Massachusetts Puritans English Research Paper Example | Topics and Well Written Essays - 1000 words

Massachusetts Puritans English - Research Paper Example Furthermore, it expounds on the central doctrines of Puritan faith of depravity, or that everyone existed in a state of corruption, wickedness, and evil, and the doctrine of grace, the belief for some Puritans that they were saved by God and would surely be joining Him in heaven when they died. Finally, it illustrates that the Puritans believed just how easy it would be for a person to lose their faith; this could be lost, no matter how strongly they held it close to them, or how strongly they felt that they had attained that state of grace. Goodman Brown begins his journey believing without a doubt that he is in what Puritans referred to as â€Å"a state of grace†; he believes himself to be one of the â€Å"elect†, meaning that he knows that he will go to heaven. He even muses to himself about the journey that he is about to take and the lament he feels about leaving his wife, even for that one night. He believes that she understands, saying â€Å"well, she is as bles sed angel on earth; and after this one night, I’ll cling to her skirts and follow her to heaven.† Intellectually, and as a whole, Puritans subscribed to the fact that the grace of God and eternal salvation could neither be earned nor denied, even though they spent quite literally the whole of their lives, from birth to death and in between, wondering if their deeds would be gracious enough to earn them a place in heaven (Reis 13). Ministers often preached and delivered sermons to â€Å"three different audiences†, even through one service, as there were those who felt that they were assured of heavenly salvation, those that felt that they could receive it if they humbled themselves to God and His will a little more, and those that believed that they were never going to see heaven, no matter what their thoughts and deeds were (Reis 15). Goodman Brown obviously believes himself to be in the first category, most likely through living a life free of sin and wicked dee ds, and having been in constant prayer and humble service to the Lord. When Goodman Brown is first joined by the Devil on his walk, he boasts to him about how his faith is strong, and that he will never lose it. He states, â€Å"We have been a race of honest men and good Christians since the days of the martyrs†¦we are a people of prayer, and good works to boot, and abide no such wickedness.† Yet, as he walks on, it becomes clear that his faith is not as strong as he thought it was. He sees that others in his village have been consorting with the Devil, including Goody Cloyse, who taught him his catechism (religious studies) as a child, and the minister from the town church. The climax comes when Goodman Brown thinks that his wife is also in league with the Devil, causing him to lose his faith in his fellow man and his wife. Much of this is due to the fact that while Puritans held close the doctrine of grace, they held even closer the doctrine of depravity, and believed, without question, that humanity existed in a state of corruption due to â€Å"original sin†, and only those in a state of grace, or those that were considered the â€Å"elect†, would go to heaven with the Lord; the rest, ultimately, were doomed to an eternity of Hell (Fischer 23). Goodman Brown, then, suffers due to two points of the Puritan doctrine, not just one: first, because he now thinks that many in his village that he believed were surely in a state of grac

If you could choose to live in any world you wanted to, what would Essay

If you could choose to live in any world you wanted to, what would that world be like - Essay Example These issues would not be allowed within my own world as I believe these in essence mar the basis of development and growth amongst humans. My world would be different in the fact that it will have a more adequate space for understanding one another. There would be openness amongst people and camaraderie all round so that bitterness would not make the rounds of one another’s minds. People would be forthwith in their dealings and there would be respect for the elderly and love for the young ones. In short, my world would entail a character of its own making. It will make us all proud that we could actually live in harmony without any such issues coming to the fore. My world would have economic relief for everyone. There would not be problems for the people who are less affluent and the ones who essentially cannot afford to buy the most glamorous products on display. The economic well-being of the people would take into