Thoughts on Characteristics of Race and Gender Du Bois...

Du Bois versus De Beauvoir: Essential characteristics of race and gender In the debate over equality for both African-Americans and women, the question of nature versus nurture inevitably arises. Although most authors acknowledge that there are differences between these historically discriminated-against groups and members of the hegemonic culture, the origin of those differences has been hotly debated. While the African-American intellectual W.E.B Du Bois was inclined to conceptualize African-Americans as a race, feminists of the 1950s like Simone De Beauvoir were more inclined to see the values ascribed to the genders as mainly rooted in cultural norms established by men, not as essential attributes of women. The turn-of-the-century W.E.B Du Bois wrote his seminal text The Souls of Black Folk in response to what was then called the Negro Problem. The Negro Problem was the question of whether African-Americans should be treated as equal within the firmament of American society and whether integration or separate but equal were more viable doctrines. Du Bois wrote against such advocates of acceptance like Booker T. Washington, and instead demanded parity for his people in terms of opportunities. In the first essay of Du Bois book entitled Our Spiritual Strivings, Du Bois writes of his frustrations as a young, African-American child who was intelligent and thoughtful yet all too well aware of how his race would limit his ability to pursue his studies although he

Dissecting a Clockwork Orange - 1815 Words

â€Å"You men need to tuck away your penises and surrogate penises (guns), because you will never get anywhere with them. Masculinity is a myth and a dead end.† - Stanley Kubrick Stanley Kubrick’s 1971 classic A Clockwork Orange is an interesting beast. The film has been vilified, banned, condemned on artistic grounds and yet it survives. The film’s hallucinatory visuals depicting a strange, narcissistic modernistic society, steeped in seventies art deco and harsh, contrasting lighting, paint a bleak, uncompromising picture. Kubrick’s use of implied violence, death and cultural destruction throw the viewer into a hellish, emotional marsh of pessimism and hate. Reviewed by Tim Dirks the title of the film is explained: â€Å"The controversial†¦show more content†¦But Kubrick mocks the viewer for thinking the film is about male dominance. As for when the Droog’s return to feed on mother’s milk back at the bar – the drinks are poured from a breast-shaped pourer asserting motherhood and female dominance. ‘Choice’ is a major aspect of the film because the male characters are seen to enforce this idea of masculinity, but Kubrick sees this as ambiguous. The psychiatrists in ‘A Clockwork Orange’ take away Alex’s freedom of choice through psychological manipulation, and therefore strip him of his own self worth. ‘Choice’ is a freedom Alex is born with, but by being brought up in this society he has been conditioned and nurtured to think only one way. By taking away his ability to choose, society is being institutionally condemned to decay. And how potent is this decay? Malcolm McDowell (who played Alex), speaking thirty years after the film was first release said, when asked about cinema violence mirroring real life: ‘Are we supposed to ignore the fact that we live in a very violent society?’ He continued, ‘maybe it’s frustration about the American dream gone sour. I don’t know what it is. It is the expectations of something that’s never quite fulfilled. There’s great anger and frustration around. There’s a lot of that.’ Kubrick doesn’t condone the violence of the film; he uses it to example freedoms of choice. When Alex is cured, violence still finds him and it suddenly takes on a moreShow MoreRelatedLogical Reasoning189930 Words   |  760 Pagesoffering for sale with apples that are rotten. 196 Answer (a). The two horns of this dilemma are stated in choice (d). Choice (a) expresses just one horn of that dilemma. 274 c. compare apples with oranges and fail to consider that at current prices, two apples equal one orange in California but not in New York. d. promote the health value of your own apples over the competitions apples by comparing the health of eaters of your apples with people who eat no fruit at all. e. say that

Sustainability Reporting Exercise Samples †MyAssignmenthelp.com

Question: Discuss about the Sustainability Reporting Exercise. Answer: Introduction Sustainability reporting exercise by corporations can help in generation of transparency, assist the entire market to operate effectually, reflect the overall health of the nation, assist in driving organizations progress towards achievement of smooth, sustainable and the same time inclusive rate of growth. The present study examines the primary purpose of sustainability reporting from the perspective of each and every business entity, taking into consideration compliance with the guidelines of GRI Reporting. In addition to this, current report also identifies the stakeholders having an interest in the sustainability reports of each business entity. Moving further, the study elucidates in detail the stark differences between the sustainability reports of the two different companies. The current report explicates in detail about sustainability reporting practice with special reference to the operations of AGL and ANZ. The AustralianAccounting Standards Board necessarily does not indicate towards specific accountabilities associated to the management of sustainability regulation (Child 2015). However, features of various action schedules of AASB controls the functionalities of AASB on the environment on the whole. In this regard, AASB spells out policies along with measures for minimization of environmental influences by conforming with diverse government policies associated to reduction of waste, energy conservation and many others. Micheli and Mari (2014) mentions that according to the AASB regulations of annual report, appropriate reporting on specifically sustainability in the long term on particularly finances of public organizations adhere to the directives as well as guidelines laid down by the IPSASB issued by suggested practice directives of RPG1 reporting practice. These was declared by the Recommended Practice Guideline RPG 1 Reporting on the finances (Hahn and Llfs 2014). Thus, sustaina bility reporting can be considered as a procedure of presenting information by means of which diverse stakeholders can analyse economic, social as well as environmental aspects of business concerns that is referred to as the triple bottom line procedure of reporting. Business concerns utilize sustainability practices for enhancing values of the overall functionalities of the business. In addition to this the Code of Ethics for the professional and expert accountants introduced during 2006 and modified during 2008 was pronounced by the Accounting Professional and Ethical Standards Board. This code of ethics presents diverse necessities of corporations to adhere to the directives of Global Reporting Initiative (GRI). Purpose Purpose of sustainability reporting of ANZ is to inform their stakeholders regarding the way they are managing and expecting current as well as future risks and opportunities associated to economic, social as well as environmental factors. In addition to this, the company ANZ also reports regarding their performance against targets of sustainability that are set for the years and the way by which the management of the firm recognize and manage diverse issues that can considered to be most material to the business as well as stakeholders of the firm (Rinaldi et al. 2014). It can be hereby mentioned that ANZ is essentially a gold community member of the GRI and uses framework of GRI for over a decade. The purpose of the sustainability reporting of AGL is to present the way they operate and deal with customers, engage with community and people and manage environment and at the same time economic performance. In addition to this, the sustainability reporting of the firm also reflects the adherence of the firm to the AGL Ethical Code of Conduct that aims to reduction in the overall rate of diverse substantiated issues associated to unacceptable behaviour. Furthermore, the purpose of this reporting practice is also to make the stakeholders aware regarding the public policy engagement strategy of the firm and best practices as regards corporate governance adopted by the firm (Micheli and Mari 2014) Stakeholders ANZ intends to earn trust and carry out fair as well as responsible banking by keeping pace with the altering expectations of diverse stakeholders of the firm. As per sustainability report of the firm, the management of the business concern maintains superior standards of ethical business conduct and comprehending social as well as environmental influences of the business decisions. The companys sustainability reporting reflects that effective engagement with the firms stakeholders is considered as a significant part of their business and is embedded in their policies, procedures as well as nature of business operations (Junior et al. 2014). Analysis of the stakeholder engagement policy of the firm reveals that the main stakeholders of the firm includes the customers, employees, shareholders, community, governing bodies and regulators, industry associations as well as non-government organizations Report reveals that the effective stakeholder engagement principle of the firm ANZ is co nsistent with particularly the AA 1000 Stakeholder Engagement Standard. On other hand, the firm AGL has a wide range of various stakeholders with diverse interests. The management of the company is of the view that the company participates in different ongoing as well as constructive conversation with the stakeholders in a bid to remain responsive to diverse issues that are significant to companys customers, financiers, regulators, employees, landowners along with the wider community (Hahn and Llfs 2014). Comparison of the sustainability reporting The sustainability reporting of the two different corporation viz. AGL and ANZ are hereby discussed in detail below: ANZ : ANZ is one of the largest financial services corporation in New Zealand that functions particularly as a subsidiary firm of Australia and New Zealand Banking Group Limited in Australia. This is a publicly traded company with operations in the finance and insurance industry. The primary purpose of ANZ is to successfully shape and develop a world in which people as well as communities can thrive. For that, the company intends to generate a balanced as well as sustainable economy where everyone can participate and make a better world. Analysis of the sustainability report of the firm reveals that the corporate sustainability framework of the firm supports the overall delivery of the business strategy of the firm and intends to replicate the material social as well as environmental issues better and to keep in line with the purposes of the bank. The company intends to carry out fair as well as responsible banking, boost sustainable growth and enhance social and economic engagement (Hahn and Khnen 2013). The report mentions about the materiality matrix that the company uses with GRI material aspect and the boundary. Some of the key material issues identified in the report include corporate governance, business lending, environment footprint, sustainable chain of supply and investment towards the community (Child 2015). In addition to this, the other material issues of the company include diversity and inclusion, fraud and security of data, consumer protection, anti-money laundering and financing of terrorism and fairness and code of ethics among many others. The report also divulges the fact that the company has a formal policy of stakeholder engagement that is again consistent with the AA 1000 Stakeholder Engagement Standard. This section on stakeholder engagement focuses on how the company is engaged with a particular stakeholder group, stresses on the key issues that are raised and comments on the same. The sustainability review also presents the corporate govern ance along with the risk management that helps in understanding the material sustainability risks that in turn has the capability to wear down the trust of the entire community, finally influencing the capability to carry out business (Buhr et al. 2014). Thereafter, the sustainability report also elucidates in detail about the sustainability targets and set group wide program in order to support the overall delivery of firms business strategy and respond to diverse material sustainability concerns (Bonilla-Priego et al. 2014). AGL: AGL essentially publishes sustainability report on a yearly basis in order to provide transparent account of the firms performance in association to the social, economic as well as environmental challenges AGL as well as the energy industry encounters. the sustainability report of AGL also presents material issues just as ANZ, in a specific matrix reflecting the relative significance as judged by different internal as well as external stakeholders. In addition to this, AGL also presents a sustainability framework that is similarly presented by ANZ. It is by means of this sustainability framework, the company presents the targets as well as commitments to undertake performance are instituted, monitored and enumerated (Bebbington et al. 2014). Analysis of the sustainability report of the firm reflects the fact that the firm presents an outline of the way the company operates and encapsulates the entire advance to stakeholder engagement, ethical code of conduct, maintenance of legislati ve compliance, corporate governance in addition to public policy engagement. In addition to this, the report also presents performance information regarding the firms key sustainability issues that are categorised into five different subjects namely customers, people, firms economic performance, community and environment. Moreover this report also reflects about a centralised data centre in which comprehensive data on performance is made available. Evaluation of the report also replicates the fact that the sustainability review of the firm is prepared and presented according to the Sustainability Reporting Guidelines of Global Reporting Initiative (Barkemeyer et al. 2015). Thus, evaluation of the report helps in reflecting the differences that exist between the two different reports. The report of AGL explicitly mentions about the adherence of the report to the GRI guidelines while the report of ANZ does not mention about the GRI. Debate regarding mandatory reporting There are certain reasons that can explain the reason why mandatory reporting might not be best possible move. There is concern that mandatory reporting can create a low common denominator in particularly transparency (Amran et al. 2014). In this case, the government establishes different key performance indicators that diverse corporations need to report on, corporations might focus particularly checking the disclosure requirements in stead of thinking about those issues that that the stakeholders think about (Alonso?Almeida et al. 2014). Essentially, the mandatory disclosure would possibly indicate liability for disclosures and can adversely affect transparency. References Alonso?Almeida, M., Llach, J. and Marimon, F., 2014. A closer look at the Global Reporting Initiativesustainability reporting as a tool to implement environmental and social policies: A worldwide sector analysis.Corporate Social Responsibility and Environmental Management,21(6), pp.318-335. Amran, A., Lee, S.P. and Devi, S.S., 2014. The influence of governance structure and strategic corporate social responsibility toward sustainability reporting quality.Business Strategy and the Environment,23(4), pp.217-235. Barkemeyer, R., Preuss, L. and Lee, L., 2015. On the effectiveness of private transnational governance regimesEvaluating corporate sustainability reporting according to the Global Reporting Initiative.Journal of World Business,50(2), pp.312-325. Bebbington, J., Unerman, J. and O'Dwyer, B. eds., 2014.Sustainabilityaccounting and accountability. Routledge. Bonilla-Priego, M.J., Font, X. and del Rosario Pacheco-Olivares, M., 2014. Corporate sustainability reporting index and baseline data for the cruise industry.Tourism Management,44, pp.149-160. Buhr, N., Gray, R. and Milne, M.J., 2014. Histories, rationales, voluntary standards and future prospects for sustainability reporting.J. Bebbington, J. Unerman and B. ODwyer, eds, pp.51-71. Child, J., 2015.Organization: contemporary principles and practice. John Wiley Sons. Hahn, R. and Khnen, M., 2013. Determinants of sustainability reporting: a review of results, trends, theory, and opportunities in an expanding field of research.Journal of Cleaner Production,59, pp.5-21. Hahn, R. and Llfs, R., 2014. Legitimizing negative aspects in GRI-oriented sustainability reporting: A qualitative analysis of corporate disclosure strategies.Journal of Business Ethics,123(3), pp.401-420. Junior, R.M., Best, P.J. and Cotter, J., 2014. Sustainability reporting and assurance: A historical analysis on a world-wide phenomenon.Journal of Business Ethics,120(1), pp.1-11. Micheli, P. and Mari, L., 2014. The theory and practice of performance measurement.Management accounting research,25(2), pp.147-156. Rinaldi, L., Unerman, J. and Tilt, C., 2014. The role of stakeholder engagement and dialogue within thesustainability accounting and reporting process.Sustainability accounting and accountability, pp.86-107.

