The Odd Sea

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How the Stars Reflex in The Odd Sea

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In The Odd Sea by Frederick Reiken symbolism is often used to portray a sense of something beyond this universe. Many of the symbols add to the mysticism and magic of the piece. This seems especially pertinent in the case of the star imagery and symbolism. The stars in The Odd Sea show significance because they seem to represent another dimension into which Ethan may have disappeared. This dimension is viewed by Ethan's mother, Philip, Halley and himself, but it seems that while Ethan desires to be a part of it his family is simply left to wonder about it. The stars come to represent something different to each member of the family. They are a comfort to some and a curse to others.

Ethan's mother is the first to view the cosmos with a sense questioning. Shortly after Ethan vanishes she becomes an insomniac, "spend[ing] hours […] out with the stars" (The Odd Sea 5). She seems to do this in an attempt to release her emotions. At night she would read books and bake or "Instead she'd stand out with the stars. She said on clear nights the sky could draw the sadness from her heart" (The Odd Sea 10). The mother's feeling of sadness is not a tangible one. As a result, for something to draw the emotion from her heart it must be intangible, yet also spiritually significant. In this way the stars represent to the mother release to some transcendent state. This brings no consolation to the mother, but it does bring some to a couple of her remaining children.

Philip and Halley view the stars with a mystical yet tangible aspect, allowing them to cope with their brother's loss better. As Philip describes the first time they looked at the stars, he refers to them respect

Sometimes we'd stand back-to-back, tilting our heads to gaze up at that starry ocean. We sort of treated the stars like God. We'd ask the stars to send back Ethan. We'd also ask them to help mom sleep. We sometimes told the stars our secrets, though we suspected they knew everything. (The Odd Sea 11)

In this passage the stars take on the role of a supernatural being. They "sort of treated the stars like God" allowing them to put a tangible face on their faith. The stars are all-knowing and can control all aspects of life. Philip and Halley see the stars, in this instance, not as place where Ethan might be, but instead as some sort of omnipotent creature. Also by telling "the stars [their] secrets" Philip and Halley were able to release some of their fears and emotions. This allowed them to live without the pressure of secrets. By making the stars life-like it allows what would ordinarily be supernatural to become tangible. Ethan also views the stars as being tangible.

To Ethan the stars represent something that beckons to him, something he is grasping for in the beyond. As Ethan captures in his journal on a visit to Astro Cabin, the stars draw him in

The skylight makes all the stars seem closer since it frames them. From the first time I went in here, I've always thought this is as close as I'll ever get to any stars. (The Odd Sea )

The stars appear closer to Ethan, while for others in the family the stars are always viewed from a great distance. This is significant because it seems to foreshadow Ethan's disappearance, a disappearance that is often connected to the cosmos. Ethan is reaching out for the stars because they represent artistry to him. They remind him of van Gogh's Starry, Starry Night and his desire to pursue his artistry in Arles, France following in van Gogh's steps.

While the star imagery is often viewed as tangible it is also seen artistically through van Gogh. Ethan's connection to van Gogh was more than that of just admiration. Ethan mentions that van Gogh wanted to become what he painted. In this aspect Ethan also seems to want to become a part of something larger, more cosmic. He also tells of a time when van Gogh swallowed some paint and how he had "wanted to be the paint" (1). This builds up to Starry, Starry, Night and how van Gogh wanted to become the stars. Ethan genuinely admired van Gogh so the conclusion can be drawn that like van Gogh Ethan wanted to become a part of the stars. This is done by bringing the supernatural within reach, by painting and music, by making the stars tangible.

Making the stars more tangible also made it more possible for Philip and Halley to deal with the loss of their brother. By placing Ethan in the same dimension as the stars they were able to have some control. They did this by learning about the night sky

Halley and I would sometimes stand out with the stars. That was the summer we decided we would learn the constellations. For six dollars we bought a star chart at a toy store in Northampton, and pretty soon we could find Cygnus the Swan and Aquila the Eagle. (The Odd Sea 56)

In knowing the constellations order was made out of what may have before seemed like chaos. This also allowed them to transfer that order to the chaos of their brother's disappearance. This is only to some extent, though. Because they bought the star chart at a toy store, it gives the impression that no matter how they try to explain things they can never do it completely, just like a child cannot understand the enormity of the stars. Also the constellations mentioned are those of birds. In many ways Ethan seemed to simply fly away like an eagle or swan, never to be seen again. So, while Philip and Halley attempt to decipher the meaning of the stars and Ethan's disappearance it remains beyond their grasp.