account their spending patterns, the manner in which they could afford their true basis within the complexities of life and in essence their salaries, which they get from their respective jobs and undertakings. The rich would not get richer by the day and same would be the case for the poor people within this world. In fact there would be an open ground for the rich and the poor to link with one another and thus interact on a level playing field. Similarly, the government of the time within this world would comprise of individuals who are honest with the masses, have proven track record of doing things right and are known to be steadfast in their respective areas of strength. Citizens will have a say in the affairs of the govern ment so that there is accountability from top to bottom and no such issues of treating people in an undignified manner come to the fore. The middle aged adults would be encouraged to join politics so that they could give somewhat constructive back to the society. One should believe that this is a very enticing

Jose Rizal Life in Dapitan Essay Example for Free

Jose Rizal Life in Dapitan Essay The El Filibusterismo is the sequel of the Noli Me Tangere. Both nationalistic novels were written by Dr. Jose Rizal. In Noli Me Tangere, Rizal described the full extent of slavery and abuse suffered by the native Indios at the hands of Spanish authorities. Hence in this second book, Rizal pictured a society at the brink of revolution. The Indios have started to adapt liberal ideas and guerrilla factions have started to revolt against the government. The advent of the novel starts 13 years after the events in the Noli Me Tangere, Juan Crisostomo Ibarra orchestrated a plot of evil means but heroic desires. During his travels in Europe, Ibarra changed his name to Simoun. He becomes a renowned jeweler thus his wealth grew further. He started to make new connections with the illustrious societal personalities in Spain. With his influence, he helped a military colonel to rise the ladder and be promoted as captain general of the colonial territory, the Philippines. For Simoun, it was all planned. Upon his return in the Philippines, he was dubbed as his black eminence. People saw him as an influential figure whom his majesty consults whenever decisions are to be made. After all, his majesty, the captain general owed so much to Simoun. Simoun wants to take revenge and bring back the love of Maria Clara who now resides at the convent. The jeweler was famed for his wealth and power. Hence, no one thought that the opportunists and fearsome Simoun was the same idealistic Ibarra of the past. Simoun started to look for followers. He found his allies with the oppressed and enslaved. He form an alliance with Kabesang Tales group, an outlaw whose land was grabbed by the friars corporation. He then, looks for more men. He searched the villages looking for strong willed men who have a gripe on the government. Simoun, using the influence he has on the captain general, ordered stricter and more abusive government policies a move that will make the people angrier. This was the plot of Simoun, to use the peoples hatred against the government to his advantage. Simoun also ordered attacks that will backfire and weaken the governments military forces. However, the revolution scheduled at the night of a musical play in Manila didnt come into fruition. Months, later another plan was made. At the grand wedding of Juanita Pelaez, the son of a successful businessman and the beautiful Paulita Gomez, Simoun insisted to take charge in the decorating. Simoun knew that the feast would be attended by friars, government officials and prominent figures the same people who wrecked havoc to his life. Beneath the beautiful decorations and lighting were sacks of gun powder. The whole house was filled with explosives. Simoun formed his own army of the oppressed and enslaved and with the help of government soldiers and outlaws whom he commissioned, they will start a bloody revolution. The mission, to kill all Spanish authorities and to take control of the country. At the wedding, Simoun puts a beautiful lamp at the center of the table carved with gold linings and other kind of gems and jewelries. Simoun left as soon as delivering his gift, the lamp. It was a festive celebration but unknown to the guests, the lamp is a time bomb that will explode once lifted. It will result into a huge explosion that will be a signal to Simouns troops to simultaneously attack Manila. Just before the lamp explodes, a piece of mysterious paper bearing the message You will die tonight was being passed. It was signed by Juan Crisostomo