The Hindenburg Essay Example For Students

The Hindenburg Essay The arrival of the Hindenburg, thirteen hours behind schedule, at Lakehurst, New Jersey, on the evening of May 6, 1937, promised to be routine. The ship had an unblemished safety record on eighteen previous Atlantic crossings. In fact, no passenger had ever lost his life on any commercial airship. Still, because this was the beginning of the most ambitious season yet for airship voyages, reporters, photographers and news reel cameramen had their eyes and lenses focused on the great dirigible as it approached. When disaster struck it was sudden. Without warning flames gushed from within the Hindenburgs hull; thirty-two seconds later the airship lay on the ground, ravaged. Never had the sights and sounds of a disaster in progress been so graphically documented. Within a day, newspaper readers and theater audiences were confronted by fiery images of the Hindenburg. Radio listeners heard the emotional words of newsman Herb Morrison, sobbing into his recorder, Its burning, bursting into f lames, and its falling on the mooring mast and all the folks. This is one of the worst catastrophes in the world. . . . Oh, the humanity and all the passengers!(Marben 58) When this floating cathedral, called the Hindenburg, burst into a geyser of flaming hydrogen there was a tremendous impact on the public, although two thirds of the people on board survived. Two theories about why it happened surfaced and this tragedy put an end to the short age of these massive airships. We will write a custom essay on The Hindenburg specifically for you for only $16.38 $13.9/page Order now The demise of the Hindenburg had a searing impact on public consciousness that far surpassed the bare statistics of the calamity. Men and women escaped, even from this inferno. One elderly lady walked out by the normal exit as though nothing had happened and was unscratched. A fourteen-year-old cabin boy jumped to the ground into flames and smoke. He was almost unconscious from the fumes when a water-ballast bag collapsed over his head. He got out. One passenger hacked his way through a jungle of hot metal using his bare hands. Another emerged safely, only to have another passenger land upon him and cripple him. One man, at an open window with every chance to jump to safety, went back into the flames to his wife, both died. The final count was 36 dead, including 13 passengers. Nearly two thirds, of the 97 persons on board survived, but that fact was forever obscured, and the name Hindenburg became comparable only to the name Titanic(Abbott 69). Of all airship crashes, Hindenburgs remains the most mysterious and the most contentious, partially because of its fame. Many theorists were attracted to the idea of sabotage. An incendiary device could have been positioned at the place the fire started. There was an access ladder from the keel as well as a ventilation shaft to fan the flames(124). The most attractive aspect of the sabotage theory is timing. Had the airship arrived on time at six oclock in the morning a bomb timed for after seven p.m. would not have caused the horrifying casualties(125). In the absence of any real evidence to support the theory, some have been tempted to provide the villain instead. Max Pruss, captain at the time of the crash, eventually came to suspect a certain passenger(125). Others have chosen members of the crew. But not only did the American investigators fail to find any evidence of sabotage, the Gestapo investigation was equally negative. Unconvinced by this, some of the sabotage theorists ha ve made the whole thing into a Nazi plot(Marben 87). Many explanations fit the circumstances without the sensational solutions. The presence of free hydrogen deep inside the ship can be attributed to various causes. The very slow approach-speed of the airship, after valving gas, might well have left some gas residue in the shafts. The tail heaviness, noticed by the elevator man, might have been the result of a gas leak(Abbott 251). The only other necessary ingredient is the spark. Both American and German investigators agreed that some form of static discharge was the source of the fire(250). .u5f672fb8af03e544c6107c7cf8e9ca7e , .u5f672fb8af03e544c6107c7cf8e9ca7e .postImageUrl , .u5f672fb8af03e544c6107c7cf8e9ca7e .centered-text-area { min-height: 80px; position: relative; } .u5f672fb8af03e544c6107c7cf8e9ca7e , .u5f672fb8af03e544c6107c7cf8e9ca7e:hover , .u5f672fb8af03e544c6107c7cf8e9ca7e:visited , .u5f672fb8af03e544c6107c7cf8e9ca7e:active { border:0!important; } .u5f672fb8af03e544c6107c7cf8e9ca7e .clearfix:after { content: ""; display: table; clear: both; } .u5f672fb8af03e544c6107c7cf8e9ca7e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5f672fb8af03e544c6107c7cf8e9ca7e:active , .u5f672fb8af03e544c6107c7cf8e9ca7e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5f672fb8af03e544c6107c7cf8e9ca7e .centered-text-area { width: 100%; position: relative ; } .u5f672fb8af03e544c6107c7cf8e9ca7e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5f672fb8af03e544c6107c7cf8e9ca7e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5f672fb8af03e544c6107c7cf8e9ca7e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5f672fb8af03e544c6107c7cf8e9ca7e:hover .ctaButton { background-color: #34495E!important; } .u5f672fb8af03e544c6107c7cf8e9ca7e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5f672fb8af03e544c6107c7cf8e9ca7e .u5f672fb8af03e544c6107c7cf8e9ca7e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5f672fb8af03e544c6107c7cf8e9ca7e:after { content: ""; display: block; clear: both; } READ: Folk vs rock EssayThe burning of the Hindenburg made it clear once and for all that dirigible travel was merely a blind alley in the evolution of flight. The giant airships remaining loyalists were abandoned, along with