While the stars evade Philip and Halley reminding them of a beyond, they also call to them. At one point Philip and Halley are driving out of town Reiken describes the stars

There is a boundary where the city light of Pittsfield ends, where suddenly night is deep and dark and stars twinkle beckoning you to rise, which you do. (The Odd Sea 6)

As the stars beckoned to Ethan, now they call to Philip and Halley. The stars draw them in "beckoning [them] to rise." This wonderful use of imagery, allows the stars to once again take on the role of that omnipotent creature. It calls them and they obey. Philip and Halley rise with the stars, learning some of their secrets. Once again this closeness and tangibility of the stars allows the two siblings to cope with the loss of their brother. They place him among the stars and then hold the stars close.

Reiken writes the star imagery and symbolism, but the family lives it. Ethan, Philip, Halley and their mother view the stars with awe. They are part of another dimension a dimension that Ethan yearns to be included in and a dimension that his siblings and mother are left wondering about. Through The Odd Sea the stars stand as a beacon for all of them, as what to come and what has been. The stars reach down and are tangible for some of them, allowing Philip and Halley to cope with the loss of their brother into the cosmos. For the mother, the stars will always be out of reach, leaving her with nothing but loss and confusion. In the end, though, all the stars were in the same league as Ethan. Their existence is almost too good to be true and their disappearance is a mystery.

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Hra

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Date Wed, Jan 00 1144 -0000

To 07dgs

From PTM.Altrincham@sainsburys.co.uk

Subject FW TALKBACK

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region. Last time the average score was 7.%

MArk

-----Original Message-----

From Linda Lunn

Sent Wed /01/00 1040

To RET_4P

Cc RET_4B

Subject TALKBACK

PF 1=Help =Exit =Return 4=Query 5=Action 7=Backward 8=Forward EMCC0000

PLEASE PASS TO YOUR COORDINATOR

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BOLMAN AND DEAL'S FOUR-FRAME ANALYSIS : CASE STUDY

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BOLMAN AND DEALS FOUR-FRAME ANALYSIS CASE STUDY

Research compiled for The Paper Store, Enterprises Inc.

by Dr. P. McCabe, January 00

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Four-Frame Theory

There are volumes written on leadership theory in nearly every discipline. Bolman and Deal sifted through the complex theories and literature and combined with their own analyses, theories and experience devised a four-frame model as a way of understanding organizations and leadership within organizations. Frames are described as being the lens through which anyone sees the world and places that world in order (University of Melbourne). Frames help individuals to filter out the things in the world they do not want to see, thus, frames are inherently inaccurate and skewed in terms of reality (University of Melbourne). But, people need frames in order to make sense of the world and any experience in it; frames help people determine and guide their actions (University of Melbourne).

Bolman and Deal suggest that every individual has personal and preferred frames that they use to gather information, make judgments, determine behavior and explain behavior (University of Melbourne). Each frame provides one version of organizational life and each frame also provides a specific albeit narrow range of ideas, techniques, processes that may be used to improve the efficiency and effectiveness of the organization (University of Melbourne).

The four frameworks proposed by Bolman and Deal are the Structural, the Human Resource, the Political and the Symbolic. Each is described in the following illustration. It is important to note that leaders may use any framework and may even use a combination at the same time in their daily work (11).

1. The Structural Framework

The structural manager tries to design and implement a process or structure that will be appropriate to the problem and the circumstances. Steps would include

• Clarifying organizational goals

• Managing the external environment

• Developing a clear structure appropriate to task, and environment

• Clarifying lines of authority

• Focusing on task, facts, and logic, rather than on personality and emotions. . The Human Resource Framework

The human resource manager views people as the heart of any organization and attempts to be responsive to needs and goals to gain commitment and loyalty. The emphasis is on support and empowerment. The HR manager listens well and communicates personal warmth and openness. This leader empowers people through participation and attempts to gain the resources people need to do a job well. HR managers confront when appropriate but try to do so in a supportive climate.