Ibarra. Father Salvi confirmed that it was the real signature of Ibarra, a long-forgotten filibuster. The guests at the wedding were all frightened. Slowly, the lamps light started to diminish and soon one will lift it and will cause a huge explosion. However, a Isagani, a student and friend of the newly-weds knew the plot and because of his undying love to Paulita threw the lamp before it explodes. After the wedding, the plot was unraveled and a shoot-to-kill order for Simoun was commissioned. Hence, Simoun, the sly fox that he is, makes sure that he wont get caught alive. He drank a poison and as it effects started to take toll on his body, he was able to confess his plans and real name to a Filipino priests. Characters Simounben zayb Basilioplacido penitente Isaganiquiroga Kabesang talesold man selo Don custodiofather fernandez Paulita Gomezattorney pasta Father florentinocaptain-general Hulipadre sibyla What is the climax of el filibusterismo? the climax of the story of El Filibusterismo found in kabanata 35 in titled ANG PISTA What are the moral values of el filibusterismo? El Filibusterismo was Rizals second novel published in Ghent, Belgium in 1891 with the financial help of Valentin Ventura. It is a sequel to his first novel, Noli Me Tangere. The main character of El Filibusterismo is Simoun, a rich jeweler from Cuba. He was Crisostomo Ibarra of Noli Me Tangere who, with Elias help, escaped from the pursuing soldiers at Laguna Lake, dug up his buried treasure, and sailed to Cuba where he became rich and made friends with many Spanish officials. After many years, he returns to the Philippines in disguise. He has become so powerful because he became an adviser of the governor-general. On the outside, Simoun is a friend of Spain. But deep in his heart, he is secretly planning a bitter revenge against the Spanish authorities. His obsessions are 1) to incite a revolution against the Spanish authorities, and 2) to rescue Maria Clara from the Sta.Clara convent. El Filibusterismo (Subversion) is the second novel by Jose Rizal, national hero of the Philippines. Written as a sequel to the Noli Me Tangere, it focuses more on dark themes and appears to favor revolution (at least as far as the main character is concerned) -by: Manuel Viloria A Filipino Family on the Web El Filibusterismo (lit. Spanish for The Filibustering[1]), also known by its English alternate title The Reign of Greed,[2] is the second novel written by Philippine national hero Josà © Rizal. It is the sequel to Noli Me Tangere and like the first book, was written in Spanish. It was first published in 1891 in Ghent, Belgium.

The Meaning And Purpose Of Life Philosophy Essay

The Meaning And Purpose Of Life Philosophy Essay What is the purpose of life? What is the meaning of it? Why are we here? Is there a God or isnt there? Which religion is the most correct? Is there an afterlife? There are too many questions that people have struggled for millenniums to tackle. In fact, the way we answer these questions will provide the ultimate context for everything else we do with our lives (Pavlina, 2005). So if nobody knows his purpose of life, maybe, each one of us should choose it independently. Here is a trick I think we should define the purpose of life but not the goals, because our goals may vary and some of them may be reached earlier than the life will end. However, the sense, the meaning passes through the whole life. So, the purpose of life is the life of purpose (Leider). Im Christian and I believe we are created in Gods image for relationship with him. Being in that relationship is the only thing that will ultimately satisfy our souls (Pavlina, 2005). But admittedly, I dont realize what will end the emptiness in my life, what exactly will end such a lack of fulfillment. It is true when people keep God out trying to find fulfillment in something other than God, they will never get enough of that thing. Augustine summarized it in such a way: You [God] have made us for yourself and our hearts are restless until they find their rest in Thee. So there is something inside every human being that cries out for significance; something inside of us that wants to know that we are not just breathing air, not occupying space, but were actually here for a reason and were making a difference. Im convinced there was something in the mind of God when he made each one of us; something that he wanted us to do while we were here. So purpose is not the process of figurin g out what I want to do with my life, but it is really a matter of aligning me with what was in the designers mind. I believe the key is to make a relationship with the creator; so