be a direct communication just towards the child with extra needs. If a child is made to feel different than their peers in a classroom, they may react to this in a negative manner as it accentuates their extra needs and draws attention to them which may be unwanted. Their reactions may be to become more withdrawn and show less pro-social skills, or to display disruptive or even aggressive behaviour in order to express their feelings of upset. A child with BSED and communication difficulties may not understand their work or what is required of them and we must encourage ways of the child asking for help, as well as  us pro offering support. One way to do this within a classroom environment could be to use playing cards, with each pupil having a card each, and if they require help they can turn the card over on their desk, so only the teacher can see, avoiding drawing attention to themselves by having to put their hand up and request help and reducing any embarrassment they may feel. Simple reward charts work well with most children but need to be realistic regarding expectations and consistent in recognizing achievements. This could be done as an overall class chart or individual charts for each child aimed at specific development areas. The school my 5 year old daughter attends uses a ‘traffic light’ system to acknowledge good and negative behaviour. All children begin with their name tag on green, however if negative behaviour is witnessed then they move to amber – if the behaviour improves, they move back to green, if it proceeds as negative behaviour then move to red. Each time a child moves to amber, they lose 5 minutes from their playtime, and if on red, they lose their ‘golden’ free play time on a Friday. If the child is on green all week, they receive a treat on a Friday (usually a sweet, lollipop etc) and for those displaying exceptional hard work or efforts, a certificate of merit is given. The children respond well to this as their ‘punishment’ for negative behaviour is immediate (or as near as can be) so they quickly learn to display alternative behaviour. It is important to remember that a child with BSED may not recognize boundaries and the cause and effect of their behaviour or a reward scheme and therefore a tailored approach would be required. Teaching a child with BSED techniques on how to deal with their emotions before they reach a crisis point can help the child manage their behaviour and develop their emotional and social skills at the same time as their communication skills. Ways of doing this could include teaching the child a way in which to communicate to their key worker or teacher that they require help or that they are angry or frustrated. This allows the key worker or teacher to support the child before the feelings escalate. Other ways may include helping the child to use a ‘time out’ facility whereby when the child is feeling anxious or angry, they go to a quiet corner until they feel calmer and someone can support them. Using play or activities which the child has a specific interest in (or even using favourite toys or characters within the activity) will help the child maintain their interest and allow them further opportunities to interact, increasing their communication and social skills. Finally, reiterating the day’s timeline can help children understand what is happening next or when certain activities will take place. Many young children have little concept of time, and for a child who is unsettled and finding it difficult to conform to the boundaries within the setting, it may help them feel more at ease and less anxious if they know what to expect next. The timeline could be repeated verbally or simple pictures could be displayed to show what activity will be happening soon i.e. lunchtime (a picture of a sandwich and drink), outdoor play (picture of trees and a ball) or home time (a picture of a coat). Many different ways can be implemented but they may require a lot of time, and a great deal of extra effort from staff before a child begins to display any positive changes and this should be taken into account before deciding that a specific strategy appears to not be working.

