Strategic Management Practice Assignment Example | Topics and Well Written Essays - 4750 words

Strategic Management Practice - Assignment Example The strategic management practice has been analyzed with respect to the operations of the Virgin Trains. This required an analysis of the external and internal environment of Virgin Trains. The external analysis has been carried out using the theoretical frameworks of PESTEL and Porter’s Five Forces. The internal analysis takes into consideration the availability of resources and the core competencies of the company. This analysis has helped in addressing the strategic issues faced by the organization. The strategic management practice has helped the company to design an appropriate course of action in order to attain the organizational goals. The strategies also include monitoring of the performance of the company and address the gaps on a continuous basis using a balanced scorecard to achieve the goal of the organisation. Introduction The report involves an application of the strategic management practice in case of Virgin Trains Company of UK. The background information on Virgin Trains has been presented below along with the theoretical framework of strategic management practice in organizations. Company Background: Virgin Trains Company Virgin Trains Company is jointly owned by the Virgin Group and the Stagecoach. Virgin Group holds the majority share with 51% stake in the company whereas Stagecoach holds a share of 49% in the company. The company has been providing train services in the Intercity West Coast region for the last 16 years since 1997. The company operates and provide long distance passenger train services in the routes of western part of UK. The trains run from the areas of Greater London towards the stations of North West England, West Midlands, Scotland and North Wales. The train services of the company cater to a cumulative population of 18 million people in various cities of UK. The various cities connected by the train services of the Virgin Train Company are London, Manchester, Birmingham, Edinburgh, Glasgow, etc (Virgin, 2013). The Virgin Group was awarded to own the operations of the Intercity West Coast in 1997 after beating Stagecoach and Sea Container. In 1998, the Virgin Group sold 49% of its stake to Stagecoach. After getting the contract to run passenger train services from London to the western parts of UK through the Intercity West Coast franchisee, Virgin Trains implemented its work of upgrading the rail tracks and networks in the western coast so that the train speed could be increased to 140 miles per hour. However, due to the suspension of the contracts by the management and subsequent cash outflows for the planned project, the up-gradation work was reduced to attain a speed of 125 miles per hour. In 2005, the first stage of up-gradation work was completed and the Virgin group published its train time table with the frequency matching speed of 125 miles per hour. The subsequent development work for the rail networks in the western coast was continued by the Virgin Rail Group and in 2009; the n ew high frequency timetable for

Demonic Possessions and exorcisms Research Paper

Demonic Possessions and exorcisms - Research Paper Example al demonic possession, where demons supposedly took control of their victims manifesting evil characteristics and abilities not associated with the persons hosting such evil spirits. In the last half of the 20th century, an epidemic of a personality disorder called dissociative identity disorder (DID) emerged, which is primarily characterized by the presence of two or more personalities or alters that compete in taking control over the same person. A comparison of their respective symptoms, causes and treatment indicate that DID and demonic possession are almost identical. Demonic possession, both individual and collective, is a significant part of the Judeo-Christian faith in Europe and the Middle East and documented cases were noted up through the 1700s with isolated cases emerging in the 1800s up to the present. 1 The Old Testament refers to demonic possession sparingly but the New Testament is replete with it, such as Jesus casting out ‘unclean spirits.’ In Luke 8:30, for example, Jesus exorcised the demons called Legion and cast them into a group of pigs. Some other biblical passages on the subject are: Luke 9:38-43, where an epileptic boy is said to be possessed by a demon; Luke 11:14 a person is made mute because of demon; Luke 13:10-13, a woman was possessed by a demon who crippled her for 18 years, and; Matthew 15:21-28, a woman pleaded with Jesus to cast a demon from out of her daughter. 2 In the Middle Ages, the Church became preoccupied with demonic possession suspecting anyone exhibiting out-of-the-ordinary behavior of being possessed by the Devil. During the Inquisition, people believed to be possessed by demons were arrested, tried and executed if found guilty. The Catholic Church issued a procedure for exorcising demons in 1614 included in a document called Rituale Romanum, which can be performed by a priest alone while the Protestant Reformation discarded the idea of demonic possession. 3 The known symptoms of demonic possession are: sharp