that he can reveal you who you really are, and what your purpose is. My overall religion has effectively become a religion of personal growth. Every day I continue to combine my beliefs trying to bring them into closer alignment with my best understanding of how reality actually works. I think people have been used for many noble purposes in order to recognize the one they were designed for. Children are flowers of life. This is the reason to live. They continue human race, save our life experience, bring infinite happiness to their parents, and at last take care of them when they are old. Loveà ¢Ã¢â€š ¬Ã‚ ¦ I think it is the most pure feeling, the source of persistent, unreasonable happiness. One more thing is altruism. Such an unselfish concern for the welfare of others (Eddy, 1998) is an ideal human life. So I consider all these purposes are intended to evaluate my progress and inspire further progress in the realization of my life purpose. I dont believe that money and power can be our purpose of life. Yes, money may satisfy your needs. Power can give you the right not to carry out someones orders. However, people who have money and power are always surrounded with hypocrisy, jealousy, evil and hatred. I know for sure that we didnt come to this world to buy things and die. We came here because each one of us has a unique purpose that gives us a unique drive. So here Im asking myself: what is it that I do naturally; what is it that I do the best. I believe if the person find such an activity, he will be content, fullfilled. Since early childhood I loved to be an actress. I was occupied with puppet-theatre for 8 years. So Id always dreamed when I grew up, I would enter the theatrical university. I knew it is the best thing I could do act. I woke up in the morning energized, excited about the day, excited about my life. Coming back from school even if that day happenned to be a challenging day with many problems, I was full of power, passion and excitement because I knew I had my purpose. But I had such dreambusters as parents, society who told me You should not do that, Youre not god in that, and Thats not a good way to be. So I was completely suppressed and forgot about my dream. A nd now Im here, at LCC International University where Im studying business administration. It was my choice. But Im not happy. There is something that I know Im not in the right place in life. I dont want to do my job just to pay the bills and to be unsatisfied because this is not in alignment with who I am. So, maybe the purpose is being in the right place in the right time doing the right thing. You are what your deep driving desire is; As your deep driving desire is, so is your will; As your will is so is your deed; As your deed is so is your destiny (The Upanishads). There is no one individual on the planet that is not extraordinary. Every person is unique. So there is a potential within us to make a huge difference in the world within our certain sphere of influence because each one of us has a unique purpose.

Is Ritalin Good Essay -- essays research papers fc

Is Ritalin Good? Have you ever suffered or known anyone that has suffered from attention deficit disorder? A.D.D. is a biologically based condition causing a persistent pattern of difficulties, which includes three types of behavior. These three types are difficulty attending or focusing on a specific task, difficulty inhibiting behavior, and difficulty controlling impulses. In 1950 the prescription drug Ritalin was patented and manufactured by the CIBA-Geigy Corporation. This drug stimulates the central nervous system, with effects similar to but less potent than amphetamines and more potent than caffeine (Bailey 1). Several million children are being treated with Ritalin on the grounds that they have attention deficit disorder and are suffering from there inattention, hyperactivity, or impulsivity. In the past decade, there has been growing evidence that Ritalin has had negative effects on a child’s mind and behavior leading to such disorders like psychosis, mania, drug abuse, and addic tion. It suppresses creative and spontaneous activity making them more docile and obedient because of the way that Ritalin produces malfunctions in their brain rather than improving its function (Breggin 124). Prescribing Ritalin to children with diagnosed attention deficit disorder brings more negative side effects than solutions and leads to addiction. Most parents realize that their children have the disorder once the child starts attending school. Most of the time teachers are the ones who point out the child’s symptoms. The parent then takes the child to a social worker, psychologist, or psychiatrist for answers. â€Å"The American Psychiatric Association lists fourteen signs, of which at least eight must be present for a child to be officially classified as ADD.