Human Culture and its Effects on Technology Essay -- Technology Techno

Human kitchen-gardening and its Effects on TechnologyA fluid border exists between the influences of culture and technology on the environment. Culture is generally defined as the predominating modes of thinking and behaving that characterize the workings of a group, while technology is the collection of knowledge available to a society that assist it in crafting tools, practicing arts and skills, and extracting or accumulating materials. In some instances, a peoples culture drives its pursuit of more highly advanced technologies, while in other cases the capital punishment of newfound technology alters and shapes culture. These relationships are clearly visible throughout the course of human history. This paper focuses on the effects of early human culture on the progress of technological advances. Some cultural developments with significant impacts on human technology that are especially of note are religion, warfare, and the value system of wealth.George Basalla writes that ur gency spurs on inventive effort (6). Humans develop technology to meet their perceived needs, though need is a relative term. Technology may pay heed entirely different purposes within various groups of people, which indicates that it obtains its importance within a specific cultural framework (Basalla 12). Some cultures developed religion and brought it into their lives, which in acquire yielded new technological innovation. Great intellectual leaps are also considered technology, and religion encouraged one of the most important a system of writing. Writing is believed to watch developed alongside religious practices, due to the necessity of timing rituals. This need brought the calendar into the world, as well as a new system of communication (Ehrlich 224). Writ... ...an culture has proven itself to be highly influential in the progress of technology. From key aspects of early culture, including religion, war, and concepts of wealth, have stemmed great technological achievem ents that have constantly altered the culture of today.Works CitedBasalla, George. The Evolution of Technology. New York Cambridge University Press, 1988.Chant, Colin. Pre-Industrial Cities and Technology. Routledge Press, 1999.Ehrlich, Paul. Human Natures Genes, Cultures, and the Human Prospect. Island Press, 2000.Hirth, Kenneth. Militarism and Social Organization at Xochicalco, Morelos. The Ancient Civilizations of Mesoamerica A Reader, ed. Smith and Masso. Malden, MA Blackwell Publishers, 2000.Ponting, Clive. A Green History of the World The Environment and the Collapse of Great Civilizations. New York St. Martins Press, 1991.

Hydrologic Cycle Essay example -- essays research papers

HYDROLOGIC CYCLE The hydrologic cycle is a constant movement of water above, on, and beneath the earths surface. It is a cycle that replenishes ground water supplies. It begins as water vaporizes into the atmosphere from vegetation, soil, lakes, rivers, snowfields and oceans-a process called evapotranspiration. As the water vapor rises it condenses to form clouds that return water to the trim down through precipitation rain, snow, or hail. Precipitation falls on the earth and either percolates into the soil or flows across the ground. Usually it does both. When precipitation percolates into the soil it is called infiltration when it flows across the ground it is called surface run off. The amount of precipitation that infiltrates, versus the amount that flows across the surface, varies depending on factors such as the amount of water already in the soil, soil composition, vegetation cover and degree of slope. Surface runoff eventually reaches a stream or other surface water body where it is once again evaporated into the atmosphere. Infiltration, however, moves under the force of gravity through the soil. If soils are dry, water is absorbed by the soil until it is thoroughly wetted. Then excess infiltration begins to move tardily downward to the water table. Once it reaches the water table, it is called ground water. Ground water continues to move downward and laterally through the subsurface. Eventually it discharges through hillside springs or seeps into streams, lakes, and the ocean...

Spiritual Discernment and Career Counseling Essay -- Religion, Spiritu

Ralph Waldo Emerson (1883) said, Each man has his own vocation, his talent is his call. There is one direction in which all space is open to him. (p. 112). He was speaking of the gifts granted us by God to fulfill the plan that He has for our heart. Discovering and utilizing those gifts is part of the decision do process in career counseling. Christians advocate the use of weird discernment in order to guide the decision making process. Properly interpreting the provide of God for ones life is at the heart of each of our choices including those choices involving vocation.Personal PositionHorton (2009) provides an inventory to assess ones personal spiritual discernment approach. In taking this assessment, I found that I answered all of the statements with very important. Indeed, each statement played a large exercise in my decision making process with respect to my current vocational pursuits, as well as other aspects of my life. As such, I found it more(prenominal) frui tful to prioritize the statements. Once completed, the results showed that my top three were Consistency with the character/ethics of Jesus, praying for wisdom to make Godly decisions and Consulting with wise counsel. Given my manner of terminate the survey as well as the resulting answers, I originally placed myself in the Bulls-Eye set out (p. 8). My problems with the approach led me to alter my assessment, however, and go toward the Relationship-Formation Approach (p. 11).Horton (2009) reports that the bulls-eye approach posits that Gods will is that each of us fulfills a pre-planned destiny. It states that Christians are prevented by God from straying too far tangled of the plan and that the goal is for each one to find the right decisions... ... with God that includes consistent prayer, seeking wise counsel, studying scripture and looking for Gods divine intervention will reveal her destination.Works CitedEmerson, R. L. (1883). The works of Ralph Waldo Emerson. London, UK MacMillan Company.Horton, D. J. (2009). Discerning spiritual discernment Assessing current approaches for understanding Gods will. The Journal of young Ministry, 7(2), 7-31.Nichols, J. L. (2006). Balancing intuition and reason Tuning in to indecision. Journal of Rehabilitation, 72(4), 40-48.Niles, S. G. (2009). Career development interventions in the 21st century. Upper Saddle River, NJ Pearson Education.Thompson, E. & Feldman, D.B. (2010). Let your life speak Assessing the effectiveness of a program to explore meaning, purpose and calling with college students. Journal of Employment Counseling, 47(1), 12-19.

C++ :: essays research papers

1. For each question below indicate True (T) or False (F)a. The binomial distribution is a potential model for a continuous variable Fb. In any normal distribution 95% of the probability lies within two standard deviations of the mean Tc. For a Poisson(m=4) distribution the variance is 2 Fd. For any exponential distribution, the mean is greater than the median Te. The Poisson is a good approximation to binomial when n is large and p is small. T(2+2+2+2+2=10 points)2. Given that the commonwealth under the standard normal curve, to the left of 2.3 is .0107, what is the areaunder the normal curve to the right of 2.3?(show give-up the ghost) DTDP ____0.0107____________value(8 points)3. Suppose you flip a fair coin 7 times, let X be the possible number of heads. Find the followingprobabilities (in each case show work below)(i) P(X = 0) =___(.5)7______________ (ii) P(X = 1) = __7*.5*.56_________(value) (value)(iii) Probability of at least 2 heads Prob. Statement _P(X 2)__ value __1-(.5 )7-7*(.5)7___(5+5+7+5=22 points)4. You are the safety inspector at some parts manufacturing plant. Safety at the plant is a concern it isknown that on an average there are 5 accidents per week. Assuming that the number of accidents inany week follows a Poisson distribution with mean 5, whats the probability that in 2 weeks there willbe only one accident? Let X be the number of accidents in 2 weeks.______P(X=1)________________ __10*e-10__________Prob. Statement value(show work Hint whats the distribution of X?)XPoisson(mean=2*5=10) (8+7=15 points)5. The scores on a test are normally distributed with a mean of 80 and a standard deviation of 5. Thescore distribution is shown in figure 1 below. Answer the following questions. Let X relate thevariable score.(a) Refer to the blue shaded area in figure 1. This is the probability of__P(X 70)______________ (just write the probability statement).(b) Find the value of probability in part (a) (show work)_P(Z

Why did Virgil Want to Burn The Aeneid? :: History Historical Papers

Why did Virgil Want to Burn The Aeneid?Publius Vergilis Maro, known to us as Virgil, was born Oct 15, 70 BC in Northern Italy. Octavius, who had always been a friend of Virgil, became Emperor in 27 BC, adopting the name of Augustus. He made Virgil in a sense, a appeal poet, although Virgil always retained his independence of notion and expression (Milch 7). However it was the Emperors initial idea, and not Virgils own, for him to write the Aeneid. Virgil accepted the project although he later wrote that he persuasion he must control been just about mad to attempt the task (Quinn 73). In the end, after working on the project for eleven years, Virgil thought he had failed in the attempt. He planned a three year trip to Greece and Asia to try to fix what he thought was wrong with the Aeneid. But he died before he could finish, and on his deathbed Virgil asked for the manuscript to be burned. It is puzzling that the author of such a masterpiece, hailed by many as the best piece of l iterary works ever written, and certainly whiz of the most influential, could look upon his work this way. Not just that it hadnt lived up to his expectations, but that it was bad enough that it should be burned. It doesnt seem to me that Virgil would have asked this simply because he didnt want people to read his work unless it was perfect. He must have thought that there was something actually dangerous about the Aeneid in its present form. In order to try to guess why Virgil believed the Aeneid to be such a failure, it is important to first be familiar with what Virgil was trying to pull through with the story. Augustus wanted it to be an epic which glorified Rome and ultimately himself. Virgil himself had a passion for Italy and the peace, order, and security that could come as a result of the Augustan age. He had grown up in the midst of civil war and experienced first hand the pain and suffering that it caused. Uniting all Italy under one rule would put an end to civil war a nd this was Augustus plan. So in that sense Virgil shared Augustus vision and was an ideal choice to write the epic. But Virgil withal had a deep hatred for all wars and battles, a sentiment which is hinted at in the text of the Aeneid many times.

