Wednesday, October 30, 2019

Questions on Management Essay Example | Topics and Well Written Essays - 2750 words

Questions on Management - Essay Example A case in point can be drawn from the lawsuit involving the Bank of America versus the City and County of San Francisco. In this case, the Bank of American seeks to annul ordinances passed by the city and county of San Francisco to protect consumers; the states are mandated by Congress to enact additional legislation especially with respect to consumer protection (Mitchell). The ordinances prohibit financial institutions (all banks, industrial loan companies and savings associations) from charging ATM fees to non-depositors. According to the cities, an ATM charge on non-depositors is punitive to consumers and weakens competition in the banking industry at the local state level (Bank of America). In this case, congestion in smaller banks makes the smaller banks to lose clientele to bigger banks that operate many ATMs in the city. Conversely, the Bank of America argued that the above-mentioned ordinances were disadvantageous as they impaired its operations. Ultimately, the Bank of Amer ica disputed the city’s contention because the city’s characterization of the ATM market was faulty. Unfortunately, the district court ruled in favor of the bank with the city falling on the losing end. According to the District Court, the savings clause in the Electronic Fund Transfer Act does not grant the cities permission to regulate fees charged on ATMs as a measure to protect the consumers. In addition, the court also ruled that Home Owners' Loan Act (HOLA) and Office of Thrift Supervision's (OTS) regulations gave savings banks the legal permission to charge ATM fees on consumers (Bank of America). †¢ Among the issues which have come to the fore are those concerning the attempts of states to enact laws which main purpose is to protect those who live within these states. The laws that have been enacted most often have tended to be overridden by the financial regulatory agencies in the name of implementing federal laws (Mitchell). Since the American Constituti on states that all the laws that are passed at the federal level are supreme to those passed at the state level, many of the agencies have used these laws as an excuse to frustrate any laws that have been passed at the state level for the benefit of the citizens. In contrast, these agencies have developed a culture of helping banks (especially national banks) to establish their dominance over their rivals at the state level. In fact, the lawsuit involving the Bank of America versus the City and County of San Francisco indicates clearly that the HOLA and OTS regulations override the ordinances. The District Court also ruled that the National Bank Act and the regulations of the Office of the Comptroller of the Currency (OCC) are supreme to the ordinances passed by the city and county of San Francisco. Federal law annuls state law both directly (by stating preemption in explicit terms) and indirectly (by leaving no room for state regulatory control). A state law may also be annulled if it is established that its execution is in contravention of a preexisting federal law. In such cases, the federal law normally preempts the state law as the application of both laws is always deemed inadvertently impossible under the provisions of the constitution; therefore, it is clear that the federal regulations

Monday, October 28, 2019

Gender segregated schools Essay Example for Free

Gender segregated schools Essay The Benefits and Disadvantages of Single-Sex Education Schools in early 17th century America were fist modeled after English learning institutions after Puritans immigrated over to the English colonies. Originally only rich white males were allowed to attend school to learn how to read and write. In many cases, most parents placed their boys into the nine month long curriculum to keep them out of mischief. For the other three months of the year, students would be released from school during the summer months to lend a hand on their familys arms to help cultivate the land and raise animals. During the summer months, wealthy white girls attended these same schools often taught by a female instructor to learn to read and write. Of the girls who could attend the schools, many were kept at home to be taught the essentials for their future such as cooking, sewing, and the caretaking of babies and toddlers (A Short History). Fast forward one hundred years and the first coeducational schools can be found appearing in the American colonies, primarily the New England area. In these schools the major focus was to teach children how to read, specifically for religious purposes. The likely cause of the integration of boys and girls in schools is thought to be stemmed from growing numbers of female church numbers and the practical requirements of finding enough children to support schools in sparsely populated regions making schools more practical to spread religion (A Short History). After the revolutionary war, American citizens saw that womens education was important and was needed to promote good citizens and great leaders in society. With this state of mind, many private schools opened their doors to coeducation and allowed both boys and girls to attend school together. Until the late 1840s, only rich white boys and girls were allowed to attend schools because there was no government funded schools. That changed when reformers Horance Mann and Henry Barnard succeeded with their efforts to promote a free public school system. This finally allowed all white children to attend schools together for free. The only exception to gender-integrated schools where catholic families who objected the practice of coeducation on moral and religious grounds and that males and females had profoundly different purposes to fulfill (A Short History). Because of this many catholic schools remained segregated y gender. In the early 1900s many schools created classes specifically to prepare boys and girls for their future. Girls were taught home economics and traditionally feminine labor skills, such as secretarial work and or garment-making while boys were educated in industrial arts, bookkeeping, and commercial geography (A Short History). These classes were introduced for the importance of the growing labor market of the time period. In todays society, some parents are faced with placing their children in gender- segregated schools or in public schools to better benefit their children. The problem brains of the two genders learn different subjects at different ages. So, with this, boys or girls have an advantage over each other. The same happens when puberty becomes a factor in adolescence as well as in high school with distractions. On the other side, there are also benefits to public schools such as socialization with the opposite sex and better preparation for the real world. Then there are gender segregated schools that better accommodate teaching methods and times for specific sexes as well as better grades, less competition, and fewer distractions. Again there re bad sides to this too, such as less socializing and less competition to prepare someone for their future Job. With all of these factors, any parent faced with a decision like this will have a hard time figuring out what type of education their child should receive. One of the major arguments people make supporting gender-segregated schools is the fact that boys and girls brains differ in many different aspects. Whether it is an emotional difference or the structure of the brain, one gender will do better in class than the other. In 2007, a team of neuroscientists from the National Institute of Mental Health conducted a study on subjects ranging in age from three to twenty- seven years old both male and female. Their results showed that the occipital lobe of the brain where visual processing is mostly associated with is developed much more rapidly in six to ten year old girls, as opposed to the male brain where this lobe does the majority of its development after fourteen years of age (Novotney). Another major brain difference between the girls and boys is that a girls corpus callosum is twenty- five percent larger than a boys, making girls better at multitasking. A girls prefrontal ortex also develops earlier and larger than that of a boy, making girls better at abstract thinking and thought analysis as well as making better choices between right and wrong (McBride). Meanwhile, the cerebral cortex where mechanical and spatial thinking is conducted is used much more in boys. This results in boys having an easier time learning with movement and pictures as opposed to girls. With these different developed sections of the brain, girls gain an upper hand in classrooms over boys by ways of better listening, sensory memory, and especially reading and writing. However, boys gain an upper hand over girls in math as Leonard Sax a Ph. D. in psychology and author of Why Gender Matters explains: [the] fact that many middle-school boys seem to learn algebra better when you start with numbers, whereas many same-age girls seem to be more engaged if you start with a word problem. For example, if you are teaching equations in multiple variables, the typical 7th-grade boy will do better if you begin by asking If x + 2y = 60, and 2x + y = 90, how do we solve for x and y? But the typical 7th-grade girl will be more engaged if you begin by asking If a sweater and two blouses cost $60, and two sweaters and a louse cost $90, how much does each blouse and each sweater cost? (Sax 15). By splitting boys and girls in school, a teacher can adjust a test to where the two genders of students both benefit from word or equation only math problems. According to Lisa Damour, Co-director of the Center for Research on Girls at Laurel school, a girls day school claims that the benefit of single-sex schools is that they offer the dynamic of having only one sex in the classroom at a time, creating girls class that would not work as effectively in a boys class and vice versa (Novotney). That way boys and girls are taught the same subject at different times in a better gender specified manner. Many studies have statistically shown support towards gender-segregated schools as being better for students in both education and even personality. A study was conducted by researchers from the University of Pennsylvania studying schools in Seoul South Korea that randomly assigned students to either attend a coed or gender-segregated school. In these schools, all students were from different socioeconomic backgrounds. The results of this study found that girls in gender- egregated schools were more likely to attend college after graduation as compared to girls at coeducational schools; the same appeared in boys of both types of schools. Both boys and girls in these gender-segregated schools made higher test scores than coed schools in the same city. In another study conducted by Betta Hannover and her colleague Ursula Kessels found that American girls in girl only schools were more comfortable with physics. The National Foundation for Educational Research in England also supports that boys and girls do better on test scores and overall grades as compared to coed students regardless of background factors. The study also backs up the Hannover and Kessels study by finding that girls at single-sex schools were more likely to take non-traditional courses courses which run against gender stereotypes (Single-Sex). Student grades at single-sex schools could be better than expected by both boys and girls because boys and girls in the single sex schools are more comfortable enrolling in contradicting gender-stereotypical classes, like girls interested in computer science, and boys in art. These classes could seem a bit more difficult for some students bringing their overall grade down a bit even if it is in egard to students in different nations or here in America. Researcher for the Australian Council for Educational Research Cornelius Riordan found that most boys and girls who attend single-sex catholic schools were from lower socioeconomic backgrounds, yet these students obtained better grades than coed students (Single- Sex). This backs the study done by researchers at the University of Pennsylvania, that socioeconomic background does not play a major role on a students grades as thought by many people who oppose single-sex schools. Riordan also found that students in these catholic schools view learning in a more positive manner which ould be another reason as to why students in single-sex schools do much better than coed students. In another study conducted in Jamaica by Marlene Hamilton found that students attending single-sex schools out preformed students in coed schools in almost every subject tested which confirmed the research done in Australia, South Korea, England, and America (Single-Sex). With many studies on students all over the world being consistent, it proves that single-sex schools are better for a students education. Not only do single-sex schools benefit a students education, but their overall focus and character as well. At Thurgood Marshall Elementary School in Seattle, principle Benjamin Wright led the movement of the schools traditional coed classroom setting to single-sex classrooms. Before this transition he would address over thirty misbehaving children a day, eighty percent of which were boys. In regard to the Washington Assessment of Student Learning, the single-sex classrooms, there were on average one or two students sent to the office for misbehavior a day. The boys reading average rose to sixty-six percent while their writing average also went up to fifty-three percent (Single-Sex). All of this was done under the same teachers for boys and girls. At an inner-city high school in Montr ©al who underwent the same type of transition also saw positive results. The number of students skipping class dropped by thirteen percent to Just seven percent. Fifteen percent more of students passed their final exams as opposed to before where sixty- five passed. Finally, the rate of students continuing their education in college doubled what it used to be before the switch. With these consistent positive results, many schools will turn to the idea of following these footsteps and transition to single-sex schools or classrooms to benefit all students in their education and haracter. Although segregating students by gender has its positive results, it also has negative results in students psychologically and socially. New York Times writer Tamar Lewin stresses the strongest argument against single-sex education is that it reduces boys and girls opportunities to work together, and reinforces sex stereotypes (Lewinl). By splitting the two genders apart, students will not know how to properly work together or even communicate with one another. According to the American Psychological Association, school is preparation for the adult life and how oys and girls learn to interact will dictate relationships formed in the workplace (Saunders). As students are separated by gender, they miss vital chances to work with one another and build important social skills. By segregating students, they are missing out on learning those very skills needed outside of school such as an engineering firm where thoughts from multiple engineers take place. A female engineer who spent her entire school life including college in single-sex classes may feel a bit more uncomfortable speaking out her ideas to the male engineers. Not only oes this affect people in the work place, it affects their personal relationships as well, for example, a male trying to meet women to date, becomes much more difficult. If he has spent little or no time communicating with the opposite sex, he may feel shy or awkward. Elizabeth Danish explains: Part of the idea of going to school is to prepare your child for real life when they leave. There is no doubt that the real world is mixed gender rather than single sex and so that means that the best way to do this would be to emulate that in school. Further, learning to talk to members of he opposite sex is a very important skill and one that can leave you at a significant disadvantage if youve never had a chance to practice. By experimenting with relationships now when things are less serious, your child will be better at managing and finding them when they leave (Danish). She also believes that in coed schools students become more understanding of each other and are more open minded of new conditions. Danish then suggests that building a feminine side to men could help them better understand girls and reduce the changes of sexism in schools. The problem with some single-sex schools is that he ideas of men are better than girls or in some cases women are better than men begins to circulate and lowers the self-confidence and self-esteem of some students. Another problem facing single-sex classrooms is lack of trained teachers to What could be done to better benefit students in single-sex schools is to have the two genders attend the same school in different buildings. With this, students could be integrated during lunch hours and for elementary schools even recess. This way the two genders can socialize with one another and not be completely segregated throughout all twelve years of school. This socialization can help prepare boys and girls for life outside and after high school in both work life and relationships with one another. In regards to single-sex classrooms, studies show how boys are encouraged or more engaged in learning subjects can be implemented in teaching methods for specifically boys and vice versa for girls. With this, teachers can know what method of teaching works better so they can use it only for boys and only for girls. The numbers of single-sex schools have been on the rise in the past fifteen years and will continue to go up because they are proving to better benefit students education and personality. However, many advocates believe that the psychological and sociological downsides to this form of education are harmful to students and outweigh the positives.