†(Passwater 1) Out of these fourteen signs are normal actions of children. Some of these signs include fidgeting with hands or feet, easily distracted by extraneous stimuli, having difficulty following instructions and blurting out answers before questions are completed. (Passwater 2) It would seem by these signs that when a child doesn’t seem to be adapting to our system, we label them as having ADD and prescribe them Ritalin. With the new increase in prescriptions being filled around country, more and more children are on Ritalin, so much that the nega... ...f any kind. Works Cited Bailey J. William. â€Å"FACTLINE on Non-Medical Use of Ritalin.† Indiana Prevention Resource Center November 1995: 1-6. Indiana University. Online. 22 March 2001. http://www.drugs.indiana.edu/pubs/factline/ritalin.html Breggin K. Peter. â€Å"Talking Back to Ritalin†. Maine: Common Courage Press, 1998. Hanchett, Doug. â€Å"Speed Chills: Ritalin hits campuses: College kids Using drug to study, party.† Boston Herald May 21, 2000: 1-4. Local and Regional. Online. 22 March 2001. http://www.bostonherald.com/news/local_regional/rita05212000.htm Passwater A. Richard. â€Å"Ritalin Warnings: Side Effects, Cautions, Alternatives for ADD, ADHD† Ritalin Alternative 1999: 1-13. "All About Pycnogenol" Avery Publishing Group. Online. 23 March 2001. http://www.ritalinalternative.com/index2.html â€Å"Ritalin Led To Boy's Death.† The Associated Press April 18, 2000: 1-3. Channel 25 Eyewitness News. Online. 24 March 2001. http://www.thewpbfchannel.com/sh/health/stories/health-20000418-163859.html Wen, Patricia. â€Å"As Easy To Get As Candy.† The Boston Globe Oct 29, 2000: 1-13. Conservative News Forum. Online. 20 March 2001. http://www.freerepublic.com/forum/a39fca5b129fd.htm

The Constitutionality of the Patriot Act Essay -- Patriot Act vs US Co

Since the terrorist attacks on September 11, 2001, Americans fear that another attack is imminent. To ease these fears, lawmakers created the USA Patriot Act which stands for Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism. This lengthy bill allows the justice department a great deal of power in criminal cases especially in those dealing with terrorism. While, according to lawmakers, the Patriot Act is aimed at ending terrorism, it is arguable that the Patriot Act is aimed at beginning a Big Brother-type society. For the government of the United States to enforce a law that encourages the obstruction of the 1st, 4th, 5th and 6th Amendments and other civil liberties is highly hypocritical and quite un-American. The documentary Unconstitutional, directed by Nonny de la Pena, follows the evolution of the Patriot Act with interviews from senators who passed the bill, lawyers fighting the bill, and residents of the United States who have come under attack because of the bill. One of the positive points of the act that many like to point out was the bi-partisan support it had. However, former Representative Robert Barr, a republican from Georgia, and Representative Peter A. DeFazio, a democrat from Oregon, both claim that the act was very different from the one that was voted on. The night before the bill was to be voted on it was changed last minute and printed at 3:45 am that morning. The new bill included provisions that had already been denied on the floor. ï ¿ ½No member of Congress read this legislation before us voting on it,ï ¿ ½ says DeFazio (Unconstitutional). Lawmakers passed a bill that they had not read and now the public is paying for it. A childrenï ¿ ½s educational mag... ...http://galileo.usg.edu>. Losely, Lauren E. ï ¿ ½Universities Express Concern About the USA Patriot Act.ï ¿ ½ Academe Sep/Oct 2004: 4. Academic Search Premier. EBSCOHost. GALILEO. Odum Lib., Valdosta State University, GA. 10 April 2005 . ï ¿ ½Patriot Act Overview.ï ¿ ½ Congressional Digest Nov. 2004:258-88. ï ¿ ½Patriot Games.ï ¿ ½ Current Events 17 October 2003. Ridge, Tom. ï ¿ ½Using the PATRIOT Act to Fight Terrorism.ï ¿ ½ Congressional Digest Nov. 2004: 266-68. Sekhon,Vijay. ï ¿ ½The Civil Rights of ï ¿ ½Othersï ¿ ½: Antiterrorism, The Patriot Act, and Arab and South Asian American Rights in Post-9/11 American Society.ï ¿ ½ Texas Forum on Civil Liberties and Civil Rights 8.1 (2003): 117-148. Unconstitutional. Dir. Nonny de la Pena. Public Interest Pictures, 2004. Zeljak, Cathy. ï ¿ ½The USA Patriot Act and Civil Liberties (Part II).ï ¿ ½ Problems of Post-Communism 51.3 (2004): 69-71.