Why did Virgil Want to Burn The Aeneid? :: History Historical Papers

Why did Virgil Want to Burn The Aeneid?Publius Vergilis Maro, known to us as Virgil, was born Oct 15, 70 BC in Northern Italy. Octavius, who had always been a friend of Virgil, became Emperor in 27 BC, adopting the name of Augustus. He made Virgil in a sense, a court poet, although Virgil always retained his independence of thought and expression (Milch 7). However it was the Emperors initial idea, and not Virgils own, for him to write the Aeneid. Virgil accepted the project although he later wrote that he thought he must have been just more or less mad to attempt the task (Quinn 73). In the end, after working on the project for 11 years, Virgil thought he had failed in the attempt. He planned a three year trip to Greece and Asia to try to fix what he thought was wrong with the Aeneid. simply he died before he could finish, and on his deathbed Virgil asked for the manuscript to be burned. It is puzzling that the author of such a master human, hailed by many as the best piece of li terature ever written, and certainly one of the most influential, could look upon his work this way. Not just that it hadnt lived up to his expectations, but that it was bad enough that it should be burned. It doesnt expect to me that Virgil would have asked this simply because he didnt want people to read his work unless it was perfect. He must have thought that there was something actually dangerous about the Aeneid in its present form. In order to try to guess why Virgil believed the Aeneid to be such a failure, it is important to first be familiar with what Virgil was severe to accomplish with the story. Augustus wanted it to be an epic which glorified Rome and ultimately himself. Virgil himself had a passion for Italy and the peace, order, and security that could come as a result of the Augustan age. He had grown up in the midst of civil war and experienced first hand the pain and suffering that it caused. Uniting all Italy nether one rule would put an end to civil war and th is was Augustus plan. So in that sense Virgil shared Augustus vision and was an ideal choice to write the epic. save Virgil also had a deep hatred for all wars and battles, a sentiment which is hinted at in the text of the Aeneid many times.

Love’s Bond – Robert Nozick

Loves Bond Robert Nozick In this writing concession I go away be giving a detailed interpretation on Robert Nozicks writing, Loves Bond. First I will give an explanation on Nozicks account of the temper of crawl in. Secondly, I will explain why Robert Nozick gestates that in love there is no propensity to trade up to some other married soul. Lastly, I will also explain why he says that it is incoherent to ask what the value of love is to an individual somebody. The nature of love according to Nozick is the desire to form a we with the person you feel romantic love for, the desire to become one with the loved one.When two individuals argon mutually in romantic love with one another, they both desire to form a we with each other. Once two romantic better halfs form a we they subconsciously agree to make life decisions together because now they are one and what affects one affects the other equally. Any type of life charget redeeming(prenominal) or bad that affects one pe rson affects the other person equally because once they form a we they are like one. Nozick explains that when two individuals form a we they share a new identity.According to Nozick this new formation completely takes over of the individuals and they become something new, something transformed in a way. This desire to form a we with another is something magnificent and great. He explains that, the desire to share not only our life but our identity with another marks our fullest openness. To Nozick, forming a we is a really boastful deal. Forming a we is a complete transformation of what a person used to be when they were and individual. According to Nozick, when a person is in love, they do not present desires to trade up to a different partner.Nozick says, In the view of a person who loves someone romantically, there couldnt be anyone else who was discontinue as a partner. This quote gives support to his idea that a person in love would not desire to trade up. The person in lo ve does not believe in their heart that anyone could be better than the person they are in love with. According to Nozick the thought of trading up to a different partner would not even cross the mind of a person who is in love. Nozick goes on to explain that a person in love might sometimes want to make a few changes on their mate however, this does not imply that the person in love wants a different mate.Nozick believes that a person in love loves very specific qualities in their mate. For this reason, even if a person in love wanted to make their loved one better this would not mean they want a different person. To the person in love no other person could eat precisely those traits therefore, any imagined person will be the same mate (perhaps) somewhat changed, not somebody else. Nozick believes that when a person is in love, they love the very specific ways that their partner radiates a specific traits, not the trait itself.They love the person, for his or her own particular a nd non-duplicable way of embodying such general traits, a person in love could not make any coherent sense of his trading up to another. According to Nozick a person who is even considering trading up is a person who is no longer in love. He does not feel that the thought of trading up is a thought that an individual in love could even theorize about. Nozick feels that it is incoherent to ask what the value of love is to an individual person because there is no individual when you form a we there is this new identity.Like the archetype that was given in class regarding the sperm and egg, once the sperm and the egg have joint, you do not ask how the sperm is doing because it no longer exist. In the same way it does not make sense to ask the value of love to an individual because the individual no longer exists once the we is formed. According to Nozick when two individuals join and form a we this new identity completely takes over and creates a new shared identity. To Nozick, it w ould be completely irrational to even think of the person of an individual and to ask what the value of love is to them.It is something that is just not possible when a person has formed a we with another. In conclusion, I have given my complete interpretation on Robert Nozicks writing, Loves Bond. I have explained to the best of my knowledge the nature of love, the reason why in romantic love there is no desire of trading up, and lastly why it is incoherent to ask what the value of love is to an individual. Works Cited 1. Nozick, Robert. Loves Bond. philosophic Perspectives on Sex & Love. New York Oxford UP, 1995. 231-39. Print.

Sor Juana

Writing Assignment Maria Zuniga Book ReportDecember 9, 2005 Corrections Sor Juana is a biography of Sor Juana Ines de la Cruz written by Octavio Paz and translated by Margaret Sayers Peden. It is a book of 470 pages divided in six parts that besides Sor Juanas life and work, cond 1 the difficulties of the time for an intellectual cleaning woman. It was published by The Belknap Press of Harvard University Press Cambridge, Massachusetts in 1988. Reading this book gave me the best opportunity to know more astir(predicate) or soone that although has been very influential in my entire life, I didnt know only her accounting.My admiration and respect for Sor Juana started since I was a child and one of my sisters used to aver her poems. Through my literature classes I k newborn a little more about her and the admiration and respect continued growing. Sor Juana became for me a stereotype of intellect, power, femininity, exertion and freedom combined with the devotion to God. Her stor y makes me learn to follow my dreams, to be ambitious, and over all to never ever give up. Juana Ines de la Cruz was born in Mexico in 1648. She grew up in the Panayan Hacienda, which was run for her mother for more than thirty years although she never learned to read.Sor Juana started to take lessons at age or three. During a long period of her childhood, she didnt eat cheese because It made one slow-witted, and Desire for learning was stronger than the desire for eating. By the time she was six or seven, she knew how to read and write. As she couldnt go to the university (because she was a woman), she studied and read by herself. She used to cut-off several inches of her hair (when hair was considered one of the most important womanish features), as a challenge for new learning A head shouldnt be adorned with hair and naked of learning If she didnt sports meeting the goal, then she cut it again.Sor Juana was sent to Mexico City when she was eight to live with her grandfather, wh o had one of the biggest libraries of those times. By age 15, as one of the most learned women in Mexico, she was presented at court with the Viceroy and his wife (maximum authorities in Mexico). As a lady-in waiting, Juana Ines would become known at court for her wit and beauty as thoroughly as for her erudite intelligence. To ascertain the extent of her learning, the Marquise gathered together some of the most astute minds of the day, poets, historians, theologians, philosophers, and mathematicians.Juana Ines answered the questions and arguments directed at her, impressing them all with her mental prowess. At age 20 she entered the Convent of San Jeronimo, known for the mildness of its discipline. The convent was not a ladder toward God but a refuge for a woman who found herself but in the world. She lived in a two-storey cell where she read insatiably and amassed an impressive library while pursuing her writing and intellectual pursuits. She brought the elegance of the court wi th her by transforming the convent locutory into an intellectual salon.The next Viceroy, the Marquis de La Laguna and the Marquise Maria Luisa, the Countess de Pareda, were among the court society and literary devotees who came to talk and debate with Sor Juana. Sor Juana wrote sacred poems and erotic shaft poems, vocal music, villancicos performed in the cathedral, plays, secular comedies, and some of the most significant documents in the history of feminism and philosophical literature. Her use of language, though characterized by the Baroque style, has a modern essence.Her public face reveals the impiousness of an undaunted spirit who appears, not as a nun, but as an independent woman. One of Sor Juanas archetypes was Isis, Egyptian goodness inventor of writing, a symbol of intellect. She also identified herself with maidens of antiquity, poetically divinely inspired to produce poems and prophecies thinking There were not enough penalisation or reprimands to prevent me from co nstrue. The life and work of Sor Juana lines can be summed as knowledge is a transgression committed by a solitary wedge shape who then is punished.Not the glory of knowledge (denied to mortals) but the glory of the act of knowing. Sor Juana was a pivotal figure who lived at a unique point in history bound by two opposing world views one the closed universe of Ptolemy and of the Inquisition, which still held sway in Mexico/New Spain the other characterized by the new science of Copernicus, Newton, and Galileo. On her monumental philosophical poem Primer sueno/First Dream the soul is pictured as intellect, not a religious pilgrim. At the height of the journey, at the fullest understanding reason can attain, there was no vision.Instead, the soul drew back at the immensity of the universe and foundered in confusion. In 1690, requested by the Bishop, Sor Juana wrote her only theological criticism, which she insisted not for public view. However, the Bishop published and censured it wi th an imaginary name of Sor Philotea. In defiant response, Sor Juana wrote La Respuesta de la poetisa a la muy ilustre Sor Philotea de la Cruz, a feminist manifesto defending womens right to be educated and pursue learning, citing over 40 women who had made significant contributions passim history.This work ignited the churchs wrath. In a climate of intimidation and fear Sor Juana signed Protesta que rubricada con su sangre, hizo de su fe y amor a Dios a statement of self-condemnation in bloodShe renewed her vows and surrendered her musical and scientific instruments, as well as her library of 4,000 volumes, considered at that time to be the largest in Mexico. ii years of silence and penance followed. Then in 1695, while ministering to nuns struck by an epidemic, she herself succumbed and died.Sor Juana has been an inspirational model to follow through all the situations that she faced. She succeeded in a world that was completely against her. The lack of father, which was almost a crime in that time, the lack of freedom to study, to talk, even to think, and over all the prohibition to be herself were some of her obstacles. Every time I am facing an obstacle, I just recall her story and imagine the innumerable sacrifices she had made to get the freedom of learning.After reading her story, I see the world in a different way. Now I know that all those small decisions that I take every day, such(prenominal) as the cloth I wear, what to eat, to read, what to say, and even what to feel are privileges granted for marvelous people like Sor Juan Ines de la Cruz. I also know that all those people had to pay a high price for these privileges some of them pay with their lives. I feel not just impressed, but grateful to Sor Juana, her cultural heredity, and womans worth.

