tag:blogger.com,1999:blog-50893872979150716402024-02-08T04:28:31.469-08:00How to write your college essayFire Service Essay Topicsanaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.comBlogger38125tag:blogger.com,1999:blog-5089387297915071640.post-78400099465584719642020-08-23T01:33:00.001-07:002020-08-23T01:33:19.555-07:00Conventional Paradigm Critiqued and Reformulated - MyAssignmenthelp anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-56989012465858581812020-08-21T23:15:00.001-07:002020-08-21T23:15:29.765-07:00Theories And Development Of Public AdministrationLike some other field of sociologies, the improvement of Public Administration as an investigation and furthermore, as a training is a reaction to advancing social settings. As it is a varied field of study, it has adjusted its key ideas and speculations transcendent in that timeframe from different fields of study. In this manner, one can take a gander at its advancement by recognizing key ideas of monetary, sociological and different investigations that have added to how it is today.According to Brillantes and Fernandez (2008), the improvement of Public Administration can be delegated conventional/old style Public Administration and present day Public Administration (2). The customary/old style Public Administration basically inclines toward the models of Organization hypothesis. These models are grouped into three, in particular, the traditional, the neoclassical or human relations and the mix hypothesis or present day hypothesis (Cabo 36). The old style hypothesis turned into the calculated establishments of the conventional open organization (Cabo 37). There are 3 schools of musings under this theory.One is the Scientific Management which looks for the ââ¬Å"one best wayâ⬠for an association to work proficiently, that is, expanded profitability with negligible waste and expenses (Cabo 37). In doing as such, the model proposes that there is a logical method to accomplish creation objectives. It at that point proposes that to increment workersââ¬â¢ efficiency, ââ¬Å"the best wayâ⬠is that there should be a serious administration, an away from of obligations among the board and work, and a logical strategy and procedure in choosing, preparing, and inspiring representatives (Cabo 37).With this, time and movement considers turned into a common technique in searching for the ââ¬Å"one best wayâ⬠(Cabo 37). Be that as it may, despite the fact that these examinations have to be sure improved profitability, it was vigorously condemned later on in light of the fact that it neglected to account the individualsââ¬â¢ presence of mind and judgment in the association (Laegaard and Bindslev 15). By the by, the model is as yet helpful in assessing specialized procedures both in the private and open area right up 'til the present time (Laegaard and Bindslev 15). In the interim, asScientific Management centers around expanding profitability, the second way of thinking, the Administrative Management, concentrates more on the effectiveness of the executives of association (Cabo 44). It fights that a general hypothesis of organization which can be both applied in the private and open segment is profoundly conceivable and that reviews must look to find and comprehend the hidden rules that administer it (Fayol refered to in Cabo 40, Brillantes Jr. furthermore, Fernandez 3). As per Henry Fayol, there are 14 standards of administration.These are: division of work, authority, discipline, solidarity of order, solidarity of bearing, subje ction of individual enthusiasm to general intrigue, compensation of worker, centralization, scalar chain of progressive system, request, value, dependability of residency of faculty, activity, and esprit de corps (Fayol refered to in Cabo 40-41). Then, Gulick and Urlick (1937) further upgraded Fayolââ¬â¢s thoughts into a far reaching hypothesis of organization (Brillantes Jr. what's more, Fernandez 3) and battled that there are 7 managerial capacities the administration ought to perform (1937 refered to in Cabo 42).These are arranging, sorting out, staffing, coordinating, planning, announcing, and planning or POSDCORB (Gulick and Urlick 1937 refered to in Cabo 42). When all is said in done, Administrative Management offered down to earth approaches to association and the executives (Cabo 43). They are, be that as it may, reprimanded as a result of the absence of efficient techniques (Cabo 43) and over-disentanglement of regulatory conditions (Simon refered to in Laegaard and Bins lev 16) which came about to repudiating standards (Simon refered to in Cabo 43).Lastly, the third way of thinking, the bureaucratic model, is not quite the same as the other two as it remembers social and verifiable point of view for its way to deal with association (Laegaard and Binslev 16). Its fundamental dispute is that for an association to work easily, organization must comprise of impartial expert open representatives and that open representatives must go about as though the superiorââ¬â¢s interests are his own (Weber refered to in Laegaard and Binslev 16). It distinguishes 5 qualities of a perfect organization, to be specific, chain of importance, division of work, officially composed guidelines and systems, unoriginality, and lack of bias (Weber refered to in Cabo 44).The old style speculations, as a rule, characterized huge numbers of the key ideas of the Organization hypothesis which enormously improved the conventional Public Administration. Be that as it may, they ar e reprimanded as having next to no respect to the specialist or representative inside the association as people (Cabo 44). The laborer is viewed as financially determined (Cabo 44) and along these lines the social-mental angles, which may likewise add to