Saturday, October 26, 2019

How Music Has Influenced Me :: College Admissions Essays

Throughout my life, music has always been a major influence. It has the power to change my mood when I'm feeling down, but the thing I find most intriguing about music is that it doesn't always end up improving your mood: like all forms of art, it imitates life, which is not always portrayed in a positive light. The musicians that I admire most have the versatility to induce several different emotional responses in the same piece. This quality is present in most of the wide variety of music I listen to, from Russian composer Dmiti Shostakovich, to Chicago jazz band Tortoise, to California pop/rock sextet Mr. Bungle. Music is far more than the sum of its parts. It can be thought of in a highly mathematical sense, which leaves one in awe of the seemingly endless combinations of rhythm, tone and intervals that a good musician can produce. Admiring music in this way is a lot like admiring an intricate snowflake, or shapes in the clouds; it's beautiful, but at the same time very scientific, based on patterns. All of the aforementioned qualities of music have one thing in common: they can be defined with numeric, specific values. However, the greatest aspect of music lies elsewhere, and cannot be specifically defined with words. It is the reaction that each individual has when they are confronted with their favorite (or least favorite) kind of music. There aren't many words to describe the emotional reaction I get when I hear certain songs, even those that don't have the "complicatedness" of some of the more skillful artists.

Thursday, October 24, 2019

Global Forces of Change Essay

1. From the case facts, describe how globalization and technology have influenced the business directions of GE Medical Systems. Technology Since new requirements in healthcare business had been emerged, in the market it is required to implement personalized medicine to support specific client – not mass population. Moreover, trend on find the way to prevent sickness is more concerned than to heal. This is massive challenge to medical equipment manufacturers whether which company can find the best technology to support these requirements. GE believed that the best technology would always win in the marketplace so they responded to these requirements by investing more on R&D and also product design. As the result, corporate R&D invented some new products which replace need of existing product, for example, digital detectors for X-ray machines that would replace the need for X-ray film. Globalization Globalization increases connectivity and interdependence of the world’s markets and businesses. Emerging middle-classes of Asia, Eastern Europe and Latin America is also an opportunity for healthcare company like GE to expand their markets, increase sales and profits. Beside of sales side, GE can also reduce their manufacturing cost by shifting manufacturing from high-cost countries to low-cost countries. This would increase their competitive advantage. 2. Identify possible projects by which a company dealing in Healthcare and Medical Diagnosis like GEMS can profitably ride the waves of globalization, liberalization and technology. * Shifting manufacturing base from high-cost countries to low-cost countries in order to reduce production cost. * To develop healthcare IT system, this is to manage necessary data systematically such as patient data, treatment record etc. This is also helpful for diagnosis. * To apply Free Trade Agreement with emerging countries in order to facilitate access of healthcare products. * Even general needs of customers in healthcare in each country is same but there are some specific requirements which are required individually so GEMS should not neglect R&D in each local market. Hiring local staffs is an effective alternative since local people might understand needs in their society well. * R&D is vital since technology changes every day. GEMS should keep investing on find out the way to increase effective ness of their equipment and also invent new products which can replace existing one. 3. Describe the world do you envision in 2050, especially with China and India likely to take center-stage? Touch on the economic, political, social and cultural adaptation that you think can take place. According to many reports show that over the next 50 years China and then India’s economies will overtake US. Large and growing market opportunities in China and India are widely seen and understood as evidenced by the large flows of foreign direct investment to China, both for the domestic market, but also to use China as a low cost platform for exports to the rest of the World. China is communist. Due to their political characteristics, control in a repressive way substantial part of the economy, especially the financial sector that brought about massive imbalance. A centralized decision-making process, although discretionary would presumably ease political action by by-passing all types of necessary approvals from a parliament or congress in a democratic system. So changing of Chinese government would possibly change the world. About social and culture, as foreign companies would base their manufacturing in China, learning local culture would be very important in order to have smooth operation and avoid any conflict. China language will become as vital as English. On the other hands, due to growing of China economic dominance, Chinese people will also spread over the world. Their culture will unavoidably absorb to everywhere. We have no choice but adapt with it.

Wednesday, October 23, 2019

Bubonic plague Essay

Bubonic plague has emerged and spread rapidly across towns, cities, and rural areas in several worldwide epidemics through the whole of history. Probably the earliest mention of bubonic plague is the Old Testament record in the First Book of Samuel giving an account of swellings and rodents that made attack on the Philistines (Ackroyd 55-57). The bubonic plague later hit the falling apart Roman Empire in the period of the sixth and seventh centuries. And from 1348 to 1350, the plague known as the Black Death brought the suffering and death across Europe and China, killing perhaps one-quarter or one-third of the population. This terrible epidemic outbreak of the deadly and highly infectious plague in China and Europe, that became possibly the worst catastrophe in all written history, still remains one of the most important and controversial tragic events through the history. Many professional historians of medicine analyzed the origin and spread of the Black Death, trying to explain or understand the origin and flow of epidemic disease during that period. This paper will discuss some of the perspectives and historical accounts by giving a glimpse of the evidence that various historians have considered. The Cause of the Black Death Most historians acknowledge that Europe and China experienced population pressure and famine in the 1300’s. Supporters of the demographic model usually link famine with plague, sometimes directly, sometimes vaguely. Famine and population pressure, state North and Thomas (1970), â€Å"set the stage for disease† and often were associated with the origin of the plague (1-17). Supporting such point of view, Le Roy Ladurie (1972) described the Black Death as a â€Å"holocaust of the undernourished† (3-34). Historians indicate that the Black Death had been preceded by the periods of famine, in particular the great famine of 1315-17 that was experienced by European population in the north, and it is also recorded that considerable population increase in general had already been reported before the Black Death. Consequently, analysis of supporters of the demographic model would suggest that the massive expansion of the twelfth and thirteenth centuries generated a situation where population growth went faster than food resources, with the outcome that lack of means by which population could maintain life became more serious and facilitated the origin of the epidemic. Other historians disagree. Thus, for example, Jean Meuvret (1993) argued that there was no simple or direct cause-effect relationship between famine/population pressure and Black Death. Jean Meuvret’s position was confirmed by Jean-Noel Biraben in a great study of the plague (Grmek and Fantini 319). Biraben demonstrated that although bubonic plague often originated after famine, there were many examples when famine came after plague and other cases in which plague was not accompanied by famine and vice versa. The historian came to conclusion that in the case of the Black Death there was no cause other than the plague itself that could have brought about epidemic. There may be found some relationship between famine and disease, he indicates, but it was not because famine became the cause of the plague; rather, it was because plague, after striking, aggravated famine as a result of the considerable stagnation of agriculture and economic disorder. Moreover, in all the recent medical literature that examines plague taking into account historical cycles, there is found no direct connection between lack of food and plague origin. These considerations generate doubt about the position of the demographic model. The Spread of the Black Death This section will begin by asking where Black Death came from, and why it emerged when it did. There is general agreement among contemporary observers and today’s historians that the Black Death of the fourteenth century originated in central Asia. Although it is hard to tell for sure, but there is also a growing opinion among historians that the Black Death came and expanded across Central Asia from China in the period of the 1340s and in 1347 it infected medieval Genoese traders who had established roots between Europe and Central Asia, it almost instantly emerged in Constantinople and was then right away communicated by the trade routes to the widespread areas of Mediterranean and western Europe. Historians have found out that already by the end of 1348 most population of southern and western Europe had been infected with this rapidly developing disease. It soon appeared in England and two years later it already hit the rest of the British land, Germany and Scandinavia. It is estimated that between a third and a half of all Europeans were killed by the Black Death of 1348-53 (Loudon 66). The dreadful disease spread every day from the sick to the noninfected. It was even not necessary to be near the infected: even being in contact with their clothes or anything they had touched was enough to become infected. Most of the poor population was not allowed to leave the houses and became sick every day by thousands. And for insufficiency of appropriate medical service and other things, almost all unavoidably were destined to terrible death. The epidemic killed whole communities. John Saltmarsh presents account of the genocide, economic stagnation and depression brought by plague. He refers to a French historian who described in detail deserted villages and farms. Saltmarsh cites a Franciscan Friar, John Clyn: Lest things worthy of remembrance should perish with time, and fall away from the memory of those who come after us, I, seeing these many evils, and the whole world lying, as it were, in the wicked one – myself awaiting death among the dead – inter mortuos mortem expectans – as I have truly heard and examined, so I have reduced these things to writing; and lest the writing should perish with the writer, and the work fail together with the workman, I leave parchment for continuing the work, if haply any man survive, and any of the race of Adam escape this pestilence and continue the work which I have begun (Creighton 115). This situation was not confined only to Europe. Beginning from the 1320s, the Black Death had carved its way along the roads of Central Asia. In particular China was hard affected. Some sources indicate that by the 1390s the population of China may have dropped to approximately 90 million from 125 million (Gottfried 35). Interpretations of the Black Death Medical professionals are now of the same opinion that the Black Death was the bubonic plague, arriving from central Asia, and carried by fleas and rats, which were widespread in medieval Europe. Medieval doctors, however, naturally possessed no knowledge to determine by diagnosis anything so dependent upon microscopic examination of phenomena. As a result, the plague was often attributed to God’s rage against the special depravity and corruption of that period. Thus, for example, in Piers Ploughman, Reason â€Å"proved that these pestilences were for pure sin, and the south-west wind on Saturday at even was for pure pride, and no point else† (Sumption 15). Contemporary astrological specialists noticed the deadly union of Saturn, Jupiter, and Mars. In addition, Jews were oppressed and destroyed as there was information that they had poisoned wells. Medical representatives had two opinions: the first group claimed that the cause was miasma, pollution of the air, and the second group considered that direct contact was the cause and recommended complete isolation. The quarantines were absolutely useless, taking into consideration the fact that the disease was transmitted by rats and fleas, but these nuances were not known until additional studies were done after the next great plague emerged in the 1890s. Conclusion Human devastation was tremendous in the period of the Black Death, and the demographic, economic, political, social, and psychological impact of the plague was greatly felt for many decades. This paper explored various points of view of historians studying epidemics of the past and their explanations of how and why the great epidemic emerged, spread rapidly and caused so high mortality. It also looked at various interpretations of this disease by contemporary observers.

