Mr Know All

(for working with Lesson 2 – end) by Adele Raemer – [email  protected] co. il Lesson 2 Workpage 10 points each answer 1. Where does the story take place? In what year? 2. What does the opening paragraph tell us about the speaker and his attitude? 3. In the second paragraph the speaker says that he doesn't like Mr. Kelada. What doesn't he like about him? 4. When Mr. Kelada introduces himself to the narrator, the narrator says that he â€Å"asked if he was right in thinking my name was so and so. † Why doesn't the narrator bother to tell us his own name? 5.In the conversation that follows this introduction, the narrator is surprised to find out that Mr. Kelada is English. Why is he so surprised? Why does the writer describe his question as being asked â€Å"rather tactlessly†? 6. What impression is created by Mr. Kelada's behavior at this first meeting? 7. Where does the narrator suspect that Mr. Kelada was born? How do you know? Vocabulary work: Use the f ollowing words in a sentence to show that you understand them: (5 points for each sentence) 1. accommodation 2. berth 3. port-hole 4. gestures 5. exuberant 6. flask Extra credit question: (10 points) rite down as many words or phrases that you can find that show that the narrator was prejudiced against Mr. Kelada. Explain why they show prejudice. Lesson 3 – Mr. Know-All (for working with ECB Anthology- questions from EMT) Workpage (Answer on a separate page in complete sentences. ) 1. What is special about Mrs. Ramsay? 2. What kind of man is Mr. Ramsay? 3. Write down at least 3 things that Mr. Kelada did that annoyed the narrator. 4. Which of those could be considered cultural difference, and which were just a part of his personality that clashed with that of the narrator's? 5. Describe Mr. and Mrs.Ramsay. How do you think that author feels about them? (Find quotations to support your answer. ) Extra credit: (Answer EITHER 6 OR 7) 1. Why does the narrator call Mr. Kelada :â⠂¬ The best hated man on the ship? † (EMT p. 177; ECB p. 37 line 110) 2. Vocabulary work: Use the following words in a sentence to show that you understand them: 1. airs (EMT p. 176; ECB p. 36 line 72) 2. snub (EMT p. 177; ECB p. 37 line 99) 3. intolerable (EMT p. 177; ECB p. 37 line 113 ) 4. loquacious (EMT p. 177; ECB p. 37 line 115) 5. argumentative (EMT p. 177; ECB p. 37 line 115) Ques. 1-5 are worth 20 points eachExtra credit question is worth an additional 10 points. |Mr. Kelada sees Mrs. Ramsay's chain of pearls. | [pic] | | [pic] | | [pic] | | [pic] | | [pic] | [pic] | | [pic] | | [pic] | | [pic] | | [pic] | [pic] | | [pic] | | [pic] | | [pic] | | [pic] |Mr. Kelada says that he is mistaken. | Lesson 4 1. Using the flow chart, fill in what happens from the point when Kelada sees Mrs.Ramsay's chain of pearls, to the point when he says he is mistaken. 2. Why does Mrs. Ramsay â€Å"retire with a headache†? 3. In the last paragraph the narrator says, â €Å"At that moment I did not entirely dislike Mr. Kelada†. Has the narrator changed at all during the story? What are your feelings towards Mrs. Ramsay, Mr. Kelada and the narrator by the end of the story? 4. Why did Mr. Kelada decide to protect Mrs. Ramsay? What does this tell us about him? 5. What is Mrs. Ramsay's reaction at the end of the story? Why is the name on the envelope written in â€Å"block letters†? How does this make you react to Mrs.Ramsay? Extra credit question (10 points) 6. What do cultured and real pearls symbolize in the story? Lesson 5 1. Look for and list the cultural differences between the narrator, Mr. Ramsay and Mr. Kelada. 2. Discuss cultural differences between you, as Israelis, and those seen in the characters. With whom do you feel closest? Why? 3. Why is the story told in the first person? What effect does it have on us, the readers? 4. The following are very British expressions. Find them in the text, and think of another way to say the same thing (in English). jolly glad – (EMT p. 175; ECB p. 35) ather – (EMT p. 175 ; ECB p. 35) chap – (EMT p. 177, ECB p. 38 ) fetch – (EMT p. 178 , ECB p. 38) rot – (EMT p. 179 , ECB p. 40) had been caught out – (EMT p. 180, ECB p. 41) retire – (EMT p. 180, ECB p. 41) 5. Find examples of sarcasm in the story. Final Assessment (Individual work) Choose ONE of the following 4 questions, and record your answer on a tape. Your answer must cover all of the aspects of the question, and show that you understood the story. It must last between 3 and 5 minutes. 1. Pretend that you are Mr. Kelada, and tell the story to your friend in Japan (from your – Mr.Kelada's – point of view). 2. Answer the following questions orally: a. Why is the story told in the first person, and why aren't we told the narrator's name? b. Why did the narrator decide that he disliked Mr. Kelada even before he met him? What does this tell you about him? Do you think the writer was trying to say something about the British, in general? 3. Describe the 3 different stereotypes that the writer shows in this story. 4. Mr. Kelada / Mrs. Ramsay Why did Mr. Kelada decide to protect Mrs. Ramsay? What does this tell about him? What does Mrs. Ramsay do in return?What do you think about her reaction? Criteria for grade (according to oral bag. scales): show familiarity with the characters and the story discuss the questions fluently discuss the questions with a minimum of grammatical mistakes remain within the given time (1 1/2 – 3 minutes) Evaluation page for group work (Mr. Know All final activity) Name of group observer:__________________ Names of group members: ___________________________________________________________ If the answer is YES – put a check in the box. If it is NO – leave the box empty. In some cases, there may be more than one YES answer. I.Evaluation for answering the questions: 1. My group read, understoo d and followed the instructions. [ ] 2. My group decided together who would answer next- there was no real leader. [ ] 3. One person from my group decided to take charge (be the leader) , and organize the turns. [ ] 4. My group decided together on a leader, who organized the turns. [ ] 5. My group worked more efficiently / the same / less efficiently than they did in the first activity. Explain______________________________________________ _____________________________________________________ II.Evaluation for group discussion My group†¦ 1. . †¦ discussed the question in an organized manner, taking turns. [ ] 2. †¦ discussed the question in an unorganized manner – each person spoke when they felt that had something to say. [ ] 3. †¦ discussed the question in Hebrew. [ ] 4. †¦ discussed the question in English. [ ] 5. How did the group decide who would be the secretary [ ] ___________________________________________________ III. My group discussed the following questions: #1. Thoroughly / Superficially / Didn't have enough time #2.Thoroughly / Superficially / Didn't have enough time #3. Thoroughly / Superficially / Didn't have enough time #4. Thoroughly / Superficially / Didn't have enough time #5. Thoroughly / Superficially / Didn't have enough time IV. Summary: yes no Do you feel that your group worked in an efficient manner? ? ? How could they have been more efficient? _______________________ __________________________________________________________ __________________________________________________________ Do you think they did this activity more efficiently than they did the first time? yes no ? Explain. ______________________________________________________ ______________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________ V. Your opinion I li ked / didn't like being the group evaluator. Why_______________________________________________________ I learned something / nothing about working in groups by being the evaluator. Please write anything else that you have to say here :

Graded Assignment: Global Interactions Unite Test

Portuguese explorers and conquers. They brought them to the new world for farm labor. On the other hand England and France thought of the same ideas, bringing African slaves from Africa to work mostly on sugar plantations. In general Europeans couldn't work on farms on their own, they felt like they needed others to work for them, so they bought slaves and shipped them to the new world in order for their farms and plantations to keep going. When Spanish and Portuguese explorers first settled in the new world, they thought of calming the land they discover to their country.As they settled and as trading went by in the new world, they couldn't on the farms themselves. They basically needed others to work under their command. When the exploration went around the coast of Africa to reach India, they found what they call slaves to do farm labor in the new world. It started out as a trade with the Spanish and Portuguese and African tribe leaders. They slaves they traded for would be placed on slave ships and would be shipped to the new world. When they arrived at the new world, they wouldn't have much freedom except on the farm science now they were owned by theSpanish and Portuguese. The main reason slaves were bought by the Portuguese was for farm labor and growing different types of crops for trade. On the other hand, other European nations explored the new world and claimed land as well. The reason their slaves are called Caribbean slavery, is because they went to the Caribbean and claimed land for their countries. But their lands weren't the same as the Spanish and Portuguese. They had sugar and tobacco plantations. These type of plantations required hard work, and body strength.Of course Europeans couldn't do such work. They also bought slaves from Africa into the Caribbean. The slaves are what helped these Europeans trade valuable crops for valuable items as well. As the Spanish and Europeans expanded their empires, they needed even more slaves for more work o n more farms and plantations. And as their crops grew in size, their trade went greater too as well. This didn't only help them trade within themselves but all the way to the far east of Asia. Europeans had successful trade by their successful crops which were grown by slaves.In conclusion, Caribbean and west African slavery had many similarities and differences. Without the idea of slave trade and their farm and plantation labor, Europeans wouldn't have been the most successful traders in the world. During the 15th and 16th century, had control over the worlds trade. This trade mastering didn't only end with some crops, but many newly introduced crops to Europe helped strengthen their trade but also required trade for even more slaves. Slaves were a basic factor for Europeans in order to achieve success.