. The Political Framework

The political leader understands the political reality of organizations and can deal with it. He or she understands how important interest groups are and that each has a separate agenda. This leader understands conflict and limited resources. This leader recognizes major constituencies and develops ties to their leadership. Conflict is managed as this leader builds power bases and uses power carefully. The leader creates arenas for negotiating differences and coming up with reasonable compromises. This leader also works at articulating what different groups have in common and helps to identify external enemies for groups to fight together. 4. The Symbolic Framework

This leader views vision and inspiration as critical; people need something to believe in. People will give loyalty to an organization that has a unique identity and makes them feel that what they do is really important. Symbolism is important as is ceremony and ritual to communicate a sense of organizational mission. These leaders tend to be very visible and energetic and manage by walking around. These leaders often rely heavily on organizational traditions and values as a base for building a common vision and culture that provides cohesiveness and meaning.

(Bolman and Deal 11).

Notice that

• The Structural Framework focuses on the how to find some arrangement - a pattern of formal roles and relationships - that will accommodate organisational needs as well as individual differences (Bolman and Deal 11, p. 50).

• The Human Resource Framework places people first, which is very similar to stewardship or servant leadership where participation in decision making and problem solving are primary components of the model. This framework is based on the ideas from organisational social psychologists and begins with the premise that organizations are filled with individuals, each of whom has their own feelings, needs and biases as well as their own skills and potential (Bolman and Deal 11, p. 15).

• The Political Framework is very important. As Bolman and Deal note, the political leader understands the reality of the politics in the organization and deals with them (11). The framework is developed primarily by political scientists who believe that an organization is an arena wherein different interest groups compete for a limited amount of power and resources leading to conflict and coalitions being established (Bolman and Deal 11, p. 15).

• The Symbolic Framework draws on social and cultural anthropology. The organization is thought to be akin to tribes or theater; they are cultures that operate based on ceremonies, rituals, rules, myths, policies, stories, heroes and managerial authority (Bolman and Deal 11, p. 16). Everyone in the organization is an actor who is basically playing a prescribed role (Bolman and Deal 11, p. 16).

It is important to note that not every frame works equally well in all situations. It is important for the true leader to adopt the framework that will be most appropriate for the situation. This is the way in which this framework is similar to the situation or contingency model of leadership.

Bolman and Deal sum up the core problem of management, which has to do with control Control is an illusion and rationality an afterthought.... Organizational life is always full of simultaneous events that can be interpreted in a variety of ways (11, p. 66). They way to succeed in management is not to hold tightly to ones own framework or perception, but to consider the multitude of ways of seeing any given issue; there are numerous divergent perspectives (Bolman and Deal 66). These authors say Their frame-not yours-determines how they will act (Bolman and Deal 11, p. 70).

Consider this table regarding effective leadership according to the four frames.

Frame Leader Leadership Process

Structural Analyst architect Analysis, design

Human resource Catalyst, servant Support, empowerment

Political Advocate, negotiator Advocacy, coalition

Symbolic Prophet, poet Inspiration, framing experience

Unfortunately, many managers still try to manage through their own narrow view of the world and what any experience means. Bolman and Deal suggest that managers make a mistake when they

Operate as though there was only one frame for any situation (Bolman and Deal 11).

Are not capable of looking for new ways to deal with old problems (Bolman and Deal 11).

Strive for control, rationality and certainty (Bolman and Deal 11).

On the other hand, effective administrators and managers

• Develop the skills needed for creativity and flexibility.

• Use holistic approaches so that they can use multiple frames (Bolman and Deal 11).

• Understand what frames they typically use and also understand the limitations

• Recognize there is value in being able to see through different frames and work to do so.

• Build teams where all four frames are represented (Bolman and Deal 11).

[NOTE TO STUDENT Please Remember That Your Assignment Requires You To Analyze A Personal Work Related Situation Or Incident. What TPS does is provide research and a model of a paper in your topic area. What we have done here is to provide an example based on an incident this writer knows about. You need to write about your own experience.]

Case Study

Jan Smythe was the new District Director of Special Projects. The school district had three elementary schools who participated in what was called the Consolidated Application, a school plan that included goals, objectives, action steps for every grade level, resources needed, and a budget. Each school was required to submit their own unique plan each year. There were numerous state and federal laws that had to be met in the application document.

