Toyota Motor Corporation Essay Example for Free

Toyota Motor Corporation Essay In a business organization, the organization is composed of systems that concentrate on overall efficiency. A systems approach is essential whenever something is being designed, redesigned, implemented, improved, or otherwise changed. It is important to take into account the impact on all parts of the system. Consider owning and operating an automobile. It has many parts and systems that can malfunction; some of these are critical. The automobile would not function or would be dangerous to operate without them. The Toyota Company seemed to have missed the importance of the impact on all parts a system as they came under scrutiny with the largest recall of vehicles in the United States in 2009-2010. These recalls were triggered by a car collision in August 2009 that took the lives of four people. This assignment will look at what barriers caused the systems to fail within the Toyota Company that subsequently changed the attitudes of their consumers and their trust towards Toyota. Toyota Motor Corporation The Toyota Motor Corporation was established in 1933 as a division of Toyoda Automatic Loom Works under the direction of Kiichiro Toyoda. In 1934, the company produced its first Type A engine at the encouragement of the Japanese government, and two years later the company produced its first passenger car, the Toyota AA and in 1937 was established as an independent company. In 1957 Toyota established its first sales, marketing, and distribution subsidiary in the U.S., called Toyota Motor Sales Inc. In 1982, Toyota Motor Corporation formed a joint venture with General Motors, called New United Motor Manufacturing, Inc. and began production in the U.S. in 1988 establishing new brands for this market. In 2009, Toyota employed more than 8,900 people and supervised 14 regional offices throughout the 50 states. Toyota produced 5.2 million cars in 58 production sites in 2000, and by 2009 they had the capacity to produce 10 million cars and had added 17 production sites. Toyota had added the capacity of a Chrysler-sized company. (Greto et al., 2010). In January 2010, Toyota suspended sales of eight recalled vehicle models to fix accelerator pedals with mechanical problems that could cause them to become stuck. In December 2012, Toyota announced an agreement worth more than $1,000 million to settle a lawsuit involving unintended acceleration in some of its vehicles (Slobe, 2010) Existing Processes According to Greto et al.(2010) the Toyota company incorporated a philosophy known as the Toyota Way. This set of principles was to bring about approaches that called for continuous improvement, which encouraged teamwork, respect, and value for people. The Toyota Way was to encourage employees to strive for perfection. Another key process to mention is the Toyota Production System (TPS). It was designed to remove all unnecessary waste from the production and manufacturing process. More than just waste avoidance, it aimed to eliminate any excess interruption, misalignment, unnecessary work, or redundancies in the production process that add no value to customers. Specifically, TPS addressed seven kinds of waste: overproduction, operator motion, waiting, conveyance, self-processing, inventory, and correction (rework and scrap). Through TPS, Toyota had been able to significantly reduce lead-time and production costs (p 4). Importance to Toyota These processes both posed of great importance to the Toyota Company because when you value and respect your employees and external constituents it brings about a level of trust and cohesiveness in the work place and your company gains loyalty from the customers. When everyone is operating as a team, any challenges that exist are met with courage and this creates a level of motivation within the company to bring about improvement. In regards to the having a production system that will bring to the forefront at the onset any issues, it eliminates wasted time, production costs, and manpower. It builds a foundation to where employees are reliable where they embrace the philosophy of quality at the start. It also creates a learning environment where leaders who carefully understand the philosophy, will teach it to others. This grows the company and builds it up for success. Scope: Breadth of its reach The scope of its reach can be throughout the global market. Not only within the automobile industry but because Toyota diversified into several nonautomotive businesses, it can also affect industries in aerospace, higher education, robotics, finance, and agricultural biotechnology (Greto et al., 2010). Parties involved: customers as well as internal and external suppliers. When there is a breakdown in these processes, it impacts the employees and all external stakeholders. For example, when a breakdown occurred in the lines of communication between the Japan and U.S. offices, in responding to the issues with the faulty accelerators, not only was customers affected, stockholders were affected. When the reputation of a company is tarnished, it affects the stockholders and they stand to lose money they invested in the company. Supply vendors are also affected when these processes breakdown because they lose business as well. Competitors can also be positively affected by this. They gain the customers who choose to no longer do business with Toyota. Priority: the timeliness or urgency. Timeliness is important to any business as this attributes to the quality of service a company provides customers, to employee concerns, matters concerning supply vendors and stock holders to name a few. Toyota did not readily address the concerns of their customers initially until it became more in the public eye. This takes away from the value of the company and it certainly affected customer loyalty and satisfaction to say the least. The company stock value went down and it suffered millions of dollars in lost. Timeliness is certainly a priority for any business. Overall impact or benefits of improvement to Toyota The overall impact for Toyota led to someone dying while driving a faulty vehicle therefore all the millions of dollars they were fined still does not make up for the loss of a person’s life. This goes down in Toyota’s history book as it cost them their reputation. The benefit is that can take place is to push management to take a look at their overall company operations and break down the areas that need improvements; identify additional defects and restructure their operational systems. If changes are to occur, Toyota has the opportunity to make changes, manufacture more innovative vehicles, and create initiatives that involves the communities they do business with as a way to build trust and their reputation. Cost to Toyota if the process is not improved The cost to Toyota if these processes are not improved could mean failure with a loss of market. The business can go bankrupt; offices close down, excessive inventory, stock price decreases, and employee layoffs that add to the unemployment rate.