his profitability, isn't considered. Subsequently, accordingly, the neoclassical model of Organization hypothesis was proposed.Rather than concentrating on the mechanical viewpoint, the hypothesis concentrates more on human relations and considers associations to be social frameworks made out of relational connections (Cabo 47). It investigates the how individuals cooperate with each other in the association, how they carry on, their sentiments, inspirations, and goals (Cabo 47). One of the key thoughts of the hypothesis is the consequence of the Hawthorne tests wherein it was discovered that casual work gatherings, as opposed to the executives requests, have more noteworthy impact on representative efficiency (Cabo 48).Chester Bern ard (1938) at that point clarified that the casual gatherings are huge in an association since it cultivates social mix by accommodating the social-mental necessities of laborers, for example, pride, eminence, and steadfastness (Cabo 49). When all is said in done, the hypothesis advanced the investigation of Public Administration as it makes human point of view a similarly significant hierarchical concern (Cabo 49). There are, in any case, reactions that emerge on the ideas of the hypothesis. In spite of the fact that it has offered clarifications on association execution, it has neglected to clarify sufficiently different parts of association conduct and execution (Cabo 49).More along these lines, the human relations approach is inclined to the executives control of casual gatherings just to get laborers do what the board directs (Cabo 49). Therefore, so as to manage the shortcomings of both the traditional and neo-old style hypotheses, the integrative or present day association hy pothesis was proposed. The hypothesis attempts to comprehend and clarify the association in a progressively all encompassing strategy, incorporating the old style approach with the social-mental point of view of human relations (Cabo 50).With this, the hypothesis at that point continues to investigate parts of association where the board and laborers meet their objectives. Four floods of thought fall into the cutting edge association hypothesis, in particular, the dynamic hypothesis, modern humanism, open-frameworks hypothesis, and the possibility approach. With dynamic hypothesis, limited discernment is being set up in opposition to the total reasonability of the traditional model (Cabo 51). This is on the grounds that, in each association, choices made are limited with hierarchical and human confinements (Simon refered to in Cabo 50-51).Rather than getting all that they need, individuals tend meet midway and settle on satisficing choices to accomplish their objectives (Simon refer ed to in Cabo 51). Then, with Industrial Humanism, it is battled that the conventional association structure itself encourages antagonistic consequences for the workersââ¬â¢ execution (Cabo 52). In this manner, social and mental ideas like human needs and inspirations ought to be considered in the detailing of key parts of association, for example, in work plans, association structure, and the executives capacities, among others (Cabo 51).The Open frameworks hypothesis, as far as it matters for its, considers the to be as an open framework that is ceaselessly communicating with the earth and is influenced by it (Cabo 53). Along these lines, for associations to endure and develop, it must be dynamic and versatile to the adjustments in the earth. Thusly, sources of info, for example, human and material assets are viewed as basic in its activities and achievement (Cabo 51). In conclusion, the possibility approach in the cutting edge hypothesis fundamentally recommends that there is no single strategy or technique that is material to all circumstances (Cabo 55).Managers or heads must have the option to decide the current need and utilize the current administration and managerial thoughts. Open Administration as an examination, didn't be that as it may, stop at looking foundations and its procedures at hierarchical level. It went past so as take a greater amount of the social obligation expected of Public Administration, that is, for the government assistance of the open it serves. The occasions that trailed Word War II denotes the start of this new advancement stage called the cutting edge Public Administration.As post-war impacts, combined with inner political-financial groups, were felt, a significant number of the underdeveloped nations had been battling to kick off monetary turn of events (Cabo 64). Subsequently, the examination and practice of Public Administration, especially the conventional Public Administration was acquainted with third world by Wester n forces. As the field was viewed as a specialist of social change (Brillantes Jr. furthermore, Fernandez, 5) and filled in as a guide for advancement, it took another personality and is currently called Development Administration.Development Administration is a sub-period of present day Public Administration wherein conventional Public Administration is utilized to depict the cultural issues and specialty arrangements in the third world setting (Cabo 64). The objective was to ââ¬Å"steer nations along the way of financial and social progressâ⬠by reinforcing the administration to guarantee productive and compelling usage of strategies and projects (Cabo 64). As indicated by Gant (1979), Development Administration attributes can be best clarified by reason, loyalties, and disposition (Cabo 64).By reason, anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-54909276376493438072020-07-11T18:46:00.001-07:002020-07-11T18:46:03.042-07:00Writing the Best Argumentative Essay TopicsWriting the Best Argumentative Essay TopicsThe best argumentative