Jan began with the school district in the 5th week of school and found that the Consolidated Application/School Plans had not yet been submitted despite the fact they were to be submitted to state level education officials by the end of the previous May. She also quickly learned that teachers and administrators absolutely hated the process of developing this very complex and very long document and believed it was a total waste of time. Historically, their school plans had been returned to them because they failed to follow the rules and did not include all the data and information needed in them. Thus, every year they had to modify the document.

With very little work, Jan learned that the woman who had previously been in charge of this area in the district typically wrote most of the documents herself and just passed them by the principals and teachers. In fact, some teachers never even saw the school plan submitted on their behalf.

This year, however, a warning had come from the State that the schools would either submit appropriate meaningful plans or their grants would be suspended for the year. That amount was in excess of $10 million.

Because Jan had prior experience in this area, she also knew a number of people at the State Department of Education. She called them, explained the situation and was able to negotiate a six-week extension.

The real issue was to persuade first the principals and then the teachers that this document was more than busy work, that it had meaning and that it was actually a reflection of what they were doing.

Jan approached the situation on three levels first, she explained what it meant in money and what the schools would not have if they chose to ignore the state; second, she explained why the laws and regulations were established and kept the focus on what that meant for this school. Third, she made a promise that she would not write the plans but she would be with them every minute and help them get the phrasing correct, that the plans belonged to the teachers, and that she would do whatever they wanted.

The most important part of Jans campaign was to continually reinforce the importance of the teachers. She visited classrooms so that she could sincerely compliment them on what they were doing.

Jans motives were multifaceted first, she had taken the position because she believed she could help students by helping teachers; second, she knew how most teachers in the state felt about this task and she knew why they felt that way; and third, she was not going to fail in her first district-level administrative position but she refused to succeed through force or coercion

We may also approach this situation from the perspective of each framework described above. To do so, it is helpful to know the metaphor each framework applies to the organization Structural/factory or machine; Human Resource/family; Political/jungle; and Symbolic/carnival, temple or theater (Bolman and Deal, 11).

Structural Framework. Using this perspective, Jan would approach the situation looking at rules, goals, policies, and such, which are the basic concepts of the structural frame. The rules require the plans to be submitted within the six-week extension she was able to negotiate with the state. Jan might expect the principals to use their role as the head of the school to require the teachers to complete the documents. Jan would want to set goals, such as dates for the completion of specific components in the plan. Since part of the structural frame is to create a structure within the particular environment of the organization, Jan might develop a hierarchy specifically for this task by placing a teacher as coordinator for each section of the plan. For instance, one teacher might take the responsibility for coordinating the efforts for Mathematics for grades 4 through 6. This teacher would then be given the timelines and requirements and would work with others to plan and write this section. Remember that Bolman and Deal explained that the structural approach focuses on the how to find some arrangement - a pattern of formal roles and relationships - that will accommodate organisational needs as well as individual differences (Bolman and Deal 11, p. 50). This inherently means there will be a division of labor and coordination of different roles.

For the time being, the structure of the school is changed to fit the needs. Direct supervision is incorporated into this frame. The supervision will actually be divided the teacher will coordinate and supervise the writing of one specific portion of the document; the principal is inherently the next higher level supervisor. Jans position is not exactly one of line supervision but she is perceived as having district-level authority. This works well for completing these kinds of tasks.

Human Resource Frame. One of the concepts of this frame is that the organization is there to serve the people which means that Jan must find an organisational form that will enable the teachers and principals to get the plan written and also feel good about what they are doing. (Bolman and Deal 11, p. 15). If the form of the organization is good and fits the needs of both, then both the individuals and the organization will benefit. The types of forms that fit into the human resource frame include

• Participative management wherein the teachers would have more decision making power

• Self-managing work teams where each team is given the responsibility for the product, in this case, for a specific section of the document, and the team is held accountable for successful completion of that component

• Organizational democracy which is even more participatory than participative management in that employees have more say in the decisions that are made.

• Training and development of both professional and personal skills

To use this frame, it would seem that Jan would need to provide training to the teachers regarding the requirements, the laws, the regulations, and what is expected in each section of the plan. Teachers, in teams, would then be given the responsibility for completion.

Political Frame. Education is a political organization and anyone who does not recognize that fact is naïve. The first person to really study micropolitics within an educational context was Iannoccone (Spaulding, 000). Others, such as Bacharach and Mitchell have added to the literature (Spaulding, 000). Basically, these researchers have stated that schools should be recognized and understood as political entities wherein school members (that is, individuals and groups) develop micropolitical strategies in an attempt to achieve their own personal and school goals (Spaulding, 000). These researchers go on to note that small groups of members of the school community will develop shared objectives and then they will devise micropolitical strategies in an aattempt to achieve their objectives. In other words, they are forming coalitions (Spaulding, 000).