Changing Nature of Higher Education Essay

Proprietary education first appeared in the 1600’s about the same time that institutions like Harvard were being created. For much of US History these schools provided popular mass education in contrast to traditional colleges that were often reserved for the elites (Thelin, 2011). Generally, the purpose of these schools, besides profitability was to provide practical and narrowly focused training, thus filling a need not addressed by traditional education (Beaver, 2009). In addition, for-profits also became known for providing training for minorities, women, and in general, students from the lower social strata, a trend that would continue well into the 20th century (Apling, 1993). From an historical perspective, for-profits have experienced periods of relative prosperity and decline. In terms of prosperity, the peak occurred following the civil war as proprietary institutions sought to provide training for an expanding industrial sector. By 1893, there were approximately 115,748 students enrolled at for-profit schools (Beaver, 2009). On the other hand during the Progressive Era, for-profit schools were deemed unnecessary and invaluable especially if traditional schools were developed and managed efficiently. By 1972, amendments to the Higher Education Act permitted students attending for-profit schools to receive federal student-aid such as grants and loans (Thelin, 2011). Congress believed that students attending these institutions should receive an equal opportunity regardless of their disadvantaged backgrounds. As a result, it is estimated that during that year, for-profits accounted for one-half the increase in higher education’s total enrollment (Beaver, 2009). It is interesting to note that tuition levels at many for-profits are set in accordance with the typical amount of government sponsored aid available to the student, thus questions have been raised regarding the accountability of many proprietary institutions with regard to quality student learning. This paper will focus on how governmental accountability standards have transformed policies and procedures at Everest Institute a subsidiary of Corinthian Colleges. Changing Faces of Public Accountability Both public and private institutions are held accountable to the people that support them (Altbach, Berdahl, & Gumport, 2005). For public institutions their support is primarily from the public; however private institutions such as Everest are governed by their stockholders and a governing board of directors. The interests of these institutions are determined by both external and internal political policies that can create a complex system of compromises and the accommodation of several different conflicting objectives (2005). There was a point in time when the general public was not interested in how colleges and universities conducted business. However, times have since changed. Citizens now realize that their future economic, social, and cultural norms are directly influenced by higher education (Altbach, Berdahl, & Gumport, 2005). This increased awareness by citizens, politicians and law makers led to a demand for more accountability in higher education. The early accountability movement went beyond ensuring compliance with federal funding requirements. Research has shown that management fads in the world of business often time find their way into education, and perhaps some of the focus on accountability in higher education was the result of the Total Quality Management frenzy which firmly took hold in the for-profit business sector by the late 1980s and early 1990s (Castigili & Turi, 2011). Eventually, the quality process was being applied to academic settings. This process where the term quality was referred to giving the student customer a desired product at a reasonable cost (2011). Terms such as assessment, informed decision making, and continuous improvements became common terminology in academia just as they were in the business world. As a result, educational bodies of accreditation began require colleges and universities demonstrate accountability in their self-assessments. However, it was the famous 2006 Spellings Report that established higher education reform. Education Secretary Margaret Spellings and the Commission on the Future of Higher Education attempted to incorporate the concept of Total Quality Management into higher education. The Commission also sought to reprogram U. S. colleges in to providing the highest possible quality of education at the lowest possible cost (Basken, 2007). One of the most important of the commission’s recommendations was for colleges and universities to address the â€Å"inadequate transparency and accountability for measuring institutional performance† (Spellings Commission, 2006, p. 13). For many faculty members and administrators in higher education, it was the principle that was deemed contentious and not the quest for high quality (Castigili & Turi, 2011). However, before the Spellings Commission began its deliberations, the majority colleges and universities had already began to adopt cultures of assessment, and were utilizing the results of their assessments in order to improve student learning. The Spellings commission also called for accountability measures that allowed comparisons of student performance. The American Council on Education and several other groups in higher education interpreted this recommendation as a mandate for standardized testing (Basken, 2007). American colleges and universities have always been resistant to standardized testing and accountability templates because many of them feel that they do not account for the plurality of institutional missions and seem to shift the purpose of assessment from self-improvement to reporting. Standardized accountability requirements