Dashain

Dashain ( ) is the 15-day national (religious) festival of Nepal,[2] It is the longest and the most auspicious festival in the Nepalese annual calendar, celebrated by Nepalese Hindu of all castes throughout the globe. It is not only the longest festival of the country but is also the one which is most anticipated. The festival falls around September–October, starting from the bright lunar fortnight and ending on the day of full moon. Dasain is also popularly referred to as Bada Dasain, Dashera, Vijaya Dashami etc.Throughout the country the goddess Durga in all her manifestations is worshiped with innumerable pujas, abundant offerings and thousands of animal sacrifices for the ritual of holy bathing, drenching the goddess for days in blood. This festival is also known for its emphasis on the family gatherings, as well as on a renewal of community ties. [2] People return from all parts of the world, as well as different parts of the country, to celebrate together. [2] All govern ment offices, educational institutions and other offices remain closed during the festival period.Dashain commemorates the victories of the god and goddesses over the demons. IT symbolizes the victory of the good over the evil. Mahishasura, a demon, had created terror in the dev-lok (the world of gods). All the gods and saints prayed to the Adi-Shakti in order to kill Mahishasura, Goddess came as Durga emerged and killed the demon thus saving everyone from terror. [3][4][5] The first nine days of Dashain symbolizes the battle which took place between the different manifestations of goddess Durga and the demon Mahishasura. The tenth day is the day when Durga finally defeated Mahishasura.Goddess Durga is worshipped throughout the country as divine mother goddess. Throughout the festival people pay homage to the various forms of the Supreme Goddess, Durga. The festival is important since it reminds everyone of the universal principles of truth, justice and virtue that must prevail over deception, injus-tice and wickedness. It is believed that if she is worshiped properly and pleased then good luck is bound to happen. However, if the goddess is angered through negligence then misfortunes are said to happen. Dashain is the biggest festival for the Hindus.The followers of Shakta cult take it as the day of falling of demon Mahishasur by goddess Durga. For non-Shakta Hindus, this festival symbolizes the victory of Rama over Ravana, the characters of the epic Ramayana. The Buddhists remember this day as Emperor Ashoka of the Indian subcontinent abandoned violence on this day and entered the path of Buddhism. In the Kathmandu Valley, among the Newars, the festival is known as â€Å"Mohanee†, with slight difference in rituals and significance, thus more than often confused with the Dasain. Day 1: Ghatasthapana The tika (in red color) and jamara (green color) used in Dashain.Ghatasthapana marks the beginning of Dasain. [6] It literally means installing a pot which symbolizes Goddess Shakti. It falls on Aswin Shukla Pratipada, the first day of the bright half of the lunar calendar in the month of Ashvin. On this day the kalasha is filled with holy water which is then covered with cow dung and sewn with barley seeds. Then, the kalasha is put in the center of a rectangular sand block. The remaining bed of sand is also seeded with grains. The priest then starts the puja by calling goddess Durga to bless the vessel with her presence.This ritual is performed at a certain auspicious time which is determined by the astrologers. [7] Goddess Shakti is believed to reside in the Kalash vessel during the Navratri period. The room where all this is done is known as the ‘Dasain Ghar’. Generally, outsiders and women are not allowed to enter the Dasain Ghar. A male family member worships the Kalasha twice every day, once in the morning and then in the evening. It is kept away from direct sunlight,[8] and holy water is offered to it every day, so that by the tenth day of the festival the seed will have grown to five or six inches long yellow grass.This sacred grass is known as ‘Jamara’. These rituals continue till the seventh day. Day 7: Fulpati Fulpati is a major celebration occurring on the seventh day of Dasain. On this day the jamara to be used by the royal family is brought from Gorkha palace, their ancestral house. The Fulpati (jamara and the other items that is necessary for tika) is brought after a three day walk from Gorkha district which is about hundred and sixty nine kilometers away from the valley of Kathmandu. A parade is held in the Tundikhel ground in Kathmandu. 9] The royal Kalasha, banana stalks, jamara and the sugar cane tied with red cloth is brought by the Brahmans from Gorkha which is led by the royal priest's military platoon. Hundreds of government officials gather together in the Tundikhel grounds in conventional formal dress to witness the event. The king observes the ceremony in Tundik hel while the fulpati parade is headed towards the Hanuman Dhoka royal palace. Then there is a majestic display of the Nepalese Army along with a celebratory firing of weapons that continues for ten to fifteen minutes honoring Fulpati.The Fulpati is taken to the Hanuman Dhoka Royal palace by the time the occasion ends in Tundikhel. However, since 2008 when the monarchy system was removed from the country, the two-century old tradition is changed so that the holy offering of fulpati goes to the residence of the Prime Minister. The Prime Minister has taken over the king's social and religious roles after the fall of the royal government, as he is believed to be ruling the nation and not the king. Day 8: Maha Asthami The eighth day is called the ‘Maha Asthami'.This is the day when the most demonic of Goddess Durga’s manifestations, the blood-thirsty Kali, is appeased through the sacrifice of hundreds of thousands of buffaloes, goats, pigeons and ducks in temples throughout the nation. Blood, symbolic for its fertility, is offered to the Goddesses. Appropriately enough, the night of this day is called Kal Ratri (Black Night). It is also the norm for buffaloes to be sacrificed in the courtyards of all the land revenue offices in the country on this day. The old palace in Basantapur Hanuman Dhoka, is active throughout the night with worships and sacrifices in almost every courtyard.On the midnight of the very day the Dasain Ghar, a total of 54 buffaloes and 54 goats are sacrificed in observance of the rites. After the offering of the blood, the meat is taken home and cooked as â€Å"prasad†, or food blessed by divinity. This food is offered, in tiny leaf plates, to the household Gods, then distributed amongst the family. Eating this food is thought to be auspicious. While the puja is being carried out great feasts are held in the homes of common people. Day 9: Maha Navami People standing in queue to visit the Taleju Bhawani MandirThe ninth day is called Maha-navami which literally means the great ninth day. This day is the last day of Navarati. Ceremonies and rituals reach the peak on this day. On this day, official military ritual killings are held in one of the Hanuman Dhoka royal palace called the Kot courtyard. On this occasion, the state offers the sacrifices of buffaloes under the gunfire salutes. This day is also known as the demon-hunting day because members of the defeated demon army try to save themselves by hiding in the bodies of animals and fowls.On this day the Vishwakarma, the god of creativeness is also worshiped as it believed that all the things which help is in making a living should be kept happy. Artisans, craftsmen, traders, and mechanics worship and offer animal and fowl blood to their tools, equipment, and vehicles. Moreover, since it is believed that worshipping the vehicles on this day avoids accidents for the year all the vehicles from bikes, cars to trucks are worshiped on this day. The Taleju Te mple gates are opened for the general public on only this day of the year. Thousands of devotees go and pay respect to the goddess this day.The temple is filled with devotees all day long. [10] Day 10: Dashami An elder member of the family putting Tika to the younger one The tenth day of the festival is the ‘Dashami'. On this day, a mixture of rice, yogurt and vermilion is prepared by the women. This preparation is known as â€Å"tika†. Elders put this tika and jamara which is sewn in the ghatasthapana on the forehead of younger relatives to bless them with abundance in the upcoming years. The red also symbolizes the blood that ties the family together. Elders give â€Å"Dakshina†, or a small amount of money, to younger relatives at this time along with the blessings.This continues to be observed for five days till the full moon dur-ing which period families and relatives visit each other to exchange gifts and greetings. This ritual of taking tika from all the el der relatives (even the distant relatives)helps in the renewal of the community ties greatly. This is one reason why the festival is celebrated with so much of vigor and enthusiasm. Before the collapse of the monarchy system in Nepal, thousands of people ranging from the ministers, diplomats and general public used to gather in the old royal palace to take the tika and blessing from the king who is considered to be the incarnation of Lord Vishnu.However after the collapse of the monarchy system the president of the country who is considered the head of the state has been continuing the trend by offering the tika to the general public and ministers. [11] The last day of the festival which lies on the full moon day is called ‘Kojagrata' Purnima. The literal meaning of Kojagrata is ‘who is awake'. On this day Goddess Laxmi who is believed to be the goddess of wealth is worshiped as it believed that goddess Laxmi descends on earth and showers whoever is awake all night with wealth and prosperity. People enjoy over the night by playing cards and many more.Animal sacrifices are often the norms during this time, as the festival commemorates the mythical bloody battles between the â€Å"divine† and â€Å"demonic† powers. The proponents of animal sacrifice interpret that this sacrificial act as the symbolic sacrifice of our animal qualities, but those who are compassionate to the sacrificed victims think otherwise stressing that the sacrificial act is nothing but an excuse to fulfill the appetite for food/meat. [12] Forms of celebration 1. One gets to know that Dasain is around the corner when they see kites all over the sky.Flying kites has been a very important part of celebrating Dasain in the country as it is considered to be one way of reminding god not to send rain anymore. [13] Not only the children of the family but during the festival you can see people of all ages in their roofs flying kites. Colorful kites of different shapes and vo ices shouting out ‘Changa Chet' (this phrase is usually used when one is successful in cutting the other person's kite) fill the days during the festival. 2. Playing cards is another way of celebrating Dasain. Gambling is illegal in the country but it is usually permitted in public places only during this festival. 13] While children are busy flying kites during Dasain, the older members of the family pass their time by getting together and playing cards with each other for money and fun all day long. 3. Buying and wearing new clothes is an important part of the festival. As many people are living in the villages and are below the poverty line and for them it is often the case that new clothes come only with Dasain. [13] Almost all the shops in the country have festival offers and discounts. This makes shopping more attractive to people. Clothes is the item which has the highest sales during the festival. 10] Children playing on traditional bamboo swings 4. Bamboo swings are c onstructed in many parts of the country as a way of celebration. These bamboo swings is called ‘ping' in Nepali. These kind of swings present the best of local culture, tradition, community spirit and fun. [14] These swings are constructed with the help of community members using traditional methods which make the use of ropes made from tough grass, bamboo sticks and wood etc. Theses swings are normally constructed a week before Ghatasthapana and dismantled only after the festival of Tihar which comes after Dasain.Heights of some swings exceed twenty feet and one can swing really high. One can see people of all ages enjoying in the swing. It is specially famous with the children. 5. Different kinds of fairs and celebration events are also organized during the festival. Usually small fairs are organized in the villages with the Ferris wheels for children and other items of entertainment for the adults. However, in the city it is the commercial fairs and celebration events that is usually organized. 6. Thousands of animals such as buffaloes,ducks,he-goats, etc. are slaughtered in Dasain every year.It has been considered an important ritual since it is believed that the goddesses are appeased by such sacrifices. Almost all the temples, specially the Durga and Kali temples of the country are offered with thousands of sacrifices. Asthami and Navami are the days where the sacrifices reach the peak. While thousands of animals are sacrificed to appease the goddesses, people also slaughter animals for the purpose of feasts. Since a large number of feasts and gatherings are organized throughout the fifteen days of the festival, the demand for meat goes up considerably.Hence to meet the demands the slaughtering of animals becomes considerably high and necessary during the festival. However, for the past few years the animal rights activists in the country have been continuously opposing these acts of slaughtering of animals in such a manner. They have been requesti ng people to stop such inhuman acts of killing the innocent animals and instead have suggested them to offer fruits and vegetables to the Goddesses since they believe that it is mentioned no where in the Hindu religious books that such sacrifices appease the gods and goddesses.