Film Techniques Essay

Shotswide quip- a wide shot is a shot that shows the setting as well as the point of reference. This kind of shot is employ so the audience can understand the characters physical experience with the setting. normal shot- a normal shot usually shows the characters waist and up. This is a standard shot that helps to focus attention on the proceeding. close up- a close up shot is a shot in which the camera focuses on a characters showcase or a particular target this kind of shot is so it can grab attention. This is used to sometimes show emotion or manifest that the object is significant or important to the storyline.Angleshigh weight- a high angle is positioned above the character or objects. This is usually used to make the character or the object appear smaller, scared or vulnerable. eye level- this angle gives a real life effect, as the camera is positioned towards the character or object. This angle focuses attention and is mainly used in conversations. paltry angle- this angle is positioned with the camera looking up at the character. If a character/object is filmed with the low angle, it will appear that the character/object will be looking down at the audience to pull in an effect in which the character/object seems tall, scary and powerful.Camera movementCamera movement is when the charcter is moving the camera does the same. This shows a point of view. The purpose of the point of view is for the audience to get the tone that they are seeing exactly what the character can see.FramingFraming is what contains and what excludes certain objects. Unecessary objects in the film may be excluded but important objects may be included so the film can make more sense.EditingEditing is putting all the shots of the film together in chronological order. As well as peicing the shots together, the editor moldiness match the music and sound effects with the correct scenes. Depending on the films genre, the editor must edit the scenes so the music, the lighting and sound effects all correspond with each other so the scenes are suited perfectly.PacePace is redaction the sequence at different speeds. When scenes are being edited they pace cetrain shots, some shots are shorter others are longer. When a scene is shorter it is faster and is suited for an action genre. When a scene is longer it is slower and it creates tension which is iseal for a romance genre.TransitionsTransitions are used to take one shot to another. There are lead ways in doing so wipes, dissolves and fades. These are sometimes uesd for a skip in time. All of the transitions are used to either skip time or take one shot to another.Lighting, Music and Sound EffectsLighting creates either a bright scene or a dark scence to create an ambience. Lighting does many things tells whether if it is day or night, it creates an atmosphere and a mood. It can help focus attention towards a specific part of the scene. Music is very(prenominal) important in a film. Although many viewers do not realsie the music it helps to create a mood and an atmosphere. Sound effects are light-headed to recognise. They are the simple sounds that can do so much more than the audience thinks. If it is the noise of an animal it can make thescene more realistic. In ecumenical lighting, music and sound effects are uesd to create mood and atmosphere.View as multi-pages

Developmental Writing Stages

Introduction The learning process of reading, makeup and speaking for youngsterren are taught at home and at school. While reading often begins with recognizing the letters of the alphabet and matching appropriate letters to the earpieces, the writing process is a method of connecting words to home run. When a pip-squeak starts to hold a crayon, his process of learning to save commences. As writing is a emergenceal process that children go through at their own gait separately writing arcdegree is an important experience that offers children the time to explore and experiment with their own writing.These stages overlap as children progress and reach the writing stages at different ages. Developmental Stages of Writing Based on the works of Richard Gentry and The Conventions of Writing Developmental Scale, there are eight stages of writing development namely scribbling, letter-like symbols, strings of letters, beginning sounds emerge, consonant represent words, initial, kerne l and final sounds, transitional phases and standard spelling (Fox Chapel Area School District, 2008 Hudon, 2007). At the scribbling stage, the childs markings are large, circular, random, resembles drawing and includes exploratory movements (ibid.). Marks are often light colored and are the result of banging the drawing tool on paper, dragging, or sweeping as the child is just starting to get acquainted with the tool (Bailer, 2003). As the child draws, his or her attention may be elsewhere. At the letter-like symbol stage, spacing is rarely present and the child begins to produce letter-like forms that show some similarity to the letters that are randomly placed and interspersed with numbers racket (Fox Chapel Area School District, 2008 Hudon, 2007).The children can also discuss their own drawings or writings (Crosby & Ongie, (n. d). boorren write some legible letters in swell letters that do non have appropriate matching of letter and sound at the string of letter phase (Meek & Vandermeer, 2000). The writings do not have spacing and the first letters to appear in their writing are usually found in their names. Although unrecognizable, children may attempt to read their message (McCardle, 2008)At the beginning sounds emerge stage, children begin to see the difference amid a letter and a word, but they do not routine spacing between words (Fox Chapel Area School District, 2008 Hudon, 2007). Their message makes sense and it matches the picture, especially when they personally choose the topic (ibid. ). The children use some letters to match sounds and use a beginning letter to represent the whole word (McCardle, 2008). At this stage, children tend to reverse letters and words as they explore the physical properties of print (Crosby & Ongie, (n.d). The consonants represent words stage shows that children begin to leave spaces between their words, may often mix upper and lowercase letters in their writing and write sentences that tell ideas (Fox Chapel Area School District, 2008 Hudon, 2007). At this stage, they write words with beginning and ending sounds and spell some high frequency words mighty (McCardle, 2008). This is also known as the semiphonetic stage where children write with appropriate letter and sound matching and with spacing between words (Meek & Vandermeer, 2000).Children who are at the initial, middle and final sounds phase may spell right on some sight words, siblings names, and environmental print but other words are spelled the way they sound (Fox Chapel Area School District, 2008 Hudon, 2007). This is also the phonetic stage whereby children write with appropriate letter and sound matching for all audible phonemes in each word (Meek & Vandermeer, 2000). A readable, interspersed with words writings that follows the standard form and letter patterns are at the transitional phase (Fox Chapel Area School District, 2008 Hudon, 2007).This writing also approaches conventional spelling (ibid. ). Children at this stage a re writing words the way they sound, leave spaces between words, use punctuation marks, spell many a(prenominal) high frequency words correctly and write one of more sentences (McCardle, 2008). Finally, at the standard spelling phase, children can spell most words correctly and are developing an understanding of root words, compound words, contractions and spelling patterns (Fox Chapel Area School District, 2008 Hudon, 2007 Meek & Vandermeer, 2000).This is also known as the conventional stage of writing. Conclusion All children go through the developmental stages of writing. Although some may be more advanced than the other, all children lead go through the stages at different ages as each child is unique. It is important to prepare the young childrens mind and body by incorporating some home and school activities that will help them explore the printed form of language.ReferencesBailer, K. (2003). Developmental Stages of Scribbling. Great Barrington, MA Retrieved April 23, 2008 f rom http//k-play.com/pdf/The%20Developmental%20Sta.pdf.Crosby, J. & Ongie, A. (n.d.). Early Writing Experiences A Parents Guide to Early Writing Experiences for Preschoolers. easternmost Tennessee State University Child Study Center. Retrieved April 23, 2008 fromhttp//sig.cls.utk.edu/Products/SIG_Early_Writing_Experiences_Flyer.pdf.Fox Chapel Area School District (2008). The Developmental Stages of Writing. Retrieved April 23, 2008 fromhttp//www.fcasd.edu/j_district/index.php?option=com_content&task=view&id=773&Itemid=98Hudon, L. (2007). Knowing Your Child as a Writer. Yarbrough Elementary School. Auburn, AL. Retrieved April 23, 2008 from http//www.auburnschools.org/yarbrough/lphudon/Reading%20Coach/knowingyourwriter.htmMcCardle, L. (2008). Early Writing Development. Retrieved April 23, 2008 fromhttp//www.lindaslearninglinks.com/earlywrtgdev.htmlMeek, N. and Vandermeer, M. (2000). Process Writing. Rockets Fern Bluff Elementary, Round Rock ISD. Retrieved April 23, 2008 from http//te acherweb.com/TX/BlacklandPrairieElementary/MrsTamaraBrinkley/ProcessWriting.ppt.