do not take into account the complexity of the education that takes place in colleges and universities and could have an impact on the overall process of higher education (Castigili & Turi, 2011). Recent efforts of U. S. olicy makers with regards to accountability in higher education have been negatively compared to the No Child Left Behind Act, which, which may educators feel led to the practice of â€Å"teaching to the test† (Cohen, 2009). If the requirement of standardized testing in higher education created the same or similar results, the impact on higher learning would be devastating. However, long before standardized testing became an issue that threatened colleges and universities, Banta (1996) as referenced in (Castigili & Turi, 2011), claimed the requirements of accountability â€Å"seem to chafe at the very soul of the academic enterprise (p. 7). â€Å" The foundation of that which Kuh (2007) referred to as â€Å"higher education’s aversion to transparency and accountability (p. 32)† could possibly be the concern that the need to report outcomes might weaken the primary purpose of assessment, which is ultimately, improving student learning. Evolution of Accountability for Corinthian Colleges According to the Corinthian Colleges website, Corinthian Colleges Inc. (CCI) provides a friendly, small campus atmosphere where dedicated staff and faculty take a personal interest in the progress of each student. The company operates 105 schools in 25 states in addition to 17 schools in Canada. CCI serves a large and growing segment of individuals seeking to acquire careers in the Health Care, Business, Criminal Justice, Transportation Technology, Maintenance, Construction Trades and Information Technology fields. With more than 17,000 employees in North America, Corinthian Colleges is committed to continue to provide quality instruction and fulfill the mission of changing student’s lives. It is the belief of CCI that consistent application of core values such as integrity, teamwork and accountability depends upon each employee making ethical decisions everyday concerning every student every time. Because of recent headlines, the image of for-profit colleges has become considerably questionable. The media and Senate hearings have reported aggressive and unethical behaviors consistent with unethical business practices. In 2011 The Government Accountability Office (GAO) issued its findings after conducting undercover testing of 15 for-profit colleges in the United States. The GAO found that 4 colleges promoted and encouraged its admission representatives to engage in fraudulent practices (De Vise, 2011). The GAO reported that all of the 15 colleges made false or misleading statements to undercover applicants. The misleading statements were directly related to potential, earnings, financial aid, and student loan repayments. Undercover investigators stated that many of them engaged in substandard academic performance that would have almost certainly resulted in censure at any other institution (De Vise, 2011). There were also reports of students cutting classes, plagiarism, missed assignments, and incorrect assignments being submitted for full credit. Everest was one of 15 for-profit colleges cited by the GAO for deceptive or questionable statements that were made to undercover investigators posing as applicants. Two unnamed campuses were cited in this report (Lewin, 2011). Additionally, the U. S. Department of Education statistics indicated that Everest College graduates had the highest default rate of any school in California for students entering repayment in 2010 (U. S. Department of Education, 2010). It is unclear if Everest North Miami was one of the campuses cited in the GAO report, however, the results of the report led to swift and immediate change in the way the campus operated. Three primary areas received the most attention. First, admissions officers and career services representatives were required to participate in a mandatory training that dealt with how to properly converse with students when speaking about enrollment and placement. Program Directors and a representative from Financial Aid, Admissions, and Career Services were required to attend daily at-risk meetings in order to decrease student absences and also provide administrators with an overall picture of those student who were at risk so that budgetary forecasting could be more accurate and less inflated. Lastly, Career Services Representatives were required to spend more time in the field recruiting new business that would be willing to hire students following graduation. They were also required to take additional training regarding placement rate reporting. Managing Gainful Employment and Placement at Everest Current law requires that private sector institutions prepare students for â€Å"gainful employment in a recognized occupation. † In other words, graduates from these institutions must be able to get jobs in their respective fields of study, or the school may risk losing their accreditation. Newly introduced standards would require that student borrowing and loan repayment be regulated to ensure that students are not loaded up with federal and high cost private loans and debt that many students are unlikely to ever repay. Students at for-profit colleges make up 12 percent of those in higher education, but almost half of those who default on student loans (Lewin, 2011). The alarming number of students that have defaulted on their student loans was the catalyst the led to this sweeping legislation. According to Stratford (2012), the cohort default rate is the percentage of borrowers who default on their student loans due to their inability to make payments. Nelson (2012) pointed out that over 9 percent of all students that borrow money to pay for their education, default on their loans in the first two years after they begin to make repayment. The research also noted that 13. 