Importance Of The Task Management In Activity Of Company Case Study

Importance Of The Task Management In Activity Of Company - Case Study Example The E-60s was set up to conduct business via the post, therefore there was no need for expensive high street offices. This is the reason why a modern business unit outside the city was selected. The unit is large, housing twelve spacious offices, with only eight infrequent use. A total of 25 full time and 5 part-time staff are employed ate-60s. The company has local-networked PCs available for all the full-time staff. The finance department uses a standard accounting software package to produce reports. All the other staff has access to word-processing and spreadsheet package software. In the 1980s and 1990s, the company saw its sales and profits rise significantly. However, in the last three years, the company has seen new competitors entering the market and offering online services - a move resisted by E-60s. In order to compete with these new competitors, E-60s conducted a customer service survey. The following are the key points identified in this survey: The company has proposed developing a new IS system to resolve many of the operational problems. In order to gauge the staff reaction to these changes, a number of focus group meetings were held. The company will develop a project plan for the development of information systems. A system life cycle for this plan is adopted. Assessments of possible problems and solutions associated with the plan will also be discussed. The Company has 5 management team, 25 full-time staff, and 5 part-time staff. At present, there is no IT staff. The administrator will take the orders thru phone and post. Upon receiving the order the admin will forward the order to finance staff. The finance staff will make necessary invoices. The packaging of products and cash flow reporting will be provided. Upon completion of this step, the product is dispatch to the customer by post.

Analysis Of Wordsworths Resolution And Independence English Literature Essay

Analysis Of Wordsworths Resolution And Independence English Literature Essay The poet establishes in the first two stanzas the mood of nature when he traveled on the moor. The tense can be confusing. Wordsworth begins in the simple past, but the past serves here the uses of the present in the sense of active recollection of emotion in present tranquility. The BUT at the beginning of stanza four introduces the contrast that exists between the joy of nature and the dejection of the poet. The time that he recalls was one of a rising sun, calm and bright, singing birds in the distant woods, the pleasant noise of waters in the air, the world teeming with all things that love the sun, the grass jeweled with rain-drops, the hare running is his glee. But the poets morning is one subjectivity of dejection; on this morning did fears and fancies come upon him profusely. In the midst of the sky-lark warbling in the sky, he likens himself unto the playful hare; even such a happy child of earth am I / even as these blissful creatures do I fare; / far from the world I walk, and from all careà ¢Ã¢â€š ¬Ã‚ ¦. This is the joyous side of his life. But, in the midst of the joy, he thinks of that other kind of day that might come to him, that day of solitude, pain of heart, distress, and poverty. In stanza 6 he recalls how his life has been as a summer, mood, how the sustenance of life in all its nourishing variations has come to him so gratuitously. But, then he thinks also of the possibility that it will not continue so for one who takes no practical thought for his own care and keep. The question is, how long will nature continue to give freely to one who does not with diligent responsibility harvest grain for the garner of future days: but how can He [ in this case the poet himself] expect that others should / Blind for him, sow for him, and at his call / Love him; who for himself will take no heed at all? the poet thinks of himself as poet, one endowed with his own privileged, joyous place in life, there comes to his mind the names of Thomas Chatteron and Robert Burns, poets in the English tradition that Wordsworth would admire. The association that he makes of himself with them is at one and the same time joyous and imminent: we poets in our use begin in gladness;/ but thereof come in the end despondency and madness. The universal joy of the poets life is contemplated in range of potential sorrow. The beginning of stanza 8 marks a turning point in the poem. From this juncture to the end, the poet will tell how he learned what we find in the title, resolution and independence, and he learns significantly from a wanderer, a man who has subsisted on the gathering of leeches, a man who is now a beggar. As the poet thinks his untoward thoughts about life and struggles with all their depressing suggestions, he meets in a lovely place beside a pool bare to the eye of heaven, a solitary man, the poet says the oldest man he seemed that ever wore grey hairs. The poet interprets his meeting with him to be verily a gift of Devine Grace. Stanza nine is Wordsworths long simile for the old solitary. The purpose of the simile is to describe the leech gatherer as alive but almost not alive. Wordsworth compares him to a huge stoneà ¢Ã¢â€š ¬Ã‚ ¦/ couched on the bald top of an eminence, and to a sea- beast crawled forth through using the