essay topics are not written in a few sentences that have a right answer and a wrong answer. But they are well-written and have relevant information. In other words, the essay should be a dialogue with the reader and the student, which have the potential to make them think about the issues.When it comes to the best argumentative essay topics, you might find that it is easier to choose something that you have an interest in. Or if you would rather not write about something you are interested in but would like to share something that is important to you or about something that you know something about, you can still find good essay topics by researching and finding out what your audience is looking for. It is also possible to research for your topic beforehand so that you are ready for the various editing challenges that might come up when you are editing your essay.The best argumentative essay topics, like in all things , are a combination of skills and knowledge. This means that you will not find a dissertation that tells you what to write in one sentence. You will need to read a lot of books, to research, to participate in discussions with others to learn, and to present your thoughts.The idea behind good persuasive essay topics is to persuade the reader to accept your argument. So, in order to persuade the reader, you will need to convince the reader of what you want to prove. An effective essay is an argument based on facts. You will need to make your arguments based on facts that are relevant to the subject.There are a lot of online articles that you can read to get ideas for your essay topic. There are also many books on these topics as well. If you do a search on the Internet, you will be able to find many ideas that are similar to what you have already written. After writing persuasive essay topics, the next step is to edit your essay. This might sound like a lot of work, but it is not. You can find many online editors who will help you write a great essay without forcing you to change too much of your original idea.When you are editing your persuasive essay topics, you will need to make sure that the idea you have is good enough to write a good article. You will also need to make sure that your essay is well-written. In fact, you will want to do several drafts before you publish your essay.Overall, when you are writing an essay, the best argumentative essay topics are the ones that have the best connection to the topic. They are usually the topics that people are most interested in. They are the topics that relate to the topic the best. anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-62116098693563954442020-05-20T03:12:00.001-07:002020-05-20T03:12:04.147-07:00Qualities of a Hero Illustrated in Homerââ¬â¢s Epic Poem, The... The Ancient Greeks idealized and worshiped their heroes, this is portrayed in Homerââ¬â¢s epic poem, The Iliad. To become a hero in ancient Greece, one would have to live and die in pursuit of glory and honor. Both Achilles and Hector seek victory in battle to become the ââ¬Å"true hero.â⬠Although both characters possess many hero-like qualities, Hector proved to be the genuine hero. Heroes are viewed differently today as the average person who is admired for courage or outstanding achievements such as firemen and police officers. The ancient Greeks viewed heroes as those that acquire more than just courage, they must be strong and inspiring as well. Although Achilles proved to be several of these entities, the Iliad begins withâ⬠¦show more contentâ⬠¦Unlike Achilles, Hector bravely stays in the battle and calls upon Achilles. As Achilles rejoins the battle, Hector cowardly runs from Achilles thus also showing an un-hero like response from Hector. As the epic poem climaxââ¬â¢s into the battle between Achilles and Hector, both characters are in angst to whom the Godââ¬â¢s will side with.â⬠I know you well- I see my fate before me./Never a chance that I could win you over.../Iron inside your chest, that heart of yours./But now beware, or my curse will draw Godââ¬â¢s wrath/upon your head, that day when Paris and lord Apollo-/for all your fight ing heart-destroy you at the Scaen Gates!â⬠(Homer 22:420-424) In this quote Hector realizes that the Gods have sided with Achilles and death is near to Hector. As Achilles pursues to kill Hector, Hector pleads for a proper burial. This is because in Ancient Greek times, it was often believed if you did not have a proper burial, you were destined to suffer between worlds until your rites of passage into the underworld were completed. The Greeks saw immortality as aretà ©, which means excellence and virtue. This is achieved through victory in battle which Hector was not able to obtain. ââ¬Å"But this Achilles - first he slaughters Hector,/ He rips away the noble princes life/ then lashes him to his chariot, drags him round/ his beloved comrades tomb. But why, I ask you?/ What good will it do him?What honor will he gain?/Let that manShow MoreRelatedComparing Two Works Of Art Essay2100 Words à |à 9 Pagesand Ajax Playing a Dice a Gameâ⬠. It was painted in 525ââ¬â52 0 B.C in Greece and it represents the ancient Greece. The literary artwork I will consider is The Iliad, an epic poem by the ancient Greek poet Homer in 750 BCE. I will compare both artworks and connect them to the contemporary period debating the similarities and differences that the poem and the ceramic have and how they influenced our modern world, which help the creation of the film Troy led by Brad Pitt, Eric Bana and Orlando Bloom in 2004 anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-25198552856122165242020-05-06T22:56:00.001-07:002020-05-06T22:56:04.043-07:00Incidents In The Life Of A Slave Girl And Uncle Toms... Slavery first began in America with the introduction of African Slaves to the North American colonies. It was a flourishing industry throughout America in the 17th, 18th, and 19th centuries. This commerce became so large that slaves became about one-third of the southern population during this time. The average slave during this period faced many physical and emotional struggles while battling the terrorism of slavery. Incidents in the Life of a Slave Girl and ââ¬Å"Uncle Tomââ¬â¢s Cabinâ⬠are two books written by slaves themselves and use imagery to obtain sympathy from the reader. Both Jacobs and Stowe right powerful anti-slavery books that show strong emotion towards the slavesââ¬â¢ minority voices and the hardship they unrightfully endured.