Preparing to Conduct Business Research 2 Essays - School Shooting

Preparing to Conduct Business Research 2 Essays - School Shooting Cristal Williams, Anthony Moreno, Alex Adkins, Kelvin Burford, Rocio Terry RES/351 Preparing to Conduct Business Research 2 Instructor: Said Nik-khah October 19, 2015 Schools Safety Over the past several years, the Department of Education as well all nationwide schools have faced several events of gun violence. Some of these events have included the active shooter massacres at Columbine High School, 1999, Rocori High School in 2003, Campbell County Comprehensive School in 2005, Orange High School 2006, Platte Canyon High School in 2006, West Nickel Mines Amish School in 2006, Virginia Tech 2007, Northern Illinois University, 2007, Chardon High School 20012, Sandy Hook Elementary School 2012, Santa Monica College, 2013, Arapaho High School, 2013, Reynolds High School 2014, Marysville-Pilchuck High School 2014, and at Florida State University Feb 2014. (USA Today, 2014) These are just some of the active shooting events going on around the Nation. The safety in schools has raised the questions of how to implement better systems to prevent incidents like those reported from happening. One of the issues that these schools faces is not having enough safety precautions in place and not possessing an established protocol to ensure the safety of each school. The protocols that schools should be implementing are things like an active shooter and lock down drills, metal and safety detectors, an assigned Resource Officers on site and mostly parent involvement. Research Questions Research questions are very important to guide our research and focus on the relevant information that supports our objectives. For our objective, we have come up with three questions to start out our research. 1) What is the rate of incidences that occur in the U.S. that apply to school safety? 2) What can we do to reduce the amount of shooting in our schools in the U.S.? 3) Will shooter drills play a role in reducing a number of injuries or casualties in a real life situation? Hypothesis and Variables Considered Although there has been talking about banning guns, there are too many ways to get a hold of one and in all actuality, they are not going to go away. Our question is now, how can we be protected? How can our children be protected? How can our schools and communities be protected? Going back some years, there weren't many instances where one would hear about school shootings. Nowadays, we do not stop hearing of them. School standards have risen so high that it has been causing a great deal of stress on the students and teachers as well. Students feel the pressure of having to succeed, please their parents, deal with being homesick, and everyday life that occurs. Some of these shootings that occur are from students that attend these schools, and they may feel like there is no other way. There needs to be more protection around school zones, communities should work closer together to help one another, there need to be more programs available for people who may be falling into such a de pression that they feel like killing others, and there need to be more "laws" or "guidelines" into being able to buy a gun and owning one. Ethical Considerations Considering laws and guidelines on buying weapons, ethically should we allow teachers to carry weapons in schools to protect the students? If so, what types of firearms would staff be allowed to carry or not allowed to carry? Would the weapons be his or her personal firearm or school-issued weapon? Would there be inspections conducted to ensure functionality of firearms? With this in mind, we need to ponder ethical considerations prior to preparing schools to allow firearms while preventing and managing situations of lost, misplaced, or stolen firearms. Allowing teachers to carry weapons creates the impression on the part of the student that he or she is in an unsafe environment and that it is necessary for people to protect him or her with firearms in the school. They should have the feeling that where they are studying and where they are with other children is a safe environment. And by carrying a gun, a teacher gives the wrong impression that it is not. A growing number of studies show a link between hidden biases and actual behavior. In other words, hidden biases can reveal themselves

Why I Want to Study Business Essay Essays

Why I Want to Study Business Essay Essays Why I Want to Study Business Essay Paper Why I Want to Study Business Essay Paper A business essay is a type of written assignments, which encompasses a variety of essay centered around the topic of business. As is often the case, the authors of these assignments have to reflect on the issue of entrepreneurs activity. Exist various formulations of the topics related to the concept of business. One of the most widespread variants is â€Å"Why I want to study business† essay. It belongs to the type of academic papers which demands from a writer an extensive piece of info illustrating his point of view. Students of colleges and universities studying subjects related to entrepreneur activity receive these tasks regularly. They have to prepare an essay and express their vision of business issues and this direction of activity in general. The main task of the author working on this assignment is to express one’s thoughts and explain why a person wants to study business. This type of academic assignment belongs to the descriptive type. A writer should enhance it with the variety of real-life examples and personal experiences. â€Å"Why I want to study business† essay topic belong to the category of complicated topics. People working on this assignment have to possess critical thinking and analytical skills. Apart from that, the person has to be familiar with the basics of leading and launching a business. Apart from that, students preparing an essay on this theme should be able to provide strong arguments explaining why he wants to study business. One needs well-polished writing skills as well to be able to create a grammatically perfect assignment. Moreover, exists many nuances, which writer should bear in mind. It is necessary to treat this task seriously is a person wants to create a winning Why I want to study business† essay. How to write â€Å"Why I want to study business essay? The â€Å"Why I want to study business† essay belongs to the category of written assignments, which pose to a writer a clear task. The task is encoded in the very theme. A student has to provide a clear and distinct answer to the question of why he wants to study business. It may seem simple. However, the task is complex and requires the availability of profound writing experience and critical thinking skills. The work should be well structured, insightful and compelling.   To create a well-written composition, one has to be aware f several nuances helping a writer to succeed. Primarily, one has to analyze the title of the essay and decide on the issues he is going to focus. Take into consideration the target audience and the expectations of the scholarly supervisor. A task for students is to understand what he has to do and after that decide on the means and effective strategies that will help to reach the aim. It may also happen, that scholarly supervisors allow focussing on a specific aspect of â€Å"Why I want to study business† essay topic. In this case, a student has to decide on the specific issues that he will discuss throughout the whole essay. After that, one has to do research and gather enough material. It will serve as a solid ground for one’s paper. You can either use the web sources or consult the library. The primary task of this stage is to collect enough info for the future writing. It is also necessary to create a business plan outline for one’s writing to have a guide. It will allow you to organize all the ideas and order the arguments correctly. The last stage presupposes polishing the essay and eliminating all the mistakes. The structure of â€Å"Why I want to study business† essay Each academic assignment has its formatting and structural specificities. â€Å"Why I want to study business† essay is similar to the essay on any other topic and has the standard structure. This assignment has an introduction, main body, and conclusion. Each of these section has to encompass the necessary structural elements. The intro presents the first portion of information, which sees the target reader. That is why a writer has to make it catchy and informative so that the reader will be eager to continue reading. In the lead-in, an author has to provide background info and familiarize the reader with the topic allowing to get involved in reading. The last sentence of the intro is a thesis. It is the spine of the whole essay. That is why it should be disputable and thought-provoking. The following part is the main body. In this part, the task of the author is to include many strong arguments supporting the thesis. In â€Å"Why I want to study business† essay, one can provide persuasive reasons. Apart from that, you have to enhance each main body paragraph with real-life examples, which will serve as a support to your argument. You can tell about your experience in this field, about the prospects for the development and advantages, which you will receive after finishing the business school. The last structural part is the conclusion. In this block, one has to sum up all the ideas discussed. Moreover, the writer has to refer to the thesis or paraphrase it. It will allow to make the whole text cohesive and demonstrate the connection between all structural parts of the essay. Order Why I want to study business† essay on paperap.com The preparation of the â€Å"Why I want to study business† essay is a serious task. To compile a proper paper, a student to be knowledgeable in this field. What is more, one has to be experienced in writing and be able to think critically. For inexperienced students, this task may pose a real challenge. paperap.com is the business plan writing service offering help with the delivery of all types of written papers! We are the modern writing service offering assistance to all customer! The business plan service works 24/7, and you can turn at any time to get qualified help immediately! paperap.com is a credible website. We have earned the trust and respect of many users. People choose us, as we are credible and offer a considerable number of advantages. Primarily, the website hires the crew of advanced writers, who can quickly and effectively help writing the business plan and essay. They are familiar with all of the writing standards. You can control the whole writing process and make remarks. You may also apply for the unlimited number of revisions. It is possible to count on a refund in case if the final quality of the paper is not suitable for you. If you have questions or remarks, you can always turn to our support center. You will get an immediate response in a live chat regime. paperap.com is the best choice for you! Here you can get qualified assistance within the shortest terms. Contact us and make an order. Indicate all the details and demands. Pay for your order in advance, and we will immediately launch the preparation process. Contact us and get your â€Å"Why I want to study business† essay here!

Ethics and Accountability In Forensic Mental Health Essay

Ethics and Accountability In Forensic Mental Health - Essay Example He was violent with a nurse when she tried to give him an injection. He does not want to sleep for fear that he will be harmed. Wayne also abuses drugs (primarily marijuana) which seems to increase his paranoia. No treatment should be provided against the patients will, unless withholding treatment would endanger the life of the patient and/or of those who surrounded him or her. Treatment must always be in the best interest of the patient (As cited in Steinert et al., 2005, p. 635). In Waynes case, withholding treatment both for medicine and mental health has exacerbated his paranoia and his behaviour. In this case, it is ethically correct to give him the medication against his will in order to stop him from causing harm to himself or others. To put Wayne into the hospital, the police or the hospital would have had to use informed consent with him. In other words, they would need to be aware of Waynes privacy and they would have had to follow the principles of beneficence and malfeasance (do no harm) (American Mental Health Counsellors Association (AMHCA) Code of Ethics). Also, they must tell Wayne what is going to happen to him, how they will use any information received and the type of treatment he can expect. Since Wayne is an adult and he does not want his family to be contacted, under the law and under ethics they cannot tell his family. This may go against what the health practitioners think but it would be important to honour his wishes. Wayne appears delusional. According to his account, he has magic spells being put on him by witches. He states that the police took him to the hospital. He sees himself as a victim of this situation, and sees all those around him as his enemies. According to his account, his actions are due to his anticipation of how others are going to treat him or are currently treating him. Howe (2008) states that clinicians must tell patients the truth about their conditions no matter what

Annotated Bibliography Research Paper Example | Topics and Well Written Essays - 750 words - 1

Annotated Bibliography - Research Paper Example A correlation is demonstrated between pollution and areas with high population density coupled with low green spaces. They present a short, mid and long term strategy to improve the environment. It is suggested that the high cost of land in worst affected areas necessitates creative solutions such as roof gardens. A mid to long term strategy of conserving existing green spaces and developing new areas is suggested. It is also suggested that biodiversity be introduced by planting appropriate species to address specific ecological conditions and create planned connections between fragmented green areas to create larger overall interconnected units. In this paper, Ketabi gives suggestions to implement sustainable urban development in the Tajrish area of Tehran with economic, social and environmental dimensions. Ketabi places these suggestions in perspective by identifying the current environmental and urban state of the city which is regarded among of the most polluted in the world. Through data, fast population growth and continued extensive use of old vehicles are identified as prime causes of pollution. Tajrish district, which is one of the fastest growing suburbs of the city, suffers from unplanned growth. The bus terminal is a major source of pollution as is the large number of cars going to central Tehran. Ketabi suggests that the mass transit subway connection to Tajrish be completed early to reduce the traffic and pollution burden and also explains other suggestions for traffic management. In addition, the old prized cultural heritage of this area is being destroyed by fast and unregulated construction. It is suggested that campaign must be run to educate the area’s inhabitants about its heritage, parts of the old city be revived, and architectural heritage be preserved aesthetically. Lutfi and Koohsari investigate the spatial variation in accessibility to public spaces in a selected area, zone 6, of Tehran and