sea beast as simile for the stone. The old man is virt ually one with the scene amidst which he sits; he has very nearly become one with nature: motionless as a cloud the old man stood, / that hearth not the loud winds when they callà ¢Ã¢â€š ¬Ã‚ ¦. The encounter reveals to the poet a man of great age, bent double, feet and head / coming together in lifes pilgrimageà ¢Ã¢â€š ¬Ã‚ ¦. He looks as if he might be made taut in his bent posture by the tight strain of some past suffering, rage, or sickness. The poet is picturing him as very nearly supernatural, at least somehow beyond the usual scope of human experience: he seemed to bear a more than human weightà ¢Ã¢â€š ¬Ã‚ ¦. In stanzas 12- 15, the old man finally moves. The poet sees him stir the waters by which he stands and then looks with fixed scrutiny into the pond, which he conned , / as if he had been reading in a bookà ¢Ã¢â€š ¬Ã‚ ¦. The poet greets him, and the old man makes a gentle answer, in courteous speech which forth he slowly drewà ¢Ã¢â€š ¬Ã‚ ¦. Wordsworth uses the whole of stanza fourteen to describe his speech, lofty utterance, stately speech. In lines 88 and 89, the poet asks him what his occupation is, and suggests that the place in which he dwells may be too lonely for such a person as he. The old man identifies his work as leech- gathering; this is why he is in such a lonely place. He must, being old and poor, finds his subsistence here, though the work may be hazardous and wearisome. He depends on Gods Providence to help him find lodging. But in all, he can be sure that he gains an honest maintenance, however much he may have to roam from pond to pondà ¢Ã¢â€š ¬Ã‚ ¦ from m oor to moor. In lines106-119, the poets responses to the old leech-gatherer are told. While the old man had been answering his question about employment and placement in so lonely a setting, the poet becomes absorbed in the strange aspects of him who speaks. He loses the detail of answer the leech-gatherer is making; he cannot divide his words one from another. Lines 109-112 contain the essence of the poets articulation of his feelings. They should be read carefully and compared to other passages in Wordsworths poetry where he attempts to give voice to experience that is very close to mystical absorption. Observe here that the poet finds himself absorbed in the being of the solitary: And the whole body of the man did seem Like one whom I had met with in a dream; Or like a man from some far region sent, To give me human strength, by apt admonishment. But the poets dejection returns. He thinks again the heavy thoughts of fear, of resistant, recalcitrant, cold, pain, and labour, and all fleshly ills, and of those poets who have been mighty, but who have died in misery. He yearns to find some message of strength and hope in the leech-gathers words, so he asks again, how is it that you live, and what is it you do? In lines120-126, the leech-gatherer repeats the nature of his work, but he adds that whereas he once could gather the object of his industry easily, he now because of the growing scarcity of leeches must travel more extensively- still he perseveres. In lines127-133, the poet relates more of his private, unspoken response to the old Man. Against it happens that his mind wanders, as in stanza 16, while the leech-gatherer is answering his question. The poet pictures him as even more a solitary than he is in his present state; the poets imagination working on the figure before him makes of the wandering solitary very nearly a transcendent being, silent and eternal: In my minds eye (the poet affirms) I seemed to see him pace / About the weary moors continually, / wandering about alone and silently. The poet is troubled by his own imaginative responses to the Man before him, but not troubled in a bad sense. This is the ministry of fear that we find so often in Wordsworths work. In lines 134-140, the leech-gatherers resolution and independence is obvious to the poet in the way he moves from economically precarious condition to more cheerful utterances. The old Man before the poet is obviously a person of firm mind, however decrepit he might in appearance seem. He remains in the midst of whatever misfortune the society of man or isolation with the bare elements bearing him, a person of kind demeanor and stately bearing. The poet compares himself to the leech-gatherer and scorns himself for his dejection. He takes the old Man into his memory as an another point for future days and asks that God will help him to preserve what he has learnt: God, said I, be my help and stay secure; Ill think of the leech-gatherer on the lonely moor! As suggested in other places in this study, most of Wordsworths solitaries live as a part of the nature in which they move. There is the effect in this poem of the leech-gatherer going in and out of nature; the poet is for a time aware of him as a person confronting him face-to-face, but then he loses touch with him, as if he had blended back into the nature out of which he had momentarily stepped. One might profitably compare stanza sixteen, where Wordsworth speaks of the leech-gatherer as coming to him as if out of dream, which the Simplon Pass episode in Book Sixth of The Prelude. About line 600 of that book Wordsworth speaks of an imaginative experience in the following terms: in such strength of usurpation, when the light of sense Goes out, but with a flash that has