â⬠¦show more contentâ⬠¦159). No one cared to listen to the minority voices of the women in slavery, they were rarely thought of as people. Jennifer Hallam a researcher from pbs.org adds to the thought of the degradation of women saying, ââ¬Å"Enslaved women were beaten mercilessly, separated from loved ones arbitrarily, andâ⬠¦ treated as property in the eyes of the law (Hallam, 2002, p. 1). Linda (or Harriet Jacobs) did not experience physical abuse, she experienced psychological pain due to the fact that she was seen as nothing more than a piece of property from Dr. Flint. Most of the time, the women were considered property and nothing more. This idea pained the women because they knew that if they were just property, their children were too, and could be taken from them at any point. Emotional agony ran high between the mothers of slave children. The women knew their voice meant nothing, and that their pride and joy could be taken from them at any moment. Harriet Jacobs, a slave herself, decided to escape slavery after learning that her children were to be sent to the plantation in which she worked. Plantations were very physically tasking and Jacobs knew she had to do whatever she could to sh elter her children from the brutal conditions of slavery. Many slave women believed that even ââ¬Å"death was better than slaveryâ⬠(Jacobs, 2001, p. 54). ThisShow MoreRelatedThe Abolition Movement Of The 1800s1547 Words à |à 7 Pages The Abolition Movement in the 1800s was a controversial time for America. There were many who fought for the right to keep slaves, but there were also many who fought for the freedom of slaves. People like Fredrick Douglass Anthony Burns, and works such as Uncle Tomââ¬â¢s Cabin gave a sense of liberty to the people who did not understand how little they had, and how restricted they were. Many factors had key roles within this movement, each becoming important, and crucial to the abolishment of slaveryRead MoreThe Anti Slavery Movement By William Lloyd Garrison, Arthur And Lewis Tappan1580 Words à |à 7 Pagesuse of almanacs containing poems, drawings, essays, and other material, the Anti-Slavery Society was able to illustrate the hor rors slavery. Through the distribution of these almanacs, people were shown the types of struggles and horrors slaves faced on a daily basis. While there were many influential anti-slavery groups, there were also many influential people who helped spread the idea of the abolition of slavery. Frederick Douglass, who was once a slave, published North Star which discusses hisRead More Anti-Slavery Issue and Childrens Magazines: 1820-1860 Essay examples5201 Words à |à 21 Pagesspecifically aiming at the childrenââ¬â¢s market.à à à à à à à à à à à During this pre-war period there were few books for children that dealt with the slave problem; the immense success of Uncle Tomââ¬â¢s Cabin, however, engendered several spin-offs or adaptations, among which were Pictures and Stories from Uncle Tomââ¬â¢s Cabin(1853, uncredited) and A Peep into Uncle Tomââ¬â¢s Cabin (1853?) The latter was an adaptation by an English author, Mary Low, whoà signed herselfà ââ¬ËAunt Maryââ¬â¢, and it was published both in EnglandRead MoreMedia Violence and Its Effect on Society1968 Words à |à 8 Pagesi ncreases aggressiveness and anti-social behavior, makes them less sensitive to violence and to victims of violence, and it increases their appetite for more violence in entertainment and in real life. 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The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African (1789) has long been considered an important AfricanRead MoreThe Emergence Of The United States As An Independent Country, And African American Literature Essay1769 Words à |à 8 Pageswrote her first work ââ¬Å"Bars Fightâ⬠, a ballad about an attack of Deerfield. The Ballad was preserved orally until it was published in 1855 in Josiah Hollandââ¬â¢s History of western Massachusetts. Wheatley was the contemporary of Lucy Terry. She was also a slave, born in West Africa. She was sold into slavery at the age of seven and transported to North America. She was purchased by the Wheatley family of Boston, who taught her to read and write and encouraged her poetry when they saw her talent. Because ofRead MoreBelonging Essay4112 Words à |à 17 Pagesplays a role in the perception of belonging (or not belonging and all the shades inb etween): â⬠¢ â⬠¢ â⬠¢ â⬠¢ personal context refers to those elements that are ones own, individual and private. cultural context is complex and refers generally to way of life, lifestyle, customs, traditions, heritage, habits - civilisation. More specifically, it refers to intellectual and artistic awareness, education and discernment. Popular culture refers to the Arts, the humanities, intellectual achievement, literatureRead MoreLangston Hughes Research Paper25309 Words à |à 102 Pagesat the same table with him, and a fountain clerk in St. Louis refused to serve him a soft drink. He dealt with these slights the way he would his entire life: He turned away quietly. But Langston decided that instead of running away from the color line and hating himself for being black, like his father had, he would write about the real-life experiences of black people. He was determined to write stories about Negroes, so true that people in faraway lands would read them. James Langston HughesRead MoreSAT Top 30 Essay Evidence18536 Words à |à 75 PagesP age |1 Top 30 Examples to Use as SAT Essay Evidence An exclusive special report from eSATPrepTips.com By Christian Heath P age |2 Table of Contents Introduction ................................................................................................................................................. 