Myth Analysis Essay Example for Free

Myth Analysis Essay There once was a goddess with a mystical power that made everyone happy; as long as she was happy they were happy. That goddess’ name was Ella. Ella has a twin brother named Evan. Evan has the power of mind-control. Ella lived high in the sky on clouds amongst the other god. Ella and the other gods got along very well especially when she was in a good mood. After living in the clouds for a very long time all the gods got tired of doing regular deeds for themselves. They decided to do something big to create something. They all joined together in a big circle around the largest cloud and spun around three-hundred-and-sixty-five times. As they all came to a halt, they all peered off the edge of Evan’s humongous cloud they noticed a gigantic sphere. The gods got together and decided to call this gigantic sphere Earth. The gods soon learned that they could travel to Earth and that life could survive on Earth by the god James who had the power to make life human and animal. As soon as word broke that life was able to survive on Earth they gods asked James to make them serpents. James was fine with this as long as the other gods let these serpents have some free time also. After James said yes, almost every god had serpents except Ella. Ella has been happy for a while, until one day Gus the god of wind blew her cloud near the sun. Ella demanded Gus blow her cloud back, Gus unfortunately couldn’t. When Ella got to her cloud she realized her feet were extremely hot because the ground of the cloud was hot. Ella wanted a shoe that would not slow her down, a shoe that was light and mystical just like her. Ella soon became very sad because she didn’t know how to make shoes. After Ella became sad, so did all the other gods. Once James got sad he offered her several serpents. Ella got super excited; she accepted the serpents from James. James had taught Ella a trick to get serpents to the clouds, which he taught to all the gods. James to Ella to snap, as soon as she did she was at her house on her cloud; she was impressed. As soon as Ella and the serpents started walking their feet began burning, she told them that burning sensation was what she felt. Ella snapped her fingers again; both her and her serpents were back on Earth. Most of the serpents made shoes of wood. They carved using tools Shiloh the goddess of tools had given them, with their hands. Ella did not want wooden shoes that were far from what she wanted; she looked to her last serpent that had a very strong leaf in his hand. Ella asked this man what he was doing with a leaf, he replied simply â€Å"making you a shoe.† Ella asked â€Å"out of a measly little leaf?† The man was very wise he traded with a serpent of Veronica the goddess of strength and power which can obtain in animals or plants. The man told Ella that the â€Å"measly little leaf† was very strong because of Veronica. Also the man told Ella that the leaf could be used as the bottom part of the shoe. Ella took the leaf from the old man and put it on her foot she realized that there was nothing holding that bottom part of the shoe or leaf to her foot, so she told the serpent. The serpent had an idea. He told Ella that if they poke three holes in the leaf like a triangle, one at the top two on the sides, using stems of flowers also. Ella thought this idea was brilliant. Ella knew she couldn’t do that without help from Veronica again. So Veronica and Ella come together and pair up as a team. Veronica made strong stems of flowers by moving jumping the higher and faster she jumped, the stronger and taller the plant would be. Finally Veronica gave the stems to the serpent and he put the m in the holes and tied knots at the end of each hole. To make sure the knots were as tight as they could be they had to pair up with another god Zack god of wisdom and strength. Zack tied the knots so tight that they could not be loosened. Just to make sure that the knots would not come undone and would stay forever the serpent suggested a collaboration with Fresh. Fresh was the god of fire. After hearing what the serpent had suggested just to be on the safe side Ella, agreed with this collaboration. Ella really didn’t want to have Fresh involved because bad things tend to happen when he is around. When Ella first heard of the words come out of the serpents mouth she threw the shoe. While in the air the shoe did a flip and it hit a tree made a big WHACK, and had a very loud FLOP. Ella liked that sound, she wanted to hear it again so she threw shoe again. Finally Fresh came, to tighten the knots with fire. He rubbed his thumb and middle finger together and a spark of fire appeared. As soon as the spark appeared he put the fire on the knots and then snapped to make the fire go away. As soon as Ella saw the finished product she was amazed. She tried the shoe on it had a strap like a v shape. She remembered when she threw the shoe how it flipped and then made a loud FLOP. She named these shoes flip-flops.

Monumental Architecture in Bronze Age Egypt and Crete :: Ancient Egypt Egyptian History

Monumental Architecture in Bronze Age Egypt and Crete The significance of monumental architecture lies not only in the function it is built to serve but also in the cultural values it represents. Monumental architecture is aesthetic as well as functional, and in its aesthetic aspects it is a form of cultural expression. In Bronze Age Mediterranean civilizations, the development of monumental architecture was influenced primarily by the political structure of the state. Perhaps the most disparate forms of monumental architecture in this region were developed in Pharaonic Egypt and Minoan Crete, reflecting the differences in their political systems. The socio-political structure of these two cultures can be sharply contrasted through an examination of a predominant type of monumental architecture found in each region. Monumental architecture in Pharaonic Egypt is represented primarily by the funerary complexes of the pharaohs. The principal function of these elaborate complexes was to ensure that the pharaohs, who were exalted as living gods, would attain the afterlife they desired. This required that two basic conditions be fulfilled: the body had to be preserved from disturbance or destruction; and the material needs of the body and the ka had to be met (Edwards 20). Pharaonic burial complexes were also centers of worship for the god-king interred there and were designed to exalt his memory and deeds. Egyptian burial complexes evolved from the simple rectangular mastaba to the great pyramids of the Fourth Dynasty. The true pyramid evolved from the mastaba through an intermediary form, the step pyramid, the earliest example of which is Zoser’s Step Pyramid at Saqqara, which dates to the Third Dynasty (c. 2680 BC). The Step Pyramid was revolutionary for several reasons. It is the earliest known free-standing monument built entirely of stone in Egypt (Fakhry 20); it is also the earliest example of evolutionary architectural development beyond the mastaba. In form the step pyramid is a series of superimposed mastabas and represents the stairway that the spirit of the pharaoh was to climb to reach the sky-realm and join the crew of the solar barque traveling across the heavens (Aldred 47). The Step Pyramid was designed by Imhotep, the Chancellor of King Zoser, and was originally planned as a stone mastaba 7.0 meters high based on a square ground-plan (Aldred 45-46). However, this design underwent six alterations, and in its final form the Step Pyramid rose in six unequal steps to a height of 62.

Reading Response Abel’s Island

Chessman, this Is my reading response on Babel's Island, It Is a Newbury Honor book by William Stein, a short, sweet, enjoyable story. This book have 117 pages, I love this book so much that I spend only one day to finish the whole book. This book Is about a little mouse, Babel's adventure story on the Island, he encountered many problems, but also learned many meaningful things, and he became a better person after he finally returned home.I love all the things In this kook, all the exciting adventures of Able, all the lovely Illustrations, and all the beautiful writing by William Steel, he use all the most beautiful words In the world and created an island in the dream. I believe no matter what age you are at, anyone who have a heart that contains dream will love this sweet story by William Stein. – Summary: Able, the elegant mouse live in the Impossible is enjoying a picnic in the forest with his wife Amanda, but they are interrupted by a fierce rainstorm and are forced to t ake shelter in a cave nearby.There is already many animals in the cave, so Able and Amanda must stand on the edge. A hard wind blows up Manta's scarf, Able bravely lump down and try to reach the scarf, he did reach it but the wind blows up Able into a river and he is swept downstream until he is stranded on an island. Able attempts to escape the island several times the day after the storm, even though he haven't do any work at Impossible. He build a wood ship, but failed two times for crossing the river, then he decide to make a bridge, he first made of piled up stone, and he tried o build a straw bridge, but both of them didn't work out.And finally realizes that he must survive on the island by himself. He finds a log and makes it his home in the winter. To ease his loneliness since he is the only animal that have wisdom on the Island, he creates his family out of clay and talks to them. Able also found a book called [Sons and Daughters] and a big pocket watch left by some big civ ilized creatures, these things give Able more fun and let him believe there will be some veiled animals to visits again and save him.In the harsh winter, Able has to live through the hardest times, including battling an owl, stores the food, and live under the darkness in the log. But everything became better when the spring comes, the owl Is gone, and another stranded volt from the river, a frog named Grower, comes and became best friends with Able. The had some really good times In the spring. Later, Grower leaves when the water of the river became warmer and promising that he will send for help when he gets back home.However, due to Grower's lack of memory, Able didn't receive any help after weeks passed. Able then decides to swim against the fierce river after the water level has dropped sufficiently, he think If he didn't go this time, maybe he will waited to next year again. Then Able swim across to Impossible. Able go back to his house, his wife Amanda haven't return, Able ch anged his best clothing and papered Manta's scarf, he will have many, many stories to tell her! – Connections: In the book, I read that

A brief history of science education in ghana from the colonial era to present day Essay