revealed The invisible world, doth greatness make abode, There harboursà ¢Ã¢â€š ¬Ã‚ ¦ . Wordsworths light of sense near to going out at least twice while he is talking to the leech-gatherer. One may also interestingly compare Wordsworths responses to the vision on Mount Snowdon in Book Fourteenth of The Prelude with his experiences while talking to the old Man he met on the moors. He certainly intends for the reader to be impressed with the leech-gatherers insistence on survival, survival that comes to him, we feel, to great degree because of a sheer act of will. Again, as with many of Wordsworths solitaries, courage is presented as with many of Wordsworths solitaries, courage is presented as the capacity to endure. There is a notable difference, however, between the courage of Michael and the courage of the leech-gatherer; never being sure he will find them, as she has been to Michael, who, though his farm is eventually lost after his death to owners outside his family, can live the total of his years on land that has been made his been own. Michael draws continual sus tenance more from his own deep wells of unyielding fortitude. There is an obvious contrast also in this regard between the leech-gatherer and the Old Cumberland Beggar. The leech-gatherer accepts housing from those who will help him, but he does not have the regularity of affection and acts of kindness that the persons in the community of the Old Cumberland Beggar an area of nature in which he can live and die, in which he can make his home, Those who care for him are almost neighbors to him. The leech-gatherer is much more thrown on his own resources. It is in this that the poet learns his greatest lesson from him. There is in the encounter between the poet and the leech-gatherer the work of Providence. Wordsworth seems to say in the poem (and in the letter he wrote about the poet) that this old Man was sent to him for his own rehabilitation. This may seem in some ears to be very close to blaspheming the preciously human, that one human being would be so sacrified fro the instruction and welfare of another. But the rediscovery of stability and hope in the midst of dejection for the poet who writes the poem is certainly the direction of things from the early stanza of the poem, where the glory of the natural surroundings seem to be functioning expressly for the poets interesting. The hare that leaps joyfully through the first five stanza of the poem (mentioned three times in the five stanzas, in the second, third, and fifth) becomes in a way emblematic of the poets life. The hare is also a servant of the benignant Grace of God, bringing to the poet reminders that he is à ¢Ã¢â€š ¬Ã‚ ¦such a happ y child of earthà ¢Ã¢â€š ¬Ã‚ ¦ . There may be in the background the biblical records of Gods directly expressed mercy for man, even as incursions that cut with the particularity of biographical facts. But the leach- gatherer comes not so much in the mood and manner of historical encounter as he comes in the form of natures extension of herself, ministering through an agency that is close to being more a natural agency than a human one. With regard to the language of the poem, Wordsworth is working with a seven- line stanza or rhyme royal. The longer last line has the effect of slowing down the narrative and giving more time to the reader for consideration. Wordsworths highly conscious artistry can be seen in his careful use of similes that describe the old man of the poem. The stone and the sea- beast of stanza nine, and the cloud in stanza eleven convey a sense of life that is highly worthy of the word. On the subject of the language of the poem, one may question whether the diction that the poet attributes to the leach- gatherer is a selection of language really used by menà ¢Ã¢â€š ¬Ã‚ ¦. In stanza fourteen, the old mans speech is described as choice words and measured phrase, above the reach / of ordinary menà ¢Ã¢â€š ¬Ã‚ ¦. Wordsworth as a narrative poet has most of his characters as active, persons committed to action. He consistently draws his characters so that they are easily recognizable as human beings. They are usually three- dimensional characters that have definite features. For all of his shared identity with nature_ which is to a very great degree_ we still meet the leach- gatherer as man, not as thing. Stanza ten and eleven are examples of Wordsworths ability to create character in a relatively few lines; in this he shares a fame that is owned by only a few artists. The leach- gatherer is easily visualized, with his body bent double, propped, limbs, body, and pale face. / upon a long grey stuff of shaven woodà ¢Ã¢â€š ¬Ã‚ ¦ . such vivid character drawing is necessary to give the old man the action of personality that he has, an action essential to his being for the poet a model of resolution and independence. Wordsworths characters are real because we can think of them as human beings. Howev er heroic the leach- gatherer may be, his heroism does not take him beyond the limits of the human. We have in him no Achilles. His heroism is the kind that can be attained by human beings we know and meet. Generally Wordsworths characters are real because we can think of them as human beings. The leach- gatherer shares much more with Abraham than with Achilles. Sources: Barashc, F. The romantic Poets. Monarch press. New York: 1991. Hough, G. The Romantic Poets. 1964.