Narcissism in My Last Duchess Essay -- Robert Browning, My Last Duches

Robert Browning’s poem â€Å"My last Duchess'; is spoken from the perspective of the Duke and conveys the Dukes personality through the literary form of a dramatic monologue. It involves a fictional account of the Duke addressing an envoy from the Count to talk of details for the hopeful marriage to the Count’s daughter. The subtitle of this monologue is â€Å"Ferrara,'; which suggests an historical reference to Alfonso II, the fifth Duke of Ferrara in Italy in the mid-sixteenth century. The objective of the Duke is to attempt to sway the envoy’s opinion of himself to obtain the maximum dowry possible in pursuit of this marriage. The reader is directed to imagine the Duke walking with the envoy through his art gallery and the Duke stops to show him a painting of his last Duchess that is presently covered by a curtain. â€Å"Since none puts by / the curtain I have drawn for you, but I'; (9-10). This curtain is the first reference to the Dukes selfish, jealous, and protective traits. The Duke uses the curtain as a method of controlling his wife, even after her death. Other men admiring her beauty was unacceptable, so by hiding the painting behind a curtain, he controls who is allowed to gaze upon her. â€Å"Sir, ‘twas not / her husband’s presence only, called that spot / of joy into the Duchess’ cheek'; (13-15). The Duke mentions the blush on the cheek that the duchess has in the painting and assumes that Frà   Pandolf, the painter, was attracted to the Duchess and possibly paid her a compliment. â€Å"Her mantle laps Over my lady’s wrist too much,’ or ‘Paint Must never hope to reproduce the faint Half-flush that dies along her throat.'; (16-19) The Duke assumes that Frà   Pandolf was most likely flirting with the Duchess and that she was flirting back with him. This demonstrates that the Duke was extremely jealous and could not stand to have his wife admired by other men. The Duke is not happy with the manner in which his wife portrayed herself around others. He could not accept her civility towards those of unimportance and â€Å"a heart†¦how shall I say? †¦too soon made glad, / too easily impressed'; (22-23). The Duke states that the Duchess was easily pleased by a compliment and through small favors from a servant or other insignificant people, a quality that the Duke could not tolerate. â€Å"The dropping of the daylight in the West, The bough of cherries some officious fool... ... Duke himself; known to be a controlling man. This is a hint that the Duke will control his wife just as Neptune controls the sea horse. This monologue as spoken by the Duke represents many definitive traits that the Duke encompasses in his character. The manner in which he views his deceased Duchess demonstrates his egotistical view of himself. His selfish, jealous, protective, greedy, paranoid persona is displayed by his act of killing his wife. He could not control his Duchess as he wanted so his arrogance and his shallowness got the better of him until he could no longer do anything except kill her. The painting represents a wife that he can control until the day he died. His repeated manipulative habits continued as he influences the envoy to view the circumstances of this future marriage as being solely for the purposes of companionship. This is not the case; the Dukes greed is his only concern, a wife to dominate as he wishes and sufficient dowry to amplify his wealth. The character of the Duke is established as one of a man who believes he is the center of the universe. This man does not accept anything less t han being seen as exactly that, the center of the universe.