Science education is the cultivation and disciplining the mind and other faculties of an individual to utilize science for improving his life, cope with an increasingly technological world, or pursue science academically and professionally, and for dealing responsibly with science related social issues (Akpan, 1992). Ghana, formerly known as the Gold Coast, was the first African country to the south of the Sahara to gain political independence from colonial rule in 1957. This former British colony of 92,000 square miles (about 238,000 square kilometers) shares boundaries with three French-speaking nations: the Cote d’Ivoire to the west, Burkina Faso to the north and Togo to the east. The Gulf of Guinea of the Atlantic Ocean is to the south of the country. EARLY HISTORY OF EDUCATION BEFORE INDEPENDENCE As was the case in many colonies during the early colonial period, the main goal of education was to ‘make civilization march hand-in-hand with evangelization’ (Anum –Odoom, 2013). This statement gives a clear description of how education in Ghana was implemented at that time. The formal, western-style education in Ghana is directly associated with the history of European activities on the Gold Coast The Portuguese were the first Europeans to arrive at the Guinea coast in 1471. Their intention to establish schools was expressed in imperial instructions that, in 1529, encouraged the Governor of the Portuguese Castle at Elmina to teach reading, writing, and the Catholic religion to the people. It is imply proven that the Danish, Dutch and the English merchants also set up schools in their forts and castle to educate their mulatto children by native women. Unmistakably linked to the implementation of formal education in Ghana with the Christian missionaries, who realized that in order to spread the word of God, they needed well- educated local assistants. Following the consolidation of the coastal region as the British Gold Coast Colony, the administration became more aggressive in pursuit of its educational policy. This was precipitated by the British purchase of the Danish property at Christiansborg in 1850 and the Dutch Elmina Castle in 1872. To help redress problems faced by the mission schools—such as training local teachers and improving the quality of education—the administration made grants to both the Wesleyan and Basel missions in 1874. In the Educational Ordinance of 1882, government grants to denominational schools were made dependent on an assessment of the level of efficiency. The schools receiving grant-in-aid were defined as â€Å"government assisted schools,† but their primary funding was to come from the missions themselves and from other private sources. On the Gold Coast, the appointment of Brigadier General Gordon Guggisberg as governor brought its own advantages. During his tenure from 1919 through 1927, Governor Guggisberg initiated several major developmental programs that included educational improvements as a critical ingredient in his construction of a modern Gold Coast. While the previous administration had seen the provision of elementary schools by the various Christian missions as adequate, Guggisberg was of the conviction that the current system could not sustain future developments. In fact, only a few months after his arrival, the governor presented a 10-year development plan for the Gold Coast. Among other things, funding was aggressively sought for post elementary education for boys and girls. Even though the administration proposed a technical college for Accra, the Prince of Wales College (now Achimota College) was the real trophy of the administration’s educational program. This non denominational school catered for students from kindergarten to the pre university level. THE BIRTH OF SCIENCE EDUCATION The inadequacies inherent in the system of education were observed in the post-World War I appeal made by the Foreign Missions Conference of North America to the Phelps-Stokes Funds for a review of the state of education in Africa. The Phelps-Stokes Commission on Africa issued reports in 1922 and 1925 in which educators were criticized for inadequately catering to the social and economic needs of the continent. The commission of which James Emman Kwegyir Aggrey was a member, called for instructions in the mechanical operations necessary for the improvement of the condition of the mass majority of the people. This included science education and character training. The Phelps-Stokes fund’s founded in 1920, is an African Education Commission represented one of the early attempts to link black Africa with Negro America. The attempt to forge this link represented a concerted policy on the part of a number of missionary and philanthropic groups in the United Kingdom and the United States to draw attention to what seemed to be analogous situations-politically, socially, and economically. Ghana is said to be the first independent sub-Saharan African country outside South Africa to embark on a comprehensive drive to promote science education and the application of science in industrial and social development (Anamuah-Mensah, 1999). Science Education after Independence After Phelps- stokes commission had pushed for the birth of science education in Africa in general and in particular, Gold Coast, there has not been any clear cut national policy for science education in Ghana up to date (Ahmed, 2013). Dr Kwame Nkrumah who aimed at achieving Free Compulsory Universal Basic Education instituted an Act called 1961 Act, (Act 87) . This Act was to make Basic education free and Compulsory and anyone who fails to send his or her child to school was made to pay a fund by the Minister for education. The education system at that point consisted of six year of primary education, followed by four-years of secondary education. At the end of the four years suitable students went on to do a two-year sixth form course that could lead to a three year University course. Students, who were not suitable to continue, completed two- year of pre-vocational classes. The Nkrumah government encouraged the learning of science by instituting a special scholarship scheme which enabled science and agriculture undergraduates to enjoy scholarships a little higher than those of their counterparts in the humanities. This facility was withdrawn after 1966. Science and mathematics teachers were also paid a little more than their colleagues in the humanities. (Djangmah, 2007) The Reforms The seven year development plan instituted by Dr. Kwame Nkrumah was short lived. The system was later regarded as too long and too academic. Thus Dzobo Education Reforms of 1974 saw a reform of the system, instating the Junior Secondary School (now Junior High School) on an experimental basis. The Junior Secondary School introduced practical subjects and activities allowing students to acquire occupational skills, which after an apprenticeship lead to the qualification for self-employment. Due to a wide range of factors such as the economic decline, bureaucracy and sheer lack of interest the JSS-system never went beyond the experimental phase. By 1983 the education system was in a state of crisis. It faced drastic reductions in Government financing, lack of educational materials, and deterioration of school structures, low enrollment levels and high dropout rates. With the assistance of several development partners (World Bank, Department for International Development (ODA) and international grants) the education system was reviewed and proposals were implemented in 1987 known as Evans-Anfom reforms. In 1987, Ghana’s Ministry of Education introduced a restructured educational system that gradually replaced the British-based O-level and A-level system. The transition was completed in June, 1996, when the last class took A-level exams. The last O-level exams were administered in June 1994, although a remedial exam was offered through 1999 (Keteku, 2013) The 1987 Reforms had strengths as well as weaknesses. One of the strengths was that it provided a comprehensive Basic Education which improved access to education for more children of school-going age. Junior Secondary Schools were provided throughout the country and this helped to increase literacy levels. The reform also introduced Continuous Assessment which formed part of the final examination. This ensured that internal assessment in schools was included in the final examinations and this ended the single-shot examination existing in the old system. The Anamuah-Mensah Report recommended similar structure of education just like the Evans-Anfom Report of 1986. The difference was the inclusion of two (2) years of Kindergarten education as part of Basic Education and Apprenticeship training for leavers of the Junior Secondary School who unable to or do not want to continue in the formal sector. The implementation of the Anamuah-Mensah Reforms began in September 2007, and it was faced with initial problems. These problems included delay in the supply of syllabuses and textbooks for the smooth take-off of the programme, and teachers were not adequately prepared in terms of training to implement the reforms. These problems were later dealt with as the implementation of the reforms progressed. The next major problem being anticipated is the inadequate classrooms and other facilities as students will enter the fourth year of Senior High School in September 2010. The Way Forward For Science Education Promotion of science education in the country will depend on three drivers of change, namely, funding, teaching and interventions, and research (Akyeampong ,2007) Funding Knowledge is not cheap. Science, technology and mathematics knowledge required to move the country into the knowledge society can never be cheap. Government’s commitment to science education should be demonstrated in the level of resources allocated to science and technology. Laboratories and workshops in the schools, teacher training colleges, universities and polytechnics should be well equipped and new ones constructed to take into consideration the increasing student population. Research The knowledge society thrives on the creation of new knowledge. Research provides the means by which new knowledge is created. Resources, both material and human, for research in science and technology are woefully inadequate or non-existent. This has had a profound effect on the development of post graduate research in the universities. A number of measures need to be taken to strengthen research in science and technology in order to meet the demands of the country. The following are being suggested: †¢Research in research institutions and the universities should be adequately funded. †¢Most researches carried out in the universities are those that interest the researchers and are hence supply-driven; the Government should challenge our scientists and provide funds to carry out research on problems confronting the country. This can be done through the provision of research funds to be competed for by all scientists in the country. †¢Establish a National Science Research Facilities Centre equipped with world class specialized facilities which are normally expensive and therefore beyond the means of single institutions, to provide opportunities for Ghanaian researchers to carry out scientific research and development and retain local researchers as well as attract foreign ones. †¢To improve the quality of science education at all levels, research in science and technology should include research on teaching and learning science, technology and mathematics. †¢Institute special awards for best researchers and science teachers. This could be termed the President’s Award for Science to be given annually. We need to celebrate achievement. †¢Set up a formal scheme for mentoring the Youth- This is critical to the development of a career path in science for the youth. Mentors excite interest in junior colleagues and help them to â€Å"walk the path†. This experience is however rare in the universities. These days, newly recruited scientists struggle to keep afloat with little or no support. A formal mentoring system should be established in all institutions to ensure that young scientists recruited into the universities or research institutions are attached to professors and senior scientists in their fields of study to receive advice and support. The mentoring can take the form of joint research, publications and presentations at conferences and seminars. †¢To raise the level of awareness of science and technology innovation (research) and foster a synergy among education, industry and research institutes, a project referred to as SMART MOVES in some countries should be established in secondary schools. This project will involve encouraging schools through visits, presentations and seminars to work on problem solving projects with support from the community. The projects will be assessed and students with innovative and creative projects will be invited to present their projects at a Junior Scientist Conference which will be attended by senior scientists who can later act as mentors for the students. Prizes will be given to students based on the quality of project and presentation. The Ghana Academy of Science and Arts can take up this. Conclusion The vision of the National Science and Technology Policy is: â€Å"to support national socio-economic development goals with a view to lifting Ghana to a middle income status by the year 2020 through the perpetuation of a science and technology culture at all the levels of society, which is driven by the promotion of innovation and the mastery of known and proven technologies and their application in industry, and other sectors of the economy†. (MEST, 2000) This vision can become a reality when science education is given a boost at all levels of education. It has been suggested that the promotion of science education hinges on three pillars – funding, teaching and intervention, and research. Without adequate funding, quality teachers, supportive intervention activities and research to illuminate our understanding, science education will have no impact on the everyday lives of Ghanaians; and the observation made by the National Development Planning Commission will remain true. Our national vision for science and technology will be therefore be meaningless. REFERENCES Ahmed, M. (2012). Ghana to launch National Science policy. Retrieved 4th October, 2013, from http://www. ghanaweb. com/GhanaHomePage/NewsArchive/artikel. php? ID=235350. Akpan, O. E. (1992) Toward Creative Science teaching and learning in West African school. Ghana: catholic Press Akyeampong, K. (Centre for International Education, University of Sussex, England) in his lecture on â€Å"50 Years of Educational Progress and Challenge in Ghana†, at Parliament House, London, England; 2007 Anamuah-Mensah, J. (1999). Science and Technology Education in Ghana. A paper delivered at the National education Forum on the theme: Towards Sustaining an Effective National Education System, held at the Accra International Conference Centre, Accra, 17-19th November. Anum-Odoom, A. K. M . Educational Reforms in Ghana, 1974-2007. Retrieved on 12th October, 2013, from http://www. ghanaweb. com/GhanaHomePage/blogs/blog. article. php? blog=2091&ID=1000004125- Djangmah, J. S. Clarifying Ghana’s national vision for the application of science and technology to development. Retrieved on 12th October, 2013, from http://www. ghanansem. org/index. php? option=com_content&task=view&id=234 Keteku, N. W (EDUCATIONAL REFORM IN GHANA: THE SENIOR SECONDARY SCHOOL). Retrieved 10th October, 2013, from http://www. bibl. u-szeged. hu/oseas_adsec/ghana. htm Ministry of Environment, Science and Technology (MEST) (2000). National Science and Technology Policy Document. Accra: MEST.