African American History Essay Example for Free

African American History Essay Introduction The America that was there after the conclusion of the civil war is nothing like the America we recognize presently. Significant events have occurred since 1865 that have shaped our understanding of what America is today. Major industrialization and urbanization, equal rights for all citizens and the two major world wars that have shaped our understanding of what America is today. While, there are numerous events that have shaped America, there are few events that have served as markers of change for the entire society, particularly for the African Americans. From 1619 to 1865, a significant number of African American immigrated to the United States as slaves. Ever since the arrival of the first African Americans in Point Comfort, currently known as Fort Monroe in Hampton, the African American community has made significant strides in the community. However, the major event that occasioned this strikes transpired in 1865: the abolishment of slavery. This marked as a single major event that catapulted the African American society to where it is today. This article will examine the history of African American from 1865 to today. In 1865, the civil war between the north and south, or civil war as it is known came to an end. This was a time of great upheaval in the American society. The entire American society was attempting to integrate, and become part of the union. The south had agreed to integrate and become part f the union (Feagin, 2014). The South had consented to join the union. In the same year, President Lincoln was assassinated. The conclusion of the Civil War occasioned the beginning of the period of reconstruction. This period was characterized by upheaval, and the AFRICAN AMERICAN HISTORY SINCE 1865 3 country attempted to reintegrate itself, and also integrate the southern. This was a period of new beginning for the entire nation (Gates, 2012). The Constitution 13th amendment was ratified, abolishing slavery in the United States of America. This phase is edged in history as one of the most imperative event in the African Americans history (Feagin, 2014). During the era of reconstruction, which lasted from 1865 to 1876, significant events occurred that shaped the lives of African Americans. The African Americans begun the process of reintegration, and they found themselves with a system that they were not used to. This period was not just a period of reintegration for the white people, but rather for the entire nation (Feagin, 2014). During this time, it was particularly challenging to the African Americans because they were attempting to integrate to a society that was heavily biased against them. During the reconstruction period, there was little political and social agreement, especially over the issues of who should be permitted to vote (Gates, 2012). There were disagreements as to whether confederates, ex-slaves or those slaves that fought during the war should be allowed to vote. The death of President Lincoln and the establishment of new administration under President Andrew Johnson made the process of reintegration more complex for African Americans (Feagin, 2014). In 1866, legislation known as the Black Codes was overwhelmingly passed by every white legislator of the former confederate States. The black codes greatly hampered the ability of African Americans to be reintegrated into the society (Gates, 2012). During that same year, the Congress passed the Civil rights act, which conferred citizenship rights to all African Americans, and giving those equal rights and liberties as to those of the white-American people (Feagin, 2014). The 14th amendment was ratified, in 1868, which defined citizenship for the African Americans, and also which overturned the Dred Scot decision (Gates, 2012). The 14th amendment strengthened the civil and legal rights of the African Americans, elucidating among other things, AFRICAN AMERICAN HISTORY SINCE 1865 4 that no state in the union shall deprive any African Americans their due process in law and the equal protections provided in the law (Feagin, 2014). The 14th amendment ensured, to some extent that the African Americans civil rights were protected. The 14th Amendment reversed the United States Supreme Court ruling in Dred Scott v. Sanford, which ruled that African Americans were not truly United States citizens (Feagin, 2014). The 14th amendment had several profound impacts on the lives of African Americans. First off, the amendment integrated African Americans into the society, by overruling the previous ruling that African Americans were not truly American citizens (Gates, 2012). Secondly, the 14th amendment prohibited the national and state governments from depriving any person, including African Americans, liberty, life and property without due regard and process as established in law. By guarding the civil liberties and rights