Los Angeles School Police Department Research Paper

Los Angeles School Police Department - Research Paper Example It also serves the communities where these students reside. The Police Officers and the School Safety Officers are given their respective responsibilities to serve the school campuses, surrounding areas, as well as the parking enforcement. The LASPD works with support from the LAUSD and is focused on achieving the safety of children and students (What is the LASPD about). The present study focuses on learning about the LASPD discussing about its various departments, its job structure and rankings, its differences with the Los Angeles Police Department (LAPD), its impact on the community and the students, and also studies the schools that are protected by the LASPD. Departments within the LASPD: Sworn police officers, non-sworn school safety officers, and civilian support staff are the main employees working for the LASPD. The major departments working under the LASPD are the Chief’s Office, Campus Services Bureau, Administration Services Bureau, Support Services Bureau, and th e School Safety Officers. The Chief of the Police Department is Steven K. ... al Service Centers, the Operations Coordinators, the School Crisis and Mental Health, the Campus Administrators, and other agencies that are associated. It takes the role of preventing victimization of students and promotes an environment for health learning of the students. Any critical incident occurring on the campus is attended by the team at the earliest and various services for protection of the campus and its surroundings and ensures safety for the schools under its charge (Campus Services Bureau). The role of the Administrative Services Bureau is to coordinate and manage the divisions of administration and investigation of the department. As part of its roles, the Bureau supervisions on the Payroll Unit of the department, as well as on other units such as the Budget Services, Records and Crime Analysis, responsibilities related to Custodian or Records, duties of Pitchess Motion, requests of Public Records, Subpoena Control Unit, and the Citation Control Unit. Also, the manage ment of the fleet management, contract administration of the department is considered by the Bureau along with the management of the investigation division of the department (Administrative Services Bureau). The Support Services Bureau of the LASPD is in charge of the operations of off-hour patrolling of the department and the center of communication. The units that are overseen by this Bureau include the Canine, the Safe Passages Motor, and the Parking Enforcement. The support resources of the campus are managed by this team and critical information related to their services is communicated effectively all the way through the District. The Bureau also provides for protection coverage of the District during times when the schools are off intending to ensure safety of the schools and

Punishment and Morality Essay Example | Topics and Well Written Essays - 500 words

Punishment and Morality - Essay Example There are and always have been two sides to this issue. What follows is an inquiry into issues which are integral to the cause of giving the punishment to offenders; both sides shall be represented therein, and the most plausible option shall be elucidated. Essentially, giving the punishment is considered as a moral obligation in almost all cultures and theologies around the world. It is taken as a compulsory act of reprimand, without which the integrity of the justice provider is lost, and essentially the entire process of equality suffers an emotional blow. The act of kindness is hence lost, and there surfaces an immense feeling of betrayal and anguish on part of the victim. Conversely, the other side presents an equally convincing argument. For one, many offenders around the world do not have the exposure and luxury to understand and deal with the environment they live in. To add, an offender goes through several ups and downs during his life, which psychologically turns him into a law-breaker - so does he actually deserve retribution Though this may jeopardize the act of beneficence, but it is deemed necessary. After all, the true beneficence lies in the cure of the offender, and if this cannot be actualized at the end of the day, then the utilitarian process would have drastically failed. The judiciary frequently ignores their offenders' wishes when they consider the appropriateness of punishment giving.

James Booker Research Paper Example | Topics and Well Written Essays - 1500 words

James Booker - Research Paper Example ker recognize the art of music playing like never before and although he was pretty talented himself recognition of music at such an early age made that him the musician he was at his prime. Rightfully so music influence in the life of James booker was effectively extended with a saxophone being gifted to him by his mother as a birthday present. He spent greatest of his juvenile age ashore on the Mississippi Gulf Coast, while at the place his father pastored a church. Although receiving a saxophone in in his age his talent with the instrument was somewhat modest but all the while he truly and to the best of his abilities demonstrated a resilient concern in effectively playing the keyboard. It is safe to complement that his first musicals came by performing with a mere organ in his father’s church sermons. The return to his originated birth place the city of New Orleans came in the preliminary rounds of the adolescence age, and he successfully completed his elementary schooling form the prestigious Xavier Academy Institute. He academized many particular fundamentals of the keyboard playing panache from Tuts Washington and Edward Frank. Booker illustrated to become one of the best and utmost masters of classical music and hence was paraded to play Bach and Chopin as one of his ideal composers along the way of his career. He further to such feats he correspondingly become proficient at and committed to memory the more challenging solos of Erroll Garner, and also some enhancing material by Liberace. Booker’s imperative systematic circumstantial upbringing in close to the collected works of many piano masters had fundamentally empowered him to easily and most notoriously create unique, original and conspicuous understandings, implementation and interpretation of jazz and other supp lementary American prevalent music. These recitals and performances by booker shared essentials of stride, blues, gospel and Latin keyboard flairs. Booker debuted his recordings the

Public Health in my backyard Research Paper Example | Topics and Well Written Essays - 250 words

Public Health in my backyard - Research Paper Example There is also a clean and organized produce and wet market located at the center of town. People can easily reach the grocery stores to buy the food they need. Some of the merchandise vary in cost. Some are cheap while others are relatively expensive. Regarding medical services, my community has several reachable clinics and health centers to provide medical attention to people. Unfortunately, most of these facilities are private institutions and do not accept Medicaid or Medicare. Health insurance is also not mandatory and most people choose not to have any because of the cost. For mental health and substance abuse, the people in the community need to travel several miles to reach attention. There are enough industries that provide jobs to the people in my community. Together with this benefit, however, is the problem of pollution in the water and air. The effect of the water pollution has been in the community for decades. Thus, the solution that has been recently implemented cannot yield results right away. It will take many more years before the waters in the community will be clear

Pros and cons of technology Essay Example | Topics and Well Written Essays - 250 words

Pros and cons of technology - Essay Example asks performed, helps in complex calculations, does work incredibly faster than a human can, does work with great â€Å"accuracy†, facilitates â€Å"storage† of different kinds of files and information on the computer etc (Vogt, 2014, pp. 1). Other advantages include its usability, that is, it is now used in modern businesses for e-commerce, it is used in classrooms as a tutor, it provides an immense amount of information with the help of internet, it facilitates communication without having to meet the other party face to face etc. The cons of computer technology basically stem from the fact that it is not independent on its own, it does need some human interaction and intervention. The â€Å"high cost† of purchasing the computer technology, that is, various items that come with it such as modems and internet connection, may also be seen as a con (Vogt, 2014, pp. 1). Computers may breakdown, and this will affect the smooth functioning of business enterprises or educational institutions alike. Furthermore, the growing addiction of humans, especially children to computer technology is a concerning factor. It also puts several people out of jobs, for instance, the closing of book stores, since most books are bought and even read on computer technology such as with Kindle. Vogt, C. (2014). Advantages & Disadvantages of Using Computer Technology in Decision Making. Small Business - Chron.com. Retrieved 17 September 2014, from

D.C Sniper case Coursework Example | Topics and Well Written Essays - 250 words

D.C Sniper case - Coursework Example Two individuals who have 15 years of experience in two totally different subdivisions of one main field can not be expected to have knowledge about each other’s fields in spite of such a vast experience (Turvey, 2008, p. 139). Owing to the inefficiency of life experience in increasing a criminal in wisdom or knowledge, it is important not to hold this factor as a basis for interpretations and drawing conclusions in the criminal profiling. Life experience should not be considered as a valid means of judging a criminal’s wisdom or knowledge. It is more important to give due consideration to the specific field in which the experience has been gained. Criminal profiling of a serial killer can involve life experience as a tool for judging the criminal’s capability to kill and evaluating the techniques he/she has been making use of. To conclude all that has been said above, life experience in general can not be conceived as a scale of a criminal’s wisdom until t he specificities are looked into. References: Turvey, B. E. (2008). Criminal profiling: an introduction to behavioral evidence analysis. 3rd Ed. UK: Elsevier Inc.

