Production and marketing functions Assignment Example | Topics and Well Written Essays - 1250 words

Production and marketing functions - Assignment Example Production is a significant function in an organization as it is through it that inputs are converted in to finished products through a sequence of procedures. It requires efficiency in planning to ensure that inputs are available and converted in to finished products successfully. Production managers need to ensure a smooth flow in the work processes as well as enhance innovation and creativity among the employees. The marketing function on the other hand is significant in ensuring that an organization meets the needs of consumers. It involves investigating market needs, establishing suitable packaging strategy and ensuring that the products are made available to consumers where needed. Good marketing strategies increase the overall organizational productivity and competitiveness. Some of the conflicts between the marketing and production functions of an organization could be explained by the GAP analysis proposed by Slack. Role of Production Function Production function involves setting standards and objectives with regards to what is to be produced and the production process. Quality and quantity of output is closely observed to ensure that organizational targets are met. Lean manufacturing is an innovative strategy of the production function whereby wastage is minimized while maintaining quality in all the stages of the production process. Slack et al. (2006) pointed out several objectives of the production function from which an organization can prioritize on the few that are likely to help it accomplish a competitive advantage. One of the objectives is to minimize production costs while maximizing output, which is important in the pricing strategy whereby an organization can easily accomplish price leadership in the market.

Manage Personal Work Priorities and Professional Development Essay Example for Free

Manage Personal Work Priorities and Professional Development Essay Health’s purpose is to provide safe, sustainable, efficient, quality and responsive health services for all Queenslanders, and we have five core values that guide our behaviour: Caring for People: We will show due regard for the contribution and diversity of all staff and treat all patients and consumers, carers and their families with professionalism and respect. Leadership: We will exercise leadership in the delivery of health services and in the broader health system by communicating vision, aligning strategy with delivering outcomes, taking responsibility, supporting appropriate governance and demonstrating commitment and consideration for people. Partnership: Working collaboratively and respectfully with other service providers and partners is fundamental to our success. Accountability, efficiency and effectiveness: We will measure and communicate our performance to the community and governments. We will use this information to inform ways to improve our services and manage public resources effectively, efficiently and economically. Innovation: We value creativity. We are open to new ideas and different approaches and seek to continually improve our services through our contributions to, and support of, evidence, innovation and research. Purpose The Nurse Unit Manager is a registered nurse who is an expert practitioner accountable for the coordination of clinical practice and the provision of human and material resources for the BreastScreen Queensland Mackay Service. Staffing and budget responsibilities Line Management for nursing staff of BreastScreen Queensland Mackay Service Regular analysis and reporting of financial and quality performance activity. Your key responsibilities †¢ Fulfil the responsibilities of this role in accordance with Queensland Health’s core values, as outlined above. †¢ Provide high-level clinical leadership and expertise to the nursing workforce in the delivery of evidence based, contemporary nursing practice, in accordance with the BreastScreen Queensland Program Policy and Standards and the BreastScreen Australia National Accreditation Standards. †¢ Facilitate the coordination and management of client care during the screening and assessment pathway to ensure service delivery is ethical, efficient, effective, client focused and culturally appropriate. Maintain clinical data, undertake analysis of trends in client outcomes, and aid in the establishment of service benchmarks specific to the BreastScreen Queensland Program. Facilitate operational strategies for a work based culture that promotes and supports education, learning, research and workforce development by providing training and development opportunities for staff and participating in performance appraisal and development. †¢ Active involvement in the implementation of National Accreditation Standards at Service Level to ensure Service meets performance indicators. †¢ Participates in the development of a vision/strategy for the BreastScreen Service which is in line with the BreastScreen Queensland Program, District and Queensland Health direction and supports a supportive learning culture. Facilitates in collaboration with staff the implementation, monitoring and review of workplace instructions, guidelines and competencies as applicable. †¢ Maintains current knowledge of professional practice standards and changes, and contributes actively to nursing development.