of African Americans, the law inflicted a penalty, which entailed the loss of electoral votes and the loss of congressional seats, on states that dispossessed African Americans of their voting rights. Thirdly, the 14th amendment guaranteed all Americans, regardless of their racial affiliations protection under the law (Feagin, 2014). This clause serves an essential foundation for the decision to repeal the ruling in Brown v. Board of Education that overturned segregation. The 15th amendment was ratified in 1870, which gave African Americans voting rights. As the third and final amendment to be ratified in the reconstruction period, the 15th amendment forbids the national and state governments from refusing a citizen the voting rights based on that citizens color, race or servitude (Feagin, 2014). The adoption of the 15th amendments was greeted with extensive celebrations in African American communities and other abolitionist societies. The sense among African Americans is that their rights had been offered protected and secured. The adoption of the 15th Amendment completed a series of civil change, and it was one of the most significant events African American historical events. The 15th amendment meant AFRICAN AMERICAN HISTORY SINCE 1865 5 that the African American communities did not require the protection they were being offered by the government (Feagin, 2014). Towards the end of the reconstruction era, the south recognized that it would no longer be conceivable to hold on the perspective of recreating itself out of the North. In spite of this, there was still lingering tensions between the North and South (Feagin, 2014). Although equal rights were granted to African Americans, they did not fully enjoy them. While African Americans enjoyed expanded freedoms, it would not be till nearly a hundred years later, during the Civil rights movement that the entire fruits of reconstruction would be seen. The period of reconstruction ended in 1877, during which, a deal was struck with Democratic leaders from the south, to make Rutherford B. Hayes the U. S president, in exchange for the withdrawal of federal troops from the south, and which stops the efforts to protect the Civil liberties of African Americans. In the period after the reconstruction era, rapid industrialization followed. During this period, African Americans on the south started escaping to the North to run away from oppression (Gates, 2012). In 1879, thousands of African Americans moved to the north. In the industrialization period, rapid industrialization and development ensued in big cities in the United States. Construction of railroads spread across the country. Railroads encouraged the growth and expansion of cities (Gates, 2012). Many Africa Americans migrated to the cities to work in the processing and production companies. In 1881, Tennessee ratified the first of the Jim Crow segregation rules, which segregated stated railroads. Over the next 15 years, similar laws were passed throughout the southern States. The segregation laws caused African Americans to migrate to the northern States (Gates, 2012). The Jim Crow segregation laws conferred a separate but equal status to all African Americans. In practice, the separation led to circumstances for African Americans that were second-rate to those offered to white Americans. AFRICAN AMERICAN HISTORY SINCE 1865 6 systematizing several of economic, educational and socials disadvantages. The southern states had De jure while de facto applied in the northern states (Feagin, 2014). The Jim Crow segregation laws inflicted segregation in housing, which was imposed by covenants, job discrimination, and loan lending discrimination in banks, and also African Americans were also discriminated in labor unions (Gates, 2012). During the industrialization era, companies came up across various cities. African Americans were increasingly becoming urbanized, and left their farms and homesteads, and moved to big cities to get jobs. In 1887, the standing Lincoln statue was unveiled at Augustus Saint gardens in Chicago (Feagin, 2014). The Plessey v. Ferguson case was a milestone ruling in the United States. The Supreme Court of the United States ruled that Jim Crows separate but equal segregation policies to be legal, and begin being implemented. These laws barred African Americans from equal access in all public facilities. The 1900s marked the rise of civil rights movement across the United States. In 1954, the court in Brown v. Board of education case, ruled that segregation in education facilities to be unconstitutional and this measure strike down segregation in education facilities (Feagin, 2014). In 1955, Rosa Parks was arrested in Montgomery Alabama, for refusing to give up her seat to a white man. Her defiance offered the start of a momentum to the civil rights movement that spread across the United States. She was not the first black person to refuse to wake up for a white