Other writers have noted that these groups will use both formal and informal power to achieve their ends (Spaulding, 000). This is considered micropolitics because it is political action within the macroenvironment (Spaulding, 000).

It is essential for everyone to understand and recognize the power levels in the organzation and that conflict is inevitable.

In the case, Jan has already used political power by calling on contacts at the state level and negotiating a six week extension for submission of the plans. The way that the political frame might be used relative to this specific situation is to determine who holds the informal power among the teachers and develop an alliance with those persons. If these teachers support the needs to get the document completed, the process will be completed with a minimum of conflict.

Symbolic Frame. Remember that this frames metaphors are tribes, carnivals and theater. Everyone has a role to play in the daily drama of the organization. People depend more on these roles, on rituals and myths than they rely on rules, managerial authority or policies. The more uncertainty and ambiguity present in the organization, the harder it is to use rational analysis, decision making and problem solving. When faced with strong uncertainty, individuals tend to create symbols that will resolve their confusion. In other words, people will try to find a way to make sense out of an ambiguous and confusing situation. The symbols they create offer a degree of predictability and a guide towards directions to take. Bolman and Deal comment Organisations function like complex, constantly changing, organic pinball machines. Decisions, actors, plans, and issues continuously carom through an elastic and ever changing labyrinth of cushions, barriers, and traps (11, p. 45).

In this case, teachers and principals have had unpleasant experiences in the past with this task, in fact, they did not participate a great deal because the previous Director basically wrote all the plans herself. The new Director is saying the plan is their and thus, they need to write it. That sets up a confusion situation, one they do not really understand. In fact, the symbolic act of the other director writing the plan gave the message that teachers were not important in this process and in fact, were not needed at all.

We can look at the table provided by Bolman and Deal to determine which frame would work best in response to different questions (Bolman and Deal 11, p. 70).

Question Frame, if answer is Yes Frame, if answer is No

Are individual commitment and motivation essential to success? Human Resource, Symbolic Structural, Political

Is the technical quality of the decision important? Structural Human Resource, Political, Symbolic

Are there high levels of ambiguity and uncertainty? Political, Symbolic Structural, Human Resource

Are conflict and scarce resources significant? Political, Symbolic Structural, Human Resource

Given the previous discussions, we can respond to each question

• Motivation and Commitment is needed use human resource and/or symbolic frame

• Technical quality is not needed in the way this question means use human resource, symbolic or political

• High levels of uncertainty and confusion are present among staff members leads to political or symbolic frame

• Resources are not scarce thus, the frame would be structural or human research

Two frames are indicated more frequently symbolic and human resource. This means the new director needs to use these frames by doing things like telling stories (symbolic), placing people first by empowering them (human resource).

[Note to student. Providing the Appendix you cite requires a third person and is beyond the scope of the research and model papers we provide. You need to enlist a classmate/friend to provide this section.]

WORKS CITED

Bolman, L. and T. Deal. Reframing Organisations Artistry, Choice and Leadership. San Francisco Jossey Bass, 11

Spaulding, Angela. Micropolitical Behavior of Second Graders A Qualitative Study of Student Resistance in the Classroom. The Qualitative Report 4(1-) (000) January.

University of Melbourne. Managing the Educational Organisation. 7 February 00. http//www.edfac.unimelb.edu.au/EPM/subjects/48-88/SESSIONS/session8.html#appl

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Transcendentalism

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Transcendentalism was a philosophy that was very popular in New England during the 180's. Transcendentalism was very much like Romanticism. Transcendentalism upheld the goodness of humanity, the glories of nature, and the importance of free individual express. Transcendentalism maintained that an awareness of reality, or a sense of truth, is reached through intuition rather than through reasoning or logic.

Transcendentalism had the belief that individuals act according to their innermost personal beliefs or spiritual convictions, rather then follow the dictates of society. This is shown in Self Reliance by Emerson in "A Nonconformist". In here a man is conforming and giving money to the blacks of Barbados to feel good when he does not act kinder to his fellow Americans he has as slaves. In "Traveling" Emerson says that "He who travels to be amused or get something he does not carry travels away from himself", the person is not being himself he is just trying to get away from himself. In "Reliance on Property" he is saying that people rely on their property to show what type of people they have, the more they have the greater, when it should be based on that individual him or herself.