Dance Paper Essay Example for Free

Dance Paper Essay Irish step dancing has existed since the 1700’s, over 300 years. Families in Ireland have passed down Irish step dance from generation to generation as a way of preserving their culture. While the meaning of the dance remains the same, the performance and showmanship has changed dramatically. From girls and boys with pale skin and natural hair to girls with fake tanned skin, huge curly wigs, and thousand dollar dresses and boys with fake tanned skin and outlandish outfits. Irish dance has become more of a spectacle—such as â€Å"Riverdance† and â€Å"Lord of the Dance. † Those dances are some of the most enjoyable and respected around the world. Over time this type of dance has taken on a life of its own and changed from traditional to modern. Despite the changes, however, this dance has clung to the meaning and history behind each intense movement keeping the tradition alive. Irish dance has such a strong response from those who are a part of the audience, teaching or dancing. It is so enthralling that in many ways it is sweeping the nations. Through schools where former dancers will teach the new comers and relay the traditions so they wont be lost in the past. This longing has guided the way for many dance schools throughout the world. The diversity of schools and teachers has lead to a more unique kind of dance. The different styles of the teachers and culture bleed through the movements and the school become products for that certain style of movement. On top of the teachers’ styles, every dancer over time creates a rare technique that melds as a whole with the impression of Irish dance. The fact that the dance is so out there and unique has given it a form of popularity in this century. Numerous people have taken the dance and attempted to improve it with modern aspects. Their efforts are to take the traditional aspect of the dance and form it to coincided with the time period in society. In the past this has been done by interest the dance into limelight. Taking methods of the dance or stick with the traditional movements and showing them in a way that would be more interesting to the public. Which is what was done with Riverdance and Lord of the Dance, which take the form of the dance and use it for a dramatic necessity. There are various parts of Irish dance that have lasted throughout the years to remain an influence on the form known today. These basics have laid the foundation on which the dance has grown. Performed mainly during festivals, which date from the period of Eric the Red and the Viking raids of Ireland. While the Vikings did destroyed most books and written records, it was acknowledged that music and dance were important to the Gaelic culture. These festivals were a mixture of trade fair, political gathering, music, dance, sports, story telling and crafts. Today, the sole purposes of feiseanna are competitive dance competitions. There is still music, crafts, and trades, not as much. Officially there is no political aspect to the festivals anymore, many who participate would tell you otherwise. The reason that the traditional dance has remained apart of the world is because of the teachers and students. But in order to dance the students required movements, steps, and music to put them to. The dance masters—teachers of the 18th and 19th centuries—all had the same original dance steps, while they invented their own steps on top the original ones. There are two different roots, which made two forms of dance: step dancing—from a structural origin and ceili dancing—from a traditional origin. There are four types of Irish music and dances that compose the step dance: jig, the set dances, reel, and hornpipe. All of these dances are more elaborate than ceili and require more teaching. A ceili is a gathering for music and dance—danced mainly for enjoyment and entertainment not competition. It represents an informal tradition of dance that is generally common among people since prehistory. Ceili dances are danced in big groups and are pretty easy to learn. These basics of the dance have been changed in order to modernize it according to the present. The modern history of Irish dance began in 1893 when the Gaelic League was founded. This league was made to support the rebirth of Irish culture. Throughout the 18th and 19th centuries, â€Å"dance masters† trained dancers. The dance masters were all male and traveled from town to town-teaching dance along with other life skills that applied at the time. Dance masters formed both the set and ceili dances, as well as the first schools of Irish dance. Now teachers are both women and men and are paid for their services through their respective dance schools. During the period of the dance masters, stages were much smaller. As the art of Irish dance grew larger, the dancing was effected and the movement of dancers across a stage increased. Now judges will mark dancers down point if said dancer doesn’t move around the stage enough. Where the dancing took place changed too the outdoors to hotels or schools. In the 20th century, complex steps are evident in the new style of dance. Teachers continuously try one another by adding in new movement to every routine—including, in some cases, gymnastics moves. These characteristics along with others allow the traditional dance to explore, evolve, and change into a more modern version of what it was. Irish dancing is a beautiful dance and art that despite being suppressed has risen about to mix with the modern culture creating an influential dance widely popular throughout the world. The feeling by the teachers, dancers, and audience around the world has lead to the dance’s modernization that has improved the dance by creating new steps and movement to add to the traditional ones. Irish dance that has a presence you cannot ignore and with any luck will continue to evolve to withstand the course of time, entertaining whom ever is lucky enough to bare witness to this marvelous dance. Bibliography 1. Brennan, Helen. The Story of Irish Dance. Dingle, Co. Kerry, Ireland: Brandon, 1999. Print. 2. Hall, Frank. Competitive Irish Dance: Art, Sport, Duty. Madison, WI : Macater Press, 2008. Print. 3. â€Å"The History of Irish Dance. † Irelandseye. com. N. p. , n. d. Web. 7 April. 2012. 4. Cipollo, Kaelyn. â€Å"Irish Step Dancing. † Historical Boys’ Clothing. N. p. , 10 May. 1998. Web. 7 April. 2012.

Why Switzerland and the United Kingdom Are Not Part of the European Union

Why Switzerland and the United Kingdom Are Not Part of the European Union Since World War II, Switzerland and Great Britain have gone through many political changes by reinforcing the foreign policy in their constitutions to protect the borders. When comparing these two governmental actions on policy, one can see the fate of the citizens in the two nations. The political powers these countries have are greatly interconnected with the world. It can be determined that the active role the United Kingdom plays in foreign affairs is superior to Switzerland in terms of creating economic political power and respect. However, Switzerland has had a long history of neutrality and has tried its best to not involve itself in European politics. This country has taken a neutral stance in regards to military action by maintaining and utilizing the Swiss military air force mainly for their protection. This is why these two rich and powerful countries are not part of the European Union. Recently, The European Union crisis has affected financially many different countries around the world. Therefore, the European Union has implemented the Euro as a common currency among seventeen countries.   Although there are many countries in Europe that may be part of the Euro zone, they will give very poor exchange rates.   Since 2008, the European Union has accumulated a lot of debt.   It has been struggling to pay their debt back to the Central Bank. This debt has damaged the European currency and has pushed many nations into recession.   This has lead to high unemployment rates and widespread poverty.   Countries like Switzerland do not want to be part of the European Union because the Swiss government feels that they will have to use their financial stability to help the economics of other countries. Switzerland has been an independent country since 1291; it is located between Germany, Italy, France and Austria.   The capital of Switzerland is Bern and the largest city is Zurich.   Switzerland has been considered to be one of the strongest countries in the middle of the European Union.   This is because a political institution that protects the nation maintained it aligned with the vision of its founders. â€Å"The Federal Assembly† is the primary seat of power. Although in practice the executive branch has been increasing its power at the expense of the legislative branch, the Federal Assembly has two houses:   the Council of states and the National Council.   In order for Switzerland to become part of the European Union, the Swiss government has to renounce their neutral power and financial stability. In 1992, the Swiss government applied for membership in the European Economic Area (EEA).   In a referendum on December 6, 1991, at a â€Å"historically high† turnout of 78.7%, the Swiss population narrowly rejected membership in the organization even though the liberals strongly supported membership†.   Subsequently to this, the Swiss government and the European Union permitted Switzerland to incorporate with the European Union without joining.   Switzerland’s foreign relations have avoided coalition that might involve military, political or monetary action. The Swiss constitution declares the preservation of Switzerland’s independence and welfare as the supreme objective of the Swiss foreign policy.   The structure laid down precise foreign policy to diplomatic consistence of the country to encourage high opinion for human rights, equality and the policy regulation. This was established to promote the Swiss economic interest around the world.  Ã‚   All through history, the Swiss have been known for their banks. There are many reasons for this, including privacy and good interest rates.   Europeans had accounts in the Swiss banks way before the war.   Jewish people in Germany put their money in the Swiss banks because they did not want Germany to steal it. This made many problems that are still trying to be solved today.   The Swiss government feels that they have an ethical responsibility to undertake social, monetary and humanitarian actions that contribute to world peace and harmony. Switzerland feels that they are able to participate without compromising their neutrality.   Switzerland is not part of the European nation which gives it its currency and economic power. Even though Switzerland’s view of isolation keeps it out of the European Union, it is not considered part of Europe.   Its solution to helping its neighbors with economic and security issues, is to do so in the most passive way possible. That is why the United Nations meets in Switzerland because of its state of neutrality and its constant involvement in peace with NATO.   According to a 2001 referendum, this can be done by the public in Switzerland.   Seventy percent of Swiss voters rejected any political movement towards European Union Membership.   Even with these numbers, the Swiss government is heavily divided over entering the European Union.   British and Switzerland voters see little benefits in the struggling European Union. The involvement of Great Britain in the Middle East along with other foreign affairs has secured many of their economic ventures, especially those in opening markets like British Petroleum oil companies. The economy gains and by doing this Switzerland influences the world. This world influence comes with more long term gains than that of short term and can have both positive and negative effects. Switzerland has very few enemies, receives less pressure from the world to get involved, and spends a large percentage of its budget on their military affairs.     The downside is that then Switzerland has to live by the rules of those who are more heavily involved in world affairs.   British foreign relations which mostly were inherited from England, originally pay to achieve stability of power from the inside of Europe.   No other country has achieved control over the relationships of the continent.      The British government relies heavily upon its foreign affairs policies.   The United Kingdom’s policy of being involved in world affairs greatly benefits the nation when it comes to monetary stability, world power, respect, and national security. The United Kingdom has a good relationship with Europe since the Second World War. Since then, Great Britain has become a member of the European Economic.   Even though Great Britain does not use the Euro and is not a member of the Euro zone, it still plays a leading role in the day to day working of the European Union. Great Britain had doubts when it came to being a part of the European Union and taking care of European Nations at the cost of the United Kingdom.   Great Britain was constantly pushing policies that furthered themselves from the European Union, including that of not using the Euro as their currency but rather keeping the British Pound, which was significantly stronger.   Joining the European Union was an uncharacteristic action by Great Britain.   In 1951, when the European Coal Steel Community was created Great Britain did not participate in it.   In 1957 it declined to join the six founding nations of the European Economic Community and in the signing of the treaty of Rome. Jean Monnet, one of the founders of the European Economic Community, said â€Å"I never understood why the British did not join†.   The conclusion that it must have been because it was the price of victory, the illusion that â€Å"You could maintain what you had, without change† as the United Kingdom constantly pushed itself away from Europe, it considered itself closer to the United States and maintained a special relationship with them. The laws of the land between the United Kingdom and Switzerland are drastically different. The United Kingdom’s common of formality with no real written down and unified constitution to Switzerland specifically states every right and liberty of the people and limitation of government power.   The United Kingdom’s constitution has evolved over the centuries, having a foundation of common law, Acts of Parliament, treaties, historical documents, and case law. It is not set out in any one clear and concise document which according to Justice Secretary â€Å"most people might struggle to put their finger on where their rights are† this is the problem with this type of law and rights of the United Kingdom.† However, the European Union has a concrete stone way to protect the economy of the European Union as well. The economy is integral in the European region which aims to unify its members.   The Economic and Monetary Union offers the exclusiveness of the single currency. This explains the gains, costs and qualifications of joining the European Union and the European Central Union Bank, its policies and implications with regards to the regional economic integration into the single currency. The gain and cost are very important to cover because the European region is not the only region that is trying to implement regional economic integration. The European integration policy relies within the members of the European Union.   The members themselves are the ones who make and decide policies. Members of the states are the ones who will either make the European Economic Monetary Union to succeed or fail and are the key of the regional economic integration’s progress.     They are the ones who know what is right and what is wrong regarding the policies to which the European Union stands. The European Union has a very particular way of selecting who can qualify for the European Economic and monetary union.   Criteria which was based on that the country satisfy the public deficit, interest rate and pass the qualifications. For countries to qualify for adopting the Euro, they have to sustain an inflation rate high enough to put up to the standards of others countries. Of course qualifications are not bias to just those counties that have high inflations.   The countries that qualified do not only have an increasing inflation rate but the need to sustain it.   At least every two years the European Central Bank Commission calls for a meeting to see the progress made and if the member’s states are fulfilling their obligations with regards to the standards of the Economic Monetary Union. These are stages they have to go through before they qualify for adopting the single currency. These criteria are all part of the stability and growth of the European Union.   A pact also covers the government deficit, which is the amount by which government spending exceeds government income within a given year.   The stability and growth pact requires ensuring their yearly deficits to not exceed 3% of their total annual production, thus keeping their economic balance. By keeping economic balance, the European Union would not have a problem when they implement the single currency. Countries who adopted the single currency and members of the European Union submit their budget plans to the European Commission who assesses them annually. There is also the public debt which is the total amount of accumulated government deficit which exceeds government income; the government concerned has borrowed money or raised taxes to fill the gap. The government ensures that they do not exceed 60 percent of their GDP (Gross Domestic Products) these rules are approved by all members of the European Union to demonstrate that the economic decision making is a matter of common concern and shared responsibility of all members of the European Union. According to the author Henseler Stephan (2008); â€Å"Reviewing European monetary unification† he stated that suppression of exchange rates would eliminate any risk regarding currency exchange, thus reducing interest rates.   This means that there will be no more conversion of money between countries that are members of the European Union. With the economic integration on route, the single currency could most likely be a very massive dream to come true. When crossing the borders of Europe, residents from the countries who adopted the single currency would most likely not be harassed by changing their currency.   In addition to this, economic and monetary union would project a push and pull scenario between all member states.   If the currency would increase its value it would be better for those who have less economic growth.   The playing field of integration of financial markets would be even. With this the currency of the European Union would be most the most independent with the US dollar. The independency on the US interest rate would be likely to fall with a strong European currency and economic area.   In conclusion, the political powers these countries have are greatly interconnected with the world. It can be determined that the active role the United Kingdom plays in foreign affairs is superior to Switzerland in terms of creating economic political power and respect. Excluding the fact that there are still areas to be changed by the European Union, as also the standards they set for the regional economic integration.   The European Economy that was created to protect the countries has been a success for them and it is still progressing up to this date.   In the future we can surely foresee that there will be more countries who will adopt the single currency offered by the economic union. The European Economy has been a great achievement for the members of the European Union, there are still a lot of adjustments that need to be done regarding the policies of the Economy until then Switzerland and the United Kingdom will remain independent from the European Union. References Henseler, Stephan  (2008)  Reviewing European monetary unification.   Diplomarbeit University of Vienna.  Fakultà ¤t fà ¼r Wirtschaftswissenschaften   https://en.wikipedia.org/wiki/Debt_crisis https://en.wikipedia.org/wiki/Switzerland_during_the_World_Warshttps://en.wikipedia.org/wiki/Foreign_relations_of_the_United_Kingdom Policy Exchange Home http://www.conservapedia.com/Switzerland