Constrctivism Learning and Teaching Model Essay

The constructivism model in the classroom is a theory created to explain how and what we know. Building knowledge and problem solving are the main focuses for this model. From the analysis of our own experiences, both past and present, we â€Å"construct† our understanding of content. From doing things and reflecting upon them, we acquire information that can be useful in future applications. (Lamon, M. 2003). The model was conceived by Jean Piaget (1896-1980), who believed that human beings developed intelligence through adaptation and organization. One example is that of transformative learning, whereby children develop an understanding of something using whatever details they have at the time, and then adjust that understanding as they go along, rather than putting the details together piecemeal to come to a conclusion. Piaget is considered the originator of constructivism. However there are a number of different theories that have been applied to modify his original model. For instance, Russian psychologist Lev Vygotsky (1896-1934), developed a relevant contribution to constructivism with his ideas about language, thought, and how they work within the societal picture. For example, he believed that children learn better in environments where there is guided interaction versus those where they work independently. (Lamon, M. 2003). The 5E model: engagement, exploration, explanation, elaboration, and evaluation, was a model developed from the ideas of Piaget, John Dewey, and Johann Herbart. This model was designed to encourage knowledge construction and begins with prompting the current understanding of a subject matter. Engagement is used to recall prior knowledge. Students who are learning new subjects and content have their interest piqued through engaging in brief activities. Some of these activities include asking specific questions, brainstorming, and providing a scenario to see what the students know already. Exploration uses activities with a common base to identify current concepts and then help change those concepts. To achieve this, the teacher should start a discussion or demonstrate an activity that poses a challenge to the student’s understanding, and then delve into any misconceptions behind the challenges. Explanation is used to provide opportunities for students to develop skills, knowledge, or behavior, by presenting them with information that they would be unlikely to discover on their own. This helps the students develop their own expertise, with assistance. Elaboration is used for the students to apply new experiences and to broaden the understanding and application of the skill set being taught. Evaluation is used by students to identify where they are at in understanding of a new knowledge set. Teachers also use evaluation to measure if the progress is being made toward the general instruction goal. This gives the teacher a chance to modify a unit or lesson for future applications. Jorback, B. (n. d. ) A modified version of the 5E model was developed for science curriculum in the 1980s by Rodger Bybee. Bybee used constructivism as his base when he developed this version. He only changed the last two aspects of the original 5E model. He switched evaluation’s order and used it as the fourth E. Evaluation is used for the assessment, both formative and summative. With formative assessments, the teacher can measure if the students are learning by providing quizzes, observations, or question and answer discussions after a lesson or while it is being taught. A summative assessment can be delivered at the end of the unit. This provides the teacher with an idea of what the students have retained throughout the unit and then they can adjust for successive lessons. Extension is similar to the elaboration phase, in that it utilizes the premise that learning will occur when instruction is orderly and increases with intricacy as the unit moves forward. Connections made with the new knowledge can be used for new experiences, by extending the knowledge even further into applications that could not have been achieved before the lesson or unit was taught. Take Chemistry for example. One could not do chemical equation balancing without the prior knowledge of atomic structures and understanding the key components of what they mean. Jorback, B. (n. . ) Some potential challenges that can arise from the constructivism model if the teacher is not well versed in the knowledge of the subject and its content. This model would also be challenging for those who possess problem solving skills, yet lack in basic knowledge of real world knowledge. Constructivism is a knowledge based model where we learn new concepts through prior experience. The instructor must be able to predict preconceptions the students may have and decide on appropriate activities, in addition to effectively modifying and assessing the content being taught. Jorback, B. (n. d. ) In conclusion, many current theories have been applied to constructivism to adapt it to the modern day classroom. However, the theories all share the belief that a prior knowledge base is required. That prior knowledge does not have to be on the subject that is being taught. One must be able to apply prior knowledge in order to make connections for new knowledge. Applying this and evaluating it gives both the students and teachers a measurement of what has been learned and still needs to be learned.