Emphasis on individuality is also shown in Thoreau's "Civil Disobedience." He refuses to pay a tax for the Mexican War because he knew that Texas would become a slave state and he opposed slavery greatly. He is in jail but he feels as if he is not imprisoned but that he is free because he did what he wanted to do and did not conform. He emphasized that people should be their own person.

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The integrity of the mind is important. One should be truthful to himself. One should be honest with who they are. One should rid himself of everything that clutters ones mind. This is seen in Thoreau's Walden, in "Why I Went to the woods," he left to have simplicity and not such a complex complicated life. The truthfulness is shown in Walden under "Why I Left the Woods," he left because the truth was he had become too comfortable in being there and did not leave even if it was bad because it was convenient. This was like a bad habit and he had made a rut of it and decided to leave the woods to do something different instead of doing and being in the same place.

Emerson and Thoreau both emphasized individualism and the sacredness of individuality. Thoreau wrote about the choices people make and what they should have done. Emerson writes about not conforming to society and being your own person. Examples of the philosophy of Transcendentalism are shown in both the works of these writers in many similar and some different ways.

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Analysis of FDR's New Deal

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dreteryhtutyhjguytuytdecade of the 10s is often characterized as a period of Americanprosperity and optimism. It was the Roaring Twenties, the decade of bath tub gin, the model T,the $5 work day, the first transatlantic flight, and the movie. It is often seen as a period of greatadvance as the nation became urban and commercial (Calvin Coolidge declared that Americas business was business). The decade is also seen as a period of rising intolerance and isolation chastened by the first world war, historians often point out that Americans retreated into a provincialism evidenced by the rise of the Ku Klux Klan, the anti radical hysteria of the Palmer raids, restrictive immigration laws, and prohibition. Overall, the decade is often seen as a period of great contradiction of rising optimism and deadening cynicism, of increasing and decreasing faith, of great hope and great despair. Put differently, historians usually see the 10s as a decade of serious cultural conflict.

The Ku Klux Klan was most powerful during the 10s when membership rose to nearly three million members. The klan aimed to alienate non-whites and other religious groups from the rest of American society. The klan was a hate group and displayed their hatred by killing thousands of people and destroying the lives of many others The klan was based in the South, but spread their hate across America.

The 10s witnessed the coming of the Second Wave of immigrants to the United States. These immigrants differed from the First Wave of European immigrants to the United States in that the majority of them were from Southern or Eastern Europe, whereas in the past the majority had been from Western European nations such as Great Britain, France, and Germany. The immigrants came to the U.S. seeking better economic opportunities for their families, but very often they came across strong feelings of prejudice and nativism from the Americans. The Italians and Irish-Catholics provide good examples of the experiences faced by many of the immigrants in the 10s. They were victims of discrimination in the work place, were targets of the Ku Klux Klan, and faced various other problems. Below are four links to papers that further discuss the tribulations of Italian and Irish-Catholic Immigrants.

There are many ways the media influences society, but in the 10's the main source was newspapers. The New York Times was one of the most popular and prestigious papers of this time and also one of the most influential. Many people had fait in what they read and never second guessed it to be anything but fact. What really was there was a capitalistic defense and advocator

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USA OIL

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Throughout the United States the majority of people are scared wondering when war will be declared. At the same time the citizens of America know, once we are at war with Iraq we will then be at war with oil providers. In order to keep prices from raising the American people must learn the value of conservation. The US, as a business will have many decisions to make within the next few months.

The US is facing its most persistent shortage in oil stocks in over 7 years. With war lurking around the corner, the US has unlikely enough turned to help from Iraq. Although the US plans to launch around 00 cruise missiles a day on Iraq, Iraq has doubled its exports to America, helping US refineries cope with a devastating strike in Venezuela. Iraq, who has the world's second largest proven oil reserves of 11 billion barrels, and at least another 100 billion of unproven reserves, would be a "gold mine" for any oil giant such as Exxon or Shell. Many experts believe that President Bush may be more concerned with the amount of oil held in Iraq rather than their threat towards weapons of mass destruction. If the US were able to whip out Iraqi government and take control of their oil fields it would decrease theirs costs on exports to the US. Although the US military will state that this war is a security issue rather than a grab for oil, many sources indicate that Saddam plans to damage or destroy his oil fields, which would inflict up to 0 billion dollar damage on the US economy and would cause irreparable environmental damage. Large distributors of oil such as Russia fear that if the US were to gain control on a large reserve of cheap oil it could send prices tumbling.

