Socrates Nobody Desires Evil Philosophy Essay

Socrates Nobody Desires Evil Philosophy Essay The beliefs of Socrates includes: a) Nobody desires evil, b) Nobody makes a mistake or does wrong willingly or knowingly, c) Virtue all virtue is knowledge, d) Virtue is sufficient for happiness. Of the four beliefs, the most implausible that Socrates established is the point that happiness and excellence is the most important goals in life, made these depend upon the virtues, then made the acquisition of the virtues the unique prerogative of the intellect, of cognition, reason, and argument. The minor Socratics began with a similar evaluation of the importance of happiness and excellence; however, their critical appraisal of the possibility of ones gaining knowledge with the power to deliver these goods led them to form alternative approaches to practical ethics. This shows Socrates commitment to the belief that reason should serve as the ultimate arbitrator of will and goodness. 2. Socrates and Euthyphro discuss the nature of holiness. To understand the significance of their discussion it is fruitful to examine the nature of their discussion and the process by which they manage the terrain of their issue as having an importance greater than the subject itself has. The subject of holiness is interesting and arguably important, but it is a means of arriving at a still greater end. Socrates and Euthyphro approach their conversation with distinct attitudes regarding the health of their epistemic states. Euthyphro feels confident and sure of his mastery of the topic of holiness. In contrast, Socrates professes his ignorance. But his ignorance is not the easy ignorance of a lazy unimaginative man. Rather, his claim of ignorance is the result of careful reflection about the status of his own virtue. His character is one of ceaseless rational inquiry. Socrates worked to use reason to judge truth and bring order to his soul. Second, Socrates demands that any idea worth keeping must withstand careful scrutiny. In contrast, Euthyphro demonstrates the mental habits of a person lacking the persistence to penetrate an idea beyond initial impressions. Socrates is determined to help Euthyphro acknowledge this habit of his character and revise it in favor of the habit of aggressive reasoning. Such a habit, Socrates demonstrates, is crucial for eudaimonia. 3. Socrates explains that he has been pursuing his religious duty to decipher the riddle presented by the oracle at Delphi. Socrates devotes a fair amount of time to this particular matter of his reputation. In his defense, Socrates explains that his friend Chaerephon paid a visit to the oracle at Delphi and asked whether there was anyone wiser than Socrates. In answer to this question, the oracle answered that no one was wiser. Socrates is often portrayed announcing his ignorance on many matters of apparent importance. If there is a link between knowledge and wisdom it seems that Socrates, apparently impoverished in the first virtue, would likely be impoverished in the latter virtue. Socrates understood the attainment of knowledge to involve a sort of personal transformation. For example, insofar as one gains knowledge of goodness then one becomes good and acts in ways that are good. Thus, Socrates had a special conception of knowledge. With regard to the virtues, Socrates did not draw a distinction between knowing-that and knowing-how. The former type of knowledge denotes an understanding of facts while the latter denotes an ability to perform an action. For Socrates, if someone had knowledge of a virtue it meant that she could both define it and consistently acted in harmony with it. 4. The charge of corrupting the youth is ambiguous and vague. Such activity might be perceived to be counter to the proper upbringing of the youth who may be expected to accept and practice the traditions of their culture without scrutiny. Socrates has already revealed that even religious messages from the oracle must be subjected to rational inquiry to be properly understood. To make this point clear he identifies the example of horse training. It seems that if someone became the owner of a horse that she wanted properly trained she would take it to one of the few experts rather than hitch it in the town center where it would enjoy maximum exposure to the greatest amount of people. Yet if most people are benefactors rather than corrupters then one should indeed hitch her new horse in the town square. Yet the foolishness of this conclusion is clear. There is no reason to suspect that most people, even if they are not detrimental to the youth, are beneficial to the youth. It stems likely that genuine benefactors will be in the minority. From these premises Socrates concludes that either be does not corrupt the youth or if he does corrupt the youth it is unintentional. Socrates cannot corrupt the youth intentionally for by doing so he would hurt those with whom he associates and thus ultimately hurt himself. Assuming that Socrates possesses self-mastery, thi s is counter to premise two. This is logically impossible. 5. Socrates was the philosopher who tried to equate goodness, knowledge, and happiness, it is most likely that that was how many others regarded him, and responding to that project was philosophically more important than responding to Socrates the man. Socrates was the philosopher who claimed no certain knowledge, but who nonetheless could live a successful life, then that combination of qualities poses more interesting problems for Hellenistic philosophy than does the issue of whether Socrates really made such a claim. With this, it is unlikely that a democracy will produce qualified and effective leaders because it is difficult, some might say impossible, to know for certain exactly what he thought or said about knowledge, moral values, or happiness. 6. Socrates did not rely exclusively on analogy in his attempts to infer the nature of the virtues, it did constitute a prominent place in his eclectic arsenal and seems undoubtedly to have informed his conclusion that the virtues were technal. It is difficult to assess the implications but if I were in Socrates position, I wouldnà ¢Ã¢â€š ¬Ã¢â€ž ¢t try to escape from prison. One practical result would be a reluctance to accept the conclusion that a virtue is in fact a techne, since such a characterization relies on a familiarity with types of knowledge and activity whose semblances to justice, bravery, and so on are most readily understood by comparison. As Socrates had pointed out, it is frequently more difficult to escape doing wrong than it is to escape death. A worthy life must include philosophy for it is the appropriate means to conduct the examination of ones life and pursue self-mastery.