Othello William Shakespeare - Free Essay Example

Sample details Pages: 9 Words: 2772 Downloads: 8 Date added: 2017/09/15 Category Literature Essay Tags: Desdemona Essay Othello Essay William Shakespeare Essay Did you like this example? In class Essay (Othello) Intro: * William Shakespeare created one of his most famous plays Othello to investigate in an influential manner the unrelenting issues of racial discrimination and gender equility. Based on the tale ‘Un Capitano Moro’ (The Moorish Captain) by Giovanni Cinthio, Othello was written during the epoch of 1603. Due to the actions of Othello, in the midst of a small cast, there is an exploration of sexual jealousy, and thus this play has earned a title of a domestic tragedy. Don’t waste time! Our writers will create an original "Othello William Shakespeare" essay for you Create order * In this, the final scene depicts how the tragic hero Othello acquiesces to his incurable blemish and reaches his cessation. The foreseeable ending is cathartic for the audience to experience catharsis, as they experience a passionate feeling of trepidation and pity. Shakespeare shows how he is able to differentiate an individual’s personality in the unchanging hierarchy of his society. * This was achieved through the Turkish invasion in Cyprus where the Venetians fought purely for national identity. Intertwined in the play, the Machiavellian character of Iago brings a certain rise to chaos and blurs out all the lines between appearance and reality. Saying this, by Shakespeare’s intense use of language, the emotional engaging final scene, brings back a certain order; giving light to issues of truth, race and female insubordination and defining the central protagonist. Context: * Written between 1601 and 1604, Othello’s context is based around the eras of the Elizabethan and Jacobean epochs of English history. Between the two different periods, the Renaissance ideologies are greatly encompassed. These ideologies are that of a cultural movement occurring throughout Europe in the 14th to the 17th centuries. In the crux of this era, a deep understanding of characters and issues in Othello may perhaps be attained from the initial actions of the play, being set in one of the foremost cities of the Italian Renaissance. Moreover, this period also brought with it the Protestant Reformation which was commenced by Martin Luther which viewed the refusal of medieval Christian values. The Protestant theology believed that God’s divine plan of rational and moral logic was constant throughout society; one which developed in the unchallengeable hierarchy. The Chain of Being was the reason for such order whereby it relegate all beings to ones rightful place and purpose in the universe. To preserve such a harmony, people had to develop reason and intellect to rule their emotions. In difference to such strict array, the Renaissance also gave rise to Humanism. Pico Della Mirandola here declared that â€Å"one could become as low as an animal or through intellect and imagination become equivalent to God, at least in understanding†1, which I believe may have shaped Shakespeare’s traditional thinking in Othello. The selection of using a black tragic hero was indeed controversial, and furthermore those â€Å"Blackamoors† in Shakespeare’s previous dramas were without a doubt wicked. This is exemplified through Aaron in Titus Andronicus where this drama exclaimed ‘If one good deed in all my life I did, I do repent it to my very soul’(Act 5, Scene 3). Due to the conflict with Spain during the Elizabethan period, Blackamoors arrived in England and were reduced to servants or slaves. Therefore it is obvious that the audience of the era would have seen Othello’s superior military position as a serve rebellion to natural order. Nevertheless, although the importance of race in Othello, it is essential that the audience recognises that the play is created primarily for the concern with class and subordination rather than forceful racism. Th e historical and geographical setting also plays a major influence in bringing various amounts of symbolism to the play. Venice was seen as a locus of Christian civilisation, rational order, culture and prosperity. It was also linked with poisoning as it was the birthplace of Niccolo Machiavelli. Moreover, the city was at the forefront of the battle, between the Christians and the Turks; who were seen as malicious, barbaric infidels. * The conflict was move to the island of Cyprus in 1570 which was a place isolated from civilisation and allied with Aphrodite, the goddess of love- and thus deemed a place of wild infatuation. Therefore we can see how this setting is able to show Othello’s inner conflict and dichotomy of identities; between the civilised and the barbaric, the Christian and the Pagan, the good and the evil within himself. Theme 1: Women * According to the time that the play was written in and the general hierarchy within Venetian society men hold all the power and women are considered to be of low intellect. Yet it is the women that speak the most sense throughout the play and it is also the women that are able to trust other characters in the play. Each woman represents a different social level, Desdemona being the highest and Bianca being of the lowest. Each sexual relationship in the play provokes some jealousy between the couple. Bianca does not appear in the play as much as the other female characters yet her presence is key to the death of Desdemona as well as other play themes. Iago often refers to her as a prostitute, A house wife that by selling her desires, Buys herself bread and