12 More Military Terms Used in Civilian Contexts

12 More Military Terms Used in Civilian Contexts 12 More Military Terms Used in Civilian Contexts 12 More Military Terms Used in Civilian Contexts By Mark Nichol Following up on a post about words that originally pertained (or in one sense pertain) to military units but have developed nonmilitary connotations based on that sense, here are additional terms referring to military individuals or groups that have civilian senses as well. 1. captain: ultimately from Latin caput (â€Å"head†), originally referring to the leader of a war party and later to a military officer in command of a set unit or a ship; later, applied in general to a leader or head of a group or team. 2. cavalry: from Italian cavaliere (â€Å"horseman†), a body of soldiers mounted on horses (and later those assigned to mechanized units); by extension, from the clichà © in movie westerns of a US cavalry unit coming to the rescue of the protagonists, used in references to one or more people who bring aid to others. 3. lieutenant: from Old French lieu tenant (â€Å"in place of†), originally, an officer who was deputy to a captain but later also a specific military rank; in civilian usage, a right-hand man or woman or a subordinate. 4. muster: from Latin monstrare (â€Å"to show†)- interestingly, akin to monster- referring to an assembly of military personnel or serving as a verb synonymous with assemble, but also pertains to any assembly, collection, or inventory or to a sample or specimen. 5. picket: from French piquer (â€Å"pierce†), a group of soldiers assigned to guard a camp, or the action of doing so; in civilian usage, a distinct meaning of â€Å"protesting during a demonstration or strike† or a reference to a sharp stake, such as one that is part of a picket fence. 6. rank-and-file: from Old English ranc (â€Å"strong†) and Latin filum (â€Å"cord† or â€Å"thread), the arrangement of military personnel in rows and columns; by extension, a reference to ordinary employees or members as opposed to those in leadership roles . 7. reserve: from Latin reservare (â€Å"keep back†), one or more units of soldiers kept more or less in readiness in case they are needed as reinforcements; in general usage, anything kept in stock or kept apart from a general issue or supply. 8. scout: from Latin auscultare (â€Å"heed,† â€Å"listen†), a person, sometimes a local civilian- or a group called a scouting party- sent to explore, observe, or search to obtain information about the enemy; in entertainment or sports, someone who observes prospective performers or recruits. 9. sergeant: from Latin serviens (â€Å"servant†), originally referred to a servant but later applied to an experienced common soldier who supervised others under command of a nobleman or knight; the term now denotes an experienced soldier or police officer holding the rank of sergeant or (in the military) a variation of the rank such as staff sergeant. 10. task force: from taxare (â€Å"tax†), a unit formed temporarily to achieve a specific objective; the sense in civilian usage is the same. 11. troops: from Old French trope (â€Å"band,† â€Å"company†), also the source of troupe, collectively refers to soldiers (in singular form the name of a specific military unit, not a designation for a single soldier); in general usage, an informal reference to a company’s employees or an organization’s members (as in â€Å"Round up the troops for a meeting†). 12. wingman: originally a term for a pilot who supports the leader of a flying formation, now also slang for someone who backs up a person who seeks to approach potential romantic or sexual partners. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to use "on" and when to use "in""Certified" and "Certificated"20 Ways to Laugh

Top 10 Online Tools to Help You Write the Perfect Essay

Top 10 Online Tools to Help You Write the Perfect Essay Top 10 Online Tools to Help You Write the Perfect Essay Top 10 Online Tools to Help You Write the Perfect Essay By Ali Hale Writing essays can be tough and sometimes you need all the help you can get. The great news is that there are plenty of online tools that can help you write the best essay you can – and I’m going to be running through ten of the best. Before we get into the list, though, here’s a huge caveat. DO NOT use websites that write your essay for you. When I researched this blog post, I found (to my horror) lots of lists of â€Å"essay-writing tools† that linked to essay mills as if those were legitimate writing tools. These essay mills are websites that sell essays for $200 $500 each. Let’s be very clear: if you pay someone else for an essay and hand it in as your own work, that’s cheating. You could get into serious trouble – maybe even thrown off your course. Plus, you might get horribly ripped off. None of the tools in this post will help you cheat. All of them will help you write the best essay you can. Of course, there are times when all the online tools in the world can’t help: when you’re taking your exams. If that’s the case, check out 7 Essay Writing Tips To Ace Your Next Exam to help you. Here are ten tools that could help you with your next essay. I’ve split them into different categories of tools to help with planning and research, with writing, and with editing. Tools to Help You Plan and Research Your Essay Before you start to write an essay, you need to plan it (and probably do some research, unless you’re writing about a topic that you’ve already learned about extensively in lectures or in class). These tools will help you with the planning stage of the writing process. #1: Essay Map (free), from ReadWriteThink I’m a big fan of planning in advance – and this tool walks you through the process of planning an essay. You’re a bit limited by the format (three main ideas, each with three subpoints) – but if you’re new to planning, it could be a great place to begin. You can save your finished map onto the computer, If you prefer to work on paper, you can also print a blank map to fill in. Tip: This basic structure: introduction, conclusion, and three key points, each with supporting evidence, could work for other forms of writing too – like a blog post or article. #2: Evernote (free), from Evernote Corporation Evernote is like a set of online notebooks – where you can keep anything you like, from written notes to photos to videos. I keep all my work-related notes there, plus lots of administrative bits and pieces – it makes it really easy to find what I need. Because you can login and access it from any computer or device, Evernote could be a great place to keep ideas and rough plans for your upcoming essays. You can search all your notes for a particular word or phrase, so it’s easy to find things that you wrote weeks or even years ago. Tip: You can save whole webpages into Evernote at the click of a button if you use the Evernote Chrome extension. #3: JSTOR (paid), from ITHAKA JSTOR is an online archive of lots of different academic journals and books. Most universities have a paid subscription to it, so you can access it for free using your university credentials. You can search JSTOR by author, subject (keyword), or title. You can see a screenshot above of the first couple of results for my search for â€Å"Samuel Richardson† (my favourite 18th century novelist). Tip: If you don’t have access through your institution, you can sill access public domain resources on JSTOR for free, plus up to six articles per month – or you can pay for a â€Å"JPASS† for $19.50/month. Tools to Help You Write Your Essay Once you’ve got a plan for your essay, and you’ve gathered some useful books or journal articles to reference, it’s time to write. These tools will help you get that first draft down. #4: Freedom (paid), from Freedom This app and website blocker lets you block specific websites – great for when you want to focus but keep getting distracted. If you need access to the internet for other tools, that’s no problem: with Freedom, you can block specific sites (like Facebook and Twitter) or apps on your phone. You can also block the whole internet, if you want to. Once you’re running a Freedom session, if you try to visit a blocked site, it simply won’t show up. Freedom costs $6.99/month or $29/year: there’s a trial version available so you can give it a go before you buy, and there’s also a money-back guarantee. You can use Freedom on multiple devices at no extra cost. Tip: If you want a free alternative to Freedom, Cold Turkey is a good option (as is StayFocusd, but that only works on Chrome). #5: EndNote Basic (free), from Clarivate Analytics EndNote is one of the best-known reference managing tools and you can use it online for free. You can search online databases / library catalogues (the free version only gives access to ones from the British Library, the Library of Congress, the National Library of Medicine, and PubMed) or you can create a reference manually by filling in a form. If you have a number of different essays on the go, you might want to organise your references into different groups. Other students can also share their groups of references with you – useful if you want to collaborate with coursemates. Tip: You can pay for a full version of EndNote (or your university may provide it) if you want to use advanced features, like accessing far more research database and attaching the full text of PDF sources to your reference database. #6: The Oxford English Dictionary (paid), from Oxford University If you study literature, linguistics, or any subject where you want an authoritative take on the origin of words, the Oxford English Dictionary is a fantastic tool. You need to login and access it online – which you can usually do through your university or local library. Otherwise, you can purchase a monthly subscription as an individual – but it’s pretty pricy ($29.95 in the US, or  £56+VAT for three months in the UK). So definitely check with your university or local library first, to see if you can access it through them. Tip: The OED provides a lot more information than a standard dictionary, and entries might look a bit overwhelming at first. You can â€Å"Hide all† quotations, which makes them a bit more manageable if you don’t need the quotations or if you’re hunting through a few different words to figure out which one you want! #7: Google Timer, from Google It can be really tough to stay focused when you’re writing, even with distracting websites blocked. Sitting down and planning to write for a whole morning or afternoon doesn’t work well for most people – you simply can’t concentrate on an essay for that long at a stretch. I like to use timers when I’m writing, to keep me focused and to break my writing session into short chunks. Around 30 – 45 minutes works well. (If you’re on a roll, you can always set the timer for another writing burst straightaway). While the timer’s running you’re writing! To set a timer in Google, simply search for â€Å"set a timer for X minutes† – e.g. â€Å"set a timer for 10 minutes†. The timer will appear on the screen and start automatically. WriteToDone has a bunch more tips on time management for writers. Tools to Help You Edit Your Essay Once your essay is written, you’re not done you still need to edit. It’s a very good idea to separate the drafting process from the editing process, and if you’ve done that, your first draft may well be a little rough and ready in places. These tools will all help you get it into shape. #8: Grammarly (free), from Grammarly Grammarly uses artificial intelligence to help you with grammar, spelling and style. You can turn it on and use it as you write – which can be very helpful for things like emails – but if you’re writing an essay, you might prefer to draft first then use Grammarly afterwards. It’s available as a Chrome plugin, and as a download for MS Office, so you can use it online or offline. Grammarly will flag up mistakes (like typos) but it’ll also spot places where you’ve used more words than you need or where you’ve used vague language. As you can see above, you can click on an underlined work to see Grammarly’s recommendation for fixing it – clicking the â€Å"See more in Grammarly† link gives you more details about what’s wrong, helping you to get things right next time.   #9: Hemingway (free), from Hemingway App The Hemingway app works in a similar way to Grammarly, though with a focus on style and readability rather than on spotting typos and misused words. It’s named after the American novelist Ernest Hemingway, who was known for his clear, concise writing. You can access the app without logging in, simply by going to the website: copy or type in your chosen text. It encourages you to avoid overly complex words and sentence structures: don’t feel that you need to change all of these (particularly in an academic essay, where a certain level of complexity is desirable!) – but do check any flagged words or sentences to make sure you’re happy with them, and that you don’t want to switch to a simpler alternative. Tip: You can download the Hemingway app for PC or Mac, rather than using it online – but it’ll cost you $19.99. #10: Thesaurus.com (free), from Dictionary.com Do you ever struggle to find quite the right word? It happens to me a lot: I know what I want to say, but I can’t think of the very best way to say it. Or, I’ll have used a particular word already and I want to avoid using it too often (the principle of elegant variation). A great way to broaden your vocabulary is to use a thesaurus to look up words with a similar meaning to the not-quite-right one that you’ve already got. Do make sure, of course, that you don’t simply pick a different word that you like the sound of: you want to get the one that precisely conveys your thoughts. Tip: If you want to find some options for the opposite of a word, Thesaurus.com can do that too – scroll down past the list of synonyms to the antonyms. What tools do you use to help you write better essays? Have I missed something off the list that you’d highly recommend? Pop a comment below to tell us about it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Grammar Test 1Try to vs. Try andHow Verbs Become Adjectives