The Properties of Chemical Reactions

Properties of Chemical Reactions Ms. Whitty, Science 10 Fiona Adams, November 1st, 2012 Introduction Chemical reactions are a part of our daily lives, from rusting metal to making bread to leaves changing colour in the fall. A  chemical reaction  is the process that occurs when two or more substances combine to produce a chemical change. When a chemical reaction takes place, the change is indicated by one or more qualitative properties. The colour or odor could change, gas could be produced, a precipitate – a solid substance in a solution – could be formed, or energy could be absorbed or released.The substances initially involved in a chemical reaction are called reactants. When chemical reactions occur, the end result is called a product. Products usually have different properties than reactants; bonds between atoms will be changed during the reaction, switch the atoms’ arrangement in different compounds. A compound is a chemical substance that consists of t wo or more different chemically bonded elements. In this experiment, several different compounds are being worked with – potassium iodide, lead (II) nitrate, acetic acid and sodium bicarbonate.The purpose of this experiment is to determine whether or not a reaction has taken place using qualitative and quantitative analysis. Procedure Part 1 – Qualitative observations of both potassium iodide and lead (II) nitrate were recorded in a table. Then, the equipment and chemicals needed were gathered – potassium iodide and lead (II) nitrate, a graduated cylinder, Erlenmeyer flask, small test tube, rubber stopper, and small scale. Using the graduated cylinder, 10 mL of potassium iodide solution was measured and poured into the Erlenmeyer flask.Next, the lead (II) nitrate solution was poured into the small test tube until it was approximately half full. The test tube was placed inside the Erlenmeyer flask, and sealed with a rubber stopper – the solutions were not mixed. The mass of flask, stopper and contents were determined by being placed and weighed on a small scale. The mass determined was then recorded in another table. The Erlenmeyer flask was tipped so the previously separate solutions were allowed to mix, and the new mixture was again weighed and recorded in the second table.Changes in appearance from the original solutions were recorded in the first table. Lastly, leftover materials were disposed of. Part 2 – Qualitative observations of both acetic acid and sodium bicarbonate were recorded in a third table. Equipment and chemicals were gathered – acetic acid and sodium bicarbonate, a small scale, two plastic â€Å"weigh boats†, scoopula, and graduated cylinder. The first weigh boat was placed on the scale and the scale was â€Å"zeroed†. One scoop of sodium bicarbonate was poured into the weigh boat with the scoopula, and the results were recorded in a fourth table.Next, the second weigh boat was placed o n the scale and zeroed. Using the graduated cylinder, 15 mL of acetic acid was measured and poured into the weigh boat on the scale. The mass of the acetic acid was recorded in the fourth table. The sodium bicarbonate, measured previously, was poured into the weigh boat of acetic acid, and qualitative observations of that were recorded in the third table. When the reaction was complete, the mass of the products shown on the scale was recorded in the fourth table. Lastly, leftover materials were disposed of. ResultsQualitative Observations Part 1 – Before the reaction took place, both the potassium iodide and lead (II) nitrate had similar characteristics – they were both in a liquid state, as well as being clear and colorless. After the reaction, the qualitative observations of the new substance showed several differences. It was yellow in color, and a grainy precipitate had formed. The substance remained in a liquid state. (Table 2) Quantitative Observations from Part 1 – Mass of Reactants and Apparatus (g)| 140. 26| Mass of Products and Apparatus (g)| 140. 26| Qualitative Observations Part 2 –Before the reaction took place, the acetic acid and sodium bicarbonate each had different qualitative characteristics. The acetic acid was clear, colorless and in a liquid state. The sodium bicarbonate, however, was a white powder, in a solid state. The reaction caused the new substance to bubble and foam, producing a gas. (Table 4) Quantitative Observations from Part 2 – Mass of Sodium Bicarbonate (g)| 1. 01| Mass of Acetic Acid (g)| 14. 29| Mass of Products (g)| 14. 88| Analysis Part 1: The chemical reaction that took place was evidenced by several qualitative observations.The colour of the two original substances was clear, and when combined the colour changed to yellow – a change of colour is clear evidence of a chemical reaction. The word equation for this reaction would be – potassium iodide + lead (II) nitrate Potas sium nitrate and lead (II) iodide. In the form of a balanced equation, this reaction would be – 2KI + Pb(NO3)2 2KNO3 + PbI2. Weighing both the reactants and the product showed that the mass of the reactants, with the apparatus, was 140. 