person, but by the time of her action, there was growing resentment and anger in the African American society for being treated as second-class citizens. Word went around about Montgomery mistreatment and arrest (Feagin, 2014). The Womens Political Council resolved to protest Rosa Park’s ill-treatment by arranging a bus boycott to start on the day of Parks’ trial, December 5th. Martin Luther King Jr. and the African American community established an association, the MIA (Montgomery Improvement Association) to carry on boycotting until the AFRICAN AMERICAN HISTORY SINCE 1865 7 Jim Crow segregation laws were altered (Feagin, 2014). The key objective was to stop segregation in the public transport system and other sections of the society, and also to employ African-American drivers in Montgomery. The public unrest ensured for 382 days, costing the Montgomery bus company he sums of money, however the city declined to give in (Feagin, 2014). The Montgomery protest leaders filed a national lawsuit in opposition to the city’s segregation rules, claiming that Montgomery desecrated the 14th Amendment. In 1956, a national court stated that the Montgomery segregation rules were unlawful, but lawyers for Montgomery County appealed. On November 3rd, 1956 the Supreme Court ruled that the segregation laws in Montgomery were illegal. During the protest, the Montgomery authorities made many arrests (Feagin, 2014). At one time, the police detained a group of African Americans waiting for carpool pick-ups. A court jury acknowledged the boycott unlawful, and 115 protest leaders were detained. In 1957, Martin Luther King, Jr. established the Southern Christian Leadership conference, which served as the forefront engine of the civil rights movement. The conference served as the main council for organizing civil rights protests across United States. The civil right movements were against discrimination of any kind and the fair treatment of all people, regardless of their color across United States. The civil right movement characterized main campaigns and protests of civil resistance (Feagin, 2014). The civil rights movements lasted between 1955 and 1968. The civil rights movements were characterized by civil disobedience and non-violent protests. In 1964, the civil rights act was ratified, and it prohibited all acts of discrimination. In 1965, The Voting Rights Act was ratified, and it outlaws the carried out in the South to disenfranchise black voters. In 1967, the first African American senator, Edward W. Brooke, was elected, and he served for two terms (Feagin, 2014). Martin Luther King, Jr. was assassinated in Tennessee, which was one of the sad moments in African American AFRICAN AMERICAN HISTORY SINCE 1865 8 history. The election of Barack Obama served as a significant milestone for United States, particularly the African American community. President Barack Obama was elected the first African-American president, in 2008. President’s Barack Obama’s election served as one of the most significant milestone for the African Americans community (Feagin, 2014). A racial divide that was there between the African Americans and white Americans was erased, and it was erased for all eternity. President Barack Obama was elected for a second term in office, which signaled the apparent rise of the African American community to the top (Feagin, 2014). In his second term in office, President Barack Obama has shown that there are things that seem more possible for the African Americans, than they were in his first term. He has made African Americans realize that they can achieve anything if they want to, and made their expectations realistic. Conclusion From the shackles of slavery in the 1800s, the African American community has risen to take full advantage of their civil liberties and freedoms. For over 300 years, African Americans fought for their civil rights and freedom. The African Americans struggles have been a major issue in each juncture of United States history. In 1776, when slave-holders were revolting in opposition to the menace of British abolitionism, the African Americans formed part of the American Revolution. During the civil war, the African Americans were also part of the struggles. African Americans have endured as much as any other community and have fought for the rights and liberties of all people in the community. From the attainment of freedom, and the struggle to get equal rights and civil liberties, the election of Barack Obama as the first African- American President, the African American community can gladly say that the racial divide between the Blacks and white Americans has been completely erased. AFRICAN AMERICAN HISTORY SINCE 1865 9 References Feagin, J. R. (2014). Racist America: Roots, current realities, and future reparations. London: Routledge. Gates, H. L. (2012). The Oxford Handbook of African American Citizenship, 1865-present. London, UK: Oxford University Press.