Synthesis of Cyclohexene from Cyclohexanol

Synthesis of Cyclohexene from Cyclohexanol Experiment #1: Synthesis of Cyclohexene from Cyclohexanol Johanna Bernadette C. Halili Mr. John Ephraim Torres June 21, 2014 ABSTRACT The synthesis of cyclohexene from cyclohexanol is an example of elimination reaction. Cyclohexanol, a secondary unsaturated alcohol, undergoes dehydration reaction to form a good leaving group which is H20 because the OH group of an alcohol is a very strong base making it a poor leaving group. The reaction will then be followed by the obstruction of a hydrogen atom to form a carbon double bond or an alkene which in this case is cyclohexene. Cyclohexene is an unsaturated hydrocarbon which is very reactive due to its negative center (Ault, 1973; Williamson, 2013; Eagleson, 1994). Gas chromatography-mass spectrometry is an instrument which is used to separate gaseous substances and it functions as an analyzer for the compound. This instrument may be able to provide the molecular weight, formula and structure of an unknown compound. Synthesis was done via simple distillation since distillation gives a relatively pure yield (Karesek-Clement, 1988). Phosphoric acid was added to cyclohexano l in a round bottomed flask to have the dehydration reaction which would yield to the cyclohexene. It was then distilled and the group was able to get 3 ml of yield. The distillate was observed using the mass spectrometer and it showed that the yield had an 81.98 molecular weight which is very close to the theoretical molecular weight of cyclohexene which is 82. Fragments were also observed with the result obtained and some can be considered as impurities. The product was affirmed to be cyclohexene based from the results obtained from the mass spectra. We can say that the gas chromatography-mass spectrometry is a great tool in analyzing either an unknown or for comparative reasons of a compound since it gives accurate results. Also, it is recommended to analyze at once the product for it not to evaporate. INTRODUCTION Alcohols undergo elimination reaction in the presence of a strong acid to form an alkene. Strong acids such as Sulfuric acid (H2SO4) and Phosphoric acid (H3PO4) are used in the dehydration reaction of alcohols. The acid needs to protonate the –OH group because -OH is a strong base making it a poor leaving group. Once the –OH has been protonated to H20, it can leave and the nucleophile will obstruct a beta hydrogen to form a carbon double bond or an alkene (Williamson, 2013). An example of this reaction was observed in this experiment with the synthesis of cyclohexanol to cyclohexene via distillation and extraction. Cyclohexanol is a secondary saturated alcohol with boiling point of 100.16 celcius which undergoes elimination reaction to form cyclohexene product with respect to their interaction with the column (stationary phase) and the gas/helium (mobile phase). A mass spectrum may be able to give the following information: molecular weight, molecular formula and molecular structure of the substance (Ault, 1973).. The objectives of this experiment are to isolate cyclohexene from cyclohexanol through acid-catalyzed elimination of water and to be able to determine the identity of the distillate product through Gas Chromatography. II. METHODOLOGY In this experiment, Cyclohexanol was synthesized to cyclohexene via distillation and extraction. In a 50 ml round bottomed flask, 5.0 grams of cyclohexanol, 1 ml of 85% phosphoric acid and boiling chips were added. After the flask was swirled to mix the contents, it was attached to a fractionating column which was fitted with a distilling adapter, thermometer and a simple condenser. The flask was heated using an oil bath with boiling chips for 5 minutes. The distillation process was done until the residue reduced to 1 to 15 ml. The group was able to collect only 3 ml of distillate. The receiver was placed in an ice bath for the residue not to evaporate. The distillate in the receiver was then transferred to a separatory funnel. Furthermore, 5 ml of water was added and was stoppered and mixed through shaking. The lower aqueous layer was discarded while the upper organic layer was decanted to an Erlenmeyer flask. Enough amount of Anhydrous sodium sulfate were placed in the Erlenmeyer f lask to absorb water residues as it was swirled occasionally for 10 minutes. The contents of the Erlenmeyer flask was then transferred to a test tube and the next distillation process was not done since the yield of the distilled product was too few. The product was then analyzed using a gas