4 percent of student default within the first three years of repayment (2012). Examining gainful employment at any institution is important because it has a direct connection to the cohort default rate. If students are unable to secure meaningful career opportunities following graduation, then they are unable to afford student loan repayments. This is of a major concern not only to legislators, but also to the general public since student loans are funded by the taxpayer. Thus, there has been an increase for accountability for all schools who receive federal financial aid dollars. There is also a concern for the school because default rates are a factor in the institutions eligibility to receive federal student-aid (Stratford, 2012). This is increasingly important for small proprietary schools such as Everest since over 90 percent of proprietary schools revenues are generated through federal student-aid programs such as Stafford loans (Ausik, 2011). Under the new regulations, aimed to reign in for-profit education programs that saddle students with more loan debt than they can pay, programs that receive students’ federal grants and loans because they â€Å"prepare students for gainful employment† will have to pass at least one of three tests: 1) a student loan repayment of at least 35 percent; 2) a ratio of no more than 30 percent between debt that must be repaid each year and annual discretionary income; 3) a ratio of no more than 12 percent between debt and overall income (De Vise, 2011). The new rules take a â€Å"three strikes and you’re out† approach. The first time a program fails to meet all three criteria, it would have to develop and report how much it missed the benchmarks and what it will do to improve. The second time, it would have to warn student that they may not be able to repay their debt and that the program could lose its eligibility. However, a third strike within the four year period would result in the loss of the ability to offer federal student aid (Lewin, 2011). In order to improve placement rates, Everest Institute required that a Career Service Advisor be present at each daily at-risk meeting in order to discuss student placement rates and also to identify with the Program Director those students that were close to graduation. Additionally, each advisor was required to make initial contact with the prospective graduate at the start of their last semester or module in order to develop a relationship with the student and begin developing a job placement plan. The Career Services Department was required to interact more with the Program Directors and gain contact information of students that recently graduated, however, had not been placed. The advisor was responsible for developing a post-graduate placement plan for the student and reviewing the plan with the student on a weekly basis and tracking their individual progress. By assisting student to secure gainful employment, it provides them with a solid financial source of income to repay their student loans. Everest understands the importance of successfully placing student in careers that related to the major course of study. As more students are employed and able to repay their debt to the federal government, the cohort default rate for the institution will begin to decrease. Additionally, the success of the institution will help to increase student enrollments through the appropriate reporting mechanisms. These new initiatives help to create a positive environment where transparency and integrity are valued not only by the staff but also by the students that are being served. Mission and Future Implications Corinthian Colleges is currently undergoing changes within the organization in order to comply with new regulations from several external and government bodies. These and other mandates come as no surprise to the industry as several for-profit private institutions have allegedly been involved in unethical behaviors and practices. The leaders of these organizations are now forced to not only monitor performance and outcomes but to ensure that business is being conducted the right way. It is imperative that the leaders of the organization have a clear understanding of the dynamics of the organization in order to meet the immediate demands of the government. It is evident that Corinthian Colleges understands the urgency of the issue and measures are daily implemented in order to be in compliance. The process by which the organization chooses to disseminate the new policies will determine the success of change implementation. Change is difficult but necessary to achieve success. The Government is not suggesting but mandating that certain practices be overhauled, revised, and improved. Conclusion Despite the newly introduced demands from the Federal Government, Corinthian Colleges is committed to deliver their promise. With strict adherence to the company’s core values of Integrity, Customer Responsiveness, Respect, Innovation, Excellence, Teamwork, Innovation, Positive Energy, and Accountability, enables the execution of the overall strategic approach to become the best career education company in the world. Corinthians Colleges understands that the goal of transparency and accountability is to enable stakeholders to obtain clear and relevant information about college and university performance. McPherson and Shellenburger (2006) warned, however, about the misuse of assessment data. They urged that â€Å"accountability data be used only to compare specific universities with their own past performances and with the performance of comparable universities† (p. 3). To compare vastly different institutions would do far more harm than good, and potentially punish less-elite colleges and universities.