It is a known fact that if there is a shortage in a market the price will rise and on the other hand, if there is a surplus the prices will drop. Since the terrorist attack of -11 the US economy has significantly been hurt. Cheap oil would boost our economy but at the same time promote war on Iraq. If sanctions were lifted and US majors were granted access to Iraq's untapped reserves the hunt for cheap oil could be ended without war. An act of war on Iraq is a win, win situation for the US. If war is confirmed and Saddam eliminates his oil fields the US is still defending against terrorism. On the other hand, if war is declared and the United States takes control of the oil fields as well as Iraq, terrorism and our economy will be protected against.

In an article by Viktor Koen he displays our options to escape the consequences of our thirst for oil. With the constant question of whether or not the US will be at war in the near future the author addresses what Americans have to understand about our oil usage. At the same time the author explains how war could be beneficial to the U.S. economy.

Business week has created guidelines for a rational and feasible energy policy. It consisted of six steps 1-Diversify oil supplies, -Use strategic reserves, -Boost industrial efficiency, 4-Raise car and truck MPG, 5-Nuture renewable energy, and 6-Phase in fuel taxes. To insure oil supplies the U.S. must seek other means of purchasing oil around the world. Along with answering the supply question the U.S. must use strategic reserves such as the 5. million bbl. stored in underground salt caverns in America. They must also boost industrial efficiency across the economy, including solving our oil consumption for transportation. The thought of hydrogen-fueled cars would decrease the oil usage significantly. Innovations towards wind, solar and hydrogen power sources are dropping the price. Finally the thought of raising the energy efficiency in the economy by up to 50% and reducing the U.S. oil consumption by more than billion bbl a day.

The United States will have to make many decisions just as a business would if they're main supplier was to go out of business. The US will either take control of the oil fields in Iraq or have to develop a contract with another oil filled country. Major oil providers such as Exxon and Shell will have to work together to keep their customers pleased. Although the American public know gas prices will be raised, if in fact they are too high people may look to find alternative means of energy. Alternative means of energy will in turn hurt companies like Exxon and Shell, thus hurting our economy.

The United States may be looking at war as a business proposition to better their economy, but at the same time they're protecting their citizens from weapons of mass destruction. Only time will tell what happens and where the US stands as a business among other leading oil providers.

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An ottawa trip essay

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Nightmare morning. I woke up as early as I could, which was barely a half an hour away from leaving. I got up, noticing the time I did it fairly quickly, and picked up my bags. Thankfully my aunt Betty had come over earlier to give me a ride to school. I was one of the first ones there, Once more people came Carlos ( to the Carlos!) started to load the bus, if you don't know who Carlos is, he's the wicked cool bus driver that took us all around Ottawa and Quebec! He's simply the coolest!! Then, once Carlos finished up, before you know it, we're on the bus heading for Ottawa! The bus was about the best part of the whole trip. It had TVs and radios embedded in the seat ahead of us. The radios were probably the best part because they played weird Carlos music that was ever so interesting to Kim. We took a lot of pictures on the way there; I practically used up my whole camera in the first half an hour.

After awhile, we stopped at a place named the big apple, or something like that. And it had a lot of rabbits. Ha. That can only be interesting to me. Anyways, there was a humongous apple that I decided to live in like James and his giant peach. While Kim was somewhere or other, I went to look for her and decided to stop because Joey and Dereck had found the best gift shop. They found these masks, which looked ever so interesting that we had to try them on. Joey looked so weird that Dereck and I just laughed at him pointlessly. Then I think Mr. Devlin pulled us out. So we all got back on the bus, sat down, and we were on our way again listening to the strange interesting Carlos music… Now, how enjoyable is that!

We then stopped at a food court restaurant thing, but Joey, Dereck, and I didn't eat that much. Well, actually. Dereck and I didn't eat much. Because, we rather be playing the mecha video game in the corner of the court. Joey and I freaked out when we got there because the robots were awesome and we both got to the third level. But, unfortunately, Dereck didn't have time to play because when Joey and I finished we all had to go back on the bus.