chromatography-mass spectrometry apparatus in the instrument room. III.RESULTS AND DISCUSSIONS For this experiment, the yield was analyzed using the gas chromatography-mass spectrometry apparatus. The graph shows the relationship between the relative abundance (y-axis) to M/Z ratio (x-axis). The result of the gas chromatography-mass spectrometry of the product can be seen in fig 1 at the last page, the parent ion or the molecular ion denoted by M+ has a value of Distillation helps in obtaining purer substances. Also, an advanced instrument such as the gas chromatography-mass spectrometry apparatus gives a very accurate result or molecular weight of the product and other fragments. There can still be further modifications for better results. First, the instruments to be used should always be dried properly to make sure that there will be no impurities such as water. Second, another round of distillation should also be done to have purer product to avoid seeing impurities. Lastly, it is greatly recommended for the yield to be analyzed at once since it was observed that for some, the distillate evaporated. V.REFERENCES Bernard, M., Chandler, Z. The-Mach. Elimination reactions; cyclohexene from cyclohexanol. http://the-mach.wikispaces.com/Elimination+reaction%3B+cyclohexene+from+cyclohexanol (accessed June 12, 2014) Khan Academy. E1 elimination: Carbocation rearrangements. https://www.khanacademy.org/science/organic-chemistry/substitution-elimination-reactions/e1-e2-tutorial/v/e1-eliminationcarbocation-rearrangements (accessed June 12, 2014) Ault, A. Techniques and Experiments for Organic Chemistry, 6th ed.; Waveland Press Incorporated: Illinois, 1973. Eagleson, M. Concise Encyclopedia Chemistry; Walter De Gruyter Inc: Berlin, 1994. Masters, K., Williamson, K. Macroscale and Microscale Oorganic Experiments, 6th ed.; Cengage Learning: Stamford, USA, 2010 Clement, R.E., Karasek, F.W. Basic Gas Chromatography-Mass Spectrometry: Principles and Techniques; Elsevier, 1988. University of Bristol. Gas Chromatography Mass Spectrometry (GC/MS). http://www.bris.ac.uk/nerclsmsf/techniques/gcms.html (accessed June 20, 2014) Baklajian, Alex (May 2012). Introduction to mass spectrometry. and water which co-distill (Eagleson, 1994). The distillate product is cyclohexene which is unsaturated and has the boiling point of 83 celcius. Synthesis was done via distillation since it helps in obtaining purer substances (Bernard-Chandler, n,d). Gas chromatography-Mass Spectroscopy is a physical method of separating a compound which are volatile and thermally stable. This instrument can separate, identify and quantify compounds. The two phases that involves the process are the stationary phase which is the column and the mobile phase which is the carrier gas like helium (Karesek-Clement, 1988). The vaporized sample will be attacked by beam of electrons which is called the ionization process in which the positively charged ionic fragments are produced. This process involves the removal of electrons since the beam of electrons knock off one electron from a molecule which forms the parent ion or molecular ion. Fragmentation happens with the product of ionization to give smaller charged and neutral pieces. A magnetic field would force the circular flow of the ions and the separation will occur since they will follow different path of radius 81.98 which gives us the relative formula mass of the molecule (University of Bristol, n.d; Ault, 1973). Also, it can be seen that there is a presence of an isotope since there is a peak that is close in value with the M+ to the right. This is because carbon has an isotope which is 13C. The natural abundance of Carbon 12 is much higher than the natural abundance of Carbon 13 but since the mass spectrometer gives very accurate results, it may be able to detect the isotope. The parent ion M+ has the highest mass among the peaks. Any peaks lower than the M+ are just considered as fragment readings in the spectrum while the isotope, denoted by M+1, is the peak which is to the right of the parent ion which is lower in intensity (chem.ucla.edu, n.d; Baklajian, 2012). Other peaks can be considered as just fragments. These fragments are due to the breaking down of the unstable positive ions (chemguide.co.uk, n.d; Ault, 1973). On the other hand, the base peak is the one with the 56 molecular weight indicated by its 100 reading in abundance. The base peak always has the highest abundance among all the peaks (Karesek-Clement, 1988). The peak with the 100.013812 reading can be considered as an i mpurity. Even if it has the highest mass