Pat Barkers Regeneration Essay -- Pat Barker Regeneration Essays

Pat Barker's Regeneration In her novel Regeneration, Pat Barker uses character development to emphasize the various themes in the novel. Pat Barker includes Robert Graves, a well known poet and writer, as a secondary character in a fictional setting. We are first introduced to Robert Graves on page five, where he meets with a very good friend Siegfried Sassoon in the lounge of the Exchange Hotel. During their conversation, they express, through their actions and language, a deep love for one another. In Barker's Regeneration, the importance of love and intimate friendship between men during war develops from the relationship between Robert Graves and Siegfried Sassoon. As Miranda Seymour tells us, Robert Graves was born in Wimbledon, near London. He was the first born son to Amalie von Ranke Graves and Alfred Perceval Graves. He was a handsome little boy with wide gray eyes and black curly hair. He attended seven different schools throughout his life. As a child he attended Wimbledon branch of King's College, but then was removed for using inappropriate language. He then was sent to Rokeby and made his name as a quarrelsome bully. Soon there after, he attended a school near Rugby "where he learned the forceful style of English which enabled him to appeal to a lay audience even with the most obscure subjects" (Seymour). Finally, his last preparatory school was Copthrone which was located in Sussex (Seymour). In 1913 he received a scholarship to study at St. John's College, Oxford but soon after, in 1914, he enlisted as a Junior Officer in the Royal Welch Fusiliers ("Robert Graves"). As a solider in World War I, Graves became injured in the battle of Somme. During his recovery, he published his first poetic collection, ... ...et concerned for his good friend Sassoon and to be there for him. He understands what Sassoon is going through because he has been through everything that Sassoon has. This relationship offers the introduction of the theme, love between men during war, a theme not only represented in the novel but in all times of war. Works Cited Barker, Pat. Regeneration. New York: Plume, 2003. "Graves, Robert Von Ranke." Encarta Microsoft Encyclopedia Standard. 2002 ed. CD rom. Microsoft Corporation, 2002. "Biography of Robert Graves." Robert Graves Website Project. 13 April 2003. <http://faculty.ed.umuc.edu/~rschumak/bio_rg.htm> "Robert Graves." Academy of American Poets. 13 April 2003. <www.poets.org> Seymour, Miranda. Robert Graves: Life on the Edge. 1995. 14 Apr. 2003. <http://www.washingtonpost.com/wpsrv/style/longterm/books/chap1/lifeonedge.htm>. Pat Barker's Regeneration Essay -- Pat Barker Regeneration Essays Pat Barker's Regeneration In her novel Regeneration, Pat Barker uses character development to emphasize the various themes in the novel. Pat Barker includes Robert Graves, a well known poet and writer, as a secondary character in a fictional setting. We are first introduced to Robert Graves on page five, where he meets with a very good friend Siegfried Sassoon in the lounge of the Exchange Hotel. During their conversation, they express, through their actions and language, a deep love for one another. In Barker's Regeneration, the importance of love and intimate friendship between men during war develops from the relationship between Robert Graves and Siegfried Sassoon. As Miranda Seymour tells us, Robert Graves was born in Wimbledon, near London. He was the first born son to Amalie von Ranke Graves and Alfred Perceval Graves. He was a handsome little boy with wide gray eyes and black curly hair. He attended seven different schools throughout his life. As a child he attended Wimbledon branch of King's College, but then was removed for using inappropriate language. He then was sent to Rokeby and made his name as a quarrelsome bully. Soon there after, he attended a school near Rugby "where he learned the forceful style of English which enabled him to appeal to a lay audience even with the most obscure subjects" (Seymour). Finally, his last preparatory school was Copthrone which was located in Sussex (Seymour). In 1913 he received a scholarship to study at St. John's College, Oxford but soon after, in 1914, he enlisted as a Junior Officer in the Royal Welch Fusiliers ("Robert Graves"). As a solider in World War I, Graves became injured in the battle of Somme. During his recovery, he published his first poetic collection, ... ...et concerned for his good friend Sassoon and to be there for him. He understands what Sassoon is going through because he has been through everything that Sassoon has. This relationship offers the introduction of the theme, love between men during war, a theme not only represented in the novel but in all times of war. Works Cited Barker, Pat. Regeneration. New York: Plume, 2003. "Graves, Robert Von Ranke." Encarta Microsoft Encyclopedia Standard. 2002 ed. CD rom. Microsoft Corporation, 2002. "Biography of Robert Graves." Robert Graves Website Project. 13 April 2003. <http://faculty.ed.umuc.edu/~rschumak/bio_rg.htm> "Robert Graves." Academy of American Poets. 13 April 2003. <www.poets.org> Seymour, Miranda. Robert Graves: Life on the Edge. 1995. 14 Apr. 2003. <http://www.washingtonpost.com/wpsrv/style/longterm/books/chap1/lifeonedge.htm>.