diversity in organizations

diversity in organizations Introduction This paper aims to show a deep examination of how diversity is interpreted and wrongfully applied in many organizations today. In this essay, I would explore and discuss the term â€Å"Diversity†, its definitions, merits, demerits, its varied applications and if there is a cause and effect relationship between diversity workforce and organizational effectiveness. This essay would also show why the term diversity is remotely satisfying and elaborate on the need for a new paradigm for understanding Diversity. My study supports the principles of the Diversity theory but not its varied applications which inhibit organizational effectiveness. Diversity The term â€Å"diversity† has found its place in almost all HRM literature; the front page. Jackson et al (1993), states that â€Å"the term diversity has little history within the behavioural sciences and is not (yet) a scientific construct. Instead, it is an everyday term that sprang to life rather recently, nourished by widespread media coverage of the â€Å"managing diversity† activities that organizations are adopting in response to changing work-force demographics. Nevertheless, the body of social science research relevant to understanding the dynamics of diversity in organizations is not large, although it is widely dispersed across sub disciplines that cross reference each other nor have a common terminology† (See Friedman, 1996:67). Another interesting definition is found in Ashkanasy et al (2002) which defines diversity as a concept that â€Å"encompasses acceptance and respect. It means the understanding that each individual is unique and recognizing our individual differences. They can be along the dimensions of race, ethnicity, gender, sexual orientation, socio economic status, age, physical abilities, religious beliefs, political beliefs and other ideologies and the exploration of these differences in a safe, positive and nurturing environment. Diversity is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual† Allen et al (2008) asserts that diversity is a challenge and that â€Å"organizations have struggled to embrace and manage it successfully. Researchers have struggled to conceptualize and study the term effectively. Theorists predict differing effects of Diversity: that they will spark integrative insights, creativity and innovation (e.g. Finkelstein and Hambrick, 1996; Hoffman and Maier, 1961) or that they will provoke conflict, division and dissolution (e.g. Chatman, 1991; Tajfel and Turner, 1979)†. Workforce Diversity (A Critical Analysis) Structural Diversity Vs Demographic Diversity â€Å"The demographics of the workforce are changing and will continue to change rapidly. Almost every organization looks different – both in terms of who’s employed and they positions they hold, than it did ten years ago† (Sonnenschien, 1999:2). Jackson et al (1995) also asserts that the â€Å"changing work-force demographics and new organizational forms are increasing the diversity of work teams in general and decision making teams in particular. Given these environmental changes, work teams that are diverse in terms of sex, race, and ethnicity, national origin, area of expertise, organizational affiliation and many other personal characteristics are increasingly common. The changing demographics of today’s labour force, account for the increasing gender diversity, cultural diversity (including cultural differences due to race and ethnicity) and age diversity (See Kling, Hyde, Showers and Buswell, 1999; Konrad, Ritchie, Lieb and Corrigall, 2000; Roberso n and Block, 2001)†. According to Ongari and Argolla (2007) â€Å"Workforce diversity is a complex phenomenon to manage in an organization. The management of workforce diversity as a tool to increase organizational effectiveness cannot be underscored, especially with current changes sweeping across the globe. It is argued that organizations that value diversity will definitely cultivate success and have a future in this dynamic global labour market (Jain and Verma, 1996). Workforce diversity management has become an important issue for both governments and private organizations. Its importance has mainly been brought about by the free movement of labour due to globalization and the fight for human rights by certain minority groups who feel excluded from the employment sector. The workforce diversity emerged mainly to further the availability of equal opportunities in the work place. This equal opportunity philosophy is aimed at ensuring that organizational make the most out of the difference from a dive rse workforce rather than losing talent which might assist the organization to be more efficient and effective. The increased mobility and interaction of people from diverse backgrounds as a result of improved economic and political systems and the recognition of human rights by all nations has put most organizations under pressure to embrace diversity at the work place. Diversity brings with it the heterogeneity that needs to be nurtured, cultivated and appreciated as means of increasing organizational effectiveness†. A more diverse workforce according to Thomas and Ely (1996) will increase organizational effectiveness. â€Å"It would lift morale, bring greater access to new segments of the market place and enhance productivity. Yet if this is true, what then are the positive impacts of diversity? Numerous and varied initiatives to increase diversity in corporate organizations have been under way for over a decade† (Sonnenschein, 1992:49). â€Å"Rarely, however, have those efforts spurred organizational effectiveness, Instead, many attempts to increase diversity in the workplace have backfired, sometimes even heightening and hindering a company’s performance† (Tsui and Gutek, 1999). As is commonly ascribed, Riodan (2000) asserts most people assume that workforce â€Å"diversity is about increasing racial, national, gender or class representation in other words, recruiting and retaining most people from traditionally underrepresented identity groups†. Taking this commonly held supposition as a starting point, Thomas and Ely (1996) set out to investigate the link between diversity and organizational effectiveness and they found that â€Å"thinking of diversity simply in terms of identifying group representations inhibited effectiveness†. They also found that organizations usually follow â€Å"two paths in managing diversity, In the name of empathy and fairness, the organizations encourage women and people of colour to blend in or they set them apart in jobs that relate specifically to their backgrounds, assigning them, for example to areas that require them to interface with clients and customers of the same identity group†. In this kind of c ase, companies are operating on the assumption that the main virtue identity groups have to offer is knowledge of their own people. â€Å"This assumption is limited and detrimental to diversity efforts† â€Å"(See Elsass Graves, 1997; Finkelstein Hambrick, 1996; Jackson, May and Whitney, 1995; Milliken Martins, 1996; Reskin, McBrier Kmec, 1999; Shaw Barrett Power, 1998)† A recent meta-analysis of the effects of task related (e.g. tenure) and non task related (e.g. ethnic and gender) diversity, by Weber Donahue (2001) â€Å"revealed no dependable effects on organizational effectiveness, performance or cohesiveness†. Williams and O’Reilly (1998) assert that â€Å"diversity goes beyond increasing the number of different identity groups’ affiliations† in a company but that diversity should be seen and â€Å"understood as the varied perspectives and approaches to work that members of different identity groups bring†. Another argument is by Cummings (2004) which says that â€Å"effective work groups engage in external knowledge sharing- the exchange of information, know-how and feedback with customers, organizational experts and others outside the group. This paper argues that the value of external knowledge sharing increases when work groups are structurally diverse†. â€Å"A structurally diverse work group is one in which the members, by virtue of their different organizational affiliations, roles or positions, can expose the group to unique sources of knowledge. It is hypothesized that if members of structurally diverse work groups engage in external knowledge sharing, their performance will improve because of this active exchange of knowledge through unique external sources†. Cummings (2004) also assert that â€Å"scholars examining diversity in work groups have primarily focused on the consequences of demographic diversity (e.g. member differences in sex, age, or tenure) for processes such as communication, conflict, or social integration† ( See also Jehn et al, 1999, Pelled et al, 1999 and O’Reilly et al, 1989). â€Å"The consistently negative effects of demographic diversity on group processes are likely the result of heightened member emphasis on social categories rather than project relevant information. Demographic diversity should not increase the value of intra-group knowledge sharing or external knowledge sharing unless it exposes members to unique sources of knowledge related to the work† (for a review see Williams and O’Reilly. 1998). Relatively, â€Å"little attention has been given to member differences in organizational affiliations, roles or positions. With the rise in labour costs, global expansion and corporate mergers, workgroups are often used as a means for connecting members who are dispersed across different geographic locations, who represent different functions and report to different managers or who work in different business units â€Å" (DeSanctis and Monge, 1999; Jarvenpaa and Leidner, 1999; Maznevski and Chudoba, 2000). This variation in features of the group structure is introduced here as â€Å"structural diversity because of its potential to expose members to different sources of task information, know-how and feedback. Four types of structural diversity in work groups† are mentioned below as: â€Å"Geographic locations† (See Van den Bulte Moenaert, 1998), â€Å"Functional assignments† (See Bunderson Sutcliffe, 2002), â€Å"Reporting managers† (e.g. Burns, 1989) and in â€Å"Business units† (See Hansen, 2002) Another research done by Siciliano (1996) on 240 YMCA organizations, found no significant relationship between diversity and organizational effectiveness. Middleton (1987) also asserted that â€Å"diversity in any form has no impact on the operating efficiencies of an organization and diversity does not appear to influence one way or another, an organization’s tendency to perform its control function. Merits of Managing Workforce Diversity â€Å"Managing diversity can create a competitive advantage. Potential benefits of diversity include better decision making, higher creativity and innovation, greater success in marketing to foreign and domestic ethnic minority communities and a better distribution of economic opportunity† (Cox, 1991; Cox Blake, 1991). According to one study (Watson et al, 1993) â€Å"culturally diverse groups relative to homogenous groups are more effective both in the interaction process and job performance; these benefits occur after a diverse group has been put together for a period of time†. Mueller (1998) states that â€Å"as all the segments of society have a stake in the development and prosperity of society as a whole, creating and managing a diverse workforce should be seen as a social and moral imperative†. â€Å"As globalisation is increasing, diversity will help organizations to enter the international arena† (Cascio, 1998). â€Å"Diversity enhances creativi ty and innovation (Adler, 1997; Jackson et al, 1992) and produces competitive advantages (Coleman, 2002; Jackson et al, 1992)†. â€Å"Diversity teams make it possible to enhance flexibility (Fleury, 1999) and rapid response and adaptation to change (Adler, 1997’ Jackson et al, 1992)†. Organizational Challenges â€Å"Companies can succeed at diversity if the initiative to create, manage and value the diverse workforce has the full support of the top management† (Hayes, 1999; Jackson et al, 1992). Fiske, 1993 states that â€Å"for increased effectiveness and adaptation of the diversity discourse, companies have to start thinking about diversity more holistically- â€Å"as providing fresh and meaningful approaches to work and stop assuming that diversity relates simply to how a person looks or where† they are from, only then would companies reap diversity’s full rewards† and â€Å"Organizations with a diverse workforce can provide superior services because they can better understand customers’ needs (Weitling Palma-Rivas, 2000). Hiring women, minorities, disabled, etc will help organizations to tap into these niche markets (Mueller, 1998) and diversified market segments† (Fleury, 1999). Jackson et al (1995) state that â€Å"the business economy has received much recent attention, with trade barriers are removed and competition intensifies, many companies are beginning to expand their operations in order to take advantage of foreign labour and consumer markets. For smaller companies, foreign activities may be limited to a single joint venture or to offshore production or distribution systems that involve one or two other countries. For larger corporations, foreign offices may be in over one hundred different countries (See Fulkerson Schuler, 1992). The presence of international affiliations, although not inevitable, is likely to lead eventually to the formation of teams of people with diverse cultural backgrounds, including management teams, design teams, operation teams and marketing teams (Adler Ghadar, 1991; Kanter, 1991; Von Glinow Mohrman, 1990) of which engage in decision making activities† â€Å"Theories and techniques of diversity management have been developed and enthusiastically supported by a growing number of chief executives, training specialists, diversity consultants and academics† (Saji, 2004)). Diversity can improve organizational effectiveness. â€Å"Organizations that develop experience in and reputations for managing diversity will likely attract the best personnel (Carrel et al, 2000). â€Å"Diversity requires a type of organizational culture in which each employee can pursue his or her career aspirations without being intimidated by gender, race, nationality, religion or other factors that are irrelevant to performance† (Bryan. 