Paul Garrett Essay Example | Topics and Well Written Essays - 750 words

Paul Garrett - Essay Example and the economic devastation caused by the world wars set the industrial giants thinking and they felt the necessity to prove to the consumers that their existence is no threat to democracy and the American dreams. â€Å"In 1923, General Motors, although eager to have its employees ‘look upon our organization as a human rather than a corporate institution,’ had to recognize that it is one of the limitations of a large organization that the men charged with guiding its destiny cannot maintain a direct personal contact with all of its employees.†(Marchand, p.8) Industrial magnets began to ponder as to how to rejuvenate the plights of their soulless corporations. The top ones strongly felt that something was lacking somewhere. There was no bridge between the top management and the employees on the one hand and the consumers on the other, and if there was one, it had big gaps and lacked continuity. â€Å"Reports of an apparent dwindling of employee morale, sometimes voiced by corporate leaders themselves, revealed lack of individual vitality within these large-scale operations, an absence of a recognized, animating people.†(Marchand, p.8) â€Å"PAUL GARRETT in 1931 became the first person to direct public relations at General Motors. During his 25 years at GM, he emphasized quality performance, public interest, and honesty as corporate public relations principles. His effectiveness inspired other corporations to establish public relations departments.† (Public†¦.)The process of soul search in the organizations began. Perhaps, Paul Garrett was born for the cause of public relations. He was quick to act and soon realized the tremendous potential of this exercise in the cause of the betterment of the organization on all fronts. â€Å"By the end of 1931, Garnett reported, the company was receiving more than five thousand letters of appreciation a week. He distributed multiple anthologies of â€Å"typical excerpt† from these letters to a long list of

Relationship between Communication and Maslow's Hierarchy of Research Paper

Relationship between Communication and Maslow's Hierarchy of Needs - Research Paper Example It is logical that some needs are impossible to be satisfied without communication, for example, social needs (friendship, love) are impossible without a partner which implies his or her search by means of communication, and this paper will investigate into the role of the interpersonal communication in the human needs satisfaction. Every individual has his or her needs which are the things that are necessary for living and survival, depending on the level of the needs. The needs are the things that make an individual act in a proper way to satisfy them and to stay alive, which means that the needs cannot be left unsatisfied. Many of the needs of a human being imply interpersonal communication: for example, such need as love or any other form of relationship demands a partner finding which is possible only by means of communication with the potential partner. This paper will consider to which extent the communication between the individuals is important in terms of human needs satisfaction. The hypothesis of the present research is that the interpersonal communication is important for satisfaction of human needs at all their levels and significantly affects this process and may be an unalienable component of the successful result. An Outline of Human Needs. Abraham Maslow’s theoretical works on the phenomenon of the human needs is the material which is most often referred to in this regard. He described all the needs of a human being by means of their hierarchic organization, graphically also known as the Maslow pyramid, into five levels: physiological needs, safety needs, love or belonging needs, esteem needs, and self-actualization. (Maslow, 1943, 370-396). The first level, physiological needs, obviously, is the primary level which includes the basic human needs necessary for survival, such as eating and sleeping. (Maslow, 1943, 373). The second level, safety needs, is the level implying securing the life safety and the things which are also necessary for

Correction Essay Example | Topics and Well Written Essays - 250 words - 2

Correction - Essay Example As a function of this interpretation, many carry-overs of this school of thought continue to be pervasively manifest in the United States criminal justice system; as well as many others around the globe. Prior to the development of the classical interpretation of criminology, rehabilitation was not even a term or idea that entered into the mind of most systems; rather, retribution was the main goal by which the system functioned. Seeking to expand some on the rather constrained classical interpretation of criminology which has been defined above, the positivist school sought to analyze and understand the way that internal and external factors, outside the control of the individual criminal contributed to the actions that they perpetrated. Prior to this interpretation, criminals and criminology had functioned under the presupposition that any and all crime was merely the result of poor rational choice and not the result of factors that were ultimately beyond the control of the criminal himself/herself. Finally, the neoclassical approach seeks to incorporate several of the aspects of the classical approach as well as more pertinent and recent theoretical approaches and responses to crime and criminology. Rather than seeking to approach crime and its punishment from the one dimensional classical approach, the neo classical approach seeks to factor in such aspects as social contract theory, drift theory, and rational choice theory (Vito et al, 2007). This neo classical approach is still widely utilized today in criminology and retains a high level of respect among subject matter

Women in 19th century Boston Essay Example for Free

Women in 19th century Boston Essay This was a very clever move and shows how much he cares for himself and how he has tried to prevent himself being caught. He thinks that Gerta would get thrown out of the house which most women would do because they would feel that they have lost their pride. If she had the baby she would be sent back to Sweden which women did in 19th century Boston. Also if she wanted a divorce even thought she was innocent she would lose all her possession as the law would be against her. Thats how difficult it was for women in Boston. Gilman blames Mr.Marroner not Gerta as everyone would. Mr. Marroner knew all the consequences and had still done his dirty actions. Also he has hurt three people, his wife, Gerta and the baby Gilman writes a very dramatic quote which is this is the sin of man against woman it is very effective because it basically describes what the whole story is about. Gilman also uses a time shift which continues to the future as Mr. Marroner arrives from his important business. By the usage of flash backs it gives the reader an interesting insight on what Mrs.Marroner and Gerta are going through while he was at business. When Mr. Marroner arrived away on to his disbeliefs he realized that his wife has secretly left him which makes us think where Gerta is? After Mr. Marroner has done this unbelievable horror it makes the reader think that he still loves his wife because after months he hired private detectives and when anyone asked him about his wife he would say that she has gone abroad for health. He just couldnt bear to tell anybody the truth. He even wouldnt want to end up in the newspapers as he is a big business man. As he hired the detectives they fond the location of where his wife was living. When he went to meet her he found out that she had changed to her maiden name, Marion. And there she was holding her baby as a bulwark and Marion turned and said to him, what have you to say to us? Gilman leaves an open ending which the reader could think about what is going to happen and I as the reader think that she might take him back because she had the guts to talk to her husband after cheating on her. Also shows that Gerta is are protecting her baby for not seeing the future dad as he will be known as a CHEAT. But if I was in Marions position I would just chase him out of the house and not even talk to him. Gilman clever uses certain techniques that make the reader very interested. Theses techniques such as, flash backs creates a dramatic impact on the reader as it keeps them thinking on what is going to happen next.

Okonkwo in Chinua Achebes Things Fall Apart Essay -- Things Fall

Okonkwo in Chinua Achebe's Things Fall Apart  Ã‚  Ã‚   Okonkwo, as presented by Chinua Achebe in the novel Things Fall Apart, wished to be revered by all as a man of great wealth, power and control--the antithesis of his father. Okonkwo was driven by the need to exhibit utmost control over himself and others; he was an obsessive and insecure man. Okonkwo's father, Unoka, was "a failure," "a loafer," and "People laughed at him" (1426). This would bring great shame to any man as it did for Okonkwo. In Umuofia "a man is judged according to his worth and not according to the worth of his father" (1427). In Umuofia "achievement was revered." Okonkwo became obsessed with the need to prove to everyone that he, unlike his father, was a man worthy of respect. Okonkwo worked hard and in time his "prosperity showed in his household" (1429). Okonkwo had "a large compound," "three wives" (1429), "two barns full of yams" and "two titles" (1427). Okonkwo had become a wealthy and respectable man. Still he feared that all would fall apart if he were to allow any slight deviation, any sign of weakness. Weakness could be a slight disobedience of a wife, as happened during the "Week of Peace." Ojiugo was not home in time to prepare Okonkwo's meal and though it was "unheard of to beat someone during the sacred week" (1435), Okonkwo beat Ojiugo unmercifully. Likely, Okonkwo feared that others would view Ojiugo's indifference to her responsibilities as a sign of Okonkwo's inability to control his wife. Okonkwo was just as demanding upon his children and he wanted his "son to be a great farmer and a great man" (1437). Okonkwo would become overly angry if Nwoye made small mistakes while learning. When Nwoye and Ikemefuna were splitting yam... ...ch so that he chose "evil" and took his own life. Achebe, for the most part, does seem to follow the Western formula for tragedy and the tragic hero. Okonkwo, while not born into wealth or privilege, does become a wealthy and powerful man in Umuofia. Okonkwo is neither "good" nor "thoroughly evil" yet does possess a "tragic flaw" that leads to a series of tragic events. Okonkwo begins in poverty and rises to the height of wealth and prestige among his people. He is so obsessed with control, control at all costs, that he begins to make tragic mistakes: beating his wife during Peace Week, killing Ikemefuna, having to flee Umuofia, killing the messenger and then himself. This fits the criteria of "disregard of divine law and trying to escape his fate," as outlined in the study guide. Works Cited: Achebe, Chinua. Things Fall Apart. New York: Ballantine, 1969.