26 grams. The mass of the product, with the apparatus, was also 140. 6 grams – the product of this reaction had the same mass as the reactants. These results were expected, based on the Law of Conservation of Mass. The Law of Conservation of Mass is neither created nor destroyed in a chemical reaction. The application of the Law of Conservation of Mass means that the mass of products in a chemical reaction will equal the mass of the reactants, and this is consistent with the results of the first experiment. Part 2 Several qualitative observations determined that a chemical reaction took place – the product bubbled, and a gas was produced.The chemical equation for this reaction is CH3COOH + NaHCO3 NaCH3COO + H2O + CO2. Put into a word equation, the equation would be acetic acid + sodium bicarbonate Sodium acetate + water + carbon dioxide, carbon dioxide being a gas. Because a gas is present on the product side of the equation but not on the reactant side, the gas has been produced, which is evidence of a chemical reaction. Weighing the reactants and products showed that the combined mass of the reactants was 15. 30 grams. The combined mass of the products was 14. 8 grams, weighing slightly less than the reactants. This result was expected, because it is consistent with the Law of Conservation of Mass. Although the product weighed on the scale showed a slightly lower mass, this was because the carbon dioxide was a gas, and was not accounted for on the scale. To achieve better results and gain an accurate measurement of the products’ combined mass, it would be necessary to capture the gas and weigh it as well. Part 3: Extension For the chemical reaction AgNO3 + NaCl NaNO3 + AgCl, the total molecular mas s of the reactants would be 228. grams – silver nitrate (AgNO3) would have a mass of 169. 9 grams, and sodium chloride (NaCl) would have a mass of 58. 5 grams. Based on the experiments performed in the lab, and the Law of Conservation of Mass, it is expected that the mass of the products would be 228. 4 grams as well. This prediction can be proved by finding the molecular mass of the reactions products – multiply the mass number of each atom by the number of said atom, and add the amounts to determine the total mass of sodium nitrate and silver chloride, the products. ConclusionUsing qualitative and quantitative analysis, it was determined that reactions took place in each portion of the lab – the first between potassium iodide and lead (II) nitrate; the second between sodium bicarbonate and acetic acid. In each section, the reactions were evidenced by several qualitative observations. When potassium iodide and lead (II) nitrate were combined, a change of colour occurred in the reactant and a precipitate was formed. This is evidence of a chemical change. When acetic acid and sodium bicarbonate were combined, a gas was produced; also evidence of a chemical reaction.In the experiments, the Law of Conservation of Mass was discovered. The quantitative evidence in each section proved this law. In the first experiment, the mass of the products was equal to the mass of the reaction, indicating that matter was not created or destroyed in the reaction. The results of the second reaction showed a decrease in the mass of the product – however, this was only because the gas formed in the reaction could not be weighed. Application Much of the ease of our current lifestyle is due to the availability of fresh air, pure water and access to resources – all of which are almost entirely taken from the environment.When fossil fuels like coal and oil are mined and utilize, the result is a huge negative impact on the many aspects of the environmen t, and as a direct consequence, our lifestyles. Coal and oil have to be extracted from deep under the earth, transported, and burned. At each stage of this process, greenhouse gases – i. e. , carbon dioxide – are produced. Burning is especially bad for the environment; when burned, fossil fuels like coal and oil release mass amounts of carbon, which then combines with oxygen to form carbon dioxide. References University of Washington.Chemical Reactions – an Introduction. http://depts. washington. edu/chemcrs/bulkdisk/chem110A_aut01/notes_Week_5. pdf (accessed Oct. 30, 2012). Science Daily. Science Reference – Chemical Compound. http://www. sciencedaily. com/articles/c/chemical_compound. htm (accessed Oct. 30, 2012). American University. Oil Production and Environmental Damage. http://www1. american. edu/ted/projects/tedcross/xoilpr15. htm (accessed Oct. 30, 2012). Chem Professor. Reactants and Products. http://www. chemprofessor. com/outline7b. htm (acces sed Oct. 30, 2012).