4 Adventurers and Explorers: Amelia Earhart (Female Aviation Pioneer) ................................................................................................ 5 Christopher anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-80343908472239167502020-05-06T07:18:00.001-07:002020-05-06T07:18:08.896-07:00Business Idea for Opening a Marketing Firm â⬠MyAssignmenthelp.com Question: Discuss about the Business Idea for Opening a Marketing Firm. Answer: Business idea Business is a risk that most people take in order to become entrepreneurs. It is something that one can excel in or fail terribly. It only needs a lot of dedication and a good business idea. There are some businesses that require a lot of capital and others do not need capital at all. This is not to say that they will not both flourish because of the difference in start-up. When trying to open a business there are things that are done before so you ensure that things will run smoothly. (Emerson,2016) A written business plan is the first thing that one should have whether the business is self-sponsored or the capital for start-up is borrowed (Ramptoms, 2016). It should entail the expectations and growth of the business. My business idea is marketing/PR because I feel that it would work-out well in the business world. New things are being produced every day and they will need to be put out there in the market. Most production companies outsource Marketing/PR firms to handle the exposure of their product to the public in the most eye-catching way possible. This is a business that starts small and sometimes it does not need a lot of capital or none at all (Canvanizer, 2017). You can even start this firm in your home office and grow it at a pace that is comfortable for you and the money you have. It definitely will need some kind of upgrade as it grows so that it can have the facilities that will enable it to work for bigger companies. Opening a marketing firm can also be very hard and there are some business models that could be used to make it easier to deal or work with (Griffin, 2017). The first component is delivery; this is where your business shows its commitment in doing some work marketing different products. Most product companies are always on the lookout for new companies and which has the best rates and does a good job. It is like probation to see what kind of work your firm can do (Lumos, 2010). The second component knows your target. With a Marketing/PR firm you can choose the kind of marketing you are knowledgeable in this way you can show your expertise in the products you are sure to shine in. Customer relationship is also a very important component in a business. This is where you deal with the clients on a more personal level (Wagner, 2013). This helps build a good working relationship for your business. The more you treat your customers well and with uttermost respect and dedication to marketing their product well then you are able to attract more clients. Cost structure is also very important when trying to start a new business. Setting aside an expense fund for bills like rent and miscellaneous so that the company can stand on its own without having any problems (Australian Government, 2016). These components are what build a company to be strong and help it dominate in its field. It is important for a company to have business models that help with its growth. A marketing/PR firm should be able to define its niche in the business world clearly. Offering a range of services with different packages that can suit any client would also go well for the business. At the same time, it is important to keep in mind that challenging your business will help it grow. (Simcoe, 2017) Mostly the PR part of the firm should always be the cherry of the business. PR comes in handy helping most companies get known. This means instead of marketing products now you get to advertise a company to the public which is also a form of marketing. PR helps the public know more about a company. The end result of my business idea will have two departments that work together to market different things. As the business continues to grow it will need to establish you in the marketing and PR content field by also marketing yourself. Clients who see you growing your influence in the content marketing space will be much more likely to trust you, and will feel much less risk when deciding whether or not to hire you. At this point you can now start hiring people who can help your business in a positive direction. Technology is one way to be equipped in this market because almost everything or business in this era uses technology to get things done. You can also hire freelancers that will help you write and edit your marketing strategies so that it can help you take on more clients (Business Queensland, 2017). If you're going to use freelance writers and editors, it is recommended to investing inlong term relationships. Training takes time and patience, and usually entails extra hands-on involvement from you. Using the same writers