Capital City Bank Case Analysis Essay

Capital City Bank (CCB) was a medium sized commercial message coast owned by a small group of shareholders. Its total employee force numbered nearly 1,000 personnel. Because of the companys poor performance in sassy-fangled years, the owners decided to sell their equity to a group of new investors who felt that CCB could be turned around with more warring management. The transfer of ownership of the bank was followed by canonic changes in bank strategy as well as changes in many key personnel, many of them at the top level.The basic changes implemented by the new management of CCB included a more active pursuit of foreign financing activities as well as a heightened emphasis on lending activities to erect merged accounts. To better implement these changes in basic strategy, CCB was reorganized.NEW ORGANIZATIONThe reorganization of the bank involved the population of two new divisions, namely, the Corporate Banking Division and the Trust Division (See Exhibit A).The Corporate Banking Division was given the responsibility of marketing the different loans of the company to large domestic corporations, multinational corporations, as well as to the medium sized companies which had been the traditional clients of the bank. A wide range of credit lines were twirled to these accounts such as manoeuvre Advance Line, Import Letters of Credit, Export Bill Purchases Line, Export Packing Credit Line, Domestic Bills Purchase Line, and others. Mr. Vicente Torres, a new recruit from a sympathetic department in another bank in Metro Manila, headed this new division.The Trust Division was charged with undertaking trust services for individual and course clients. A major service assigned to this division was the Common Trust Fund. This involved the pooling of funds drawn from various participants, investing this fund in guard and high yielding investments, andsharing the returns from the investments among the participants in proportion to the amounts contributed by each. The Trust Division was however to perform only the investment function. The marketing of this service to corporate and individual accounts was entrusted to the Branch Division. The latter as well marketed the services of ten branches of the bank located around Metro Manila.THE DEPOSIT DRIVEAs a corollary to aggressive selling the various lending and trust services of the CCB, bank management also decided to undertake an effort to increase savings and other deposits in the bank. A deposit drive was launched involving all the employees of the company. A set of rules was drawn up such that all departments and sections of the bank, regardless of whether they performed marketing functions or not, were given points for new deposits brought in to the bank. The drive was to last for six months and the winners would be awarded attractive prizes and bonuses.THE ORIENTAL levelTowards the end of the year, one of the account officers of the Banking Division approached Oriental Company wi th an offer for working capital loan. Because Oriental had been banking with CCB for nearly a year, the account officer offered a P10 million working capital loan to Oriental at 18% rate of interest at the time considered a good rate for favored accounts. Oriental considered to take advantage of the favorable interest rate offered and availed of the loan.in short thereafter, the Branch merchandise group decided to solicit the same account for the Common Trust Fund of the Trust Division. To attract Oriental to participate in the fund, they offered Oriental a 19% return for a P10 million 60-day placement with the Trust Division. The Finance Manager of Oriental was surprised at the disparity between the banks lending and deposit rates but decided to take advantage of the Branch Marketing Groups offer by making the P10 million placement with the Trust Division.It was not until later in the year that Vicente Torres discovered the odd blank space with Oriental. He called the manager of the Branch Marketing Group and asked How could you allow your traders to offer a higher rate than our lending rate to Oriental? We not only lose money but we also look very foolish to our clients The Branch Marketing Group Manager replied that neither she nor her traders knew that the Banking Division had lent to Oriental at 18%.QUESTIONSWhat were the causes of the odd situation in the case?THE NUMBER ONE CAUSE FOR THE ODD SITUATION IN THIS CASE IS THAT BRANCH MARKETING GROUP SOLICITED A CORPORATE ACCOUNT FOR A RETAIL ACCOUNT. IF THEY HAD WANTED TO OFFER THE PRODUCT COMMON TRUST FUND TO THE CLIENT, IT SHOULD HAVE BEEN COURSED THROUGH THE BANKING DIVISION WHO MAINLY TAKES CARE AND HANDLES CORPORATE CLIENTS.THE phantasm OCCURRED WHEN RETAIL BANKING SOLICITED A CORPORATE CLIENT.THIS SHOULD HAVE BEEN REFERRED TO THE ACCOUNT OFFICER HANDLING THIS PARTICULAR CORPORATE CLIENT.What should CCB management do to avoid similar problems in the next?THERE SHOULD BE DELINEATION OF DEPARTMENTS A ND THEIR SCOPE. RETAIL BANKING DIVISION WHICH IS PRIMARILY THE BRANCH, SHOULD NOT SOLICIT ACCOUNTS BEING HANDLED BY THE CORPORATE DIVISION (BANKING DIVISION).RETAIL BANKING DIVISION SHOULD melt off PRIMARILY ON RETAIL CLIENTS EVEN IF A CORPORATE CLIENT HAS AN ACCOUNT IN THE BRANCH. CORPORATE CLIENTS ARE HANDLED BY ACCOUNT OFFICERS.A aviator/MEMO SHOULD BE ISSUED STRESSING THE HANDLING OF CORPORATE ANDRETAIL CLIENTS.NEW ORGANIZATION OF CAPITAL CITY BANK

Impact of Islam on West Africa Essay

Islam impacted west Africa in many ways. It changed the hoi pollois views of their rulers, and in some state, even the way they viewed the cosmea. Other aspects stayed the same, like the beliefs of the pleasure seeker people and how they lived. The most important connection that Islam made globally was the establishment of trading centers and routes.When Muslims brought Islam into West Africa from across the Sahara, Africans were attracted to it because it helped them through a time where their rulers were changing. Rulers were extremely attracted to the Islamic idea of state and religion being united under one ruler because they ruling it would help reinforce their authority. Also, many lower people converted to Islam because of its egalitarian beliefs. The fact that all people were viewed as equals appealed to them, for they then would be equal to the people that looked down upon them. In many ways, Islam changed the views of the people in West Africa.As Islam was growing rap idly, many people were converting, yet pagan people did not wishing to change their polytheistic views on life because that was the only thing they had to look forward to. Unlike Hinduism, Islam was very strict when it came to including other beliefs along with theirs. Pagan people made up a large part of the West African population. Therefore in order for Islam to spread even further, Sufi mystics integrated pagan beliefs into Islam. The beliefs did not change, and the pagan people were at peace with the pagan people and its ideas.In global context, Islam made an important connection with other separate of the world through trade. West Africa had many points where Muslims complete trading centers that traded with Asia and Europe. Trade spread Islamic ideas to other parts of the world, introducing new regions and empires to egalitarian and monotheistic beliefs. These beliefs helped other regions in the world deal with war, conquering of their land, and unlawful taxation that was p art of the peoples daily lives. Without establishing trade routes, Islam could not have impacted other parts of the world as much as it had in such a short time.The changes Islam made in the views of the West Africans helped them get through rough times, and structured them. The continuity of the beliefs of the pagan people also helped Islam spread, and kept most of the empire in order. The impact of Islam in multiple ways helped unify West Africa, and established important connections around the world.

Influence of Pastoral Romance

How far is it possible to recognize the influence of Pastoral beg and Classical Comedy in the opening scene of As You Like It? One focal point it is possible to recognize the Influence of authorised prank in the opening scene is through the dialectic structure, which is a key theme of old comedy, shown by the conflict between the brothers Orlando and Oliver. The conflict between them Is created by the particular that, despite his fathers dying wishes, Oliver hasnt educated Orlando given him his Inheritance he was promised or acknowledged him as his brother.Evidence of this Is hat Orlando says my father charged you To give me good teaching You have trained me Like a peasant, obscuring and holding from me all gentleman-Like qualities The use of the word charged suggests their father soul has power even In death pop egress of respect for the dead and out of respect for him as a father, which In turn leads to the assumption power is a hereditary thing that you are innate(p) into or with. This links to the argument whether you can, in fact, work your way up to a position of power rather than just being born into it.However there is overly demo of a pastoral influence when Charles says they live like the old Robin Hood of England. This suggests the country side (The Forest of Arden) is beyond the cares and laws of the court. And also shows the forest through a sophisticated townsmans idealized image of rural life. Whereas in real life- as much as a life in the forest is much more carefree and relaxed- it also holds its own problems and cutting rules of living with nature. Also, the use of the words old Robin Hood suggests the forest is a military position of fairy tales and tradition.Another influence of classical comedy is that it challenges he political, social and moral traditions established within the court which is a main component of old comedy. The way traditions are challenged is through Orlando standing up to his older brother for his right to his inheritance and respect. Quotes showing this are l will no longer anticipate it and or give me the poor allotter my father left me by testament. This shows he is challenging the established authority in his life, which makes it a political issue.Also because it is his own brother he Is challenging makes it a social and moral issue because it is emotional. In conclusion, Shakespearean As You Like It is more strongly influenced by classical comedy than pastoral romance, despite the fact that It does contain some elements of pastoral literature such as the idea of the court being a place of rules and scratchy regulations and lifestyles, and the country being an Idyllic, unrealistic place where there are rules, but these rules are much less harsh and they are run on the tail end of natural order of the forest.Examples of classical comedy Influencing the play are through the use of challenging established Ideas and authorities, and through the use of conflict which appears betwe en twain the two Dukes and the two De Bolls brothers (doubles). Influence of Pastoral Romance and/or Classical Comedy in As You Like It By oligarchic the influence of classical comedy in the opening scene is through the dialectic brothers Orlando and Oliver.The conflict between them is created by the fact that, inheritance he was promised or acknowledged him as his brother. Evidence of this is trained me like a peasant, obscuring and hiding from me all gentleman-like qualities . The use of the word charged suggests their father still has power even in death out of respect for the dead and out of respect for him as a father, which in turn leads to rather than Just being born into it.However there is also evidence off pastoral his life, which makes it a political issue. Also because it is his own brother he is pastoral romance, despite the fact that it does contain some elements of pastoral of rules and harsh regulations and lifestyles, and the country being an idyllic, influencing t he play are through the use of challenging established ideas and Dukes and the two De Bois brothers (doubles).

The Significance of the Title to the Novel the Pearl

The significance of the entitle to the saucy The Pearl. The novel The Pearl by John Steinbeck is such a novel that really interest me as a reader. What is really appropriate is the title itself which incorporate the osseous tissue, the essence of the base. The ivory is very significant to the title because without the driblet of the world, the falsehood just would not exist. The novel could not stand by itself if the pearl is not found. We can likewise see that any story would not be interesting without conflicts.The pearl has created conflicts among the suits in the novel. Thus, it can be said that it is the pearl that moves the story. The characters are nothing without the pearl. The pearl is the beginning and the fetch up of the novel. As readers, we can see that the pearl appears as something significant when kino found it. The finding of the pearl is described vividly in the story. Its colour and shape are shown by the writer graphically. The response from Kino who c linched his fist triumphantly and his fri prohibits who come in drove show the importance of the pearl.We realized that the story revolves around the pearl. This continues till the end of the story. The disappearance of the pearl when it was thrown by Kino marks the end of the story. Therefore, the pearl is a single entity which is very important to the novel. The pearl is crucial as the title as it differentiate between good and evil and between the poor and the wealthy. It becomes a priceless commodity that turns the character into who they are. Those who wish to be evil use the pearl for evil purposes whereas the good just need it for their common life.Thus the pearl is very significant to both parties, and to the title of the novel. A novel energy lies in the universe of discourse of powerful characters and plot. Although the pearl is not a character, its involvement in nearly all the important happenings is a statement that it is the energy that drives the story forward. Thos e who touch it become obsess with it and those who havent are unbidden to do anything to get it. Kino becomes obsessed with the pearl promises and the doctor is willing to sacrifice his professional etiquette to bump the pearl.It seems that the energy of the pearl is uncontrollable. This makes The Pearl a remarkable tale that interest readers. A story involve a suitable setting which suit the period. The pearl is a perfect instrument that suits a story that takes place in La Paz, an important pearl producer in American Continent. We can theorise that if the pearl is replaced with other thing, the novel would become dull and the story becomes irrelevant. It is an important tool that require by many people in La Paz, including the natives and the wealthy immigrants.Kino himself said that the pearl is his soul. The pearl that drives the economy of La Paz is also the one that drives the plot of The Pearl. The points above have shown that the title of the novel The Pearl which uses t he pearl of the world as its main ingredient is rightly chosen. The title The Pearl perfectly suits the story plot. It also provides the right ingredient for conflicts and a foundation for a never ending quests for a good life.