Essay --

Income inequality is when income is unevenly distributed in a country. This inequality has reached staggering heights across the world. Even in what we consider developed countries this disparity is only increasing. The causes for income equality can range anywhere from immigration to the policies and politics of a country. However, some critics of income inequality will argue that it will always be present and is necessary to stimulate growth. Nonetheless, the problem is not only that the gap between the poor and the rich is widening but that income inequality is causing devastating market and government failures. We look in particular to the case of the United States. The US is the world’s leading power and hegemon, who also has the world’s highest GDP and GDP per capita. However, in recent years the gap between the rich and the poor has been growing at a fast pace. This prevalence of income inequality in a free market society like the US indicates that inequality is a direct result of a market or government failure. In a free market it is believed that individuals possess an equal opportunity to be successfully, but because of misallocation of resources in a market economy this is not possible. The resources I am referring to here are those that are needed for a person to escape poverty and earn a higher income. This includes merit and public goods that individuals with higher incomes can afford and indulge themselves in while people with lower incomes or suffering from poverty depend on some endowment from the state, such as healthcare, education, and access to employment opportunities and professional networks. It is important to a society that we take care of these market failures to not only help decrease income inequality... ...vity. Furthermore, the bill has the potentially to further increase the income inequality gap. For example, students who can’t afford the cost of higher education but whose parents make too much money to qualify for federal aid will still be forced to take out private loans to fund their education. â€Å"These loans can total anywhere from $50,000 to $60,000 by the time a student graduates, despite attending a public university† (The Student Loan, 2012). This in turn, will cause students to make choices based on the cost of higher education rather than their own which means less skilled works and individuals funding U.S markets and more income inequality. Finally, even though the bill did lower the cost of higher education it does nothing to get rid of the cost fully and unfortunately not really feasible since it was shot down by the Committee of Education and Workforce.

Deception Point Page 74

â€Å"Smart people like yourself don't have the luxury of playing stupid, Dr. Harper. You're in trouble, and the senator sent me up here to offer you a deal. The senator's campaign took a huge hit tonight. He's got nothing left to lose, and he's ready to take you down with him if he needs to.† â€Å"What the devil are you talking about?† Gabrielle took a deep breath and made her play. â€Å"You lied in your press conference about the PODS anomaly-detection software. We know that. A lot of people know that. That's not the issue.† Before Harper could open his mouth to argue, Gabrielle steamed onward. â€Å"The senator could blow the whistle on your lies right now, but he's not interested. He's interested in the bigger story. I think you know what I'm talking about.† â€Å"No, I-â€Å" â€Å"Here's the senator's offer. He'll keep his mouth shut about your software lies if you give him the name of the top NASA executive with whom you're embezzling funds.† Chris Harper's eyes seemed to cross for a moment. â€Å"What? I'm not embezzling!† â€Å"I suggest you watch what you say, sir. The senatorial committee has been collecting documentation for months now. Did you really think you two would slip by undetected? Doctoring PODS paperwork and redirecting allocated NASA funds to private accounts? Lying and embezzling can put you in jail, Dr. Harper.† â€Å"I did no such thing!† â€Å"You're saying you didn't lie about PODS?† â€Å"No, I'm saying I bloody well didn't embezzle money!† â€Å"So, you're saying you did lie about PODS.† Harper stared, clearly at a loss for words. â€Å"Forget about the lying,† Gabrielle said, waving it off. â€Å"Senator Sexton is not interested in the issue of your lying in a press conference. We're used to that. You guys found a meteorite, nobody cares how you did it. The issue for him is the embezzlement. He needs to take down someone high in NASA. Just tell him who you're working with, and he'll steer the investigation clear of you entirely. You can make it easy and tell us who the other person is, or the senator will make it ugly and start talking about anomaly-detection software and phony work-arounds.† â€Å"You're bluffing. There are no embezzled funds.† â€Å"You're an awful liar, Dr. Harper. I've seen the documentation. Your name is on all the incriminating paperwork. Over and over.† â€Å"I swear I know nothing about any embezzlement!