A Glimpse of the Japanese Era through Filipino Paintings Essay

I.1 Background in the selection of the topic and AV Media to use. In Philippine history, many countries had tried to own the lands from when the time Spaniards first stepped in to the time of World War II where the country was invaded by Japanese army. Because of the invasions and wars, many Filipino people sacrificed their lives for freedom and democracy. Just like the national hero, Dr. Jose Rizal who sacrificed his life to awaken people’s patriotism, many artists also made artworks to express their feelings on how the natives were treated back then. Flash card, from the term itself, is a card used to display something including words and even images for pictorial cards just like posters. They are simple, cheap, versatile, yet often underexploited resources. Using them is a great way to present topics that include images and other visual symbols. With the aid of flash cards as instructional module, audience could learn better, understand and remember about the life of the Filipino people under the Japanese administration through some of the paintings made by Filipino painters. I.2 Importance and Significance of the chosen topic and the AV Media to use At present, the rise of new artworks is noticeable worldwide. Sometimes, artworks of the earlier times are neglected and forgotten, thus this topic is chosen to have a glimpse of our past and look back on the happenings that leaved significant marks in our history. This topic would also help the present generation recall about the country’s historical events and create a sense of nationalism to fight for freedom. Topics on artworks such as in the field of painting should at least include visual media to enhance discussion and keep the interest of the audience. The use of flash cards with printed image of the actual paintings on the Japanese occupation could help audience visualize, learn more and understand better the life of the people and the condition of the country back then. On the side of the lecturer, he doesn’t have to spend too much since he can create his own sets of flash cards for his specific needs. IIOBJECTIVES. II.1 General Objective To describe the art of painting that reflects the condition of the country during the Japanese times II.2 Specific Objectives To describe the nature of the paintings of the Japanese era and the styles used by the painters To discuss the purpose or intention of the painters and what message they want to convey in making their artwork III.DISCUSSION III.1 Review of Literature of the chosen Topic and AV Media Chosen From one colonizer to another–after more than three centuries of Spanish rule, the Americans came and then the Japanese to enslave our country. In response to the Japanese propaganda, according to Dr. Alice G. Guillermo, Filipino painters reacted by producing the following works: †¢ paintings that may be implicitly supportive of the Japanese occupation such as Vicente Alvarez Dizon’s â€Å"A Day Begins† done in 1942 †¢ genre scenes that seem neutral such as Crispin V. Lopez’s â€Å"Baguio Market† made in 1943 showing Japanese soldiers interacting with women vegetable vendors †¢ paintings that bring out national identity such as Emilio G. Santiago’s â€Å"Christmas Eve† made in 1942 which shows a traditional Filipino scene that evokes nostalgia †¢ paintings alluding to the social conditions of the time such as Pilar M. Santiago’s â€Å"Evacuees† made in 1941,Irineo Miranda’s Home from Work made in 1944, and Simon Saulog’s Conspiracy made in 1943 which shows a group of men in an evening meeting which suggests to the underground anti-Japanese movement. A suspension on artistic activity was prevalent during the Japanese occupation. However, some visual artists still managed to produce artworks based on the atrocities brought by the war. Artists represented in the collection: Dominador Castaà ±eda, Demetrio Diego, Diosdado Lorenzo, Romeo Tabuena, Gene Cabrera and others. In the field of painting, the most disturbing and the largest is Diosdado Lorenzo’s â€Å"Rape and Massacre in Ermita†. Lorenzo’s painting portraying two Japanese soldiers raping and killing family members in an Ermita home depicted a common horror not just in Manila neighborhoods but throughout many parts of the country. A young girl in the foreground is already dead from stab wounds, while another young girl with long hair in the background is naked and wounded. The husband has just been bayoneted. The wife struggling with a Japanese soldier clutching a knife, her breasts exposed, is about to be raped and murdered. A crying baby in a crib is a foreboding sign. There were countless stories by World War II survivors who saw Japanese soldiers flinging babies into the air and thrusting them with bayonets as they fell to earth. An altar with dangling rosaries is set on one side, mute and helpless. Tropical foliage seen from an open window vainly hides the fire and terror occurring outside. Dominador Castaneda’s work, entitled â€Å"Doomed Family† is of a different intensity but harrowing as well. Done in 1945, this oil on canvas has the feel of a silent scream. A mother lays dead; her long hair on the floor simulates blood. A lifeless father