Integrating Culture and Diversity in Decision Making: The CEO and Organizational Culture Profile Essay

Examine the culture of the selected organization. Explain how you determined that the selected organization showed the signs of the culture that you have identified. Determine the factors that caused the organization to embody this particular culture. Determine what type of leader would be best suited for this organization. Support your position. Imagine that there is a decline in the demand of product or services supplied by the selected organization. Determine what the change in culture would need to be in response to this situation. Zappos, which started as an on-line shoe retailer in 1999, has grown into a multi –million dollar company and expanded past simply selling shoes to selling accessories, handbags and other clothing items carrying over 1,136 brands (Zappos IP, 2013). It was named one of Fortune Magazine’s â€Å"Best Places in America to Work† (Koetsier, 2013) and has extended their organization’s reach by developing Zappos Insights, which allows other companies a deep look into the organization, enabling them to adopt the same culture that has allowed Zappos to achieve immense success. Zappos is an organization committed to delivering happiness, not only among their employees and customers, but to other growing companies as well (Zappos Insights, 2013). Zappos embodies a laid-back service-oriented culture and has fun doing it. This is apparent through their training program which requires all new hires, regardless of position, to complete four weeks of training in the customer call center (Zappos IP, 2013). The culture at Zappos can be immediately felt as CEO, Tony Hsieh, introduces himself as just â€Å"Tony† in a company welcome video on the Zappos Insights website. A virtual tour of the Las Vegas corporate office gives a peak into the laid back culture the company embodies. With decorations hanging from the ceiling and writing on the walls, the open office space blends a fraternity house look with a mood that screams fun. â€Å"Monkey Row† is an area of the work floor that houses Hsieh’s and other executives desks, pushing an open door policy even further since no walls or cubicle barriers separate the leaders of the company from it’s customer call center employees (Zappos Insights, 2013). Hsieh, who strives to spread â€Å"happiness† as a business model, truly understands that company culture affects the performance of an organization and the job satisfaction of its employees (Schermerhorn, Osborn, Uhl-Bien, & Hunt, 2012). At Zappos, â€Å"customer service isn’t just a department—it is the entire company† (Zappos IP, 2013). Organizational leaders set the tone for the culture of a company (Schermerhorn et al., 2012). Hsieh has established a strong culture for the Zappos organization by creating the Zappos Familky Core Values. These ten statements ranging from ‘create fun and a little weirdness’ to ‘be humble’ encourage employees to be themselves, work hard and seek positive change. Hsieh’s favorite core value, be passionate and determined, along with the remaining nine, are heavily referred to during the hiring process (Zappos IP, 2013). Zappos is so committed to maintaining their culture that, after the four week training course, they offer every new hire $2000 to quit if they don’t see themselves fitting in with the culture of the company (Koetsier, 2013), thus eliminating subcultures and countercultures (Schermerhorn et al., 2012). The best type of leader for the Zappos organization is a transformational leader. Transformational leaders, who encourage employees to look out for the good of others (Schermerhorn et al., 2012), strongly align with the Zappos core values of ‘drive change’ and ‘build a family spirit’ (Zappos IP, 2013). The company also values growth and learning, another aspect of transformational leadership (Schermerhorn et al., 2012). Inspiration, another dimension in transformational leadership, lines the walls of the Zappos corporate office. Official signs and quotes hang next to team created posters, revealing that the culture lives deep within the organization and its members. The Zappos organization also benefits from having a servant leader (Schermerhorn et al., 2012). Hsieh creates a positive impact on the community by inviting striving businesses to participate in a program called Zappos Insights which offers opportunities such as free tours, paid two-day seminars and dinner with the CEO (Schermerhorn et al., 2012). This opportunity to share knowledge and learn the culture that has helped Zappos reach success is one way the company serves their business comuunity. Zappos, has expanded its market past internet sales and into the world of information sharing with Zappos Insights. With the program already paying for itself (Schermerhorn et al., 2012), it is doubtful that the organization would need to change their culture dramatically in order to respond to a decline in demand for the products supplied by their internet sales. Hsieh, a visionary, sees Zappos Insights representing ten percent of the company profits in the future (Schermerhorn et al., 2012). In the event of decreased shoe and accessory sales, Zappos, rather than change their culture, can be profitable by diving deeper into their existing culture and creating more opportunities similar to Zappos Insights to capitalize on their successful business plan and company secrets. Dew, J., & Fisher, M. (2013, July 13). Zappos CEO Tony Hsieh Mentors Gamemaster. (T. Hsieh, Interviewer) Koetsier, J. (2013, Feburary 17). Zappos culture coach: how ‘squishy’ stuff like culture took us to a billion dollars in revenue. Retrieved July 20, 2013, from Ventrurebeat.com: http://venturebeat.com/2013/02/17/zappos-culture-coach-how-squishy-stuff-like-culture-took-us-to-a-billion-dollars-in-revenue/ Rosenbaum, S. (2010, June 4). Fastcompany.com. Retrieved July 20, 2013, from The Happiness Culture: Zappos Isn’t a Company- It’s a Mission: http://www.fastcompany.com/1657030/happiness-culture-zappos-isnt-company-its-mission Schermerhorn, J. R., Osborn, R. N., Uhl-Bien, M., & Hunt, J. H. (2012). Organizational Behavior. Hoboken: John Wiley & Sons. Zappos Insights. (2013). Zappos Insights. Retrieved July 20, 2013, from zapposinsights.com: http://www.zapposinsights.com/ Zappos IP. (2013). Zappos.com. Retrieved July 20, 2013, from About: http://about.zappos. com/zappos-story/in-the-beginning-let-there-be-shoes