for all your projects also ensures consistency in writing style and voice. (GOV.UK, 2017) This consistency is what helps you to continue attracting more clients and also you create a good name for your business. It is also great to continue doing research on other firms that you may be competing and know what they may be doing better than you. You can also research on how to make yourselves better by creating polls on social media so that the public and potential clients can tell you what they need. In a business, one should be able to attract and retain customers to be successful. My business idea is among the highly sought-after kind of business and therefore it has a lot of competition. This means that you have to be on your feet all the time and keep up with the changes in the business. Also making your services more attractive you could find a way to bring in more clients. Competition can bring a business to its knees in matter of a few days having a good eye and employees that love their job helps you be on top of the game. The business world can be ruthless and it needs one to grow a thicker skin in order to survive and prosper. References: Australian Government (2016). Marketing. Retrieved September 18th, 2017. https://www.business.gov.au/info/plan-and-start/develop-your-business-plans/marketing. Business Queensland (2017). Tips for improving your business. Retrieved on September 18th, 2017. https://www.business.qld.gov.au/running-business/growing-business/tips-improving. Canvanizer (2017). How to develop your startup idea. Retrieved on September 18th, 2017. https://canvanizer.com/how-to-use/how-to-develop-your-startup-idea. Dana Griffin (2017). What are the main components of a business model. Retrieved on September 18th, 2017. smallbusiness.chron.com/main-components-business-model-600.html. Eric T. Wagner (2013). 5 business model components every entrepreneur needs. Retrieved on September 18th, 2017. https://www.forbes.com/sites/ericwagner/2013/05/23/5-key-business-model-componenets/#4914e1e24051 GOV.UK (2017). Growing your business. Retrieved on September 18th, 2017. https://www.gov.uk/growing-your-business/improve-your-products-and-services. Jenni Simcoe (2017). Tips for starting a marketing business. Retrieved on September 18th, 2017. https://www.business.com/articles/tips-for-starting-a-marketing-business/ John Ramptom (2016). How to start your own content marketing business. Retrieved on September 18th, 2017. https://www.forbes.com/sites/johnramptom/2016/01/04/how-to-start-your-own-content-marketing-business-in-2016/#c2ef6of3a74e. Lumos (2010). The key components of a business model. Retrieved on September18th, 2017. www.lumosforbusiness.com/blog/723/02/07/2010/the+key+components+of+a+business+model. Melinda Emerson (2016). How to develop your business idea. Retrieved on September 18th, 2017. https://suceedasyourownboss.com/how-to-develop-your-business-idea/ anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-17650624205364445732020-04-23T09:11:00.001-07:002020-04-23T09:11:04.294-07:00Mixed Ability Classes Abstract Students can be grouped into two groups in a classroom setting based on their ability. The tracking of students would entail grouping them according to their academic potentials, as well as putting them in different classes. This would mean that weak students would have their own classes.Advertising We will write a custom dissertation sample on Mixed Ability Classes specifically for you for only $16.05 $11/page Learn More Those considered academic giants are also put in the same classroom setting. This system of education has been praised because it allows improvement on the side of weak students, as well as advancement on the side of brighter students. To the weak students, this approach of grouping them together enables the concerned teacher to concentrate on their educational needs, which are usually separate from those of intelligent students. They should be allocated more to learn basic principles. On the other hand, the intelligent student s would be given challenging tasks to advance their capabilities. The teachers would also have easy time because they would be in a position to tailor-make the teaching process to suite each group. However, this system has been criticized since it fosters segregation. Mixed ability classes have therefore been seen as the best approach. It encourages integration of students within a learning set up. The method ensures that learners are exposed to similar knowledge without one group seemingly getting advantage over the other. Although this method has been criticized for the fact that it makes it difficult for the teacher to tailor make the teaching method to suit each group, it is generally more popular. Differentiating the work of students in mixed ability classes has been the remedy to its shortcomings. Introduction Learning is a complex process that demands a deep understanding of the whole system. The system should be integrated to be in agreement with the needs of students for su ccess to be achieved. It is a fact that in a learning process, learners do not have similar ability in grasping what is taught in class.Advertising Looking for dissertation on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is due to a number of reasons. In some cases, this may be due to the background of the learner, the intelligence of the student and other reasons that may cause the variability in learning. In some cases, a learner could have been taught through tuitions and therefore have easy time acquiring what is taught in class. When the difference in ability to grasp what is taught in class is caused by a difference in the level of intelligence, it becomes a little more challenging. A teacher is put in a situation