1999). Managing diversity means â€Å"enabling the diverse workforce to perform its full potential in an equitable work environment, where no one group has an advantage or disadvantage† (Torres Bruxelles, 1992). â€Å"Diversity in the workplace can be a competitive advantage because differing viewpoints can facilitate unique and creative approaches to problem-solving, thereby increasing creativity and innovation, which in turn leads to better organizational performance† (Allen et al, 2004). â€Å"For example, in Botswana, the society is becoming multicultural due to the increasing migrant population and their descendants. For organizations, this means that their market share, efficiency. â€Å"Human capital, international competitiveness and level of innovation will depend on their ability to effectively manage a diverse workforce both within and across organizational boundaries† (Barker Hartel, 2004; Dass Parker, 1996; Kandola et al, 1995; Strauss Mang, 1999)† Conclusions Jackson (2003) â€Å"In today’s business environment, work teams are becoming more common and more diverse, intensifying the importance of understanding the dynamics of work- team diversity. Of particular importance, is diversity within decision making teams. Organizations are rapidly restructuring to take advantage of the potential benefits of diverse decision making teams are worth the risk (or can be successfully avoided). Many of the specific assets and liabilities of work teams arise directly out of diversity†. Despite various intensive efforts to measure diversity and predict its outcomes, Jackson (2003) asserts â€Å"many literature offer few conclusive findings about the effects of diversity in the workplace. Lack of a common paradigm will make it difficult to accumulate comparable findings over time, while agreement around some issues could accelerate our ability to learn from previous accumulated evidence. One useful element that could be suggested could be a common paradigm; it would be for researchers to agree to a common theme or definition of diversity which would in turn lead to less confusion about this concept† (See also Carroll Harrison, 1998; Bedeian Mossholder, 2000). Jackson (2003) affirms that â€Å"Pettigrew (1998) used a very different approach to developing a blueprint for enabling organizational effectiveness. Based on a comprehensive review of a large body of research conducted in a variety of settings, Pettigrew identified the conditions needed to reduce intergroup bias and its negative consequence and described several processes that could be engaged to create these conditions. To the extent an origination’s diversity initiatives support these processes, they would encourage the development of positive intergroup relations, employee commitment, improved productivity and increased organizational effectiveness (See also Gaertner et al, 2000) and they are: Learning about the other group(s) was one key process identified by Pettigrew, Inaccurate stereotypes resist change for a variety of reasons but inaccurate stereotypes can be modified if people receive sufficient disconfirming evidence. Such learning is often the objective of diversity awareness training. Behavioural Change is the second key process that is needed to promote positive intergroup relations. Engaging repeatedly in positive behaviour with members of a work team can lead to long term attitudinal change towards members. Providing training in the behavioural competencies needed to work effectively in organizations characterized by diversity is one way to encourage people to engage in positive behaviour towards work group members Creating positive emotions associated with the work group is the third key process. For example, mentoring programs may encourage the development of intergroup friendships. The value of personal friendships may help explain the apparent success of informal mentoring programs†. In conclusion, it seems likely that active diversity management will be required in order for organizations to comprehend the potential benefits locked up within their diverse work forces and as such organizations must put in place strategies to enhance workforce diversity. â€Å"Research based principles for achieving these benefits and minimising potential losses have been offered. Some organizations are undoubtedly experimenting with practises that are consistent with these principles† Jackson et al (1995). By the end of this decade, perhaps another review of diversity will yield useable suggestions for how to create a sustainable and effective organizational condition called for by Pettigrew’s analysis. References Allen, R.S., Dawson, G., Wheatley, K and White, C.S. (2008) â€Å"Perceived Diversity and Organizational Performance† Employee Relations, Vol. 30, No. 1, pp. 20-33. Ashkanasy, N.M., Hartel, C.E.J. and Dass, C.S (2002) â€Å"Diversity and Emotion: The New Frontiers in Organizational Behaviour Research† Journal of Management, Vol. 28, pp. 307-338. Barker, S. and Hartel C.E.J (2004) â€Å"Intercultural service encounter: An exploratory study of customer experiences† Journal of Cross Cultural Management, Vol. 11(1) pp. 3-14. Bedian, A.G and Mossholder, K.W (2000) â€Å"On the use of the coefficient of variations as a measure of diversity† Organizational research Methods, Vol. 3: 285-297. Bryan J.H (1999) â€Å"The diversity Imperative† Executive Excellence, pp6 Bunderson, J.S and Sutcliffe K.M (2002) â€Å"Comparing alternative conceptualizations of functional diversity in management teams: process and performance effects† Academy of Management Journal, 45:875-893 Carroll, G.R and Harrison, J.R (1998) â€Å"Organizational demography and culture: insights from a former model and simulation† Administrative Science Quarterly, vol. 43:637-667 Cascio, W.F (1998) â€Å"Managing Human Resources Productivity, Quality of Work Life, Profits†, McGraw Hill, Boston, MA Cox T Blake S. (1991) â€Å"Managing Cultural Diversity: Implications for Organizational Competitiveness† The Academy of Management Executive, August. Cox T (1991) â€Å"The multicultural organization† the academy of management executive, May Cummings J (2004), Work groups, structural diversity, and knowledge sharing in a global organization, Management Science, Vol. 50 pp.352 364. Cummings, J. N. Cross, R. (2003) â€Å"Structural Properties of Work Groups and their Consequences for Performance† Social Networks, Vol. 25 (3), 197-210. Dass, P Parker B (1999) â€Å"Strategies for managing human resource diversity: from resistance to learning† Academy of Management Executive, vol. 13: 68-80 Elsass, P.M Graves L.M (1997) â€Å"Demographic diversity in decision making groups: The experiences of women and people of colour† Academy of Management review, Vol 22: 946-973 Ely R.J Thomas D.A (2001) â€Å"Cultural diversity at work: The effects of diversity perspectives on work group processes and outcomes† Administrative Science Quarterly, vol 46: 229-273. Fiske, S. (1993) â€Å"Social Cognition and Social Perception† in Rozenwig M.R L.W Porter (Eds) Annual Review of Psychology, Vol. 44:155-194. Pato Alto, CA: Annual Reviews Inc. Friedman, R.A (1996) â€Å"Defining the scope and logic of minority and female network groups: can separation enhance integration?† Research in Personnel and Human Resource Management, vol. 14: 307-349 Fleury, 1999 Gaertner S.L, Dovidio, J.F, Banker B.S, Houlette, M, Johnson K.M and Mc Glynn, E.A (2000) â€Å"Reducing intergroup conflict: From super ordinate goals to categorization, recategorization and mutual differentiation† Group dynamics: Theory, Research and practise, Vol 4: 98-114. Hayes, E. (1999) â€Å"Winning at Diversity† Executive Excellence pp.9 Klein, K. J. Harrison, D. A. (2007) â€Å"On the diversity of diversity: Tidy logic, messier realities† Academic of Management Perspectives, 21(4): 26-33. Jackson, B.W, La Fasto, F, Schultz, H.G, Kelly, D (1992) â€Å"Diversity† Human Resource Management, vol 31,pp.21-34 Jackson, S.E, Joshi, A and Erhardt, N.L (2003) â€Å"Recent Research in Team and Organizational Diversity: SWOT analysis and Implications† Journal of Management, vol. 29, No. 6, pp.801-830. Jackson, S.E, May, K.E Whitney, K. (1995) â€Å"Under the dynamics of diversity in decision making teams† in Guzzo, A Salas, E. (Eds) Team effectiveness and decision making in organizations, pp. 204-261. San Francisco: Jossey-Bass. Jackson, S.E, Stone, V.K Alvarez, E.B (1993) â€Å"Socialization amidst diversity: impact of demographics on work team old timers and newcomers† Research in Organizational Behaviour, Vol. 15: 45-111. Jehn, K.A, Northcraft, G.B Neale, M.A (1999) â€Å"Why differences make a difference: a field study in diversity, conflict and performance in workgroups† Administrative Science Quarterly, vol.44, pp. 741-763. Kandola, R, Fullerton, J and Ahmed, Y (1995) â€Å"Managing diversity: succeeding where equal opportunities have failed† Equal Opportunities Review, 59:31-36. Kling, K.C, Hyde J.S, Showers, C.J Buswell, B.N (1999) â€Å"Gender differences in self esteem: A Meta-analysis† Psychological Bulletin, Vol. 125:470-500 Konrad, A.M, Ritchie, J.E, Lieb, J.R Corrigall, E (2000) â€Å"Sex differences and similarities in job attribute preferences: A Meta-analysis† Psychological bulletin, 126:593-641 Milliken, F.J Martins, L.L (1996) â€Å"Searching for common threads: understanding the multitude effects of diversity in organizational groups† Academy of management review, 21: 402-433 Ongori, H and Argolla, J.E (2007) â€Å"Critical review of literature on Workforce Diversity† African journal of Business Management, pp. 72-76 Pelled, L.H, Eisenhardt, K .M Xin, K.R (1999) â€Å"Exploring the black box: An analysis of work group diversity, conflict and performance† Administrative Science Quarterly, 44:1-28. Pettigrew, T.F (1998) â€Å"Intergroup Contact Theory† Annual Review of Psychology, 49:65-85 Reskin B.F, McBrier, M Kmec, J.A (1999) â€Å"The determinants and consequences of workplace sex and race composition† Annual Review of sociology, Vol 25:335-362 Riordan, C.M (2000) â€Å"Relational demography within groups: past developments, contradictions and new directions† Research in Personnel and Human Resource Management, Vol 19:131-174 Roberson, L, Kulik, C.T and Pepper, M.B (2001) â€Å"Designing effective diversity training: influence of group composition and trainee experience† Journal of Organizational Behaviour , vol. 22: 871-885 Shaw, J.B Barrett-Power, E (1998) â€Å"The effects of diversity on small work group processes and performance† Human Relations, Vol 51: 1307-1325. Strauss, P, Mang, J (1999) â€Å"Culture shocks in inter-cultural service encounter?† Journal of Services Marketing, vol 4, no 5 pp.329-346 Sonnenschein, W. (1992) â€Å"The diversity toolkit: how you can build and benefit from a diverse workforce† Contemporary Publishing Company, USA. Thomas, D.A Ely, R.D (1996) â€Å"Making differences matter: A new paradigm for managing diversity† Harvard Business Review. Sep/Oct: 79-90 Torres, C, Bruxelles, M (1992) â€Å"capitalizing on global diversity† HM Magazine, pp.30-33 Tsui, A.S Gutek, B.A (1999) â€Å"Demographic differences in organizations† Lanham, MD: Lexington Books Watson, W.E, Kumar, K, Michaelsen, L (1993) â€Å"Cultural diversity’s impact on interaction process and performance: comparing homogenous diverse task groups† Academy of Management Journal, 36(3) pp.590-602. Webber, S.S Donahue L.M (2001) â€Å"Impact of highly and less job-related diversity on work group cohesion and performance: A Meta-analysis† Journal of management, vol 27: 141-162. Wentling, R.M, Palma-Rivas, N (2000) â€Å"Current status of diversity initiatives in selected multinational cooperations† human resource Development Quarterly, 11(1) pp.35-60 Willaims, K.Y O’Reilly, C.A (1998) â€Å"Demography and Diversity in organizations: A review of 40 years of research† in BM Staw Cummings LL (Eds), Research in Organizational Behaviour, Vol. 20: 77-140, www.springerlink.com/content/h2j1304710738k50/ [accessed on 10.4.09] www.adc-assoc.com/the%20Business%20Case%20for%20Diversity [accessed on 30.04.09] www.sns.se/forskning/valfard/migration/occpap86.pdf [accessed on 24.04.09]