is bound in rope, his bloodied back mercilessly whipped. A child, still alive and tied, has her mouth open emitting perhaps a frightened helpless wail. One cannot tell if they are depicted in a home or in a cell. Their doom in the dark is the only certainty. A third painting related to World War II is entitled â€Å"Capas† by Demetrio Diego, a distinguished painter and former chief artist for the Sunday Times Magazine. It depicts the slow and agonizing death of Filipino prisoners-of-war in a Tarlac internment camp. The prisoner in the center seems to check on his companion’s condition beside him. The act is noble but futile. A man seated at the foot of the bamboo bed is malnourished and ready to die. Another famous Filipino historical and war painter is Fernando Amorsolo y Cueto. He is known as â€Å"The Painter of Philippine Sunlight† because his works capture the brilliance of the Philippine sun. He paints from within the Filipino values, character and soul. The artistic trademark of Amorsolo and his greatest contribution to Philippine painting is the backlighting technique. In a typical Amorsolo painting, figures are outlined against a characteristic glow, and intense light on one part of the canvas highlights nearby details. Portrayals of human sorrow and suffering were revealed through his illustrations of â€Å"women mourning their dead husbands, files of people with pushcarts and makeshift bags leaving a dark burning city tinged with red from fire and blood†. One particular painting, the Defense of a Filipina Woman’s Honor (1945), had two figures huddled in a corner: a man defiantly about to defend his wife or daughter from being raped or executed by an invisible Japanese soldier. The Japanese soldier is outside Amorsolo’s canvas, but from the defiant look of the man, it can be assumed that the intruder is still inside the house. This painting represented his unspoken defiance against oppression. There are several ways of presenting the topic—one of which is the use of flash cards especially for the images of the paintings which portrays the happenings in the Philippine history. Though there are other better ways of presenting it such as through PowerPoint, flash cards are more applicable especially when there is no access to computer for the operation, and they can also be used as back-up modules if ever there is power failure during the PowerPoint presentation. Flash cards are handy and cheaper compared to other AV media. The thing that matters most when using flash cards is that they should be of the same sizes that are visible to a certain size of audience. III.2 Materials and Procedure in the Preparation of the AV Media The materials needed in the discussion are: cards (folder size) to be used as flash cards, printed photos or images of the paintings, and glue to mount the printed images on the cards. The first step in the production of the AV media is choosing an interesting topic that is applicable for the chosen media. Researching for related literature follows and summarizing the content of the research by choosing the most important details for the presentation. Next is to have printed image of the paintings included in the research made and mounting them to the folder-size cards. The last thing to do is to practice for the presentation and proper use of the media chosen. III.3 Application of the AV Media The flash cards will be used in presenting the paintings made by the Filipino painters on the Japanese occupation. They will also be used to present important facts such as the title of the paintings, names of the painters and a little detail of the paintings shown. This will help audience to get familiar with the artworks, remember who painted them and what the paintings were implying. III.4 Sample Test/ Evaluation questions 1. Who are some of the Filipino painters who made paintings about the Japanese period in the country? 2. What common message do their paintings convey? 3. What are the media used by these painters in creating their pieces? 4. What is the name of the Dominador Castaneda’s painting? 5. What happened to the artistic activities during the Japanese occupation? 6. Who was called as â€Å"the Painter of the Philippine Sunlight?† 7. What was Amosrolo’s biggest contribution to the Philippine painting? 8. Who was the painter of the â€Å"Rape and Massacre in Ermita†? 9. How was the life of Filipinos during Japanese occupation? 10. What does â€Å"Capas† by Demetrio Diego depicts? IVCONCLUSION In the Philippines, almost all fields of art and our history have connections to other countries. The culture that the Filipinos have at present was influenced by the foreign countries that once colonized the Philippines. For the four years of the Japanese occupation, from 1941 to 1945, the colonizers, as a means of propaganda, used the visual arts. They produced posters, leaflets, flyers, comics, and illustrations that were dropped from passing airplanes. These included colored drawings, watercolor, photographs, photomontages, or calendar illustrations. The sixties and the seventies became a period of experimentation and exploration of new media, techniques, styles, forms of expression, and concepts in art. It also marked the increased