Dishonesty in Hamlet Essay

â€Å"Many critics have suggested Hamlet chronicles the perils of life within a largely false and dishonest world. To what extent has this been your experience of Shakespeare’s play?† The world we currently know has experienced many stages and eras such as the Renaissance era and the New World Era. In each of these eras, falsehood, dishonesty, deceit and revenge all seem to grow rich, however remorse and guilt grow poor. Like a domino effect, with all this tremendous falsehood come fatal and destructive dangers in life. Whether it be due to the risks of overthinking, or perhaps the risks of taking action, they seem to grow exponentially with time. William Shakespeare portrays evidently this changing world and it’s forever increasing perils of deceit throughout the play Hamlet, representing the aftermath of lying and its effects on everything around us, specifically the Great Chain of Being and Nature itself. The world the audience is shown as they enter Hamlet is stuck in a phase between the Renaissance and New World Era. The men of the Renaissance era were warriors and put trust in themselves, whereas in the New World, more men are thinkers as they have lost a sense of existential trust. This transition is essentially portrayed in the allusion to the story of the Helen of Troy, recited by Hamlet himself in Act 2 Scene 2 where Pyrrhus, a son who vows to avenge his dead father, seeks revenge on his murderer, Priam. Pyrrhus goes on to slay Priam, but before doing so, â€Å"like a neutral to his will and matter [does] nothing†. However after this pause, he is able to follow through with his mission. Pyrrhus hence portrays a true warrior. Similarly, we see in Act 3 scene 3, Hamlet following in Pyrrhus’ legacy to avenge his father, however there is a detrimental difference in Hamlet’s methods. Hamlet, being a thinker from the new world, pauses before striking King Claudius, however he does what Pyrrhus would not dare do – think. Essentially, Hamlet changes what should have occurred, and in turn causes a ripple effect where Polonius, Ophelia, Gertrude, Rosencrantz, etc. all die. This ultimately demonstrates how Shakespeare intends to chronicle how as the world changes and becomes less trusting with one’s self, the perils of overthinking life become more and more real and indeed cause the perils of death. All this change in the world and the ever-increasing deceit add up and cause a significant rupture and destruction of the Great Chain Of Being (GCOB). Where a king should be a descendant of the original king, instead of Hamlet becoming king, Claudius takes his position. Claudius’ crown is an extensive metaphor for a mask he wears in which it makes himself feel much more evocative and powerful, something he is not. Throughout the entire play, Claudius’ life is ultimately an existential lie. Portrayed through a metaphor used in Hamlet’s conversation with Rosencrantz and Guildenstern in Act 2 Scene 2 that â€Å"Denmark’s a prison†, Shakespeare suggests that the city has spiralled into destruction, violence and unlawful sins. Also with the use of the metaphysical appearances of the ghost of Old Hamlet in multiple scenes, the audience is brought to conclude that the dishonesty of King Claudius has inflicted disruption to each and every person in Denmark. Hamlet tells the story of a real life Machiavel and how his villainous actions cause downfall and havoc to all life in Denmark. Ultimately, the anecdote of King Claudius is used to represent how one’s dishonesty to himself, and to everyone around him, create dangers to not only himself, but to nature and society itself. The idea that lies and