Tuesday, October 22, 2019

Battle of Trenton in the American Revolution

Battle of Trenton in the American Revolution The Battle of Trenton was fought December 26, 1776, during the American Revolution (1775-1783). General George Washington commanded 2,400 men against a garrison of about 1,500 Hessian mercenaries under the command of Colonel Johann Rall. Background Having been defeated in the battles for New York City, General George Washington and the remnants of the Continental Army retreated across New Jersey in the late fall of 1776. Vigorously pursued by the British forces under Major General Lord Charles Cornwallis, the American commander sought to gain the protection afforded by the Delaware River. As they retreated, Washington faced a crisis as his battered army began to disintegrate through desertions and expiring enlistments. Crossing the Delaware River into Pennsylvania in early December, he made camp and attempted to reinvigorate his shrinking command. Badly reduced, the Continental Army was poorly supplied and ill-equipped for winter, with many of the men still in summer uniforms or lacking shoes. In a stroke of luck for Washington, General Sir William Howe, the overall British commander, ordered a halt to the pursuit on December 14 and directed his army to enter winter quarters. In doing so, they established a series of outposts across northern New Jersey. Consolidating his forces in Pennsylvania, Washington was reinforced by around 2,700 men on December 20 when two columns, led by Major Generals John Sullivan and Horatio Gates, arrived. Washingtons Plan With the morale of the army and public ebbing, Washington believed that an audacious act was required to restore confidence and help boost enlistments. Meeting with his officers, he proposed a surprise attack on the Hessian garrison at Trenton for December 26. This decision was informed by a wealth of intelligence provided by spy John Honeyman, who had been posing as a Loyalist in Trenton. For the operation, he intended to cross the river with 2,400 men and march south against the town. This main body was to be supported by Brigadier General James Ewing and 700 Pennsylvania militia, which were to cross at Trenton and seize the bridge over Assunpink Creek to prevent enemy troops from escaping. In addition to the strikes against Trenton, Brigadier General John Cadwalader and 1,900 men were to make a diversionary attack on Bordentown, NJ. If the overall operation proved a success, Washington hoped to make similar attacks against Princeton and New Brunswick. At Trenton, the Hessian garrison of 1,500 men was commanded by Colonel Johann Rall. Having arrived at the town on December 14, Rall had rejected his officers advice to build fortifications. Instead, he believed that his three regiments would be able to defeat any attack in open combat. Though he publicly dismissed intelligence reports that the Americans were planning an attack, Rall did request reinforcements and asked that a garrison be established at Maidenhead (Lawrenceville) to protect the approaches to Trenton. Crossing the Delaware Combating rain, sleet, and snow, Washingtons army reached the river at McKonkeys Ferry on the evening of December 25. Behind schedule, they were ferried across by Colonel John Glovers Marblehead regiment using Durham boats for the men and larger barges for the horses and artillery. Crossing with Brigadier General Adam Stephens brigade, Washington was among the first to reach the New Jersey shore. Here a perimeter was established around the bridgehead to protect the landing site. Having completed the crossing around 3 a.m., they began their march south toward Trenton. Unknown to Washington, Ewing was unable to make the crossing due to the weather and heavy ice on  the river. In addition, Cadwalader had succeeded in moving his men across the water but returned to Pennsylvania when he was unable to move his artillery. A Swift Victory Sending out advance parties, the army moved south together until reaching Birmingham. Here Major General Nathanael Greenes division turned inland to attack Trenton from the north while Sullivans division moved along the river road to strike from the west and south. Both columns approached the outskirts of Trenton shortly before 8 a.m.  on December 26. Driving in the Hessian pickets, Greenes men opened the attack and drew enemy troops north from the river road. While Greenes men blocked the escape routes to Princeton, Colonel Henry Knoxs artillery deployed at the heads of King and Queen Streets.  As the fighting continued, Greenes division began to push the Hessians into the town. Taking advantage of the open river road, Sullivans men entered Trenton from the west and south and sealed off the bridge over Assunpink Creek. As the Americans attacked, Rall attempted to rally his regiments. This saw the Rall and Lossberg regiments form on lower King Street while the Knyphausen regiment occupied Lower Queen Street. Sending his regiment up King, Rall directed the Lossberg Regiment to advance up Queen toward the enemy. On King Street, the Hessian attack was defeated by Knoxs guns and heavy fire from Brigadier General Hugh Mercers brigade. An attempt to bring two three-pounder cannon into action quickly saw half the Hessian gun crews killed or wounded and the guns captured by Washingtons men. A similar fate befell the Lossberg regiment during its assault up Queen Street. Falling back to a field outside of town with the remnants of the Rall and Lossberg regiments, Rall began a counterattack against the American lines. Suffering heavy losses, the Hessians were defeated and their commander fell mortally wounded. Driving the enemy back into a nearby orchard, Washington surrounded the survivors and forced their surrender. The third Hessian formation, the Knyphausen regiment, attempted to escape over the Assunpink Creek bridge. Finding it blocked by the Americans, they were quickly surrounded by Sullivans men. Following a failed breakout attempt, they surrendered shortly after their compatriots. Though Washington wished to immediately follow up the victory with an attack on Princeton, he elected to withdraw back across the river after learning that Cadwalader and Ewing had failed to make the crossing. Aftermath In the operation against Trenton, Washingtons losses were  four men killed and eight wounded, while the Hessians suffered 22 killed and 918 captured. Around 500 of Ralls command were able to escape during the fighting. Though a minor engagement relative to the size of the forces involved, the victory at Trenton had a massive effect on the colonial war effort. Instilling a new confidence in the army and the Continental Congress, the triumph at Trenton bolstered public morale and increased enlistments. Stunned by the American victory, Howe ordered Cornwallis to advance on Washington with around 8,000 men. Re-crossing the river on December 30, Washington united his command and prepared to face the advancing enemy. The resulting campaign saw the armies square off at Assunpink Creek before culminating with an American triumph at the Battle of Princeton on January 3, 1777. Flush with victory, Washington wished to continue attacking up the chain of British outposts in New Jersey. After assessing his tired armys condition, Washington instead decided to move north and enter winter quarters at Morristown.

Monday, October 21, 2019

The Evil Force Of Abigail Will essays

The Evil Force Of Abigail Will essays In The Crucible, by Arthur Miller, Abigail Williams- the main character- is a wicked, confident girl who lies to get what she wants. Abigail defends her name and her life through evil means. Evil in The Crucible is most forcefully portrayed through Abigail Williams. Evil is shown through Abigail in many ways. Abigail utilizes three main ways to complete her evil desires. Abigail shows her evil through harlotry, lunacy, and accusations. Abigail is a harlot, and from such harlotry stemmed the evils of The Crucible. Her relationship with John Proctor and her animosity towards Goody Proctor all stem from her evil ways of lechery. Abigail loved John, but John only had lust for her because of strains in his marriage. This lust became evident when Abigail speaks with John about their relationship, I know how you clutched my back behind your house and sweated like a stallion whenever I come near! Or did I dream that? Its she put me out, you cannot pretend it were you. I saw your face when she put me out, and you loved me then and you do now! (22). Later John replies, "I will cut of my hand before I'll ever reach for you again." John knows he did wrong and has repented his ways, however Abigail refuses to forget and repent; she wishes to runaway with John and stay with him. Abigail knowingly gave herself to John Proctor- even though he was married-, which shows that Abigails lust for John is the lust of a common whore fo r worldly pleasures. Abigail is evil and uses her lunacy to take control of situations. This lunacy became apparent through constant lies and threats. Abigail is respectful on the surface but she hides her resentment and disrespect. She talks back to defend her name and in Act One, she lies to Parris, No one was naked! You mistake yourself, uncle! (11). She is also aggressive and forceful, the other girls are afraid of her. When Mary Warren suggested that they should confess to dancin...