clothes. She has fallen in love with Cassio, yet he does not speak of his returned affection for her due to his desire for status, and her social standing would affect this dramatically. She is the jealous partner i n this relationship and expresses this when Cassio produces Desdemonas handkerchief, which Iago has planted in Cassios room. As Iagos wife and Desdemonas lady in waiting Emilia helps link Iagos plan. It was she whom supplied the Desdemonas handkerchief for Iago. This helps Iago distort Othellos views about Desdemonas fidelity. It is interesting that she does not question Iago too much when she gives him the handkerchief, it could be considered that this illustrates female ability to trust in the play. However she also remains ignorant of the entire plot until the end, when her life comes to an abrupt ending, at the hands of her husband, Iago. She often failed to think before saying and performing some action. This, without much thought, uncovers her husbands plan, but she fails to consider the consequences for herself. This is very different to her husband, who seems to plan out every word in order to get the right response. It is apparent that this is quite an unhappy marriage, made clearer through their dissimilar personalities. She has many honorable qualities such as her honesty in addition to her loyalty towards Desdemona. Iago does not treat her like his wife until he requires something; this shows this marriage was purely one in order to gain status among piers. Throughout the play Desdemona is a symbol of innocence and helplessness. However on first encounter with her she appears to be mature and quite perceptive of events around her. Iago often tells Othello that she is unfaithful. It seems that she refuses to accept what is happening. Her views are impartial. She has a tendency to be sympathetic towards other peoples situations, like Cassio. This also further inspired Othellos j ealousy when Iago pointed out they were speaking in privacy. She often pays attention to other peoples thoughts yet remains cynical if they differ to her own. She has a loyalty to her husbands in all aspects of life, whether it is mental or physical. If Desdemona had been an emotional void then Iago would not have succeeded in his plan. This would have meant that she would not have lied to Othello about losing the handkerchief, which she did so as not to hurt his feelings. However Othello sees this as an attempt to deceive him and conceal the alleged truth about her affair with Cassio. Even her final words, indicate that she blames her death on herself, and not her jealous husband. * Othello was indeed a tragedy, in which out of the three women that are introduced, only one survived. Although the women were all rational in thought and trusting, their trust was often misplaced, in gentlemen like Iago. As well as this regardless of their intellect and contemplation of events around them (in some cases) this was not enough for them to rise up in society, as women had no opinion in the time of the play. Although Shakespeare undertook many modern day ideas, he did not do this for a modern day society, as it would not have allowed so many events to occur, and it would not have been considered realistic by the viewing public. Theme 2: Appearance vs Reality * When we are able to see the hidden truth in the closing scene of Othello, the distinct battle between appearance and reality is concluded, giving a clear exposure to the understanding of all the characters and issues of the play. Notably, productions of Othello during the Elizabethan epoch would have used a white actor as the protagonist, and masked their skin with black makeup. * This ultimately emphasises the immense difference between external appearances and the internal reality, whereby the obvious dishonesty of the white Iago is juxtaposed with a fundamentally dignified black Othello. This is further promoted by the lines of the Duke in Act 1, who confirms that ‘If virtue no delighted beauty lack/ Your son-in-law is far more fair than black’. Iago has the ability to clearly identity the fraud of appearances; as also he is the most likely to lie, he gains a trust from all characters in the play which concludes as being fatal to Othello. Iago further says ‘I am not what I am’, as he is able to put on a fake honesty in society and only tells of his wickedness in soliloquy with the audience. * Thus wickedness allows Iago to affect the thinking of Othello and moreover creating a cru de image that ‘Cassio did top her’, hence believing his obscure reasoning and logic and making Othello take this as the truth leading to his disastrous endings. The soubriquet of â€Å"Honest Iago† is continually reiterated by Othello, Cassio and Desdemona; hence it is cynically mocking those he wanted to deceive. Moreover, in the closing scene, the truth is slowly revealed as Iago is finally revealed as the villain who he is seen by the audience throughout the whole play. * Although, in the final resolution to ‘never speak word’, Shakespeare is able to penetrate the message of the very mysterious and inevitable human nature which Iago represents. Actions made by Othello are depended on the characters ability to not see things. He is able to blame and prosecute Desdemona even though he never witnessed her so called unlawful act against him, and Emilia- although she does witness Othello’s extreme anger and sadness over the loss of the handkerchief- she does not properly see what her husband has done to cause this. * Thus it is obvious to see how the importance of the ‘eye’ imagery in the final scene as it helps to