consciousness of visual artists to bring their art closer to the people through forms like murals, prints, and cartoons. Paintings, for example, were one of the artworks that the Filipino people used in expressing their feelings to awaken patriotism of their countrymen. V.SUMMARY. In Philippine history, many countries had tried to own the lands from when the time Spaniards first stepped in to the time of World War II where the country was invaded by Japanese army. Because of the invasions and wars, many Filipino people sacrificed their lives for freedom and democracy. Just like the national hero, Dr. Jose Rizal who sacrificed his life to awaken people’s patriotism, many artists also made artworks to express their feelings on how the natives were treated back then. At present, the rise of new artworks is noticeable worldwide. Sometimes, artworks of the earlier times are neglected and forgotten, thus this topic is chosen to have a glimpse of our past and look back on the happenings that leaved significant marks in our history. The general objective of this module is to describe the art of painting that reflects the condition of the country during the Japanese times. Specific objectives are: to describe the nature of the paintings of the Japanese era and the styles used by the painters; and to discuss the purpose or intention of the painters and what message they want to convey in making their artwork. There are several ways of presenting the topic—one of which is the use of flash cards especially for the images of the paintings which portrays the happenings in the Philippine history. Though there are other better ways of presenting it such as through PowerPoint, flash cards are more applicable especially when there is no access to computer for the operation, and they can also be used as back-up modules if ever there is power failure during the PowerPoint presentation. The flash cards will be used in presenting the paintings made by the Filipino painters on the Japanese occupation. They will also be used to present important facts such as the title of the paintings, names of the painters and a little detail of the paintings shown. This will help audience to get familiar with the artworks, remember who painted them and what the paintings were implying. For the four years of the Japanese occupation, from 1941 to 1945, the colonizers, as a means of propaganda, used the visual arts. The sixties and the seventies became a period of experimentation and exploration of new media, techniques, styles, forms of expression, and concepts in art. It also marked the increased consciousness of visual artists to bring their art closer to the people through forms like murals, prints, and cartoons. Paintings, for example, were one of the artworks that .the Filipino people used in expressing their feelings to awaken patriotism of their countrymen. VI.REFERENCES Silva, John L. March 4, 2007. â€Å"Paintings To Remind Us Of Japanese Cruelties In World. War II†.John’s Thoughts And Deeds. Hernandez, Eloisa May P. â€Å"The American and Contemporary Traditions in Philippine Visual Arts†. National Commission for Culture and the Arts. Salvio, Ma. Czarina Colleen C. September 2011. â€Å"Philippine Art Paintings†. When my Life Begins. http://colleensalvio.blogspot.com/2011/09/philippine-art-paintings.html http://littleprincess1.hubpages.com/hub/The-Controversial-Painting http://en.wikipilipinas.org/index.php?title=Fernando_Amorsolo#Historical_and_War_ Paintings Killkathari. February 2013. B’s LOG 5. http://www.teachingenglish.org.uk/articles/using-flash-cards-young-learners.

Enron Case - 2402 Words

Imane Malihi Prof. Fred Friend BLW411/511 March 27, 2014 The Downfall of Enron Corporation â€Å"Ethics and integrity are at the core of sustainable long term success †¦ Without them, no strategy can work and, as Enron has demonstrated, enterprises will fail. That’s despite having some of the ‘smartest’ guys in the room.† by Richard Rudden. As the quotation states, ethics and integrity play a key role in the success of any corporation; through these principles, companies can ensure their compliance with law, build a strong relation with their stakeholders, and create a positive reputation in the market. However, this was not the case with Enron, America’s energy giant. This company’s mission statement was stated that its performance was†¦show more content†¦By 1993, in spite of the fact that some analysts were criticizing Enron for having high debt, the company was employing financial professionals like Andrew Fastow, assigned by Skilling as a chief financial officer, besides Jeff Skilling who were able to hide Enronâ €™s liabilities and growing the market share of the company on the other hand; Due to this fact, Enron was named for six years between 1996 and 2001 as â€Å"America s Most Innovative Company.† It was believed by investors and creditors that Enron was the ideal place to invest their money due to the effective performance shown in their financial reports. However, that picture was completely fade as Skilling and his staff of executives were adopting creative accounting strategies for showing that Enron is much powerful that it really is. 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