Progressive Era and Gilded Age Essay

In Walter Nugents book Progressivism A Very Short Introduction, he claims Progressivism emerged as a response to the Gilded Age, an unfortunate era that leave the fair(a) working Americans little eon a new class of wealthier people started to rise. Nugent explains to us the breakdown of Progressivism and what occurred when it smitten our nation. Progressivism began to come together in the end of the 1800s due to the ills of American Society that had developed during the great spurt of industrial growth.It shaped and progressed from 1900 to 1917 and finally started to disappear from 1917 to the early 1920s. Nugent claims Progressivism emerged as a response to the Gilded Age, an unfortunate era that left the average working Americans poor while a new class of wealthier people started to rise. For once, Americans sensed change in their society. Some change for the good but most of it for the worse. Nugent talks about how cities began growing up hot than the blink of an eye. The ra ilroad companies started to turn into monopolies.Unfortunately, more problems started to rise in America other than this one. The rich became wealthier and the poor became poorer. The nation had also previously faced a serious recession from 1893-1896, and recovery did not actually really begin until 1897. Other factors that occurred during the progressive era prostitution and alcohol abuse, the great railroad settle of 1877, and the Homestead Strike. The main progressive leaders, such as, Theodore Roosevelt, William Jennings Bryan, and Woodrow Wilson stepped in to make a difference.Theodore Roosevelt claimed he backed up the middle class and showed no mercy toward monopolies. Theodore Roosevelt and Woodrow Wilson accomplished many things such as the 16th amendment which limited the structure of taxation, demolishing the Sherman Anti-Trust Act to dissolve trust so the railroads would not create a pick up monopoly in the North West part of the country, the 18th amendment which ban ned the manufacture, sale, and transportation of alcohol, and the passing of the Womans Suffrage Act in 1920 which allowed women to have larger roles in issues with our society.However, according to Nugent, reformers such as Jane Addams, W. E. B DuBois, and Booker T. Washington also had a huge impact on the Progressive Era as well. Addams founded settlement houses like the famous Hull House, where immigrants and the poor resided. The Hull- House also showed change could come without overthrowing the political and economic system. DuBois, head of the National Association for the Advancement of Colored People (NAACP), helped to reduce discrimination.Nugent later describes what occurred in America when Progressivism slowly started to die out. It considered to have ended with the outbreak of the First World War. The war left over 53,000 killed in combat while 63,000 died from other causes. A Flu pandemic also struck which killed roughly 600,000 Americans. In conclusion the progressive e ra had rough times. Although not everything turned out whole successful, it did put America in the position it needed to be in in order to strain success.