demonstrate a material realisation of the actual fatal truth. Once Othello has committed his own suicide, Iago is invited by Lodovico to ‘Look on the tragic loading of this bed/ This is thy work. The object poisons sight, let it be hid’. * Formerly, Iago poisoned Othello by pouring ‘this pestilence into his ear’. Conversely, it is as though Shakespeare is parodying the heroes need for ‘ocular proof, as it ends as the eye which receives the poison; with the man himself Othello being a part of the typical ending for a Shakespearean play, a horrific massacre. We then gain an understanding from the conclusiveness of death a certain reality and moral implication on issues of truth within the final scene. Furthermore, it is only a given that Emilia protects Desdemona as ‘the sweetest thing that ere did lift up eye’, followed by Othello confirming his own wife’s truthful innocence by declaring of her look that ‘This look of thine will hurl my soul from heaven’. Hence in the closing scene of the play, Shakespeare uses both visual and auditory imagery to show the difference between appearance and reality and deepen our underst anding of the character Othello. Theme 3: Order and Chaos * The final scene, due to Elizabethan context, brings to place the estitution of order; which helps to reunite the characters with concerns they have detained throughout the play. All Shakespearean plays depict a hierarchic society to maintain the cosmic laws of God. * A great amount of torment in the 17th century came from this Great Chain of Being, as a disturbance of this order possibly would force the world into great chaos, one which out does any of the kind. Othello is given two roles in this, one as the creator of chaos, and the other, the protector of order. Being held at high regard as the military general gave him the label of a hero and defender of Venetian civilisation. * However, due to his race and colour, Othello also was seen to be threatening the white authority of the state. Much the same of the island of Cyprus, Othello was colonised by Venice, and used, however never fully becomes a Venetian. * With social fears of miscegenation, Othello’s position as an outsider was forced upon him, and hence by Brabantio’s repulsion at the harsh image of a ‘black ram tupping your white ewe’. Yet, like all Shakespearean plays, order is restored in the final scene. In this scene, Othello is able to re-establish himself as a heroic soldier through his suicide, by getting rid of the barbaric Turkish enemy. Through the uses of chaos and order, it represents the battle between Christians and Infidels. In the closing scene of Othello, Emilia reiterates ‘play the swan/ and die in music’. * This natural imagery says that it is possible that the laws of nature or religion are extremely powerful in society. This belief is further exemplified through the religious turmoil of the previous century, as Protestants were harshly persecuted under the rulings of Queen Mary I. * Thus, it is obvious how religious devotion kept world order. We can further link Othello’s character to black magic and a pagan history through items such as the handkerchief, illustrating the disorder of the unknown to the Venetians. This is further linked with Christopher Marlowe’s, Doctor Faustus who is able to create a sense of disorder through his associations with the devil. Saying this, at the ending of Othello, Shakespeare verifies that chaos and disorder can occupy the microcosm of an individual. * As Othello states ‘Perdition catch my soul/ But I do love thee; and when I love thee not/ Chaos is come again’, we can see how he foreshadows an expression of self chaos at the loss of Desdemona’s love. Next to the ‘temptation scene’ of Act 3, we see how Othello succumbs to the ‘green eyed monster’ of pure jealously brought on through Iago’s evil mind games. * This extremely powerful human emotion releases the beast hidden in Othello. This can greatly be seen in the breakdown of his language which has been his tool to command order throughout the whole play; typical of his contextual authority. He cries ‘Pish! Noses, ears,/and lips. Is’t possible? Confess-handkerchief! O/devil! ’, illustrating his confused mind and disorderly insecurity over Desdemona’s fidelity. However, as the play closes, Shakespeare leads Othello back to person order. * In ‘killing himself to die upon a kiss’, Othello is able to seal his bond with his sweet and innocent wife, Desdemona and eventually dies in an act of love. Ultimately, the final scene of Othello, illustrates to the audience the utmost importance of the restoration of order, in terms of both social structure and the individual. Conclusion: The final scene of Shakespeare’s Othello, offers us a sometimes erratic, emotion and foreseeable series of events. However this type of ending is extremely effective. It is in agreement with various traditional Aristotelian tragedies by the way it involves an intense feeling of pity and fear for the audience’s entertainment. Moreover, the exaggerated ending of the play brings intensity and incites the readers to look upon the nature of the characters in the various issues amongst the play. Mainly, in the final scene, we see the flaws of the tragic hero, the Machiavellian disposition of Iago, the way women are seen and positioned in Shakespearian context and lastly the necessity of order after the use of chaotic dimensions. Ultimately, the various emotions and thoughts put upon the audience in this final scene of the play Othello, helps promote and illustrate how it is one of Shakespeare’s most intriguing and controversial plays.