Sunday, October 20, 2019

Glow-in-the-Dark Crystal Snowflake

Glow-in-the-Dark Crystal Snowflake Learn how to make a glow-in-the-dark crystal snowflake or another glowing holiday ornament. This is a safe and easy project thats great for kids of all ages. The crystal ornaments are light-weight and inexpensive to make. You can use  borax to make ornaments, but if you try this project with younger children and are concerned about safety then you can use sugar (borax isnt particularly dangerous; just dont drink the solution and do wash your hands if you handle the ornaments.) The snowflake in the photo is a variation on the borax crystal snowflake project. Materials for a Glowing Ornament borax (or could use alum or Epsom salts equally well; sugar works but follow instructions for rock candy to grow the crystals)very hot water (I used water from my coffee maker)glow-in-the-dark paintpipe cleanersscissors or wire cutters (optional)butter knife or pencilglass or jar big enough for your ornamentmeasuring cup or larger glass for making the solutionpaintbrush or cotton swab (optional) Make a Glowing Ornament Shape your ornament. To make a snowflake, cut a pipe cleaner into thirds (doesnt have to be exact). Line up the pieces and twist them in the center. Bend the arms out to make the snowflake shape. Trim the arms to make them even, except the longest arm, which you can bend over a knife or pencil to suspend the ornament in crystal-growing solution. You can make other shapes, of course, like trees, stars, bells, etc.Coat the pipe cleaner shape with the glowing paint. Let your ornament dry or least set up to ensure good coverage. Allow it to sit 15-30 minutes, depending on how much paint you used.Prepare your solution. Pour hot water into your crystal-growing glass to fill it (this is measuring your volume). Dump this hot water into a larger glass or cup (where you will prepare the actual solution).Stir in borax or alum or Epsom salts until the solid stops dissolving and start collecting at the bottom of the container. The reason you are using separate containers for making the solution a nd growing the crystals is because you want a saturated solution for quick crystal growth, but no solids, which would compete with your ornament for crystal growth. Pour the clear solution into your crystal-growing glass. Rinse out your other container so no one accidentally drinks crystal solution.If your pipe cleaner has a long arm, attach the ornament directly to a knife or pencil (otherwise you will have to tie the ornament or use a second pipe cleaner, twisted onto the ornament and the knife/pencil). Rest the knife on top of the glass, being sure the ornament is completely immersed in the solution and not touching the sides or bottom of the container.Allow crystals to grow overnight or longer (until you like the way they look).Remove the ornament from the solution and allow it to dry. You can hang it over an empty glass or set it on a paper towel (unless you used sugar, for obvious reasons).You can store the ornaments wrapped in tissue paper. Tips and Safety Dont drink crystal-growing solution, dont eat the ornaments, etc. If you used sugar or alum (both found in food), the ornaments are very safe to handle. Even though the glowing paint is non-toxic, ornaments arent food.If you used borax or Epsom salts, rinse the dishes before putting them in the dishwasher. Its safe to wash any of these materials down the drain.You can vary the size of the crystals by using a less saturated solution (like 3 tablespoons of borax per cup of boiling water) and by controlling the cooling rate of the solution. If you are up for some experimentation, try refrigerating your warm solution and see what happens. What do you get if you keep the solution warm, like on sunny window?

Saturday, October 19, 2019

Resourcing Rewarding and Training System Essay Example | Topics and Well Written Essays - 1500 words

Resourcing Rewarding and Training System - Essay Example As the main activity requires limited skills, no training apart from the basic induction programme is imparted to the workers. Even the supervisors, who supervise the production process, are drawn from the production staff having longer period of service without any interview or specific management training process. More importantly as the management follows an autocratic style of leadership with a well defined hierarchy, communication and coordination mechanisms are seriously hampered. The unions are not allowed to participate in the decision making process. The reward system is also not properly structured which has led to serious problems of turnover. The minimum wage rate is provided after twelve years of service in the organization after which the employees receive a 5% increment which is lower than other local employers. As a Personnel Manager, I would focus on the resourcing, training and rewarding structure of the organization. Resourcing means to provide a person or an organ ization with materials, staffs, money and other assets that are necessary for the effective operation in any organization are the right resource in terms of quality, the right cost, the right risk, the right time in terms of speed. But above all I would focus on â€Å"People resourcing†.... d and dissipated, poor performers are sidelined and ignored, promoted or dismissed without any attempt to resolve the problems and the performance review system often fail to generate significant benefits for both the organization as well as the employees. People resourcing is concentrated on minor incremental efficiency or system changes or on the ethical, legalistic and procedural dimensions of resourcing instead of on the added value dimension which provides further scope for improvement. People resourcing should be based on the tools and techniques that are able to assess the potential employees, determine their suitability for specific organizational work and evaluate their effectiveness. Therefore people resourcing are the acquisition, development, effective utilization and retention of the people that the organization needs. It is the basis for workforce planning activities. All the human resource plans are implemented by means of the key resourcing activities of recruitment, selection, talent management and retention planning. The effectiveness with which human resources are used involves control mechanisms for absenteeism and providing for flexibility. People resourcing are a long term plan. It aims at achieving competitive advantage by attracting, employing and retaining more competent people than its rival. The aim of people resourcing is also to become â€Å"an employer of choice†, an organization that people want to work with and stay with. It also creates employee value proposition which consists of what the organization has to offer for existing and prospective employees that would help to persuade them to join or remain in the organization. It also involves offering pay and benefits that are important and can be over emphasized compared to other

Teen Suicide Essay Example | Topics and Well Written Essays - 1250 words

Teen Suicide - Essay Example Teenage suicide is a voluntary move made by a person to end their lives. It is to be noted that teenage is one of the most common problem and is fast turning out to be a grave issue. Teen suicides issues are not something that came into news recently rather it is a common happening for some decades now. Teen suicide is the most common problems that is faced all over the world and it is one pressing issue that has been going on in regional, national as well as international levels. It is quiet shocking to note that teenage suicides are more in comparison to that of the adult suicide rates. Teens are not children and they are not adults as well which causes a lot of confusion and stress on them. The Centers for Disease Control and Prevention carried out a survey on the top causes for occurrence of death. In this survey, it has been proven that suicide is the third most common cause for death all over the world. It is to be noted that homicide and accidents comes in the first two slots in this survey. Teen suicide is not only an emotional problem but with the kind of influence that it has, it is soon turning out to be one of the major social problems as well. Suicides in general cause a lot of havoc on the people who are related to the person in question and it opens up a lot of other problems as well (Murphy, 1999). Teenage and adolescents are the two most common age groups who are prone to taking off their own life. Some of the countries that records highest rates of teen suicide on a global level includes that of USA, Australia and also India. There are various causes that can be attributed to the occurrence of teen suicide. Most of the times teen suicides can be prevented by taking adequate steps at the right point of time. Some of the suicides are committed emotionally whereas some others are committed because of severe pain. Teen suicides can be categorized into different areas. Suicides can be avoided if the

Friday, October 18, 2019

Essay Example | Topics and Well Written Essays - 500 words - 32

Essay Example it as well; there are times when it helps man and other times when it becomes man’s enemy because it replaces the personal input he would have in his work otherwise. Man becomes divorced from his own work, while some even lose their livelihood to these machines as well. John Paul II further went onto state that it turns man into nothing but a slave. The late pope called for more harmony between workers in this section. It was the pope’s point of view that capitalism and labor were at odds with each other and this conflict was born from the industrial developments that took place in the western world. This conflict illustrated itself in the values found in liberalism and Marxism. He places more emphasis on the importance of labor than capital. He sees labor as essential to driving work, where as capital is only a mere tool. He also talks about property and the church’s stand on the principle of right. Here, the church disagrees not just with Marxist ideas that promote collectivism, but also the liberalistic ideas of capitalism. Human rights that come within the circumference of one’s work are the very basic rights that are allotted to a person. The Pope outlined unemployment as a great social problem, which didn’t just break down the social fabric through economics, but also perpetuated weak morality. He wrote against one-sided centralization by the authorities that left many out of jobs. He referred to agricultural work and how it had its own dignified way. Work has to be organized in a way that suits a person and their life. Demographics need to be taken into account such as a person’s age and gender etc. Women, according to John Paul II, should be allotted jobs that fit them without prejudice; but they must avail jobs without creating problems for their families. He also emphasized on the importance of perks and benefits, along with time off from work so that workers do not burn out. Unions are of the utmost importance because they can ensure that

Final Project Essay Example | Topics and Well Written Essays - 750 words - 1

Final Project - Essay Example These conclusions may be disturbing, but they are extremely liberating. Furthermore, Marxism addresses various classes that are found in a society, these classes comprises of the haves and have not’s. The haves are known as the capitalist they control the markets and own industries. In addition, they also control the government institutions, which enable them to control violence that is organized by the state. The â€Å"have not’s† are normally the working class, and they normally work in industries and institutions owned and controlled by the capitalists. Feminism addresses another lack of equality, which is inequality, based on sexes. For a long time, society has confined women to certain activities, which have made them unequal, compared to men. There are certain expectations that are put on women, such as serving their husbands. Therefore, women for a long time have been subjugated to male authority, and they have been treated like a form of property or objec t (Donovan, 1985). There is also the confinement of women to certain activities like raising children and performing certain chores at their homes. Feminism perspective deals with the inequalities that are subject to a person’s gender. The reason why feminist perspective is my favorite is that it deals with issues that are experienced in daily lives. This makes it extremely real and applicable in the present day and the future. Feminist perspective also explains reasons why women who have progressed than men insist on being submissive to male authority. According to feminist perspective, submissive women are considered good by men. Therefore, they are guaranteed of economic security and protection from men violence. The other reason why feminist perspective is my favorite is its similarity to Marxism in breaking the norm into bringing liberation. This is because it breaks what is known as romantic love to explain how men rule by force. This enables the learner to think about the fundamental injustices that have been subjected to people based on their gender. Feminist perspective on race is that racism occurs when a person gets an advantage as a result of his or her race. In addition, there are those who are of the opinion that racism is about a race having a belief of superiority over others. However, feminists insist that racism is a system and cannot be carried out by an individual. There is a difference between a personal opinion and institutionalized racism according to feminist theory. Feminist theory also includes having privilege that is not earned as a result of a person’s race as racism. There are also arguments that those individuals that get these unearned advantages either willing or not are also racists. According to this theory, no person should plead ignorance by getting advantages for belonging to a certain race. Moreover, feminist theory differentiates personal prejudice from racism since individuals carry out prejudice while a c ommunity carries out racism. According to feminist theory, women who gain from advantages they gain for belonging to a certain class makes them racists, as well (Jackson, & Jones, 1998). The feminist perspective on gender is that there is difference sex and gender. Therefore, sex refers to the biological determinism on sex features found in a person. On the other hand, gender means certain factors that are denoted on men and women. These factors are normally social factors such as behavior, social role and identity.