deceit cause disturbances to every person’s lives is further enhanced by the use of structure in Hamlet. In almost every scene in which lies are being told (such as Act 2 scene 2 where Hamlet insults Polonius with his lies and where Rosencrantz and Guildenstern attempt to lie to Hamlet, and again in Act 3 Scene 2 where Hamlet teaches the players how to act or, in other words, lie, and so forth) the structure changes from Shakespeare’s famous iambic pentameter, to structure less speech. This use of transitory structures is Shakespeare’s method of metaphors to demonstrate that as people become more and more dishonest, they begin to destroy the unadulterated harmony of life and how its sequences should play out, pushing it into madness and confusion. Shakespeare attempts to portray to his audience his idea that the more lies and dishonesty, the more the perils of causing death and destroying the true sequence of events that are meant to be followed, falling back on the idea of disturbances of the GCOB. An old myth states that if you keep making faces as the wind changes, your face will remain that way. Analysing this further, if you wear a mask in many different situations, you soon begin to wear that mask forever. Shakespeare alludes to this myth in Act 2 Scene 2 where Hamlet says he is â€Å"but mad north-north-west† but â€Å"when the wind is southerly, [he] know[s] a hawk from a handsaw†. In Act 1 Scene 5, Hamlet states how he will â€Å"put on an antic disposition†, in other words put on a metaphorical mask whenever he is around those he does not trust. Shakespeare’s allusion to the myth suggests that if Hamlet continues to act like someone he is not, he will remain that way – he will remain to be crazy. Essentially, Hamlet’s dishonesty with himself and with those around him foreshadows his downfall, and, ultimately, his death. By alluding to the myth in one scene, and portraying how Hamlet is indeed wearing this mask as the wind changes in another scene, it can be extracted that Shakespeare intended to show a developing story of the dangers of lying and wearing masks to cover up the truth. If in your own world, you must lie to yourself, and continuously lie and deceive yourself, indeed you will remain that way, and henceforth lead on to much more fatal things such as becoming permanently insane. This notion of wearing masks to cover up one’s true identity is evident throughout the course of Hamlet. It is again seen where Polonius hides himself behind an arras in Act 3 Scene 4, spying on Hamlet and his mother’s conversation. Essentially, Polonius’ choice to hide behind an arras and lead himself into dishonesty unravels and causes him to be accidentally murdered. The demonstration of the consequences of lying and deceiving is genuinely strong here, where it does not lead to simply madness nor pain, but the worst punishment of our current world – death. This irreversible consequence demonstrates the desperation of Shakespeare to get his message across that with lying and dishonesty, there is a chain reaction and it may possibly lead to death, ultimately the greatest peril of life. There is a specific order in which the world works, and when one lies, or deceives those around them, indeed they denature the destined sequence of events in life. In doing so they form a sense of confusion and cause even more dishonesty with everyone around them. In conjunction with the above, it is overly simplistic to conclude that William Shakespeare depicts the ever-increasing dishonesty and deceitfulness throughout Hamlet and in turn successfully and evidently chronicles the consequences and aftermath of these sinful actions.