Comparing Education Systems- Saudi Arabia and UK

Comparing Education Systems- Saudi Arabia and UK This essay will focus on the comparison between the education system in Saudi Arabia and England. When the Kingdom of Saudi Arabia was founded in 1932, education was not easy to get to everyone and limited to individual teaching at religious school in mosques or by private teacher at home. (Al-obaid,2006) These schools taught Islamic law and basic writing and reading skills. By the end of the century, Saudi Arabia had a national educational system given that, a free education to student from primary school to high school through university to all students. The objectives of the Saudi education policy are to make sure that education becomes well-organized, to meet the religious, economic and social needs of the country and reduce the number of uneducated in the community (Al-Obaid,2006). As a result of that, thousands of primary, intermediate and high schools have been started by the Ministry of Education and the General Presidency of Girls Education. General education system in the Kingdom of Saudi Arabia has three different levels, six years of primary school starting from age seven years old and three years each of intermediate and high school (Saudiembassy,2004). First the students have to start from primary school and the child starts in this level at the age of 6 to 12. In this first period they study for example, Arabic art education, mathematics, home economics (for girls) and Islamic studies. When the students pass this level they move directly to the next level. This is the intermediate school .In general, the student will be 12 years old when they enter this school and they stay until they are 15 years old, which is three years. The subjects they study will be the same however, they are higher level than primary school and they take new subjects such as, English, geography, history, physical education, religious studies and science. After the intermediate school the student starts their high school, which is usually between the ages of 15 to 18. The first year is a general year and students study of all subjects. Consequently, they will be able to choose what they will study in the next tow years. There are three different kinds of subjects in high school general, religion and technology high school. After the first year of high school student have the ability to choose between scientific studies or literary studies. There are also vocational schools that train in agriculture, technical and business studies take place at the universities. Every year student has exams if the pass they will move to the next level but if they do not, they have to retake the same level. The government of Saudi Arabia has always recognized the importance of providing educational opportunities to girls as well as boys, by the developing have been since the first government school has been built in 1964(Ministry of education,2006). By 1999, there were eight universities and a large number of other institutions of higher education, by 2003, there were also several private institutes of higher education with more planned. Another was to establish undergraduate and postgraduate in most disciplines at Saudi universities and colleges (Ministry of education ,2006). As a result, Saudi student can now obtain degrees in almost any field within the country and only if necessary pursue specializations aboard. For example King Abdullah University of science and technology (KAUST), which is the newest university in the country, and focus on areas of science and technology that are important to Saudi Arabia the region and the world. Therefore, the Saudi government provides support to student every year by spending billion of billion dollars on education development. This huge number includes a monthly allowance of about 145 pound given to the student study literature and about 200 pound to student study science to pay for books, transport and accommodation also for life expense. On the other hand, cause of given allowance for the student that to help them to travel from their village or town to the nearest big city because the country has University only in big city (Ministry of higher education,2000). The students do not have to repay the money been spent on them back to the government when the finish their study in the university. However, there are some strict rules regarding this monthly allowance, the student have to be attending most of the classes, except the ones with an excuse, also the student have to maintain at least a 2.0 grade to be able to get the allowance from the government. In case of retaking a module the student should get a warning letter and if they didnà ¢Ã¢â€š ¬Ã¢â€ž ¢t improve their performance the student would be held until the grade mark at least 2.0( Middle East Finance and Economy.1996 ). The education system in the UKà ¢Ã¢â€š ¬Ã¢â€ž ¢s run by the government as well and is free for all children from 5 to 16 furthermore, the education in England is compulsory for all children in that aged. The UK has worked hard to improve the education (BBC,2000) . As a result, the education system in the UK is one of the strongest in the world, it is divided into four main parts or four key stages, for each subject and for each key stage, programmes of study set up what pupils should be taught. At primary education which generally included key stage one and tow begins at age 5 year old continues until age 11 year old, studying during this period subjects such as English, mathematics and science, in English for example they learn speaking by telling stories, both real and imagined also they learn to listen carefully and to show their understanding of what can they see and what can they hear by making relevant comments with growing attention to what they listen to. In addition, student learn reading by reading stories, poetry and picture books (British council,2008). After six years student will go to secondary school automatically for key stages three and four they spend five years in this level from age of eleven to age of sixteen. Student study as at key stage one and tow, plus a modern foreign language, in this subject, a programme has been set up for key stage three and key stage four in to different parts learning and using the target language, that covers the skills and understanding that should be developed through the target language at both stages and areas of experience, this sets out the broad topic areas that provide contexts for learning and using the target language at each key stage. (Department for education,1995).

Robert Frost :: essays research papers

Robert Frost, perhaps the greatest American poet of the twentieth century, has brought himself great recognition. Many critics have tried to find a faulty side to his writing, but they have had a difficult time because his writing "romanticizes the rural simplicity that he loved while probing into the mysteries of the universe (Estep 2)." Three areas of criticism covered are: a speaker's decision in choosing, a poem broken down into three sections, and Frost's use of metaphors and style in his writing. Born in San Francisco, but raised in New England, many of Robert Frost's poems are representations of his experiences in the northeastern parts of America. He was unsuccessful in college never earning his degree, and for several years he supported his family by tending to a farm his grandfather bought for him. In his spare time, Frost would read and write anything and everything. Discouraged by his unsuccessful life as a poet, he packed up his bags and moved to England. He co ntinued writing and published his first two books of poetry, which would gain him the recognition in America he had been in search of (ExpLit 1). One of Frost's most famous poems is "The Road Not Taken." This poem is about someone who comes to a fork in a path. One path is well beaten and treaded, while the other is less traveled and more difficult. Is the traveler happy with the decision he has made to take the road less traveled? Many critics think he may have had second thoughts. Magill's Survey of American Literature states that there are many contradictions throughout the poem, "†¦He seems to contradict his own judgment. The poet appears to imply that the decision is based on evidence that is, or comes close to being an allusion" (Magill 64).The tone of the stanza and the title of the poem suggest that the traveler may be regretting his choice because by making a choice to do one thing you have to give up the opportunity to do another (Magill 74). " ;I kept the first for another day! I shall be telling this with a sigh." Discovering Authors Modules agrees with other critics. "Is he truly happy with his choice?" The traveler doesn't ever directly say he was happy with his choice, so is he satisfied? In the poem it states, "†¦and that has made all the difference," but has it made all the difference in a positive way (DAM 2).