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Again, I sat beside Kim. So we took out our CDS and listened to them over and over, as Dereck and Joey took my CD with Du Hast on it. Then, we watched the rest on the movie which I think was Jurassic park. Then, after that, we mostly bothered Joey about giving us his shirt that had Goku on it, and told him how much we wanted to take it. How interesting.

Now. About 0 PM, we arrived at the Museum of Aviation. Kim, seeming bored wandered off by herself. So Joey, Dereck, and I looked for things to brake. Ok, things that we wanted to tamper with. We found this cool thing that was like a leaf blower, it was holding a ball up in the air. So we took the ball of and put our faces over it, then our hair got all messy. So we took pictures of that. Then, we followed Kim around and she told u she wanted to be alone, so we ran off again talking to the phones that don't answer you and keep on talking even if you hang up. Ha. I am way to easily amused.

When we got back on the bus to go to the hotel, and when Kim and I asked who we were both sharing a room with, it seemed like we shared a room together, and there was no one else. So we freaked out when we walked in and it turned out to be the suite. We ran in, and unpacked quickly, because we only had a little time until we left for the hard rock caf.

Once we got there, it was very crowded because there was two other schools in the same floor as us. There wasn't enough room at the tables so Kim, Joey, Dereck and I sat at the bar. That place was so interesting, it had guitars previously belonging to famous bands/people hanging off the walls, and a really scary painting on the ceiling. After the really great supper there, we went back to the hotel to get a change of warmer clothing because we were going to a boat cruise that included a dance, but the boat didn't move... Then why not have the dance in a gym or something? Don't ask me.

It was actually pretty boring. Though, some of the music was good, but not much to my liking. I'm not fond of Rap or Pop. And it was crowded with people that we don't need to know. Dereck kept on bothering me to dance with him. So then I finally suggested that we go bother people from other schools. Kim, was sort-of following us. We talked to a lot of people there, most of them were pretty nice, but some of them were rude. How fun.

We went back to the hotel afterwards and watched TV. The next morning, we were awoken by a telephone that rung and didn't say hello. So Kim yelled at it because it was scary. So, after being awaken, we went to a breakfast buffet. It was ok, the food was a bit cold, but it was ok.

Then, we went to the Art museum. I freaked out just looking at the beautiful building. The architecture was so pretty. The art, it was really nice to look at. I wasn't fooling around here. I really liked that place, and I thought it was a shame that the tour was so quickly done. I really like the art there, because about everything had a meaning, or a purpose. It was really beautiful.

Afterwards, in the museum of civilization, Joey and I explored the native exhibits. We were scared to death because we were waking through one, and there was a somewhat glowing picture of a native girl. I got out of that museum as fast as possible.

Then, after that museum, we went to a mall for lunch. The food at the food court in the mall was fine. But all my friends, all said it was awful because they ordered something from the taco place with beef in it. I was lucky because I ordered the chicken taco. Then, after we had eaten, we went around looking for video games, well, Dereck and I at least. We looked into electronic stores, none of the video game we were looking for, but we did find some awesome anime movies. Unfortunately, we all didn't have enough money.

After that, we went to the most awesome science and technology museum. Van and I, mostly laughed at the people playing virtual goalie. In the middle of all of that I lost my good camera.

At supper, half of us had uncooked steak, and the other half all had very nice chicken… I was very happy that I ordered the chicken. That's all I have to say about that…

Then, probably the best part of the whole day happened, the baseball game was cancelled, so we got to go shopping and to cyber dome. At the mall, I bought a spiked collar and some earrings. I got lost in the big mall. It was scary… Once I fund my way to the cyber dome, I played Laser tag and air hockey for about the whole time, managing to kick Mr. Devlin's butt in bust-a-move in between.

The next morning, we got awoken by that stupid phone that doesn't talk again, and went to a really bad breakfast at Nickels. I mean, if it's supposedly owned by Celine Dion, shouldn't they have decent pancakes? Yes.

Then, we went to the parliament building where they took my collar. I should be talking about how we went into those big rooms with the pretty stuff on the walls. But I forget their names. So I'll just whine about how they took my necklace… no I won't… so yeah, nothing else very interesting happened on the trip… I really need to pay attention. The end.

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