reading, it was not considered as the molecular ion peak since the compound being talked about here is cyclohexene. To sum it all up, the group was able to collect cyclohexene via distillation of cyclohexanol. The obtained results from the mass spectrum showed the presence of an impurity and also an isotope peak. The yield’s molecular weight (81.98) was indeed very close to the theoretical molecular weight which is 82. IV.CONCLUSION AND RECOMMENDATION It was observed that in this experiment on synthesis of cyclohexene from cyclohexanol, the group was able to produce cyclohexene as can be seen in the mass spectra which indicates that the product obtained by the group had an 81.9265 molecular weight which is relatively close to the theoretical molecular weight of cyclohexene which is 82. The group was able to perform all of the objectives for this experiment which are to synthesize cyclohexene from cyclohexanol and obtain a mass spectra of the product via gas chromatography-mass spectrometry. In conclusion, the synthesis of cyclohexene from cyclohexanol can be done in many ways and distillation is one of its examples. chemguide.co.uk. Mass Spectra: The Molecular ion M+ Peak. http://www.chemguide.co.uk/analysis/masspec/mplus.html (accessed June 20, 2014) https://www.youtube.com/watch?v=6q-M5V9roL0 (accessed June 20, 2014) Chem.ucla.edu. Mass Spectrometry. [Online] n.d, http://www.chem.ucla.edu/harding/notes/notes_14C_MS.pdf (accessed June 20, 2014) â€Å"I hereby certify that I have given a substantial contribution to this report and I did not copy and/or quote from any resource material unless being cited as reference. I am make known that failure to accomplish the second clause would eb grounds for plagiarism and a failing grade for my final laboratory report.† Halili, Johanna Bernadette C. 11332654 Fig 1: Mass Spectrum of cyclohexene distillate Page 1 of 4 Experiment #1: Synthesis of Cyclohexene from Cyclohexanol

Mankinds Evil Exposed in Lord of the Flies Essay -- Lord of the Flies

Mankind's Evil Exposed in Lord of the Flies        Ã‚  Ã‚   Despite the progression of civilization and society's attempts to suppress man's darker side, moral depravity proves both indestructible and inescapable; contrary to culturally embraced views of humanistic tendencies towards goodness, each individual is susceptible to his base, innate instincts. In William Golding's Lord of the Flies, seemingly innocent schoolboys evolve into bloodthirsty savages as the latent evil within them emerges. Their regression into savagery is ironically paralleled by an intensifying fear of evil, and it culminates in several brutal slays as well as a frenzied manhunt. The graphic consequence of the boys' unrestrained barbarity, emphasized by the backdrop of an external war, exigently explores mankind's potential for evil.    Dismissing the detonation of an atom bomb and the possible deaths of their parents as merely an "unusual problem" (14), the schoolboys selfishly indulge in their lush jungle environs. The overwhelming "glamour [which] spread[s] over them" (25) momentarily eclipses their awakening need for domination. At first, the boys express this necessity through the seemingly innocuous heaving of rocks and the belittling of Piggy, who is physically inferior. Had these actions occurred in the boys' English homeland, they would have been accepted as ordinary,childish behavior. However, under the guise of innocent excitement, the boys derive an unimaginably "violent pleasure" (18) from "exercising control over living things" (61).    Ominously, their craving for power is a presage for the blood that is to be shed. This blood which had initially been so "unbearable" (31) is now lusted after; it compels Jack... ...lightenment is a condemnation rather than a liberation, because the knowledge of evil will forever remain as a scar upon his mind.    Now that Ralph truly understands the "darkness of man's heart" (202), he will recognize it in all its forms and disguises, falling heir to Simon's role of the bearer of truth and condemnation. The constant possibility that he may succumb to internal evil may instill Ralph with an further sense of anxiety and despair. This torment marks "the end of [his] innocence" (202), and Ralph will never be able to return to his former state of carefree happiness. Only death, the end to each individual's experience of the human condition   the same death that liberated Simon and Piggy   can free Ralph from the enlightenment and curse of his insight. Work Cited Golding, William.   Lord of the Flies.   New York: Harcourt, 1962.