An Examination of Deontology and Utilitarianism in Deeply Moral Situati

An Examination of Deontology and Utilitarianism in Deeply Moral Situations Samuel Adams (1722 - 1803), an American patriot and politician, once stated, "Mankind are governed more by their feelings than by reason"[1]. This statement is significant, as it undermines two of the primary ethical doctrines in philosophy - the deontological perspective defended by Immanuel Kant (1724 - 1804) in Foundations of the Metaphysics of Morals (634), and utilitarianism, supported by John Stuart Mill (1806 - 1873) in his essay, Utilitarianism (667). Deontology and utilitarianism are contrasting theories. The former focuses on the intrinsic moral worth of our actions, whereas the latter argues that the consequences of our actions determine their moral value. Nevertheless, both perspectives substantiate Mill's claim that "our moral faculty.is a branch of our reason, not of our sensitive faculty" (678). Reason is an indispensable aspect of Kant's deontological view, as he believes the will is a capacity unique to rational beings. In Kant's opinion, the will is ess ential, as it facilitates our ability to act according to the universalizable maxims we establish for ourselves (653). Reason is also a crucial element of utilitarianism, as it is the intellectual faculty that enables us to distinguish the course of action with the best possible outcome (i.e., the choice that will ensure the greatest happiness or least amount of pain for as many people as possible) (688). However, since both deontology and utilitarianism are governed by the notion that moral judgements are established through reason, can either theory apply in circumstances in which rational thought is not feasible? For example, during World War II, a Nazi soldier offers a ... ...the least possible amount of pain). As a result, the subjective emotional component that invariably arises in situations of moral import reinforces the difficulty in ascribing concrete rules and principles to circumstances that involve moral deliberation. All that can be shown is that the woman's final decision may seemingly correspond to either deontology or utilitarianism in hindsight; however, her unavoidable emotional anguish hinders her ability to think rationally in terms of either perspective at the time in which she is forced to make her decision. Work Cited Bailey, Andrew, ed. First Philosophy: Fundamental Problems and Readings in Philosophy. 1st ed. Toronto: Broadview Press, 2002. Notes: [1] Steven J. Hayes. Quotes by Adams, Samuel from Basic Quotations. 16 Dec. 2002. Online. 15 Feb. 2004 .

Graduation Speech Essay

â€Å"The heights by great man reach and kept were not attained by sudden flight, but they while their companions slept were toiling upwards through the night. †Ã‚  (Henry Wadsworth Longfellow  ) Members of the school board, principal and staff, distinguished guests in the audience and on the platform, parents, guardians, graduate, good afternoon. Our guest speaker for this afternoon is Mrs. Merlette Barrett-Fender. She was born in the parish of St. James. There, she attended the Salt Spring All Age School- later the Mt. Alvernia High School then went on to further her education at Shortwood Teachers’ College. She has worked at the Jamaica Telephone Company as an international operator. She later acquired a Bachelor’s Degree in Middle Grades Administration offered by Western Carolina University, at the Montego Bay site. Her zeal for leadership led her to access the Master of Science in Educational Leadership just two years later with the Jamaican Programme of Central Connecticut State University. She has worked at the Primary, Secondary and Tertiary levels of the education system, having the experience as class teacher, subject teacher of English Language and Literature at Cornwall College and as Principal. She presently holds the position of Academic Vice-Principal of Knox Community College. Mrs. Barrett-Fender posses a great love for her country and as a result has made the decision to remain in Jamaica. She takes great pleasure in working amongst Jamaica’s poorest, to help train and educate them and being the voice for some who are voiceless. As a member of the Upper St. James Consultative Committee, she conducts motivational talks to students and teachers. She is the lay preacher of the United Church in Jamaica and the Cayman Islands. She is dedicated to spreading the work of God for the upliftment of people. She possesses a vibrant personality, loves the outdoors, loves good company and enjoys helping others. Mrs. Barrett-Fender believes in having a sound character thus her everyday life is grounded in integrity. Her community involvement includes being a member of the Friends of the Hospital, the founder of Salt Spring All Age Past Students’ Association, past president and fund raising committee member, speaking at graduation exercises, Patron of the Knox Early Childhood Institute, motivational speaker, mentor and counselor. Ladies and gentlemen, boys and girls; please put your hands together as I introduce to some and present to the others Mrs. Barrett-Fender.