What Courses Indispline in Schools Essays

What Courses Indispline in Schools Essays What Courses Indispline in Schools Essay What Courses Indispline in Schools Essay Causes within school; this might include the following, 1. The teacher taking the lesson is a supply teacher and so is not recognised by the pupils as a figure ofauthority, because he/she is only temporarily teachingthat class. Also the supply teacher may not know the individual names of the pupils this may give certain kids the excuse to ignore the teacher while he/she is attempting to communicate with them, for a time before they pretend to notice the teacher actually wants their attention. Name games might be played where the pupils assume the names of their friends for example during the register, to confuse the teacher. 2. A teacher is foreign and cannot speak good English the pupils can use it to their advantage by purposefully misunderstanding their teacher. Another way for pupils to shirk, is to engage in friendly conversation with the foreign teacher. Asking questions about his or her homeland is often a very successful way of enticing them to talk about subjectswith very little relation to the lesson. 3. The teacher may be late and so the first few minutes of the lesson werespent in an environment devoid of the basic classroom rules. This bad foundation for the lesson makes pupils more prone to rebellious behaviour 4. Its the last lesson of the day. For any teacher, sucha time of the day to teach is generally a misfortune. In anticipation of the end ofthe day, pupils take less care over their work and may lose commitment, as thoughts turn to what they have to do after the lesson, e. g piling up homework to deal with or an angry girlfriend who needs talking to. 5. Of course the standard of discipline is likely to go down even further if a lengthy holiday awaits the end of a Friday afternoon lesson or indeed awaits the end of a school week. 6. Poor teaching. Usually a teacher who makes more ofan effort to connect with the pupils is more likely to gain their attention. But reading in a monotone froma text book before telling the pupils to get on with some task in their books isjust asking for the paper planes to take flight and shouting across the classroom. 7. Outnumbered. Teaching is a tough job, though not impossibly so. However, sometimes there may simply be too many rebels in the class to keep control. It might come down to ringing support stuff when a teacher has had it with a pupil who wont take out his earphones and needs to be removed. Although this may have solved a problem its ultimately wasted time as all the other pupils look up from whatever they are meant to be doing at the occurring confrontation. Playing for time, thats what its about. 8. Amongst higher ability groups, certain pupils may come to the conclusion thatthey are intellectually superior to the teacher and so taunt him/her, without feeling any incentives to do the work. Instead they talk to friends, chuck stuff about, knowing theyre able to conduct themselves in a reasonable manner should the teacher come round, and answer correctly any questions the teacher may ask them to check they aredoing the work. 9. Negative relations betweenpupils. There may also be unwelcome incidents that could occur between pupils at any time, causing tempers to occasionally flare. As you can probably guess, such emotions are likely to somewhat dim the awareness of school disciplines for the pupil(s) in question. Causes outside school; this may possibly include the following: 1. The parents of pupils may have no interest in education and so this encourages their children to assume a similar attitude, provoking rebellious behaviour. 2. Pupils may be abused at home. Its not going to be as easy for a pupil from anunstable background to focus on school work as one from a more secure one. After all, what is a pupil who is mistreated at home more likely to be thinking about, whats the formula for the circumference of a circle or , will my dad get drunk again tonight and threaten me with that knife? . Pupils may have found thatbeing tough is the way to survive at home, so why shouldnt they think otherwise whenever they turn up to school? 4. Home life for some might involve being overindulgedby parents and so pupils expect the same when theycome to school. 5. Again in the domestic context, pupils may not ever have been set clear boundaries at home and soits only natural that they are going to find abiding bya whole set of new rules atschool a suffocating prospect which limits their usual freedom immeasurably