Escaping Reality in Mark Twains The Adventures of Huckleberry Finn Ess

Running From Reality in Huckleberry Finn        Ã‚  Ã‚   In Mark Twain's The Adventures of Huckleberry Finn, a main target of satire is the romantic view of life. Though the characters and symbols, it is evident that the idyllic views are being disparaged. Some of the people in this book are simply deluded, while others cause major tribulations during their lives. Literary romanticism can be pleasant, but it is not real and can confuse those not sage enough to distinguish the difference between a writer's fantasy and their reality. For a person who sees the delusions that humans allow themselves, this can be aggravating. The annoyance caused is not the problem, however. It is the harm caused. The romantic problems brought to light in The Adventures of Huckleberry Finn show how desperate mankind is to escape from its problems rather than face their reality.    The sinking of the steamboat Walter Scott is symbolic of Twain's dislike for Ivanhoe and its author. In the adventure book, the characters live through a near revolution and even receive a happy ending. Realistically, unless the force was greater, a small group of men would have little chance against an army in a castle. Also, in history, love does not always exist between the heroine and the hero. The events described could happen, but the people are not real. Their actions do not always fit those of someone from their background. A believable character would be like Pap, who stays in character until he is found dead. The reader can tell that when Pap signs the temperance pledge, he will not keep it. He is humorous to those that see how ignorant he is, chasing his own son for being "the Angel of Death". As for the characters in such a book as Ivanhoe, their actions only... ...further their existence any. Substituting a fantasy for the truth of one's situation cannot help ameliorate the impediments of life.    Works Cited Pritchett, V. S.   Adventures of Huckleberry Finn:   An Annotated Text, Background and Sources, Essays in Criticism.   Eds.   Sculley Bradley, Richmond Croom Beatty, and E. Hudson Long.   New York:   Norton, 1961. Pearce, Roy Harvey.  Ã‚   "Yours Truly, Huck Finn."  Ã‚   One Hundred Years of Huckleberry Finn.   Ed. Robert Sattlemeyer and J. Donald Crowley.   Baltimore:   The John Hopkins University Press, 1985.   Rpt. in Mark Twain.   Modern Critical Views.   Ed. Harold Bloom.   New York:   Chelsea House Publishers, 1986.   159-82. Railton, Stephen.   "Jim and Mark Twain:   What Do Dey Stan' For?"   Virginia Quarterly Review 63.3 (Summer 1987):   393-408. Twain, Mark. The Adventures of Huckleberry Finn. New York: Bantam, 1994

Lords of Discipline Essay

A novel based on his own military experience at â€Å"The Citadel†, Pat Conroy’s The Lords of Discipline takes place at the South Carolina Military Institute (a fictitious military school). Like most military schools throughout the United States, â€Å"The Institute† prides itself on its ability to transform â€Å"douche bags† to â€Å"whole men†. The authoritative figures responsible for this transformation are the cadre (upper classman), carriers of the ring (alumni), and General Durrell (the president of the institute). Similar to the supremacist nature of the city of Charleston, â€Å"The Institute† also has an illustrious history of rejecting many. The honor of wearing the ring, the ring being a symbol of graduation, does not come easy and for some does not come at all. Whether it is the dark skinned Pearce, the pants pissing Bobby Bentley, or even Dante Pignetti some cadets are simply not allowed to graduate from the school. No matter how intelligent, strong, or determined some students are forced to leave the institute in order to keep the reputation of the institute strong. Will McLean, an Irish Roman Catholic and the novel’s protagonist, did not belong at the institute. However, because of his status on the basketball team, like most other athletes, he was overlooked by the system allowing him to experience the institute with no real danger of expulsion. Will noticed, through his experience in the plebe system and curiosity for â€Å"Then Ten†, that this school was wrong. Will realized that the rules inside the Gates of Legrand were different from the rest of the United Sates. Will McLean along with his roommates, Mark and Pig, rebelled against the institute, disagreeing with its illegality and abuse of selected students. As in most military schools, a system is put in place, to insure desired results. For â€Å"The Institute† there is three stages to achieving the desired result of becoming a whole man: Plebe Year (freshman year), the cadre (upperclassman), and wearing the ring (graduating from the University). During a cadet’s plebe year at the institute their mind, body, and personality are all completely destroyed. The cadet is stripped of his ndividualism and is turned into clay ball for molding. The cadre, for the most part, is responsible for the initiation to the institute. They, being the upperclassman, are assigned by the General to pick out the weak and unworthy and run them out of the institute. Whether, they give the unworthy individual extra thrashings, sweat parties, or emotional abuse the cadre almost always succeeds in the removal of such selected subjects. However, as long as a cadet does