where there are two types of students. On one divide, there are students who are very bright and need little instructions to grasp what is taught in the class. Harris and Silva (1993, p. 525) note that such quick learners needs to be put in an environment where their capability is challenged in order to ensure that they develop their intelligence. On the other hand, the less intelligent students need more contact that is personal with the teacher. They need more attention and it may be necessary to remind them the basics in a learning process. Allan (1991, p. 62) asserts that an intelligent student requires lesser time to grasp what is taught in class but when the class have both extremes that is, excessively bright students and very slow learners, it becomes challenging. The slow learners should not be left behind at the benefit of the fast learners. Educationists have therefore found themselves at awkward positions trying to satisfy both extremes. This dilemma has seen many scholars develop interest in this field. Many researches have been conducted in an attempt to find solutions to the underlying problem. Many of the reports have been published while others have not. Their findings have proposed a number of ways through which this issue can be resolved. Some scholars have proposed tracking as the best way, through which this issue may be resolved. With this approach, students are grouped according to their academic capacity. Academically strong students are grouped together in a separate class. The slow learners are also put in one class.Advertising We will write a custom dissertation sample on Mixed Ability Classes specifically for you for only $16.05 $11/page Learn More The proponents of this approach say that the students would get the most out of this approach because the grouping is based on academic requirements. Teachers would find it easy to plan for the class because they would be taking each group separately. For this reason, both groups are allowed to learn at their own pace that is, without interference from the other divide. The opponents of this approach argue that this approach is very discriminative. They say that grouping of students based on capability would be a direct way of informing the students that they belong to different academic classes even if they are in the same level of education. This may make such students lose hope and confidence in life, which are important factors in a learning set up Another method that has been proposed and viewed as appropriate in solving the dilemma is the mixed ability model. In this case, students form groups in a classroom. In the groups, the concerned teacher would ensure that the intelligent students are grouped together with those who are dwarf academically. This approach is important because it enhances learning even when the teacher is away. As the less intelligent students learn from their intelligent colleagues, the intelligent ones would internalize their knowledge by teaching their colleagues. Although it has been termed the best approach, a number of critics have come up strongly to oppose it. The greatest criticism that this approach has received is that it takes the new generation back to the original problem. The problem is related to grouping students with different abilities. The researcher seeks to investigate the relevance of the mixed ability learning method in solving the mentioned dilemma. This research seeks to ascertain the effect it has on students, teachers, school administrators, parents, and the society in general. Furthermore, the paper seeks to establish how this challenge can be dealt with in order to embrace the culture of mixing students with different academic talents. Research Questions and Hypothesis There are questions that this research aspires to answer. The following are some of the questions that the research intends to answer. The questions serve as a guide to the whole process of research.Advertising Looking for dissertation on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More How relevant is the tracking method in grouping students with different abilities in learning How relevant is mixed ability classes as a method in grouping students with different abilities in learning From the above research questions, the following are the hypotheses that the researcher seeks to confirm or discard based on the data to be gathered. H1o. Tracking is the best approach in grouping students with different abilities in learning. H1a. Tracking is never the best approach in grouping students with different abilities in learning. H2o. Mixed ability classes are never the best methods of grouping students with different abilities in learning. H2a.. Mixed ability classes are the best methods of grouping students with different abilities in learning Literature Review The issue of grouping learners has raised many questions from many quarters in the education system. Many scholars have conducted various researches and reported on different methods that can be applied when gro uping students. Ansalone (2000, p. 12) says that learning is a very complex process. It is true that students never learn at the same pace. Some students tend to have a stronger capability to grasp what is taught in class at a faster rate as opposed to others. It becomes very difficult to mix students with different capabilities in the same classroom. While the teacher would need to take more time on teaching the slow learners, this would be a waste of time for the quick leaner. It is therefore a dilemma to teachers, as they have to ensure that all learners obtain the basics of what is taught. Hallinan (1994, p.80) reiterates that teachers have faced many problems in dealing with this issue. He says that teachers are always