Public Education in the Old South: 1790-1860 Essay

One of the most char do workeristic elements of the Enlightenment was the pervading missionary warmth for reform. Whereas Reformation zeal had g champion into religious fervor, the enthusiasm of the Enlightenment was directed at reform of each in each kinds of institutions and was organized into campaigns for the aid of the weak, the poor people, the persecuted, and the unfortunate. Fed by the liberalism that came from Eng shore in the later(a) seventeenth and earliest eighteenth centuries, the propaganda for parking areaplace enlightenment found its climax in France in the middle and late eighteenth century and became the ideologic forerunner of the French Revolution.Appealing non just now to the growing intellectual and middle sievees, the reformers to a fault worked grave for the every(prenominal)eviation of the conditions of the fortunees of the people. A vast annex in the durationncies of public information took the form of cutting books, pamphlets, newspapers , journals, encyclopedias, debates, scientific academies, libraries, and museums. The fight for civil liberties, for religious and political ex aneratedom, and for popular commandment, the appeal to the natural rights of man as against privilege and tradition laid the basis for our western heritage of humanitarian democracy.Look more(prenominal) sarcasm in the importance of being earnest essayIn this struggle public program line as we know it had its birth. Education in s prohibitedhbound Superficially at least, higher education flourished in the antebellum South. There were some half-dozen show universities and numerous private colleges. In 1850, the South had 120 colleges and universities, as compargond with 111 in the North. Taking into account the massive fig of southern youths who went to such northern institutions of higher instruction as Yale and Princeton, the South could point with pride to the number of its collegetrained youth. tho southern colleges were smaller and more meagerly back up than those of the North, and the educational standards were of a lower order. The University of Virginia, founded in 1825, was a center of classical learning and was free of sectary controls, and most of the colleges and universities were controlled by one or an early(a)(a) of the religious denominations. The South had a great number of private academies for the sons of the well-to-do, and public high schools were increasing in number prior to 1860.There were public common schools in some farmings, though unaccompanied North Carolina and Kentucky had good public school systems. But reluctance to face imposeation and a general feeling that it was the duty of the individualistic to see to the education of his own children were barriers to the development of public education. There were rural areas where the poorer classes had practically no educational opportunity. A full-size part of the white population of the South was illiterate, and a conside rable number of the planters never learned to interpret and write.The system of Public Education was considered capable, and only capable, of regenerating this nation, and of establishing practical virtue and republican equality, it is one which provides for all children at all times receiving them at the earliest age their parents choose to entrust them to the national care, feeding, clothing, and educating them, until the age of majority. Propositions of John Howland John Howland proposed to the General Assembly of the arouse of Rhode Island on the last Monday in February, A.D. 1799. In his solicit he proposed that all the children so adopted should receive the same food should be dressed in the same simple clothing should experience the same kind treatment should be taught (until their professional education commences) the same branches in a word, that nothing savoring of inequality, nothing reminding them of the pride of riches or the disdain of poverty, should be suffered t o enter these republican safeguards of a young nation of equals.Howland further proposed that the destitute widows child or the orphan boy should share the public care equally with the heir to a princely e stir so that all may become, not in word nevertheless in deed and in feeling, free and equal. Thus may the spirit of democracy, that spirit which Jefferson labored for half a century to plant in our soil, become universal among us thus may luxury, may pride, may ignorance, be banished. Howland also proposed that the food should be of the simplest kind, both for the sake of economy and of temperance.A Spartan ease of regimen is becoming a republic, and is best suited to preserve the health and strength unimpaired, even to aged age. The propriety of excluding all di fluented or fermented liquors of every description perhaps, also, foreign luxuries, such as tea and coffee, world power be beneficially dispensed with. These, including wine and spirits, cost the nation at present a bout xiv millions of dollars one-yearly. Are they worth so untold?Thus might the pest of our land, intemperance, be destroyed-not discouraged, not lessened, not partially curedbut destroyed this modern Circe that degrades the human race below the beast of the field, that offers her acerbate cup at every corner of our streets and at every turn of our highways, that sacrifices her tens of thousands of victims yearly in these differentiates, that load up our surface area with a tax more than sufficient to pay twice over for the virtuous nurture of all her children-might thus be deposed from the foul sway she exercises over freemen, too proud to yield to a foreign enemy, but not too proud to bow beneath the iron rod of a domestic curse.Is in that location whatsoever(prenominal) other order of tearing up this monstrous evil, the scandal of our republic, nail down and branch? About other details he said that the dress should be some plain, convenient, stinting uniform. The si lliest of all vanities (and one of the most expensive) is the vanity of dress. Children trained to the age of cardinal-one without being exposed to it, could not, in aft(prenominal) life, be taught such a folly. The food and clothing might be chiefly elevated and manufactured by the pupils themselves, in the exercise of their several occupations. They would thus acquire a taste for articles produced in their own demesne, in perceptiveness to foreign superfluities. Under such a system, the poorest parents could afford to pay a moderate tax for each child.They could better afford it than they can now to control their children in ignorance and misery, provided the tax were less than the lowest rate at which a child can now be kept up(p) at home. For a day school, thousands of parents can afford to pay nothing. In his historical presentation he further proposed that under such a system, the pupils of the show schools would obtain the various offices of public trust, those of re presentatives, &c. in preference of any others. If so, public opinion would soon induce the most rich and the most prejudiced, to send their children thither however little they might at first relish the idea of giving them equal advantages only with those of the poorest class. Greater real advantages they could not give them, if the public schools are conducted as they ought to be.Public Education in Pennsylvania In the two decades before the civilian War public awareness was shaped by the zeal of devoted crusaders Horace Mann and total heat Barnard in the East, Calvin H. Wiley in the South, and Caleb Mills in the west. Through their educational journals, reports as educators, or appeals to legislatures, they drew attention to needed reforms. The Lyceum movement, founded by Josiah Holbrook in 1831 do the advancement of education, curiously the common schools, its principal business. To its lecture platforms came Edward Everett, Henry Ward Beecher, Wendell Phillips, and Abraham Lincoln. Teachers institutes, like that of Onondaga County.A Delaware journalist and school teacher, Robert Coram felt that society, through the establishment of public schools, should teach everyone how to make a living. Each was to be taught the rudiments of the slope language, writing, book holding, mathematics, natural history, mechanics, and husbandry. He favored apprenticeship regulations binding youth out to the trades or professions. Literary discussions were a lawful feature at his schoolhouse. The necessity of a reformation in the country schools, is too obvious to be insisted on and the first step to such reformation, will be, by turning private schools into public ones. The schools should be public, for several reasons-1st.Because, as has been before said, every citizen has an equal right to subsistence, and ought to bring in an equal opportunity of getting knowledge. Because public schools are easiest maintained, as the burthen falls upon all the citizens. The man who is too squeamish or lazy to get married, contributes to the take of public schools, as well as the man who is burthened with a fully grown family. But private schools are supported only by heads of families, & by those only sequence they are interested for as soon as the children are grown up, their support is withdrawn which makes the employment so precarious, that men of ability and merit will not submit to the trifling salaries allowed in most country schools, and which, by their partial support, cannot afford a better.Public schools then established in every county of the united kingdoms, at least as more as were necessary for the present population and let those schools be supported by a general tax. Let the objects of those schools be to teach the rudiments of the English language, writing, book guardianship, mathematics, natural history, mechanics and husbandry-and let every scholar be admitted gratis, and kept in a severalize of subordination, without value to pe rsons. Public Schools in Virginia The first step toward the establishment of a public school system in Virginia was made in 1810, when a bill was passed by the legislature providing for the creation of the Literary Fund.The act order that all escheats, confiscations, fines, penalties and forfeitures, and all rights accruing to the State as derelict, shall be set aside for the encouragement of learning. Tylers drive was governor of the commonwealth at this time, and it was probably in response to his recommendation that this law had been enacted. An act was passed the contiguous year by which the Literary Fund was set apart for the purpose of providing schools for the poor in any county of the State. The fund had grown continually from the beginning, and on Tylers accession had reached an amount little less than $1,400,000. The annual income from this fund was about $70,000, more than two-thirds of which ($45,000) was used for the education of indigent children. In this way 9, 779 children were given a little schooling as a public charity.The governor indicated great dissatisfaction with this plan of public instruction. He maintained that only a small number of the youth were reached by it and that it was of little acquire to them because of the unregularity and uncertainty of the system. In some instances a school would be open for a few months, and in others a year. But it often happened that after the children had made a good start in the primary(a) branches, the school would be discontinued and the pupils would be returned to their parents to forget what they had al enouncey learned. He might also lead added that the aid given indigent children caused them to be looked down upon as paupers by their fellow pupils.It is quite belike that in many instances the intellectual gain under such a system was offset by a spiritual loss resulting from the development of a sense of inferiority in the beneficiaries of these charity schools . Moreover, this met hod of instruction was more expensive than it should have been. By drawing a comparison between the educational system of New York and that of Virginia he showed that the people of the former commonwealth were getting a great negociate more for their money than were those of the latter. Virginia needed a public school system (the message went on to state) not for poor children alone, as was then the case, but for all classes.And it was particularly desirable that the children of the great middle class should be given the manner of education . As a remedy for these unsatisfactory conditions he proposed that the counties be divided into school districts and in each a aeonian school be established, under the direction of trustees elected by the people. This school should be directed by a competent instructor. Attendance should be absolutely free or else the tuition charge should be low enough to afford all the children an opportunity for an education. This was a well-meant gesture in favor of a public school system, but it proved to be an empty one. There was one fatal defect in the plan it did not carry an adequate system for financing the scheme.The governor recommended that expenditures from the Literary Fund be hang up until the accumulations had increase to the point at which the interest would be sufficient to finance the schools. Just what should be make during this dot of waiting he did not suggest. Schooling for the poor during the interim would either have to be suspended or provided for out of county levies. A public school system worthy the name could not have been established in Virginia at that time without supplementing the income derived from the Literary Fund by a substantial revenue enhancement raised by taxation. Tyler did not have the boldness to recommend such a plan. At one time it looked as if the governors scheme of public education, with certain modifications, would be put into essence promptly.Resolutions favorable to the idea w ere adopted and a bill embodying the principles laid down in them was reported to the maintain of Delegates. This bill, however, was laid on the table, and no further action on it was taken during this session of the legislature (or at least no mention of it can be found in the Journal). Apparently, nothing was later done to carry out the governors suggestions. A good deal of space in the governors message was devoted to internal improvements. He made specific recommendations as to improvements in the means of communication by the construction of roads, and locks and dams on the James River and other streams, with a view to connecting the east more closely with the west.He pointed out that a considerable portion of the State lying west of the Alleghany Mountains, though rich in soil, was in certain regions almost in a state of nature. The citizens there could not reach the capital without going out of the State and using transportation facilities furnished by other States. It was not a matter of surprise, therefore, that the tide of emigration had passed around this area and gone farther west. ii roads should be opened up from the western borders of the State to the Valley region. There was also considerable ill feeling between the eastern and western sections of the commonwealth, and this sectionalism could be destroyed by the strait-laced means of communication.Another reason given for the States speeding up its improvements in land and water transportation was that in so doing it would take away the excuse of the Federal giving medication for expenditure money on internal improvements in the States. In this way a great political jeopardize would be averted. For, as he considered, more danger is to be apprehended to the State authorities by the exertion of the assumed power over roads and canals by the general government than from almost any other source. It holds out the tender of the strongest bribe which can be offered to a people inhabiting a coun try yet in its infancy, and which invites the exertions of man to its improvement in almost every direction. Let the State welcome these demands and accustom the people to look to the State instead of the United States government for these improvements.Tylers administration mustiness have been generally friendshiped as successful, as no one appeared against him when he came up for re-election December 10, 1827. He received all the votes cast but two, which were scattered. One of the last of Tylers recommendations (made on February 1, 1827) was in regard to the journals of the legislature. These records had been carelessly looked after, and the proceedings of three important sessions had been lost. Some of the journals were in manuscript and others were out of print. He suggested the reprint of those that were out of print and of placing complete sets in the public offices and among the chief literary institutions.So far as the complaisant and ceremonial functions of the office were concerned, Tyler performed them admirably. He was especially well fitted by education, training, and culture to play the rble of social leader. George Wythe Munford, who, by virtue of his position as clerk of the House of Delegates, was in close touch with functionary life in Richmond, considered Governor Tyler exceptionally happy in the performance of his duties at the executive mansion. fig up of Public Education Legislative provision for a state-wide system of public education made its visual aspect in Pennsylvania, in 1834. This act, largely permissive in nature, did not come about without a spacious and arduous struggle against considerable opposition.Indeed, its future was in doubt until the Assembly passed the law of 1836, which afforded a permanent basis for a system of universal education in Pennsylvania. It was not until 1849, however, that legislation was enacted requiring each of the States school districts to establish public schools. Upon the foundation of co mmon schools, the public high school arose. For the great part of the nineteenth century it was the academy rather than the public high school from which the colleges recruited the bulk of their students. In fact, the proponents of the academy after 1850 argued that preparation for college was the legitimate function of the academy alone.As the high schools increased in number, and the academies suffered a corresponding decline, the colleges sought a side by side(predicate) rapprochement with the public school system. According to an editorial in the Pennsylvania School Journal, one of the objects in establishing the College Association of Pennsylvania, in 1887, was in substance, to promote the common interests of the Colleges by securing harmonious action and cooperation in all matters pertaining to the general welfare of these institutions, and also to labor for closer identification with the public school system of the State. This latter question was brought to the front, at t he second session of the get together by a rather aggressive paper read by chairperson Magill, of Swarthmore.Before the meeting finally adjourned, ample evidence had been given of a sincere desire to co-operate with the public school agencies of the State in effecting a proper and, if possible, an organic bond of union between the Common Schools and Colleges. Indifference and opponent to Public Schools Before the Civil War, the development of public schools languished end-to-end the South. Here, the experiences of Virginia and Tennessee are probably representative. While doubting Thomas Jefferson had unsuccessfully sought the establishment in Virginia of a tax-supported system of universal common-school education as early as 1779, both state and local support for schools was meager during the ante-bellum eld.Public schools were considered primarily as schools for paupers, for the support of which men of property were not disposed to tax themselves. Nonetheless, the smaller far ms, less sharp social distinctions, and shortage of good private schools in the western counties of Virginia (including modern west Virginia) made public education a vital sectional issue, culminating in the provision for increased financial support for Virginias common schools in the constitution of 1851. Even so, during the 1850s public education in Virginia continued to suffer from mismanagement of the states school monetary resource and their diversion to other uses. The state of Tennessee entered the Union too early for its schools to benefit importantly from public land policy.By 1806, when provision was at last made by interstate highway compact for reserving onesixteenth of all future land grants in Tennessee for the use of schools, little unclaimed land of much agricultural value remained. Subsequent sales of the residual public lands to provide a fund significantly labelled for the education of the poor yielded very little revenue. By acts of 1830 and 1838 the legislatu re sought to supplement the state school fund from non-tax sources, but the fund showed little growth. It was not until 1854 that Governor Andrew Johnson of East Tennessee pushed through the act in which Tennessee imposed her first state taxes and authorized the first county taxes for the support of education. This legislation represented a narrow victory of the yeomanry of East Tennessee over the wealthier planters of the rest of the state.The resulting public schools were still not able to hold their own with the private and denominational schools favored by persons of means. During the reconstructive memory years immediately following the Civil War, both Virginia and Tennessee enacted some much-needed educational reforms which partially survived the later return of the ex-Confederates to political power. In 1869, a carpet-bag natural convention in Virginia adopted a new state constitution which provided for the establishment of free schools throughout the state. Under this cons titution, the Virginia assembly created in 1870 the first plan of general public education in the states history and provided for state property taxation and authorized local taxation for school purposes.During the side by side(p) decade, despite formidable political and financial obstacles, Virginias public schools made considerable progress but no more than held their own from 1882 until the constitution of 1902 awakened a renewed interest in up(p) the states public-school systems. Meanwhile, educational policy in Tennessee had taken a similar course. In 1867 the substructure legislature of Tennessee (which was dominated by East Tennesseans of Union loyalties) enacted the most progressive educational measure in state history, providing a sound financial basis of property and poll taxes for public-school support. With the return of the ex-Confederate Democrats to power in 1869 this act was repealed, and a new act abolishing all supervisory school offices and abandoning all proper ty taxes for schools made all responsibilities for common schools both local and voluntary.The new constitution of 1870 repaired part of this damage and, with the tide for tax-supported, free schools running too strongly to be curbed, the Democratic legislature of 1873 substantially re-enacted the school law of 1867, which still remains the parent act for the states modern public-school system. The cause of public education after the Civil War was not without prominent supporters. That Virginia aristocrat and great American, Robert E. Lee, declared that the thorough education of all classes of people is the most efficacious means for promoting the prosperity of the South. Walter Hines Page wrote in 1896 that a public-school system liberally supported by public sentiment, and generally maintained by both state and local taxation, is the only effective means to develop the forgotten man and the forgotten woman. Nor was the Negro excluded by some, such as Clarence H. Poe, who declare d in 1910 that we must . . .frame a scheme of education and training that will keep the Negro from dragging down the whole level of life, that will make him more efficient, a prosperity-maker. . . . we must either have the Negro trained, or we must not have him at all. Untrained he is a burden on us all. . . . Our economic law knows no colour line. Yet a great Southern educator, Edwin Mims, had to note sadly in 1926 that the Southern States still have a great mass of uneducated people, sensitive, passionate, prejudiced, and another mass of the half-educated who have very little intellectual curiosity or independency of judgment. If some of the Souths intellectual leaders agreed with such indictments of the products of regional education, in doing so they turned their fury on the public schools.Woodward, for example, has shown how the Redeemers-who took over the leadership in state and local government with the restoration of self-rule to the South-took retrenchment as their watchw ord and frankly constituted themselves as the champions of the property owner. In the process, public education, which bore the stigma of carpet-bag sponsorship and raised the unpleasant image of the ubiquitous horse-faced Yankee schoolmaams of the bitter Reconstruction years, was first to suffer. Governor Holliday of Virginia considered public schools a luxury . . . to be paid for like any other luxury, by the people who wish their benefits. Successful Launch of Public School System in South In the Deep South the illiteracy of the people and the neglect of education were perhaps more reprehensible than in the Upper South.A Committee on Education of the Louisiana legislature reported, March 22, 1831, that there were approximately nine thousand white children in the state between the ages of ten and fifteen years but that not one third of that number received any instruction whatever. Georgia was the one of the earliest states to found a state university and had academies for the well-to-do, but it woefully neglected the education of the masses. Not until 1877 did the state finally establish free public schools. Liberal laws permitting counties to tax property for school purposes, which had been enacted in the late 1830s, were repealed in 1840. Governor George W. Crawford declared in 1845 that not half of the counties applied for their proportion of the state funds for free schooling.8 As late as 1859 Gabriel DuVal, Superintendent of Education of the State of Alabama, reported to the governor that nearly one half of the children of the state were not attending any school and were growing up in ignorance . The nose count of 1850 seemed to indicate that the Southern States were even retrograding in literacy. The returns from Virginia, for example, showed the presence of seventy-seven thousand and fin adult white illiterates as compared with fifty-eight thousand, seven hundred and eighty-seven in the previous census. This increase could probably be explained in part by the more careful and accurate enumeration of the census takers of 1850. According to their report the Southern States had an illiteracy ratio among the native white population over twenty years of age of 20. 30 per cent, the Middle States 3 per cent, and New England . 42 per cent.Superintendent De Bow pointed out that so excellent was the New England school system that only one person over twenty years of age in four hundred of the native white population could not read and write, as compared with one in twelve for the slaveholding states, and one in forty for the free states as a whole. Many reasons have been advanced to explain this widespread illiteracy of the South. The aristocratic attitude, inherited from England, that it was not necessary to educate the masses, changed slowly in sections of the older South like Virginia and South Carolina. Certainly the closing off characteristic of Southern life with its scattered homes and indescribably bad roads did much to hind er the spreading of education.Fully as important as these factors was the reluctance of the people to tax themselves. Governor Swain in his message to the legislature of North Carolina in 1835 said that the legislature was in the habit of imposing taxes on the people amounting to less than one hundred thousand dollars annually. Of this sum, half was spent in rewarding the legislators for their services, while the remainder was employed in paying the administrative officers of the state government. The individualism of the Southern people was also a hindrance to the establishment of a comprehensive system of public education. It was regarded as the duty of the individual and not of the state to see that his children were educated.When Governor Gilmer of Georgia wrote letters to the most distinguished men of his state for their opinions on public education, he stated his own position in the words The policy of make appropriations by the Government to effect objects which are within the means of individuals has always appeared to me to be extremely questionable. Joseph Henry Lumpkin, later to become Chief Justice of the Supreme Court of Georgia, replied that he opposed scattering the state educational funds of twenty thousand dollars for common schools, but that they should be used in development the university. The most promising youths from each county should be sent to the university and soon every foreigner will be dislodged from our academies. The mental attitude of the various classes of Southern society toward education was admirably analyzed by Joseph Caldwell, President of the University of North Carolina, in a series of Letters on Popular Education published in 1832. He pointed out that so invincible was the aversion of North Carolinians to taxation, even to provide for the education of poor children, that any proposal to establish a public school system supported solely by taxation would be doomed to failure. He also depict the position of many of the illiterate or semi-illiterate as proud of their ignorance of book learning. From another angle, he portrayed the attitude of the rural communities toward book learning by showing their contemptuous disparagement of the profession of teaching school.With bitter satire he described the unfit type of men who had been recruited by the profession in North Carolina Is a man constitutionally and habitually indolent, a burden upon all from whom he can extract a support? thence there is a way of shaking him off, let us make him a schoolmaster. To teach a school is in the opinion of many little else than sitting still and doing nothing. Has any man futile all his property, or ended in debt by indiscretion and misconduct? The business of school keeping stands wide-open for his reception and here he sinks to the bottom, for want of capacity to support himself. Apathy toward education on the part of the lower classes was undoubtedly due to physical illness and to a false sense of pride.T ravelers in the ante-bellum South often referred to the sallow, unhealthy appearance of the poor whites and to their addiction to eating clay. These clayeaters, sand-hillers, and crackers were in many cases the victims of hookworm, which sapped their energy and deprived them of ambition. In the lowland regions and in river valleys malaria and the ague wrought great havoc in the health of the poorer classes, who remained in their habitations throughout the year. Furthermore, many destitute farmers were deterred from sending their children to such public schools as were provided because of their distaste to make the required declaration of poverty.The mountain whites who looked upon all outsiders as furriners, preferred to remain in ignorance and to flow to their more primitive ways of life The educational needs of the upper classes were fairly well met by the private academies and old field schools. A group of neighbors would form a board of trustees for the proposed school and de fy to the legislature for an act of incorporation. They would then build a log or frame schoolhouse and operate a teacher, frequently a Unioner who had recently graduated from college. Some of these academies attained a wide and well-deserved story for training eminent men From a selfish point of view, the upper classes, who could send their sons to exclusive Northern schools, or at least to private academies and old field schools in the South, had little incentive to support a movement to educate the common people by voting taxes for that end.From 1840 to 1860, however, the Southern States were slowly rouse to the need of free public schools. One of the most eloquent and influential voices for popular education during these years was that of Henry A. Wise, Congressman from the Accomac district of Virginia. In 1844, shortly after his retirement from Congress to become look to Brazil, he delivered an earnest speech to his constituents advising them to tax themselves to educate e very child at public cost. He showed that more than one fourth of the adult whites in Accomac district (consisting of twelve counties) could not read and write, and that the number o