† Gabrielle let out a disappointed sigh. â€Å"Put yourself in my position, Dr. Harper. I can only draw two conclusions here. Either you're lying to me, the same way you lied in that press conference. Or you're telling the truth, and someone powerful in the agency is setting you up as a fall guy for his own misdealings.† The proposition seemed to give Harper pause. Gabrielle checked her watch. â€Å"The senator's deal is on the table for an hour. You can save yourself by giving him the name of the NASA exec with whom you're embezzling taxpayers' money. He doesn't care about you. He wants the big fish. Obviously the individual in question has some power here at NASA; he or she has managed to keep his or her identity off the paper trail, allowing you to be the fall guy.† Harper shook his head. â€Å"You're lying.† â€Å"Would you like to tell that to a court?† â€Å"Sure. I'll deny the whole thing.† â€Å"Under oath?† Gabrielle grunted in disgust. â€Å"Suppose you'll also deny you lied about fixing the PODS software?† Gabrielle's heart was pounding as she stared straight into the man's eyes. â€Å"Think carefully about your options here, Dr. Harper. American prisons can be most unpleasant.† Harper glared back, and Gabrielle willed him to fold. For a moment she thought she saw a glimmer of surrender, but when Harper spoke, his voice was like steel. â€Å"Ms. Ashe,† he declared, anger simmering in his eyes, â€Å"you are clutching at thin air. You and I both know there is no embezzlement going on at NASA. The only liar in this room is you.† Gabrielle felt her muscles go rigid. The man's gaze was angry and sharp. She wanted to turn and run. You tried to bluff a rocket scientist. What the hell did you expect? She forced herself to hold her head high. â€Å"All I know,† she said, feigning utter confidence and indifference to his position, â€Å"is the incriminating documents I've seen-conclusive evidence that you and another are embezzling NASA funds. The senator simply asked me to come here tonight and offer you the option of giving up your partner instead of facing the inquiry alone. I will tell the senator you prefer to take your chances with a judge. You can tell the court what you told me-you're not embezzling funds and you didn't lie about the PODS software.† She gave a grim smile. â€Å"But after that lame press conference you gave two weeks ago, somehow I doubt it.† Gabrielle spun on her heel and strode across the darkened PODS laboratory. She wondered if maybe she'd be seeing the inside of a p rison instead of Harper. Gabrielle held her head high as she walked off, waiting for Harper to call her back. Silence. She pushed her way through the metal doors and strode out into the hallway, hoping the elevators up here were not key-card operated like the lobby. She'd lost. Despite her best efforts, Harper wasn't biting. Maybe he was telling the truth in his PODS press conference, Gabrielle thought. A crash resounded down the hall as the metal doors behind her burst open. â€Å"Ms. Ashe,† Harper's voice called out. â€Å"I swear I know nothing about any embezzlement. I'm an honest man!† Gabrielle felt her heart skip a beat. She forced herself to keep walking. She gave a casual shrug and called out over her shoulder. â€Å"And yet you lied in your press conference.† Silence. Gabrielle kept moving down the hallway. â€Å"Hold on!† Harper yelled. He came jogging up beside her, his face pale. â€Å"This embezzlement thing,† he said, lowering his voice. â€Å"I think I know who set me up.† Gabrielle stopped dead in her tracks, wondering if she had heard him correctly. She turned as slowly and casually as she could. â€Å"You expect me to believe someone is setting you up?† Harper sighed. â€Å"I swear I know nothing about embezzlement. But if there's evidence against me†¦ â€Å" â€Å"Mounds of it.† Harper sighed. â€Å"Then it's all been planted. To discredit me if need be. And there's only one person who would have done that.† â€Å"Who?† Harper looked her in the eye. â€Å"Lawrence Ekstrom hates me.† Gabrielle was stunned. â€Å"The administrator of NASA?† Harper gave a grim nod. â€Å"He's the one who forced me to lie in that press conference.† 88 Even with the Aurora aircraft's misted-methane propulsion system at half power, the Delta Force was hurtling through the night at three times the speed of sound-over two thousand miles an hour. The repetitive throb of the Pulse Detonation Wave Engines behind them gave the ride a hypnotic rhythm. A hundred feet below, the ocean churned wildly, whipped up by the Aurora's vacuum wake, which sucked fifty-foot rooster tails skyward in long parallel sheets behind the plane. This is the reason the SR-71 Blackbird was retired, Delta-One thought. The Aurora was one of those secret aircraft that nobody was supposed to know existed, but everyone did. Even the Discovery channel had covered Aurora and its testing out at Groom Lake in Nevada. Whether the security leaks had come from the repeated â€Å"skyquakes† heard as far away as Los Angeles, or the unfortunate eyewitness sighting by a North Sea oil-rig driller, or the administrative gaffe that left a description of Aurora in a public copy of the Pentagon budget, nobody would ever know. It hardly mattered. The word was out: The U.S. military had a plane capable of Mach 6 flight, and it was no longer on the drawing board. It was in the skies overhead.