Thursday, October 17, 2019

Capstone Final Project Research Paper Example | Topics and Well Written Essays - 2500 words

Capstone Final Project - Research Paper Example Foreign students do not have sufficient exposure to a variety of vocabularies that might assist them in developing a considerable appreciation of the significance and utilization of the vocabularies. It is vital that teachers are aware and that their classroom approaches are granting English language learners the vital skills they require to attain their academic objectives. Research Question With the above information, it can be noted that ELLs have a very tough time in class when compared to their native language (English) counterparts. According to past research, the harder education is, the more prone a student is likely to drop out of school (Kauchak & Eggen, 2011). This means that ELLs are extremely vulnerable. The questions is how can teachers be aware of the classroom approaches and ensure that these are approaches are granting ELLs with the vital skills and knowledge needed to achieve their academic goals? This article finds that a well-planned classroom is the answer to mak ing sure that ELLs are taught successfully so as to succeed in education. A big opportunity exists for making the best use of learning opportunities and creating significant experiences through rethinking the classroom experience (Kauchak & Eggen, 2011). ... aceted, critical thinking, analytical, as well as effective world, in order to meet demanding economic, technological and societal challenges (Abedi, 2008). Learning was long considered to be a gathering of small bits of knowledge, which are hierarchical, sequenced and need to be openly taught and emphasized. Keeping ELLs in mind, this was not a very effective way of educating any kind of student. Learning is now perceived as the procedure of constructing understanding whereby people try to connect new-fangled information to what they previously comprehended. This is with the aim that ideas of thought have some personal coherence and understanding. People construct this understanding in numerous different ways relying on their experience, interests and learning styles. However, it is as if ELLs have been left out of this endeavor. Educators have attempted to come up with techniques that are meant to enhance the education of the normal student (Pine, 2008). They fail to consider that there are other classes of students, such as the ones being considered in this paper (English Language Learners), who also need stern attention so as to prosper in academics just like their native English speaking counterparts. The No Child Left Behind Act of 2001 dictates disadvantaged students, no matter their challenge, should be catered for effectively just as other normal students are catered for (Pine, 2008). Present Situation in Schools Research that has been carried out recently has proven that the classroom design dictates levels of interactions, as well as engagement of ELLs. Thus, the amount of instructions acquired also hinges on the classroom design. A study performed by the National Training Laboratory (NTL) disclosed that just 5% of what is instructed by an educator is

Arbitration Law UK Essay Example | Topics and Well Written Essays - 1500 words

Arbitration Law UK - Essay Example In addition to this, the decision given by the arbitration is considered final. Any further reaction to the arbitration decision should then consider the stipulated laws, as stated by the arbitration act 1996 (ref 1). To begin with, the parties have various obligation s and duties for a successful arbitration agreement. The parties have to act on their duties promptly for a complete arbitration and resolution of the situation, as stated by the arbitration act 1996 (ref 1). First, the parties have to make an agreement to submit the dispute in question to the arbitration. This is the initial step that is considered before the onset of arbitration. This is factual since the parties have not settled on an agreement in their dispute. Therefore, relieving the dispute to arbitration is a considerable approach that would solve the situation. However, the concerned parties have to insist on the agreement of relieving the case to the arbitration. The mutual consent in this agreement gives the arbitration a legal step that would initiate the proceedings. With such an approach, both parties will be at ease with the solution that will be initiated by the arbitration that is of choice. ... In addition to this, all the parties are required to act appropriately in matters concerning the courts (ref 2). This is in light with any requirements that should be given by the courts to assist in the expedition of the case. This obligation relieves the arbitration of extra time wasted in waiting for legal documents that maybe offered by the courts to assist in conducting the case. In all arbitration cases, the arbitrator has vital roles in execution of the case. To begin with, the arbitrator is the binding party in the dispute. The arbitrator is a considerable binding factor in any case, as he or she is set to solve an existing dispute. Therefore, the arbitrator is mandated to ensure the parties involved in the dispute are in agreement. In this section, the arbitrator has the obligation of ensuring the resolution of the dispute mends the bond between the two parties involved in the dispute. Under this duty, the arbitrator has a mandate of choice for the time and place of hearing (ref 2). The arbitrator has to make a choice of a convenient venue, which is acceptable by both parties, and at an appropriate time. This will give room for an expedition of a fair and a hearing that is considered impartial. In addition tom this, the arbitrator is mandated to ensure the arbitration is conducted in utter order, and does not infringe the rights of the concerned parties. This involves giving a final decision that is acceptable to all the parties. According to the arbitration act 1996, chapter 23, the arbitrator has a mandate to avoid any indulgence of personal and interpersonal interests in the arbitration (ref 1). This duty is to ensure there is formal

Wednesday, October 16, 2019

Capstone Final Project Research Paper Example | Topics and Well Written Essays - 2500 words

Capstone Final Project - Research Paper Example Foreign students do not have sufficient exposure to a variety of vocabularies that might assist them in developing a considerable appreciation of the significance and utilization of the vocabularies. It is vital that teachers are aware and that their classroom approaches are granting English language learners the vital skills they require to attain their academic objectives. Research Question With the above information, it can be noted that ELLs have a very tough time in class when compared to their native language (English) counterparts. According to past research, the harder education is, the more prone a student is likely to drop out of school (Kauchak & Eggen, 2011). This means that ELLs are extremely vulnerable. The questions is how can teachers be aware of the classroom approaches and ensure that these are approaches are granting ELLs with the vital skills and knowledge needed to achieve their academic goals? This article finds that a well-planned classroom is the answer to mak ing sure that ELLs are taught successfully so as to succeed in education. A big opportunity exists for making the best use of learning opportunities and creating significant experiences through rethinking the classroom experience (Kauchak & Eggen, 2011). ... aceted, critical thinking, analytical, as well as effective world, in order to meet demanding economic, technological and societal challenges (Abedi, 2008). Learning was long considered to be a gathering of small bits of knowledge, which are hierarchical, sequenced and need to be openly taught and emphasized. Keeping ELLs in mind, this was not a very effective way of educating any kind of student. Learning is now perceived as the procedure of constructing understanding whereby people try to connect new-fangled information to what they previously comprehended. This is with the aim that ideas of thought have some personal coherence and understanding. People construct this understanding in numerous different ways relying on their experience, interests and learning styles. However, it is as if ELLs have been left out of this endeavor. Educators have attempted to come up with techniques that are meant to enhance the education of the normal student (Pine, 2008). They fail to consider that there are other classes of students, such as the ones being considered in this paper (English Language Learners), who also need stern attention so as to prosper in academics just like their native English speaking counterparts. The No Child Left Behind Act of 2001 dictates disadvantaged students, no matter their challenge, should be catered for effectively just as other normal students are catered for (Pine, 2008). Present Situation in Schools Research that has been carried out recently has proven that the classroom design dictates levels of interactions, as well as engagement of ELLs. Thus, the amount of instructions acquired also hinges on the classroom design. A study performed by the National Training Laboratory (NTL) disclosed that just 5% of what is instructed by an educator is

Tuesday, October 15, 2019

Marketing research paper Example | Topics and Well Written Essays - 500 words - 1

Marketing - Research Paper Example The respondents who will be used for this study are convenient subjects. The survey will find respondents who are suitable for the study and they will fill the questionnaires in train stations, shopping malls, and coffee shops. Since most of the knowledge to be collected through the questionnaires is not of a sensitive nature, the questionnaires will be handed out randomly at these places. However, the questionnaires will be anonymous, as will be the responses given on the questionnaires. The research will use a sampling size of approximately 50 respondents since a sampling size under this number may not give enough data in support of the study’s analysis. The sample will range from the ages of 18 to 50. In addition, a larger number may present the study with information that is too broad that may prove difficult to deal with during the analysis stage. The sampling units will be composed of everyday people who use cell phones. Because the questionnaires will be handed out to those willing to take them, the sampling procedures will be randomized where the researcher will randomly select persons from the complete population. By focusing on an age group as diverse as eighteen to fifty, the sample will be representative of those being targeted in the population, which are cell phone users since almost everyone uses cell phones. In addition, because the subjects are chosen through random sampling, the sample is representative of the targeted population (Bradley 33). However, because of the lack of a control group, the internal validity may suffer as a consequence. This is because we are not sure if the manipulation of variables were the only possible reason for the results seen in the dependent variables for the study. External validity may also suffer from the small size of the sample in comparison to total cell phone users (Bradley 34). Finally, because every member of the population has an equal chance of selection, the sample