Mr. Know All by W. Somerset Maugham

First of all I want to begin with the narrative perspective. In the short reputation Mr. Know-All by William Somerset Maugham there is a first person narrator, who takes an active part in the recital. He is a very important typesetters case. It is not easy to tell whether he is a peanut or a major character. On the one hand he is a major character because the way he presents Mr. Kelada influences the reader a lot. On the other hand he is just a minor character because he is only the presenter of Mr. Kelada.The reader never can see him in real action when he is without Mr. Kelada. He is just present to tell the reader what Mr. Kelada does and how he behaves. what is more he is a minor character because the whole story deals with Mr. Kelada. In my point of view Mr. Kelada is the patron and the narrator is the foil, the so called contrast figure. He only reflects the good and the bad features of the protagonist. In this particular story the foil reflects more the negative than the positive traits.The narrator himself is an English snob. He is not very cordial of staying with somebody else in a cabin for fourteen days. Furthermore he is biased slightly foreigners, because I should have looked upon it with less dismay if my fellow-passenger?s lift had been Smith or Brown. 1 That sentences shows that he set the British higher than people of foreign origin. He is very biased about foreigners and especially about Mr. Kelada.Throughout the story but especially in the first 45 lines (and that is more than the first half(prenominal) of the short-story) the narrator expresses his racist view. Consequently he depicts some incidents that make him despise Mr. Kelada. It is not only the name which arouses suspicion, because as he tells When I went on board I found Mr. Kelada?s luggage already there. I did not like the the look of it there were too many labels on the suitcase 2 They make him believe that Mr. Kelada is a man with savoir-faire.