Classroom Community Investigative Paper Essay

Feeling a sense of community is important for almost anyone. Even now, in college, the students in the Elementary Education Program at Utah Valley University are in cohorts. Why? To help us find others who we have common interests with, and who can help us learn and grow into great teachers. Because being in an environment where we feel safe as well as feeling a sense of belonging is important. Developing a classroom community for elementary students is imperative. A student who feels comfortable in the classroom will be able to learn and grow because they will not be afraid to make mistakes in front of others, and they will learn to appreciate the opinions of others. The sooner a child learns to work with and value others, the better. This not only benefits a person during their school years, but is an important part of success later in life. One tool we have learned about this semester to improve classroom community is morning meetings. Though I have not personally seen an elementary classroom morning meeting in action, the evidence of its success that I have seen and heard from our guest speaker, Sylvia Allan, as well as what I have read in our text books and researched online, has convinced me to try morning meetings in my own classroom. Our morning meeting packet states that morning meetings build a classroom community, which may improve student test scores. That is great reason to try them. Earlier in the semester when we were introduced to morning meetings, I was so excited. My goal as a teacher has always been to value every student. I was thrilled to have been given a tool that would do just that. My focus for morning meetings will be to help each child in my classroom realize how important and irreplaceable they are. Morning meetings will help to create an atmosphere of trust, which is essential for optimal student learning. The responsive classroom. org states that morning meetings â€Å"Build community, increase student investment, and improve academic and social skills. † That is exactly what I hope to do with them. Using the morning meeting tool in our own college classroom has been an effective tool for me as a student. Because I transferred from another cohort this semester, I did not know anyone else in our cohort. Participating in morning meeting has given me the opportunity to learn more about the other people in our class. Learning about the similarities I share with these people has allowed me to make connections with some of the students in my class, and has made me feel more comfortable and more willing to participate. I plan to use the morning meeting format as it is presented in the morning meeting packet with a few modifications. The greeting, sharing, group activity, and news and announcements portions are all important for the children to get to know one another and feel comfortable in the classroom. However, I will probably just write the news and announcements on the board and briefly go over it with the class because I plan to be teaching older grades. I would also like to add memorization of a poem each day, as well as a fun saying a la Silvia Allan. I like these ideas because it gives me the opportunity to prove to my principal that morning meetings are not only effective in building a classroom community, they are academic as well. I plan to initiate full morning meetings into my classroom on the first day of school. Because I have not actually used them in an elementary classroom setting yet, I am not sure if I will do every component every day. For example, the greeting may have to be on Mondays only due to time constraints. I also may not do a group activity every day. I may use this time as an opportunity to work on a concept I noticed the entire class had a hard time with. For example, if most of the class had a difficult time learning a math concept the day before, I would have a student with a good understanding of the concept explain it to the class while we are in morning meeting while the positive classroom community juice is flowing. Hopefully, the students who are having a difficult time with the concept will feel less threatened because we are working on the concept during morning meeting time, not math time. So how does a classroom community lead to differentiation in the classroom? Having a classroom where students feel accepted and accepting allows the teacher to be able to make accommodations for students who need it because the rest of the class understands why they need it. One of my favorite â€Å"Hallmarks of a Differentiated Classroom† that describes this in detail is â€Å"shared responsibility for the classroom between teacher and students, in the goal of making it work for everyone†. When students feel comfortable in the classroom and care about their fellow classmates, students are willing to share their strengths with the rest of the class for the betterment of others. They also realize their limits and are willing to strengthen them by learning from other students. A classroom community is a very important part of a successful classroom. It gives students a place where they feel comfortable and are not afraid to make mistakes. Students who feel comfortable in the classroom are more willing to make mistakes and learn from them, thus giving them a better opportunity to achieve their full potential. I am excited to use morning meetings in my classroom to build a successful classroom community.