Monday, October 14, 2019

Economic growth and economic development Essay Example for Free

Economic growth and economic development Essay Like the infrastructure development, improvement of legal mechanism Can now be regarded as the most important precondition for sustainable Growth, a stronger economy, and pro-people system of governance, Writes M S Siddiqui Economic development generally refers to sustained and concerted actions, taken by the policy-makers and communities, which promote the standard of living and economic health of a specific area. Economic development can also refer to as being quantitative and qualitative changes in the economy. Such actions might involve multiple areas including development of human capital, critical infrastructure, regional competitiveness, environmental sustainability, social inclusion, health, safety, literacy, and other initiatives. Economic development differs from economic growth. Whereas economic development is a policy intervention endeavour with aims of economic and social well-being of the people, economic growth is a phenomenon of market productivity and rise in GDP (gross domestic product). According to Amartya Sen, economic growth is one aspect of the process of economic development. Despite the good performance of Bangladesh in terms of many growth indices, it has been lagging behind in building a necessary infrastructure for achieving goals for the country to be treated as a middle-income one. Economic governance embraces all macroeconomic, microeconomic and fiscal policies, public economic agencies, regulatory bodies, company laws and legal institutions connected with economic matters. Good governance means an efficient, open, accountable and audited public service, which has the bureaucratic competence to help design and implement appropriate public policies and, at the same time, an independent judicial system to uphold the law. Good governance is a system of governance that is able to unambiguously identify the basic values of society, where values are economic, political and socio-cultural issues including human rights, and pursue these values through an accountable and honest administration. It is obvious that good governance is a must for the development and growth of a nation. Good governance generally implies a number of institutions, which regulate the behaviour of public bodies, stimulate citizens participation in government and control public-private relations. Governance is government plus the private and third (not for profit) sectors. In the 1992 report titled Governance and Development, the World Bank gave its definition of good governance. Good governance is defined as the manner in which power is exercised in the management of a countrys economic and social resources for development. In an October 1995 policy paper called Governance: Sound Development Management, the ADB outlined its policy on this topic. Further, in a separate opinion issued by the ADB General Council, it was explained that governance has at least two dimensions: (a) political (e.g., democracy, human rights); and (b) economic (e.g., efficient management of public resources). The United Nations Development Programmes (UNDP) definition of good governance is spelled out in a 1997 UNDP policy document titled Governance for Sustainable Human Development. The document states that governance can be seen as the exercise of economic, political and administrative authority to manage a countrys affairs at all levels. The key elements of good governance as defined by UNDP are listed below: Participation: Participation by both men and women is a key cornerstone of good governance. All men and women should have a voice in decision making either directly or through legitimate intermediate institutions that represent their interests. Rule of law: Legal frameworks should be fair and enforced impartially, particularly the laws on human rights. Transparency: Transparency is built on the free flow of information. Processes, institutions and information are directly accessible to those concerned through it, and enough information is provided to understand and monitor them. Responsiveness: Good governance requires that institutions and processes try to serve all stakeholders within a reasonable timeframe. Consensus orientation: There are several actors and as many viewpoints in a given society. Good governance requires mediation of different interests in society to reach a broad consensus on what is in the best interest of the whole community and how this can be achieved. Equity: All men and women have opportunities to improve or maintain their well-being. Effectiveness and efficiency: Good governance means that processes and institutions produce results that meet the needs of society, while making the best use of resources at their disposal. Strategic vision: Leaders and the public have a broad and long-term perspective on good governance and human development, along with a sense of what is needed for such development. There is also an understanding of the historical, cultural and social complexities, in which that perspective is grounded. The rule of law as gauged by the responses to efficient functioning of judiciary indicates that most low and middle-income countries rate it as a much higher obstacle than their high-income counterparts. The aggregate average of street crime, organised crime, and corruption are all higher in these countries than in the developed world. There are many problems that come up as barriers to good governance. To ensure sound local development, action should be taken to work towards achieving good governance. The legal policy regime of a country provides base to the potential Foreign Direct Investment (FDI). Unequivocal, neutral legal framework and better protection of property rights can lead to higher FDI. The legal and regulatory environment does matter for financial development. Countries with legal and regulatory systems that give a high priority to creditors receive the full value of their claims on cooperation, have better- functioning financial intermediaries than countries where the legal system provides much weaker support to creditors. Bangladesh is the seventh largest country in the world in terms of its population and now it is treated as N-11 after the BRICS countries. However, without progress in legal arenas, such as making suitable laws and their appropriate execution, speedy resolution of all corporate and financial disputes, and quick and transparent transfer of properties, some vital sectors of Bangladeshi economy may suffer irreparable loses. Like the infrastructural development, improvement of legal mechanism can now be regarded as the most important precondition for sustainable growth, a stronger economy, and pro-people system of governance. The writer is pursuing PhD at the Open University, Malaysia. [emailprotected]

Sunday, October 13, 2019

Short Story Example | Extreme Kidnap

Short Story Example | Extreme Kidnap Something clicked and my senses turned on; heart pounding, mind wide awake, fists ready for action as I started to hear the rush of wind and a propeller outside, a 12 seater Cessna Caravan. I could see two of my best friends with duct tape around their feet and seated at the back of the cabin next to the luggage compartment. I turned around towards the front of the plane. I could see blood on the ground; I felt the back of my head, and it was wet, sticky wet. I looked further past the blood. My eyes stung from the concentration, but I saw a man lounging on a red seat next to the aisle with a pistol pointed at me. I wiped my eyes to lessen the sting; it helped a little bit. I thought this was all a dream as I attempted to stand. I dragged a knee up, levering myself into vertical. I swayed as I looked at the mans face. It was dirty with red rings under his eyelids. His black hair was lank and greasy. He stood up and waved his gun towards the back of the plane. I continued to stagger to wards him, but something stopped me as I tried to take another step. I looked down to see my friend prostrate on the ground with his hand on my ankle. Tears were forming in his eyes. What was I doing? Im in a plane with people who have guns and two friends who have duct tape around their feet and I am walking towards my death? As I turned around, someone grabbed me from behind and forced me towards the back of the plane. Pain snaked across my upper arm and shoulder. My body was screaming out in agony as I tried to twist away, but all that happened was more pain. A blond haired man with a huge freckle of his chin forced me to sit with my back against the cargo door. Not too far away was the door that was used for exiting the plane. It had a simple red handled lever that was used to open the door. I glanced outside to see if there were any houses down on the ground but no, there was still only the Australian desert. From what I could see there were only small shrub bushes with occasional gum trees. There was no hope of escape. Another man appeared from the cabin carrying three items of baggage; they were a backpack of a sort. He approached us and calmly stated Thank you for being our experiment. We have some clients that want some fun with guns. They are placed on the ground and if they find you or see you they will shoot you. I began to panic. My heart was beating faster. As I looked across at my friends and they were trembling I began to realise what the backpacks were. They were parachutes. I told myself to remain strong and I gave my friends a reassuring pat on the shoulder. The blond haired freckle man spoke this time, Simple as this, you put on these backpacks and jump. I was shoved out the plane with barley enough time to put my parachute on. . It felt nice to be outside putting aside the fact that I was falling towards the ground at an astonishing rate. My lungs lurched out of their normal place right into my mouth, or so it felt like it. It was the biggest whoopsy I have ever had. I pulled the straps tight around me, and then I pulled the rip cord at the front. A small chute about the size of a kids plastic swimming pool opened up. My heart sank and I had the worst feeling in my life. I heard a tearing sound. I looked up and thought the mini-chute was tearing apart, but no, something forced its way out of the bag and pushed against my back. I saw a huge black object about the size of an Olympic swimming pool open up. I slowed down to a steady pace and all was calm, surprisingly. I scanned the sky for my friends, there was nothing except for the wispy white clouds and WHOA!! I exclaimed out aloud, as a large dark object whistled in front of me. It was Jake. I realised he didnt know how to open the chute. I screamed out, Pull the strings! It appeared that he didnt hear me, but after what seemed an eternity a parachute opened. I breathed a sigh of relief. I looked around, beneath, above and beside me. There was no one else, other than Jake, to be found. Could Frankie have fallen past me and crashed on the carpet of brown and green spots? I refused to belief that, and squinted my eyes to look across the sky where the plane was. I focused harder and thought I could see my friend. To confirm my thoughts a mushroom blew up in the sky. How on earth are Jake and I going to find Frankie now? Jake and I had levelled with each other in flight. As we neared the ground, which was about 50metres away, I tensed up for a hard landing. Jake glanced across at me, a nervous look on his face. I shouted out Aim for the clear patch and run when you hit the ground! Jake held up his hand and put his thumbs up. I looked up at the inside of the parachute to see if everything was fine, landing spot was okay, head still pounding but okay, legs sore and stiff; I was ready. In the last few seconds as I came down I started to run in mid air, Jake was doing the same. 4 metres, 3 metres, 2, 1, 0, SMASH, pain shot up my legs, but I continued to run. I slowed down, my parachute folding in on itself, scratches starting to bleed, dust blowing everywhere and legs collapsing under me. I lay there for a moment thinking over what had happened today or yesterday. Bike riding with my friends, kidnapped, drugged, woke up in a plane, forced to jump and now, apparently, prey in the middle of the Australian desert. I dragged myself up and dropped the parachute on the ground. I limped over to Jake who was lying face down on the dark red ground. Checking his breathing, I rolled him over. He had blood dripping out of a cut, just under his chin, but otherwise was okay. I went over to the parachute and tore a strip of fabric of it. As I wrapped the cloth under his chin and over his head, I had to chuckle a little bit. He looked a little like red riding hood. Jake sat up and said, I dont think I will ever do parachuting again in my life. Same here, I replied. I continued in a more serious manner, Okay lets move out, we have no idea how many people are trying to kill us and we have to find Frankie. We got up and began to walk away from the landing site, towards Frankie. The terrain was flat but it was not desirable. There were small knee height bushes covering every bit of land, we couldnt see the ground and I was afraid of being bitten by a snake. There were a few taller shrubs that were my height, but were sparsely spaced out. There were also a few gum trees that I could see in the distance and nothing else of importance. There was an eerie silence; there were no birds, cars engines, horns or people yelling. The silence was totally opposite to the sound of Perth, where I live. We continued our journey towards Frankies landing spot. Both of us had walked 2miles all ready. We came upon a gum tree, it was a large tree and it provided a lot of shade. We stopped and sat for a rest, my throat was dry as parchment and it hurt. My legs were also shaky from lack of food. The sun was getting hotter. It must be near midday I thought. All of a sudden we heard leaves rustling, Jake and I jumped into the nearest bush, because we thought it was someone with a gun. My heart pounded, and prickles went all over my body and started pressing into my skin. Out of the surrounding a voice yelled. Oi! up here. Sweat was pouring out of all my sweat glands, I lay down as flat as I could, it was uncomfortable and I was really scared. I couldnt see my friend and wished the best for him. Then the voice yelled out again, Help me Im stuck in this tree. I looked up without getting out of my hiding spot. In the gum tree I saw Frankie dangling with his parachute snagged on the higher branches. I crawled out of the bush, being careful not to cut myself again. I hoped to my feet and yelled in a happy voice, Frankie! Frankie yelled back, Of all the open shrub land I landed in a tree. I began to laugh and say, Well we landed in the only spot where it has clear ground. Jake came across to where I was standing and glared up and said, How are you going to get down? You are about 2 stories high, dangling in the air with no branches nearby. Frankie shouted back, Ill jump, but first Ill drop this down to you. He reached around and grabbed the zip on his bag and yanked it down, he pulled out a grey plastic shopping bag. He carefully dropped it to the ground; it went clunk and a crackle. I went over and picked the bag up, I glanced inside and there was three one litre mount Franklin bottles. I moved the bottles around and saw a flash of bright red; I reached in more and pulled out three big mars bars. About time I got some good news, I said aloud. Look at below said Frankie as he released the strap and jumped. He landed on the heavy side but was okay. We all sat down and pulled out the water bottles and had a drink. It felt nice, clean crisp cold water running down my dry throat. I had already drunk more than half of the water, but I stopped because we had to ration the water. We got up and walked west. According to Frankies watch by lining the hour hand with the sun, and halfway between the minute hand and the hour hand was north. Head for the ocean was our thinking. We walked for ages, my legs are sore and sweat is pouring out of my back. The terrain was changing there were more mounds in the dirt and uneven ground. There were more trees with greener leaves. While we were walking along taking sips of our water we came across a small gravel cliff. We all began to climb down, however I slipped on the gravel and tried to grab the nearest plants, but I ripped them out as I fell. I clawed my hands against the edge of the rock face, but I couldnt grab anything. I was increasing my speed; it was a 3 story building drop and I was approaching the bottom. I looked down it rounded of a little bit. It flashed through my head as if it were less than a second. I hit the bottom, my legs skidded out from the soft sloping gravel and I hit my head after my hands tried to lessen the impact. I cried out in pain as I yelled for my friends to help me. I lay on the ground with pain coming from my leg, ankle and head. I felt giddy and the world spun around me. Then a supporting hand lifted my head and propped me against a tree nearby. My friends came into view; there were tears in their eyes. I reached over to touch my leg which I couldnt feel. I couldnt see that well so I was going by touch. I ran my hand from my hip down to my knee, over the knee cap, halfway down my lower leg then I reached a bump in my leg, I continued to run my hand down but it wasnt just bent it was broken. It was lucky that I couldnt feel much pain because I would be crying out if I did.