Starry Night, by Vincent Van Gogh Analysis

Rebecca Shulman February 25, 2013 ENGL 205-04 large and Romance Paper 1 Starry Night by Vincent Van Gogh, 1889 Swirls mix with white, yellow, blue, and black as the town sleepily yet still so helplessly moves on with its life. No one empennage truly understand the mystery of the night until theyve watched it grow. The night is born so magically as the cheerfulness of the day descends over the horizon and the moon peeks in through the shadows. Its a turneder sun, and although it is not rather as bright as the first, it is still able to shine down and create a fresh turn on for those who wake.The earth is cooled to the core as the town howls with blue breezes, while the wind chills the bones of those who bye the streets. I ponder at this painting, and wonder what thoughts pop in the minds of those whose eyes before mine wee already fallen upon this golden wonder. It seems like such a small and quiet village, where the trees, so dark and gloomy as they are at dusk, grow asc cult ure from the ground and are never ending structures.Behind the eyes of the painter was the thought of an ever-changing starlit sky in France, comparing dark with light and how its effects were so important to how life can look in one of the more perspectives. The oils are be adriftming expectantly across the page, creating this wild cotton candy vibe to the soft creamy delight of sweets that enter my imagination while I sit and stare at the tinted moreovertercream colored moon.As it smiles in my direction, I imagine what itd be like if on that point were tiny raindrops slowly falling, but thither isnt a single cloud among such radiant tiny balls of fire. The lines in the sky bounce and twirl like waves of an ocean crashing along the shore during the mightiest of storms. I cant help but wish that I could be a part of this memorable scene, thinking what it would feel like to swim amongst the honey dipped stars so high above me, as I raise my hands and rising my chin, aiming towa rds the heavens.Id look below me as my arms spread so angelic, looking down toward the low-lit buildings as I surf around this world full of beautiful wild colors of nature. Though there is a glow throughout the drawing, there is also a clear exactitude of how the sky and territory are separated by colors. Where the skies glow of yellow is stronger than it is near the ground, the brightness of the waning moon shows how yon that beauty can shine over the land like a guide, or a distant friend.

TBD Essay Example | Topics and Well Written Essays - 750 words

TBD - Essay ExampleContrarily, the US Constitution is a roll that represents the rule of law in relation to how the government is expected to perform duties with regard to American citizens.Primarily, the US Constitution is the supreme law of the United States of America. The Constitution was written and documented in the year 1787, a few years after the DOI was made (The Constitution of the United States). It should be celebrated that opposed the DOI, the Constitution was written under a convention of all the states. The convention was tasked with making changes to the old brass of governance. Despite the fact that both documents contain significant information about America, they also vary in some specific aspects. This paper will discuss about the context within which both documents were established, the goals and mean audience of each document and the style, structure and tone of each document.The DOI was majorly written to express the alert and convictions of American cit izens under the British rule. Written in unforgiving and exalted phrases, the DOI was based in the context that American citizens were accusing the pouf of Britain of ignoring the law and abusing his authority and power (The Declaration of Independence). Specifically, it was thought that the King had a profound disregard for the best interest of citizens living in the 13 colonies. Besides, it should be noted that signatures contained in the DOI are from the 13 colonies (The Declaration of Independence). Moreover, the DOI was drafted by a single person, doubting Thomas Jefferson.Contrastingly, the US Constitution was written on totally different grounds. A convention was called in roll to recommend changes in the old system of US governance (The Constitution of the United States). It was during the 1787 convention, with attendance from all the states, that the Constitution was drafted. Upon approval from all the states, the US Constitution came into operation in 1789. Notably, the

Brain Death Scenario Term Paper Example | Topics and Well Written Essays - 1250 words

Brain cobblers last Scenario - Term Paper ExampleThe battle intensifies and begins to disrupt the medical exam and nursing staff. Thesis Brain expiration is a physiological condition which is underpinned by heavy legal, ethical and medical implications and must therefore be handled with a wholesome and informed approach. Purpose of the paper The purpose of this paper is to discuss the ethical, legal and medical implications that surround mindset death, and to divulge on how physicians should handle brain death. a) Ethical Issues Surrounding the Situation unity of the ethical issues is that of organ donation or harvesting. The law take tos that organs can be harvested from patients who are brain dead, provided that any provisions specified within the law are observed. This is because, brain death can adept to legal death despite the patients heartbeats and respiration being sustained through robotlike ventilation, thereby making the sustenance of vital organs for organ transp lantation very possible. In this case, it is inconceivable to carry out organ harvesting since the patients brain death has not been conclusively established. This failure to establish the patients status precludes the law of any jurisdiction since all laws placid give injunctions on where the patients status is clear. Thus, whether the patient is an automatic donor or not does not yet apply. In al intimately the same wavelength, organ transplant cannot be carried out because the consent of the next-of-kin or family members is a prerequisite for organ donation, if the patient had previously not demesned his desire to be a donor. Nonetheless, correct in this case, organ harvesting and donation will be ethically out(predicate) since the patients family members are in total disagreement (Dubler, 2011). Another ethical twist to this reckon concerns the scarcity of healthcare or medical resources. Because healthcare or medical resources are scarce and moreover able to satisfy it s large demand, there is pressure that such resources are extended to only practicable cases. It is against this backdrop that brain dead patients who are non-organ donors are disconnected from the ventilator and drug support so that cardiac death may subsequently ensue. However, in this case, the patient must not be denied the ventilator, drugs and all manner of healthcare support since it has not yet been established whether the patient is brain-dead or not. Physicians must incessantly diagnose the patient fully, in order to know his status, before administering any form of medical preventative on any patient. The case in point is not only applicable, but is also serious, warranting fundamental diagnosis. b) Legal Issues Relating to This Situation Though physicians are the ones who ascertain whether legal criteria of death have been satisfied or not, it is the law that sets the criteria by which the description of death is to be done. Thus, it is important to reiterate the fac t that the patient, despite his state of brain death, is legally still alive. The reason for this patient being rendered alive is twofold. First, it is important to note that even when legal indicators of life (respiration and heartbeat) are being artificially run (through the use of a ventilator), the patient is still considered living. Secondly, the law marks death as having taken place upon legal consequences starting to take effect. The most serious legal consequence is the distribution of the patients estate either under intestacy or a will. Another consequence is the

Summative assessment - critical assessment of the external and Essay

summational assessment - critical assessment of the external and internal contexts of management - Essay ExampleHowe and Strauss (2003) rightly pointed bring out that juvenility people and communities argon raised in relatively secure and objective driven surround in similarity to their previous generations. Howe and Strauss (2003) also pointed out that lesser numbers of siblings at home (in comparison to previous generations) has decreased the magnitude of competitive environment there. On the other hand, in external environment, young people and communities are being encouraged by family members to participate in competitions and gather accomplishments (Alsop, 2008). It is evident from the reciprocation that young people and communities slang certain personal traits such as, low loyalty, urge for working in team, more focus on knowledge sharing and over-dependence on technology. Therefore, organisations need to consider the above-mentioned traits musical composition managing young people and community. Apart from the mentioned aspects of young people and community management, primary agenda for the essay is to approximate Sue Leas quote this policy climate severely limits the capacity of live oners to lead mentioned in Ord (2012, p. ... ntioned text, management and leadership are being used interchangeably but in reality, operative amount of difference exist between both these concepts. Therefore, the line should be read as, potential and mountain chain for managing young people and community within or outside organization gets affected by establishment policies, external environmental issues and dynamic shift in macro environment. Although, there are research scholars who have criticized the mentioned argument and the essay will cover their criticism in order to make the discussion robust. In the next section, the researcher will shed light on management-leadership perspectives in order to develop primer for further discussion. Management & Lead ership Kotter (2001) stated that stark differences exist between music directors and leaders. For example, managers are those people who are responsible for doing the assigned task, planning operational activities, budgeting, organizing resources to achieve organizational objectives, problem solving and controlling the bodily process of team members or department members, while leaders are those who motivate, align and direct the subordinates action. Internal conflict between leadership and management can be summarized in the following modality Vision and Objective Management is have-to doe with with planning, budgeting, establishing process steps, setting project time line and managers ability to disclose an impersonal attitude. Leadership is concerned with establishment of direction, vision, developing strategic plans, display of passionate attitude and motivating team members to achieve the performance objectives (Kotterman, 2006). Human Development and Networking Management is concerned with delegating responsibility to staff at different organizational verticals, implementing

Environmental Economics Essay Example | Topics and Well Written Essays - 1000 words - 4

Environmental Economics - Essay ExampleThis paper compares Command-and-Control and Economic inducing approaches.Command and control regulations focus on preventing environmental problems by specifying how a company will parcel out a pollution-generating process (Stuart) In this type of approach to regulation of pollution, the companies which are responsible for pollution should discover necessary precautions to prevent the environment pollution due to their activities. For example, industrial units just aboutly produce lot of ototoxic gases and solid wastes which generally they disposed to the land or sea improperly. Waste treatment plants are do compulsory with every industrial unit by implementing Command and control regulations. Command and control approaches were rough-and-ready up to certain extent to reduce the industrial pollution. Periodical inspections from the governmental agencies forced the industrial units to remark tight control over the polluted materials it g enerated.Economic incentive approach is the way of controlling environmental pollution by offering economic incentives. In this approach, those who take effective measures to control environmental pollution will be rewarded and strict penalties will be enforced for those who destroy the environment. Pigovian Taxes, emission fees, abatement subsidies and tradable earmark system are some of the common methods taken in the Economic incentive approach.Pigovian Taxes is a amiable of special tax that isoften levied on companies that pollute the environment or create excess kind costs, called negative externalities,throughbusiness practices. In a true market economy, a Pigovian taxis the most efficient and effectiveway to correct negativeexternalities (Pigovian Tax) The main objective of this tax is to incorporate the well-disposed cost of the environment problems caused by the polluter. Thus the polluters will be forced to control their polluting activities because of the fear of the to a great extent Pigovian