Bending: Second Moment of Area and Solid Edge

MEM23061A Test Mechanical Engineering Materials Lab. BEAM BENDING The bending of beams is one of the most important types of stress in engineering. Bending  is more likely to be a critical stress than  other types of stress – like tension, compression etc. In this laboratory, we will be determining the Modulus of Elasticity E (also called Young's Modulus) of the various materials and using Solid Edge to determine the Second Moment of Area for the different cross-sections. [pic] Equations Use units: Force (N), Length (mm), Stress (MPa) E = Young's Modulus or Mod of Elasticity (MPa)I = 2nd Moment of Area or Area Moment (mm4). Can calculate using SolidEdge sketch. BENDING [pic] In our case, we must first convert the mass to Newtons (N). W = kg * 9. 81 L is the span length in (mm). I is the Second Moment of Area in (mm4). We can calculate this for a rectangle using a simple formula; [pic] For other shapes it is not so simple. We need to calculate these using a program such as Solid Edge (see below). Determining the value of E in MPa. From the above equation, Deflection    z = W * L3 / (48 * E * I) so E =   W * L3 / (48 * z * I) Determining Stress in MPa.From the above equation, Bending Moment   (Nmm)    M = W*L / 4 and Maximum  Stress (MPa)      f = M * y / I where y = distance from centroid to the bottom (or top) of the beam. This is simply half the depth for all the symmetrical beams except the channel. To find the centroid for the channel you need to use Solid Edge again (same as the Ixx window) [pic] Laboratory 1. Load another beam onto the rig. 2. Adjust dial gauge to ensure it is touching the beam. Zero the dial face by rotating the lense and locking in place. 3. Apply each load and record the deflection measurement. . Check you have all recordings: Beam material, beam cross-sectional dimensions, span length, deflection readings, masses. 5. Make estimates of the errors associated with each measurement. E. g. Parallax error, mis-alignm ent, mechanical play,  incorrect deflections etc 5. Repeat for next beam†¦ [pic] Report 1. Use Solid Edge to calculate Ixx for each beam. Also determine the weight on CAD. Draw up the cross-section (either in part   mode or as a draft). While you are still in the profile sketch (i. e. before going to a solid) go to top menu:  Inspect > Area†¦ gt; Click â€Å"Area Information† button in Ribbonbar > (click inside the area you want to inspect) > Click on the green arrow in Ribbonbar. > You should see a table like this†¦ [pic] Ixx is the Second Moment of Area in bending with  a vertical load. 2. Write a short   report on the beam bending results. Each beam must have at least 3 weights. Make sure the deflection does not exceed the travel of the dial indicator (if so, use a lighter weight). 3. Using the equations above, calculate the value of E. Compare these values to the values obtained from  the internet.E. g. Matweb. Show the working for 1 example cal culation, but only give the rest of the answers in a table. Use Excel to do your calculations. 4. Determine the maximum stress   for each mass (load) added to the beams. 5. Discuss any sources of error in the experiment – esp measurements – and how they might affect the results. Specify an overall error for your calculation of E. [pic] [pic] Using the dial gauge to measure deflection in the beam while under a load of 500g. [pic] [pic] The face of the dial gauge can be rotated to zero the scale.

Lesson Plans and Lesson Presentations

Lesson 1Course: World History   Date: Grade level: 9,10,11 Estimated time: 1hour 30 minutes Topic:   The beginning of the WWII Arizona State Standards: Bell Work:Do you know what war is considered to be the greatest tragedy of all nations?Do you agree wiyh this definition? Why or why not?How do you personally feel about WWII?Anticipatory Set: (Motivation)The students are shown 5 minute video stating the losses that the world in general and the US in particular had to suffer after the WWII.Lesson Objective:Students will be able to identify:The causes of the WWII; Main participants; The start of the war. Students will be able to write at least 2 main dates in the history of WWII.The students will be able to form their own opinion who was the initiator of the war and how it could be avoided, if could at all.The main conceptual objective is to make students critically think and analyse historical events.Lesson Overview/Procedure:The teacher asks the students to remember what had happened after the WWI and what specific treaties were signed. Then he/she leads active discussion about Versailles Treaty, its positive and negative sides. In advance, the teacher gives an individual task for three students to prepare an overview of economic and political situation in postwar Germany, Italy, and Japan respectively. After that, the class is divided into 5 groups representing five countries (regions): Germany, Italy, Japan, former USSR plus Western Europe, and the USA. All of these groups are given 7 minutes to prepare their possible reasons to be engaged in the war.When all of the reasons are announced, the teacher summarizes them and writes down the correct ones on the blackboard. Then the teacher asks one student (voluntarily) to identify key participants of the war, and again writes them on the blackboard. At this time another student is asked to show these countries on the map, pointing specifically at the territories they aspire to gain after the war. All this takes 40-45 minutes. After that the teacher initiates the topic about Moscow conference and invites three students to represent Molotov, Ribbentrop and Churchil l. The teacher asks students to defend the interests of their countries (USSR, Germany and Britain respectively), and the rest of the class should be willing to help. When the discussion is over, the teacher reveals the secret Molotov-Ribbentrop Pact and explains its importance in the world history. After that he/she makes a short overview of the first military actions that signified the start of the WWII. Along with students he/she writes down the main dates:Hitler’s party foundation; Moscow conference; Molotov-Ribbentrop secret Pact; The official start of the WWII. Closure:The teacher gives the students a short quiz summarizing the key points of the lesson. In order to avoid students fear and resentment, he/she allows them to use their notes to answer the questions. When they are done, the teacher tells the correct answers and asks the students to check their own work. Only the good grades are fixed. However, the teacher warns that next time all the marks (both good and bad will be put).Extension/Fast finishers:For those who finishes quiz quickly, the teacher asks to fill in the table stating:The reasons of the war for specific countries; Country’s prominent political leaders; Country’s interest in the war. Each fast finisher gets a separate country. The teacher could check the assignment during the class (if there is enough time or prepare them for the next one).Assessment/Evaluation:The teacher refers to the objectives attained as the result of the lesson. Then, he points that in order to develop further students’ critical thinking skills he assigns the following homework. He/she also might ask students how they liked the interactive games and dialogues in order to evaluate the effectiveness of such method of teaching.Individual Student Practice:To write a two page essay expressing own opinion about what parties were guilty and why, and how the war could be possibly avoided, if could be at all.Teacher Reflection & References:1. Breuer B. â€Å"Deceptions of WWII† Wiley: New York, 20012. Morton L. â€Å"Targeting the World War II Generation† In Public Relations Quarterly. Vol.: 49., 20043. O’Brien K. â€Å"The Home-Front War: World War II and American Society† Greenwood Press: Westport, CT, 1995Materials List: textbook, notebook, hand map, pens/pencilsLesson 2Course: American History   Date: Grade level: 11 Estimated time: 1hour 30 minutes Topic:   Veteran’s Day Arizona State Standards:Bell Work:Do any of you have grandparents who survived the WWII?Did your relatives participate in any other American war?What does it mean to them? Did they share the memories?Anticipatory Set: (Motivation)Can you count all people you know that have taken part in any American war? Do you consider them heroes? Can you write just one sentence for them to tell or to send as a message to thank for their effort at this glorifying date — Veteran’s Day.Lesson Objective:Students wi ll be able to identify all the significant events in the US history involving wars.Students will be able recall the history of the Veteran’s Day holiday.Students will define the significance of the holiday for present and future generations.Lesson Overview/Procedure:The teacher asks the students to recall the major events in the US history, which involved military actions. He writes them all on the blackboard. Then the teacher invites one student to put those events/wars in the chronological order. When the student is done, the teacher together with the rest of the class checks the assignment. The teacher asks the student to choose four major American wars and divides the class into four groups accordingly.Each group is given 10 minutes to prepare a short report about the war (everything they know) including the memories of their relatives about the event (for instance, about the WWII). If possible, it is useful to provide each group with one laptop in order for them to make power point presentation. Then each group presents their overview and exchanges the opinion. Basically, the teacher doesn’t intrude, but just direct the discussion and control the time. When the discussion is over, the teacher tells who played a significant role founding the Veteran’s Day as it is. In advance, the teacher also arranges for one veteran of WWII to come to the class and share the experience. The teacher leaves 15-20 minutes for this veteran to share his experience. Extension/Fast finishers:For the group that makes presentation fast, the teacher prepares a statistical information about how many veterans there are in the USA, in what regions etc. He/she asks the group to get familiar with the information and to present it for additional mark. Another possible task is to write the slogans glorifying the courage of those participated in the war. After the writings are done, the big board should be hang on the blackboard.Closure:At the end of the class the tea cher collects the writings with greetings and wishes that students made at the beginning of the lesson and gives them to the veteran invited. He also gives the task for three students to prepare one war poem and learn it by heart. The end of the class is signified by reading of these three poems.Assessment/Evaluation:The teacher encourages the student to say a few words about the significance of the Veteran’s Day for them personally and for future generations. He asks the students to greet their relatives and other people they know who participated in the War.Individual Student Practice:The teacher asks to research the history of the Veteran’s day and prepare a detailed plan stating the main branches of the Veteran’s Day development.Teacher Reflection & References:1. Veteran’s day. Available: http://www.infoplease.com/spot/veteransday1.html2. The History of Veteran’s day. Oct. 3, 2003. Available: http://www.army.mil/cmh-pg/faq/vetsday/vetshist.htm3 . Adrian G. â€Å"The Silence of Memory: Armistice Day, 1919-1946† Berg: Oxford, 1994 Materials List: notebooks, separate sheet of paper, pen/pencil, laptop (if available)