Saturday, October 12, 2019

Taoist Reading of Tintern Abbey by William Wordsworth :: Poetry Religion Taoism

Wordsworth's 'hsà ¼': towards a Taoist reading of Tintern Abbey Five years have passed; five summers, with the length Of five long winters! And again I hear These waters, rolling from their mountain springs With a sweet inland murmur. (1-4) "Tintern Abbey"'s opening lines prepare the reader for a reunion, notable in tone not only for the sense of anticipation with which the poet apprehends this moment, but equally so for the poignancy which immediately inflects the poem's proceedings. My reading of "Tintern Abbey" takes as its most prominent concern the sense in which Wordsworth's "Revisiting the Banks of the Wye" represents a haven-seeking of sorts. Since his visit to the Wye in 1793, much has happened to Wordsworth: he has found, and relinquished, his first romantic love in Annette Vallon. As a young would-be radical, sympathetic to the ideals of the French Revolution, he finds himself at odds with London's entrenched conservatism. In 1795, after well over a decade of only intermittent contact with his sister, Wordsworth and his beloved Dorothy are reunited at Racedown, at about the same time that they make the acquaintance of Samuel Taylor Coleridge. Within two years of this happy occasion, the two Wordsworths wi ll move to Alfoxden to be near Coleridge. The ensuing years of intense friendship and creative discourse will yield, by 1798, the collaborative Lyrical Ballads, to which "Tintern Abbey" belongs. As we consider the tumult and activity that have characterized this period of his life, we might well speculate upon the nature of the thoughts going through Wordsworth's mind as he surveys the Abbey from his vantage on the riverbank; my own temptation is to equate the quietly reflective tone of the poem with the Taoist notion of hsà ¼. In Taoism hsà ¼ is defined -- in describing a state of mind -- as meaning: absolute peacefulness and purity of mind and freedom from worry and selfish desires and not to be disturbed by incoming impressions or to allow what is already in the mind to disturb what is coming into the mind. Hsà ¼-shih means unreality and reality, but hsà ¼ also means profound and deep continuum in which there is no obstruction. (Wing-tsit Chan, A Source Book in Chinese Philosophy. Princeton University Press, 1963.

Friday, October 11, 2019

I was only 19- Redgum Essay

I was only 19 – Redgum Depressing, sad, sorrowful emotions fulfill the reader’s mind when they read I was only 19 poem. It is a protest song written by Redgum that means the Australian folk. It is a story which describes a physical and spiritual journey of a 19-year-old boy who is forced to face the horror of Vietnam War. The song lyrics are similar to the ballad. The reader may identify several thematic lines which are depicted in the poem: difficulties of Vietnam War, its negative influence on the individual, the meaning of culture. These subjects are shown via mentioning the national towns in Australia â€Å"Nui Dat† and â€Å"Vung Tau.† Other themes refer to the history of the Australian nation, protests against war, feeling of soldiers and veterans. There are various stylistic devices used in Redgum I was only 19 to emphasize on certain words and emotions. Repetitions, colloquialisms, metaphors, rhetorical questions prevail. The repetitions occur in the main phrase which is a title of the song: â€Å"I was only 19.† It is used to reinforce the fact that very young boys had to go to the war. Although he was only 19, he had to fight for his nation and face the brutality and cruelty of war. The words such as â€Å"VB,† â€Å"drinking tinnies,† â€Å"til the morphine came and killed the bloody row† identify the colloquial language. Using such phrases allows the reader feel a tighter relation of the writer to his Australian nation. In addition, there are several rhetorical questions which are used to add philosophical meaning of the poem: â€Å"And can you tell me doctor, why i still can’t get to sleep?† This stylistic device is used to show that soldiers are in depression because no one can answer their questions. A metaphor is another technique which is implemented in the poem I was only 19 Redgum. It is used to describe the feelings of soldiers more explicitly. The spiritual and moral decay of the individual is one of the key themes of the song. The writer is a 19-year-old boy who dreams about good future, spending time with nearest and dearest. It is that period of life when a person falls in love, starts adult life, develops the career, and experiences all the other positive emotions. However, the author and his peers are deprived of such happiness. They are obliged to go to the war, although none of them want to sacrifice their precious life. Because of these thoughts, the protagonist is devastated. He does not understand the sense of living. Moreover, his soul cannot find peace even at night when everyone sleep: â€Å"And night time’s just a jungle dark and a barking M.16?† The time for relaxation for him and other soldiers is just waiting for another fight. Nobody knows when the battle starts, and enemies begin shooting. Religion is another significant theme raised in the song. The author refers to God several times in the story. However, it is important to single out the meaning of religion in the poem. There is a repetitive line used three times: â€Å"God help me.† At the first phrase, he asks the religious creature to save him because he is only 19. It means that the boy understands that such an age is not normal for wars. There is only God who can help him answer the questions because the boy is disappointed with people. Gruesome wars are not good for any age, but people do not understand this. That is why the boy begs for help in God because he symbolizes hope. There is no specific reference to the religion because the God is used in a general meaning. He denotes belief in victory and peace. During the war the significance of friendship and mateship becomes striking. Sometimes the soldiers do not have the desire to live, but they struggle more and more just because of their mates. The writer also refers to this theme, and says: â€Å"You wouldn’t let your mates down ’til they had you dusted off.† Friendship becomes even more meaningful than the duty of a soldier or event personal desire to live. It happens because soldiers are kept under the same circumstances, and nobody will ever understand that better. They even do not have to discuss this. Just being together means more than sharing a tragic postwar story with someone who has not been there. The song finishes with very philosophical lines: â€Å"And the Anzac legends didn’t mention mud and blood and tears. And the stories that my father told me never seemed quite real.† The boy is dispirited because nobody prepared him for such cruelty. He sees deaths, tortures, blood, fighting, aggression, violence. There is no explanation and logical reason for such awful deeds. However, people continue the war because there must be someone who wins and somebody who loses. The young boy understands that the reality which he faces is much worse than he has ever expected. No stories, legends, songs can ever depict the whole horror of what any war brings to the humanity. The song â€Å"I was only 19† is a real treasure for Australian folk literature, although its content is tragic and sad. This poem is full of expressive means and stylistic devices which show the writer’s rich vocabulary and good feeling of stylistics. The reader needs to research some of the words to understand all the nuances of the poem because some of them are colloquial. However, even after the first reading or hearing the song, its emotional message is clear without any extra explanation. This song proves the deleterious influence of any war on individuals and the society. People should analyze such poems and their vital sense to prevent the same mistakes which are depicted in â€Å"I was only 19.†      

Thursday, October 10, 2019

Peer Review of Strategic and Implementation Plans Essay

Team members provided feedback on the individual draft papers posted. The assignment was to provide a strategic plan for our chosen organization. The plan needed to include implementation for objectives, functional tactics, action items, milestones and deadlines, tasks and task ownership, and resource allocations. Organizational and management changes, financial forecasts, and risks with contingency plans also needed to be addressed. One of the draft papers contained excellent breakdowns on the financials for a startup company along with specifics on which participating individuals would be responsible for key action items. The budget and sales forecast were realistic for what would be expected with a new business. The identified risk of low participation volume from clients was identified, but there was no contingency plan for this in terms of additional marketing. Another team member’s paper was clear in how customer needs could impact the success of the strategic plan. Internal and external factors addressed employee relations and shareholder expectations. The approach the company needs to take with delivering service to customers is identified as factor that needs to change as the plan is implemented. A SWOT analysis would be conducted and contingency plans made on an as-needed basis. The company may want to develop several contingency plans for common issues within its industry to be prepared for these scenarios. The third draft reviewed focused on short and long-term objectives and the use of a balanced scorecard approach to evaluating and monitoring the plan’s implementation. The critical components for objectives, functional tactics,  action items, and resource allocation were identified. Major changes to the organizational structure and management positions were key factors to the company’s plan. Conclusion Although all team members did not post drafts or offer feedback those that did provided details pertinent to the assignment. Team members identified the items outlined in the assignment and appear to have strong knowledge of what a strategic plan needs to address to be successful in meeting goals.