Extraordinary Potential of Man Revealed in Atlas Shrugged Essay

The Extraordinary Potential of Man Revealed in Atlas Shrugged  Ã‚   Freewill is the tenet on which men founded the United States of America, and the glory of "America the Beautiful" stems from the unlocked potential of its people. The callused hands of the laborers sip from the cup of American wealth, not the lazy plowman demanding government help. The inventor's mind synthesizes, theorizes, and designs the American dream, not the indifferent, insolent mechanic. The steel will of the industrialists propels the nation to greater heights, not the selfish arrogance of the beggar. The men who carry the weight of the world, Atlas and his proteges, do so by their incredible strength, not because of weakness, just as Ayn Rand asserts in her novel, Atlas Shrugged. Full of heroes and villains, Atlas Shrugged demands much from an intelligent reader. As global forces scheme to destroy various characters, Rand's continually acid wit and ironic tone set the stage for the various battles. One of the central characters in the novel, Hank Rearden, a steel magnate and tireless worker, invents a metal alloy that beats out all other steel alloys on the market. Naming it Rearden metal, Hank plans to storm the marketplace with his life's work, and make a bundle of money in the meantime. Dagny Taggart, a woman sharing with Rearden a vision of an America run by ingenuity, energy, and hard work, is the Vice-President in Charge of Operation for Taggart Transcontinental, a thriving railroad company. The two join forces, hoping to profit from their genius the old-fashioned way, by earning their fortune. Unfortunately, America refuses to allow these industrialists to follow their dreams. A creeping disease has infected the spirits of many A... ...l, purely logical absolutes leave no room for opposites to exist within them, and the defining characteristic of such absolutes are then lost. For example, absolute heat will not tolerate cold, yet how can we describe any heat without some reference to a colder temperature? By giving an example of Rearden's philosophy that works well despite the uncertainty of life, Rand reaches out to every man who has struggled for ideals. In reaching out to humanity through "Atlas Shrugged," Ayn Rand strengthened her argument about the basic goodness and extraordinary potential she believed all men could reach. Because this book takes incredible concentration to comprehend, understanding is left to individual effort, and Rand's permanent lesson for humanity is open to all seek her knowledge. Works Cited: Rand, Ayn. Atlas Shrugged. New York: Random House, Inc., 1957.

Countee Cullen Essay -- essays research papers

Countee Cullen was a prominent American poet and was known as the â€Å"poster poet† of the 1920 artistic movement called the Harlem Renaissance. The Harlem Renaissance produced the first African American works of literature in the United States. There were many leading figures in the Harlem Renaissance such as James Weldon Johnson, Claude McKay, Langston Hughes, Wallace Thurman and Arna Bontemps. Cullen was simply an amazing young man who won many poetry contests throughout New York, published two notable volumes of poetry (Color and Copper Sun), received a master’s degree from Harvard University and married the daughter of W.E.B Du Bois, a founder of the NAACP. Cullen grew up in the â€Å"heart† of New York since he was an adopted son of Reverend Frederick A. Cullen, minister of the Salem African Methodist Episcopal Church. Prior to being adopted his mother, Elizabeth Lucas, abandoned him leaving his paternal grandmother, Elizabeth Porter, to raise him until she died in 1918. Do to Cullen’s childhood confusion many are unaware of his place of birth. According to different sources he was born in Louisville, Kentucky, Baltimore, Maryland and New York. Cullen stated that he was born in New York City but no one is sure if he truly meant it. Reverend Frederick Cullen and his wife gave Countee Cullen wonderful opportunities throughout his entire life. As a young schoolboy, he attended the well-known Witt Clinton High School in Manhattan where he began writing poetry at fourteen years old... Countee Cullen Essay -- essays research papers Countee Cullen was a prominent American poet and was known as the â€Å"poster poet† of the 1920 artistic movement called the Harlem Renaissance. The Harlem Renaissance produced the first African American works of literature in the United States. There were many leading figures in the Harlem Renaissance such as James Weldon Johnson, Claude McKay, Langston Hughes, Wallace Thurman and Arna Bontemps. Cullen was simply an amazing young man who won many poetry contests throughout New York, published two notable volumes of poetry (Color and Copper Sun), received a master’s degree from Harvard University and married the daughter of W.E.B Du Bois, a founder of the NAACP. Cullen grew up in the â€Å"heart† of New York since he was an adopted son of Reverend Frederick A. Cullen, minister of the Salem African Methodist Episcopal Church. Prior to being adopted his mother, Elizabeth Lucas, abandoned him leaving his paternal grandmother, Elizabeth Porter, to raise him until she died in 1918. Do to Cullen’s childhood confusion many are unaware of his place of birth. According to different sources he was born in Louisville, Kentucky, Baltimore, Maryland and New York. Cullen stated that he was born in New York City but no one is sure if he truly meant it. Reverend Frederick Cullen and his wife gave Countee Cullen wonderful opportunities throughout his entire life. As a young schoolboy, he attended the well-known Witt Clinton High School in Manhattan where he began writing poetry at fourteen years old...