not have any disgraceful qualities, such as crying, food allergies, dark skin tone, or limited bladder control, â€Å"The Institute† will allow him to graduation. As long as one isolates the institute from the rest of the world, submit to all of its requests and necessities, and fight to protect its honor (even if that means going against one’s own morals) he will graduate form the South Carolina Military Institute. Will McLean, tolerated submission to the institute, the physical effort, and everything else the institute asked. However, Will would not abandon his moral compass, by physically abusing and emotionally destroying 18-year-old boys and he says this at the end of his plebe year â€Å"I Will not be like them. I will not be like them. I shall bear witness against them† (Conroy 232) Although, the brutality of the cadre was more than formidable, the institute often faced a strong willed individual that they could not break. For example Bobby Bentley, the pants pissing extraordinaire, refused to leave the institute and when Pig asked him why said â€Å"I had made up my mind that no one in the world was going to run me out of that school. I had made a vow to myself just like you guys must have done during the year sometime. † (Conroy 407). Although Bobby Bentley was receiving the very worst that the cadre had to offer, he was never going to leave the school. With the pride of the Institute at stake and the reputation of the cadre on the line, the institute needed a guaranteed dismissal from the unbreakable boy. â€Å"The Ten† designed by the institute in generations past, was designed to remove any problem student from the school no matter what. After Bentley’s mysterious departure Willy says, according to legend, â€Å"No one could survive the attention of The Ten† (Conroy 192). This is where the institute crosses the line. As if the viciousness of the plebe system is not enough, â€Å"The Ten† breaks the law. The Ten† is un-American and against the very foundations on which America was established. This is what makes Will rebel; this is what made him betray â€Å"The Institute†. Will assembled a group of friends to neutralize his shortcomings. Will, lacking physical strength and Charleston status, selected two meatheads (Mark Santoro and Dante Pignetti) and a legacy at the school and the city of Charleston (Tradd St. Croix). Although this seems like an irresponsible perverted way of selecting friends, this group of â€Å"paisans† had an inseparable bond. Subsequently, after Will was assigned to protect Pearce (the schools first African American student) his roommates became heavily involved. Although seemingly Will had everything under control, the involvement of â€Å"The Ten†, coerced his roommates to intercede. Throughout the final 200 pages of The Lords of Discipline, Will, Mark, and Pig step further and further outside of the boundaries of respectable cadet behavior. They kidnapping of Molligen, they witnessing â€Å"The Ten† torturing a student, and they were planning to confront the General. These men were in way over their head. Although the system of this military institute is brutal, inappropriate, and even illegal it does, in fact, produce â€Å"whole men†. Honesty, honor, discipline, strength, loyalty, and brotherhood are all facets at the heart of â€Å"The Institutes† curriculum. These characteristics were instilled into the hearts and minds of the â€Å"paisans†. These characteristics are what inspire Mark, Pig, and Will to fight â€Å"The Institute†. They knew that they were extremely outnumbered and even outwitted, but believed that their bond, their brotherhood could withstand anything. As Pig says after physically dismantling Cain Gilbreth â€Å"The Ten† â€Å"We stick together like brothers and go on secret mission for her majesty. We have adventures and great times. That was the most fun I’ve ever had out there on the beach with you boys† (Conroy 442). Ultimately, neither the â€Å"paisans† nor the South Carolina Military Institute won. Pearce, Will and Mark all graduated, much to the chagrin of â€Å"The Institute† and Pig died. Pig’s death is a example of a consequence to rebellion. Although Pig, committed suicide, it was â€Å"The Institute† that killed him. By expelling him from the school, â€Å"The Institute† destroyed Pig’s goals, passion, marriage, and life. By having the characteristics of a â€Å"whole man†, Pig would have rather killed himself than submit himself to dishonor. Although, Will had information, credible information, along with first hand sources, to ruin â€Å"The institute† he didn’t. While speaking to Tradd, in regards to why he can no longer say Pig’s name Will says â€Å"I can’t say it, I can’t say it because the Institute is that strong within me. It is in me so deep I’ll never get it out, Tradd. It is strong† (Conroy 550). The South Carolina Military Institute was responsible for the death of Will’s best friend, the humiliation of himself, and the terrorization of many plebes before him, but Will still wanted to wear the ring. Will still wanted to graduate. Without a doubt, The South Carolina Military Institute was wrong. Their treatment of students were not only morally unacceptable, but illegal. Had the United States Government received information about Pearce’s torture or even the way plebes were treated General Durrell would have been imprisoned and â€Å"The Institute† dismantled.