Learning Objective Essay

* A learning objective answers the question: What is it that your students should be able to do at the end of the class session and course that they could not do before? * A learning objective makes clear the intended learning outcome rather than what form the instruction will take. * Learning objectives focus on student performance. Action verbs that are specific, such as list, describes, report, compare, demonstrate, and analyze, should state the behaviors students will be expected to perform. Well-written learning objectives can give students precise statements of what is expected of them and provide guidelines for assessing student progress. Our goal for students is learning and if students don’t know what they should be able to do at the end of class then it will be difficult for them to reach that goal. Clearly defined objectives form the foundation for selecting appropriate content, learning activities, and assessment measures. If objectives of the course are not clearl y understood by both instructor and students, if the learning activities do not relate to the objectives and the content that you think is important, then your methods of assessment, which are supposed to indicate to both learner and instructor how effective the learning and teaching process has been, will be at best misleading, and, at worst, irrelevant or unfair. Learning objectives Specific statements describing what you and your students intend to achieve as a result of learning that occurs both in class and outside of class. They can be categorized in the following way: 1. Cognitive objectives emphasize knowing, conceptualizing, comprehending, applying, synthesizing, and evaluating. These objectives deal with students’ knowledge of the subject matter, and how students demonstrate this knowledge. 2. Psychomotor objectives involve the physical skills and dexterity related to the instruction. Successful instruction involves teaching new skills or coordination of old ones Attitudinal objectives Specific statements about attitudes, values and emotions, which students will have as a result of taking part in class activities. What learning objectives emphasize Learning objectives emphasize observed activity, student activity and student outcomes. Advantages of using learning objectives Writing and using learning objectives has numerous advantages. Writing learning objectives using Bloom’s Taxonomy Bloom’s Taxonomy of the cognitive domain, or thinking skills, can be helpful in constructing course learning objectives. Bloom and colleagues found that over 95% of exam questions required students to activate low-level thinking skills such as recall (1956). In addition, research has shown that students remember more content when they have learned a topic through higher thinking skills such as application or evaluation. Using Bloom’s Taxonomy as a guide, you can create learning objectives and exam questions that activate and assess different, as well as higher, levels of student thinking. Bloom’s Taxonomy Bloom’s Taxonomy is a hierarchy of six cognitive skills arranged from less to more complex. Knowledge Recognizes students’ ability to use rote memorization and recall certain facts. Action verbs to help write objectives or exam questions for this domain: cite, define, identify, label, list, match, name, recognize, reproduce, select, state. Example Learning objectives| Exam questions| The students will recall the four major food groups without error.| Name the four major food groups.| The students will list at least three characteristics peculiar to the Cubist movement.| List three characteristics that are unique to the Cubist movement.| The students will be able to define gram-positive bacteria.| Define gram-positive bacteria.| Comprehension Involves students’ ability to read course content, understand and interpret important information and put other’s ideas into their own words. Action verbs to help write objectives or exam questions for this domain: classify, convert, describe, distinguish between, explain, extend, give examples, illustrate, interpret, paraphrase, summarize, translate. Example Learning objectives| Exam questions| The students will summarize the main events of a story in grammatically correct English.| Using grammatically correct English, please summarize the main events – in three or four sentences – from the news story given below.| The students will describe in prose what is shown in graph form.| Given a graph of production trends in automobiles, describe what the graph represents in a memo to your boss.| From a â€Å"story-problem† description, students will convert the story to a mathematical manipulation needed to solve the problem.| A researcher wonders whether attending a private high school leads to higher or lower performance on an exam of social skills. A random sample of 100 students from a private school produces a mean score of 71.30 on the exam, and the national mean score for students from public schools is 75.62 (s x = 29.0). Convert the information in this word problem into a mathematical representation that will enable you to solve the problem.| Application Students take new concepts and apply them to another situation. Action verbs to help write objectives or exam questions for this domain: apply, arrange, compute, construct, demonstrate, discover, modify, operate,predict, prepare, produce, relate, show, solve, use. Example Learning objectives| Exam questions| The students will multiply ractions in class with 90 percent accuracy.| Solve for the ten following fraction multiplication problems. Please make sure to show all your work.| The students will apply previously learned information about socialism to reach an answer.| According to our definition of socialism, which of the following nations would be considered to be socialist?| The students will demonstrate the principle of reinforcement to classroom interactions.| In a teaching simulation with your peers role-playing 6th grade students, demonstrate the principle of reinforcement in classroom interactions and prepare a  ½ page description of what happened during the simulation that validated the principle.| Analysis Students have the ability to take new information and break it down into parts to differentiate between them. Action verbs to help write objectives or exam questions for this domain: analyze, associate, determine, diagram, differentiate, discriminate, distinguish, estimate, infer, order, outline, point out, separate, subdivide. Example Learning objectives| Exam questions| The students will read a presidential debate and point out the passages that attack a political opponent personally rather than the opponent’s political programs.| From the short presidential debate transcribed below: Differentiate the passages that attacked a political opponent personally, and those that attacked an opponent’s political programs.| The students will point out the positive and negative points presented in an argument for the abolition of guns.| From the argument given below, analyze the positive and negative points presented concerning the abolition of guns and write a brief (2-3 page) narrative of your analysis.| Students will discriminate among a list of possible steps to determine which one(s) would lead to increased reliability for a test.| Determine which of the following steps would most likely lead to an increase in the reliability estimate for a test: * Increasing the number of persons tested from 500 to 1,000. * Selecting items so that half were very difficult and half very easy * Increasing the length of the test with more of the same kinds of items * Increasing the homogeneity of the group of subjects tested.| Synthesis Students are able to take various pieces of information and form a whole creating a pattern where one did not previously exist. Action verbs to help write objectives or exam questions for this domain: combine, compile, compose, construct, create, design, develop, devise, formulate, integrate, modify, organize, plan, propose, rearrange, reorganize, revise, rewrite, tell, write. Example Learning objectives| Exam questions| The students will write a different but plausible ending to a short story.| Develop one plausible ending for all three short stories below.| After studying the current economic policies of the United States, student groups will design their own goals for fiscal and monetary policies.| Working in your groups and considering the current economic policies of the US that we have been studying, develop your goals for employment, price levels, and rate of real economic growth for the next three years. Write these goals on the newsprint and be ready to discuss why your goals are feasible.| The students will design a series of chemical operations to separate quantitatively the elements in a solution.| In the lab, you will be given a solution to analyze to see what elements make up the solution. Then design a series of chemical operations to separate quantitatively the elements in the solution.| Evaluation Involves students’ ability to look at someone else’s ideas or principles and see the worth of the work and the value of the conclusions. Action verbs to help write objectives or exam questions for this domain: appraise, assess, compare, conclude, contrast, criticize, discriminate, evaluate, judge, justify, support, weigh. Example Learning objectives| Exam questions| The students will use the principles of socialism to evaluate the US economic system.| Using the basic principles of socialism discussed in this course, evaluate the US economic system by providing key arguments to support your judgment.| Given any research study, evaluate the appropriateness of the conclusions reached based on the data presented.| For years, misinformation about negative effects of aspartame has proliferated on the internet. The committee evaluated peer-reviewed research from the scientific literature on this topic and concluded: â€Å"Aspartame consumption is not associated with adverse effects in the general population†. — Given the data we’ve looked at on this topic, evaluate how appropriate this conclusion is and defend your answer.| The students will compare two pieces of sculpture, giving reasons for their positive evaluation of one over the other.| Two pieces of sculpture from different eras and artists are displayed. Study these two pieces, use the compare-contrast method to determine which piece you prefer and write a 2-3 page report that describes your thinking process as you studied these pieces. Utilize the skills you have learned as we have studied various pieces of sculpture over the past two weeks.| Advantages of using learning objectives The writing of learning objectives focuses attention away from content and onto the students. This re-focusing often produces revisions in teaching methods. 1. Managing instruction: Objectives may be used by instructors and students to sort and direct learners and learning activities. They may be used for systematic pre-testing, allowing into the course students who demonstrate the required pre-requisite behaviors, redirecting to remedial work those who lack the pre-requisites, skipping ahead those who already have acquired the behaviors that the unit is designed to teach. 2. 3. Managing learning: Whereas management of instruction implies that the control rests with the instructor, management of learning suggests a more active role by the student. Students can use objectives to guide their learning efforts — choosing appropriate materials, reading selectively, etc. Objectives can also be used for self-evaluation which may direct the student’s efforts (e.g., skipping ahead or reviewing). When students are involved in determining objectives they develop an awareness of the difficulties in defining what it is they want to learn and of choosing from among equally attractive options. 4. Planning instruction: Once you have developed learning objectives for a course you can more rationally sequence instruction, allot time to topics, assemble materials, prepare outlines and booklists, etc. Learning objectives can also be used as a guide to teaching, as when you plan different instructional methods for presenting various types of content based on the desired learning outcomes (e.g., small-group editing of reports to give students experience in evaluating content logic and correct usage). A re-examination of course content may result from a look at the learning objectives for the course. After comparing previous examinations with your newly developed learning objectives, you may discover that you have been testing materials which are illustrative, but which are not really essential to the students’ mastery of the content/concepts. 5. Enhancing learning: If the student has a set of learning objectives which provide information about the content to be learned and the way in which he/she will have to demonstrate adequate knowledge, that student can make more appropriate choices about study methods and content emphasis. 6. Facilitating evaluation: Learning objectives can facilitate various evaluation activities, evaluating students, evaluating instruction, evaluating the curriculum. They can form the basis for grading or for determining levels of competence in a mastery learning system. They can also be used to demonstrate effective teaching by matching student learning, as measured by exams, etc., to the desired outcomes. 7. Aiding in communication with others: There is a need to communicate learning objectives to others: between instructor and student, with TAs, with other instructors. For example, exchanging learning objectives within departments is the most specific way to communicate to one’s colleagues what you really cover in your course. An objectives exchange might reduce redundancy in the curriculum. 8. Designing or redesigning curriculum: If you intend to improve instruction in a particular course, you usually begin with the learning objectives for that course and program outcomes for the program and work backwards. * Sets of learning objectives for one course may be compared with the expected entry behaviors for the next course in the sequence. The two should interlock; where they do not, curriculum adjustments can be made. * Study of the existing curriculum can draw attention to redundancy and omissions that can lead to curriculum revision. 9. Producing new insights: The process of clarifying objectives may produce major changes in those who engage in the effort. For example, instructors who spend time developing learning objectives are said to acquire increased understanding about what is a feasible goal. When more general goals are explicitly identified, many specific sub-goals emerge. Since it may not be possible to reach all the sub-goals, a hierarchy or â€Å"trade-off system† of goals must be produced.