Free Essays on Book Of Job V. Aristotles Poetics

Book of Job vs Aristotle’s Poetics Aristotle was, arguably, the greatest single thinker that has ever walked the earth. His thoughts and writings covered all aspects of life. So important were his works that to not know them was, until not too long ago, considered uncivilized. He composed a set of standards which have been applied throughout the ages to determine, in a scholarly fashion, what indeed is and what is not true drama. Although Job was written many years before Aristotle laid his ideas to paper, it is an example of what drama should be, according to the regulations established in Poetics. One of the first standards that Aristotle set up was the idea of extremes. This idea, established in section II of Poetics, calls for the â€Å"good† characters to be overly good and â€Å"bad† characters exceedingly bad. Job is without peer in the land of men, being â€Å"perfect and upright.† (Job 93). Additionally, he is even given credit with being the â€Å"greatest of all men in the east.† (Job 93). Job is forced to deal with troubles created by Satan himself, the epitome of evil. The factions of absolute good and unqualified evil square off in this early drama. Aristotle was extremely adamant that the â€Å"change of fortune† must be from good to bad. However, the reduction in stature must not be caused by some debauchery of the character’s but rather by some â€Å"error or frailty† in order to elicit more of an emotional response. This allows the audience to empathize with the character rather than being shocked by the action. (Poetics 973). Job fits this prerequisite quite well. Events cannot get much worse than when a person loses all ten of his children, over ten thousand of his animals, his entire household, and his wealth to boot. Job is the archetype of the innocent victim. His fortune changes from the ultimate measure of wealth to the lowest measure of despair. Again, this action is not caused by any o... Free Essays on Book Of Job V. Aristotle's Poetics Free Essays on Book Of Job V. Aristotle's Poetics Book of Job vs Aristotle’s Poetics Aristotle was, arguably, the greatest single thinker that has ever walked the earth. His thoughts and writings covered all aspects of life. So important were his works that to not know them was, until not too long ago, considered uncivilized. He composed a set of standards which have been applied throughout the ages to determine, in a scholarly fashion, what indeed is and what is not true drama. Although Job was written many years before Aristotle laid his ideas to paper, it is an example of what drama should be, according to the regulations established in Poetics. One of the first standards that Aristotle set up was the idea of extremes. This idea, established in section II of Poetics, calls for the â€Å"good† characters to be overly good and â€Å"bad† characters exceedingly bad. Job is without peer in the land of men, being â€Å"perfect and upright.† (Job 93). Additionally, he is even given credit with being the â€Å"greatest of all men in the east.† (Job 93). Job is forced to deal with troubles created by Satan himself, the epitome of evil. The factions of absolute good and unqualified evil square off in this early drama. Aristotle was extremely adamant that the â€Å"change of fortune† must be from good to bad. However, the reduction in stature must not be caused by some debauchery of the character’s but rather by some â€Å"error or frailty† in order to elicit more of an emotional response. This allows the audience to empathize with the character rather than being shocked by the action. (Poetics 973). Job fits this prerequisite quite well. Events cannot get much worse than when a person loses all ten of his children, over ten thousand of his animals, his entire household, and his wealth to boot. Job is the archetype of the innocent victim. His fortune changes from the ultimate measure of wealth to the lowest measure of despair. Again, this action is not caused by any o...