Education: Its Aims And Objectives Essay

â€Å"Education†, says Aristotle,† is the creation of a sound mind in a sound body†. It encompasses in itself the all round development of an individual. The success of spreading education to the widest possible area lies in the way it is imparted. With the ever changing technology scenario, the methods of imparting education too have been undergoing changes. But education itself is an age old process, rather as old as the human race itself. It was man’s education through Nature, our greatest teacher, that he learned how to make fire by rubbing stones or invented the wheal to make tasks easier. Education in real earnest helps us in restraining the objectionable predisposition in ourselves. The aims of education have been categorized variously by different scholars. While Herbert Spencer believed in the ‘complete-living aim’, Herbart advocated the moral aim. The complete living aim signifies that education should prepare us for life. This view had also been supported by Rousseau and Mahatma Gandhi. They believed in the complete development or perfection of nature. All round development has been considered as the first and foremost aim of education. At the same time education ensures that there is a progressive development of innate abilities. Pestalozzi is of the view â€Å"Education is natural, harmonious and progressive development of man’s innate powers. † Education enables us to control, give the right direction and the final sublimation of instincts. It creates good citizens. It helps to prepare the kids for their future life. Education inculcates certain values and principles and also prepares a human being for social life. It civilizes the man. The moral aim of Herbart states that education should ingrain moral values in children. He is of the view that education should assist us in curbing our inferior whims and supplant them with superior ideas. This moral aim has also been stressed upon by Gandhiji in the sense of formation of character. The preachers of this aim do not undermine the significance of knowledge, vocational training or muscular strength. But simultaneously they have also laid stress on their view that the undisclosed aim of education is to assist development of moral habits. Then there is the social aim which means that education should produce effective individuals in the sense that they realize their responsibilities towards the society. And we all know that man is a social being. The interactive ability is a must as it is through interaction that we come to know of our responsibilities. Edmund Burke asks and he himself answers: â€Å"What is education? A parcel of books? Not at all, but an intercourse with the world, with men and with affairs. † Only bookish knowledge takes a child nowhere. It should be further perfected by practical usage with experience. â€Å"Reading maketh a full man; conference a ready man; and writing an exact man† is a pithy and precise statement in which the essayist Francis Bacon sums up the advantages of studies. Even Wordsworth in his poem ‘The Tables Turned’ advocated against bookish knowledge. Books! ’tis a dull and endless strife: Come, hear the woodland linnet, How sweet his music! on my life, There’s more of wisdom in it. Wordsworth was a die-hard naturalist. He wanted man to consider Nature his teacher. Naturalists believe that instincts of the child should be taken as the basis of education. The child should have freedom. Rabindra Nath Tagore was of the opinion that child should be left free in order to gather experience and to understand his own mistakes and shortcomings. The twentieth century saw the emergence of the concept of Pragmatism. Charles Pierce was the first man to introduce the concept of pragmatism in his philosophy. Later on it was popularized by John Dewey, William James, Kilpatrick and Schiller. They believed that the external world is real and the reality is being constantly created and is always changing. Knowledge and truth is one and the same thing according to them. Whatever the approach towards education, one thing we all agree: Education is for the betterment of the individual and in the long run for the society. Education helps us prepare ourselves for the life ahead. Darwin gave the theory of the ‘survival of the fittest’; we can say in a way that education prepares the individual for the struggle of life for his own survival. Knowledge combined with proper guidance can spell success. A dose of proper guidance should be commenced right from the base itself, that is, in school days. Here comes the role of the teacher in moulding a child’s mind. Educating a child, especially in the beginning years of schooling, is a very tricky job. That is probably because the child’s mind is like the unmoulded clay at that time. Therefore to get the best results and prepare well-informed and erudite adults, proper guidance is a must. For a proper system of education the teacher should encourage a student both in terms of mental encouragement and in lending a helping hand as and when needed. A student needs help for training his mind in such a way that it develops a tendency to gather knowledge from all possible sources. While on the other hand too much help if lent to him will make him dependant and used to spoon feeding. Self-study is the most sought after quality in a student. It helps them at the later stages. But because the ‘child is the father of man’ (Wordsworth) all the qualities have to be inculcated right in childhood. And teacher along with parents plays a very significant role. The aims of education should be kept in mind, although a thorough study of these aims may not be imperative. A teacher should make a child ready to face the society, inculcate moral habits in him and thus, assist him in his all round development. Education should not be considered synonymous with all that we learn. It does not signify the things we mug up before appearing for an examination. Education is what remains behind, when we fail to remember the mugged up portion. After we have left school, we realize that although we have forgotten quite a few things we learnt but still retain a very large part of it. The latter part is education. Education formally begins in school but actually it begins the day we are born and the process goes on for the whole of our life. This is where the aims of education come in. Education is not only the formal part we gain in schools, colleges or universities. It also includes the lessons life teaches us in various forms. For instance, when a child gets his finger pricked by a needle accidentally he learns that a needle is sharp and can hurt a person, so he will learn to avoid hurting himself in the future. This is only one example from thousands of other instances. We can even learn a lesson of a lifetime from a beggar. The birds inspire us to rise high. An ant motivates us for hard work. We learn some things just by doing them on our own, they are never taught in a school. A child’s first teacher is his mother, then his home and then come the formal agencies of education. Nature too is a great teacher. English poetry too gives us quite a few guidelines for leading a better life. It was not for nothing that Wordsworth went on to remark: â€Å"One impulse from the vernal wood May teach you more of a man Of moral evil and of good Than all the sages can. † As long as there is life, we require education; we need ways to modify our views about life, to face it, to live it in a better way. And education teaches us all this. Even when you read a comic strip, it educates you in some way. They improve our language and make us realize that life isn’t so bad after all that it can’t get worse, as states Bill Watterson in ‘Calvin and Hobbes’. The witty humour of ‘Dennis the Menace’ enriches us no end. â€Å"The aim of education,† says Walter Grophices, â€Å"is not the specialist but the man of vision who can humanize our life by integrating emotional demands with our new knowledge. † In another way too, the insects and animals also teach you a lot. The easiest example is that of an ant. It inspires you to work hard. Therefore we can say there are innumerable modes of education, all that one needs is to have a discerning eye. Education enriches a person in terms of accepting a defeat. A student should first of all be taught so that he is encouraged to study. Side by side he should be readied to face a failure. As Charles F. Kettering rightly says,† The chief job of the education is to teach people how to fail intelligently. † This will help the child coping with the other adversities of life. Education, thus, makes a person an improved version of himself and the world a much better place to live in.

Civil War Dbq

AP US History This DBQ received a 7 Civil War DBQ As American settlers stretched westward in the 1850’s, the ambiguity of the Constitution framed 60 years earlier increased sectional tension over the topic of slavery. Initially, the framers of the constitution left the issue of slavery to be worked out in the country’s future. This in turn convinced the Southern states that their â€Å"peculiar institution† would be â€Å"respected and maintained. However, as years passed, the United States acquired more territory, and as more territories applied for statehood, the issue arose whether or not the new states would be admitted as a Slave State or Free State. Americans also disputed the very status of a slave, and whether or not a fugitive slave in the Northern Free States was guaranteed his or her freedom from their masters down south. It was debates like these, due to the vague details of the constitution, that created enormous repercussions– ones that wou ld trigger a series of Slavery related legislation, and ultimately the destruction the union.Following President Polk’s successful victory against the young Republic of Mexico, Americans gained a significant amount of western land including Utah, Nevada, Arizona, New Mexico and most importantly the promising, golden coastal territory of California. To pacify the growing discord between North and South, the Democratic Senator, Stephan Douglas of Illinois, combined 5 Bills that would secure California as a Free State and would abolish slavery in the District of Columbia. It also included the Fugitive Slave Act. In addition, Utah and New Mexico would grant its citizens popular sovereignty.This was the Compromise of 1850. As a result, New Mexico and Utah became slave states. Due to the Federal Constitution’s vagueness, this compromise allowed states to decide for themselves the issue of slavery. Consequently, the most favorable and democratic solution seemed Louis Cassâ₠¬â„¢s idea of popular sovereignty. Four years later, the Kansas-Nebraska Act was passed by Congress, which again allowed popular sovereignty in the Nebraska Territory. This also repealed the Missouri Compromise of 1820, which prohibited slavery north of the 36-30 degree of latitude. As a result, Nebraska became a slave state.However, in the fear of losing Kansas to Anti-Slavery settlers, Pro-Slavery Missourians flooded Kansas to overwhelm the polls on Election Day. Though Slavery had passed in Kansas, it was charged a fraud. In 1856, this erupted into the infamous conflict between the Pro-Slavery â€Å"Border Ruffians† and the John Brown supporters of abolitionism. Nicknamed â€Å"Bleeding Kansas,† it was America’s first violent conflict over the unsettled issue of slavery. As a lame duck, Pro-Slavery President Pierce, relied on settling the conflict with the LeCompton Constitution of 1857—a constitution that would legalize slavery in Kansas.Buchanan, soo n after, took office just before congress voted. Though passed by the Senate, the LeCompton Constitution failed in the House of Representatives because Northern Democrats fled to the Republican Party. Pierce’s failure to recognize the depth of the Free-Soiler’s sentiment in the North led the historic Midterm Elections of 1858. Republicans, the Anti-Slavery party established only four years prior, took a plurality in the House of Representatives, foreshadowing Lincoln’s election in 1861 and ultimately, Southern succession.As the creation of Slave and Free States spurred political debate, the individual status of a slave remained questionable due to legislation being nonexistent in the Constitution. Following the Compromise of 1850, the Fugitive Slave Act pressured Northerns to recapture and return slaves that fled north. This mandate became the first constitutional law that limited the rights of slaves, nonetheless â€Å"forcing slavery down the throats† o f Free Soilers in the north. Northerns could now no longer ride the fence, because now they were coerced by law to act.This also strengthened the Abolitionist movement led by William Lloyd Garrison, which had already picked up momentum from Harriett Beacher Stowe’s best-selling novel, Uncle Tom’s Cabin, published in 1852. Another historic event that resulted in the Constitution’s ambiguity was the Supreme Court case Scott v. Sanford. Being a former slave residing in the free-state of Wisconsin, Dred Scott sued for his freedom. However, in 1857 Chief Justice Roger B. Taney ruled by â€Å"majority opinion† that any blacks, regardless of their territory, possessed no right to sue.They had rights. This decision angered many Northerns because the ruling was based off opinion alone. There was no clear Constitutional law that had justified prohibiting the rights of Northern free black. Moreover, to maintain national unity, the original absence of any constitutio nal restriction or protection of the institution of slavery led to sectional discord. Such tension between North and South, due to their polarizing philosophical views on slavery, led individual states to decide whether or not they were Pro- or Anti-Slavery.In addition, Federal (Pro-Slavery) legislation ironically began to deny the citizenship of even Free Blacks within Free States, which seems almost hypocritical for the Pro-Slavery leaders to proclaim States’ Rights to justify their succession. However, because there was no constitutional restriction, Southerns lawfully claimed had the right to succeed from the Union, and did so in 1861 out fear of Lincoln’s Freeport Doctrine. Therefore, because the constitution circumvented the issue of slavery to achieve national unity, the addition of new states reintroduced the sectional discord rooted in slavery, which ultimately dissolved the union.