in a fix when handling students in a classroom set up. Inasmuch as the attention should be given to all students irrespective of their ability in class, this scholar notes that some students demand more time as opposed to others. They require demand for more atte ntion and the teacher involved should attempt to give them more attention as opposed to others. According to Ansalone (2001, p. 41), the issue of grouping students is always very challenging. In a given class, it is a fact that students would be of different capabilities. There are quick learners and slow learners. This scholar proposes that learners should be categorized according to their ability in class. This scholar says that it is very important to ensure that learners are given attention according to their ability. Those who are quick learners should not have their time wasted just because slow learners need more time to obtain the intended knowledge. Conversely, slow learners should not be rushed because quick learners already have the intended knowledge. Both categories of learners should be given attention in an equal measure. A mechanism should be established, which would allow both learners to acquire the right knowledge. Therefore, such students should be grouped accord ing to their ability. This idea is supported by Halliday (1978, p. 89). The scholar notes that learners have different capabilities. For this matter, educationists should find a way in which learners should be grouped. This scholar proposes that educationists should adopt mechanisms that would allow them to categorize students as per their ability. This is important, as it would allow teachers to go at the pace of learners. Fast learners are allowed to learn at a relatively faster speed. The slow learners on the other hand are given more time to grasp what is taught at a relatively slower pace. In the same vein, Askew and William (1995, p. 11) urge educationists to group students according to their capabilities. The educationists should then find the best approach that each group should be given to ensure that students acquire the right knowledge. This scholar notes that it is important to include teaching prompts for those who are considered slow learners. Such items as charts, dia grams, pictures and other relevant teaching aids should be incorporated in teaching slow learners. To the quick learners, it would be necessary to give them challenging tasks to enable them to further their capabilities. This would ensure that both sides obtain what they deserve in an educational system. The idea of grouping students according to their capabilities is supported by Graves (1983, p. 36).The scholar says that students may exhibit different capabilities at different stages of learning due to different reasons. The reason why a student may be slow in grasping what is taught in class might be due to his or her background. This scholar notes that some students come to after taking some tutorials at home. For this reason, he or she may appear to be more knowledgeable than those who had not prepared at all. A teacher may therefore conclude that such a student is a quick learner. Given the same environment, those who were considered slow learners may catch up with and overtak e those perceived to be quick in learning. The system of grouping should therefore be flexible. Bailey (1978, p. 31) supports this flexible approach of grouping students. He says that when grouping a student, which is very important to ensure equity, the approach should be competitive. It should be in a way that would allow students who show their prowess elevated while those who show a declining abilities elevated as well. This way, there would be a competitive environment created within the institution. Those who are slow learners would be challenged in their classes. They would try to climb the ladder to higher levels, which is most certainly more prestigious. Those who are in higher groupings would also try to ensure that they maintain their statuses. To do this, they would have to work even harder in order to be in a position to achieve the best out of this process. This competition is encouraged in such a learning institution. Gamoran (1987, p. 136) agrees that groping is nece ssary. However, he does not approve the method that categorizes bright students together. He proposes that the grouping should incorporate all categories of learners. Quick learners should be grouped together with slow learners so that quick learners can be of help to slow learners. This scholar argues that for one reason or the other, some learners find it easier to learn from fellow learners than from teachers. Mixed grouping would allow both students to share. As slow learners acquire more knowledge from quick learners, quick learners would be enhancing the already acquired knowledge. This scholar notes that when a student is given an opportunity to teach a fellow student and he does it properly, there are higher probabilities that he or she would retain such knowledge for a longer period than if he or she were to retain it to himself or herself. The mixed grouping is therefore of benefit to both divides. Mixed grouping is also supported by Bell (1999, p. 25). According to him, l earning is one of the most challenging tasks. The fact that different learners have different capacities makes this process even more challenging. Education experts should always know that it is important to understand the capability of the student per subject. It is a common phenomenon that student A would be good in Mathematics but poor in languages while student B may be good in Languages but poor in Mathematics. When grouping students, it is important to group such students together. Those who are good in English would be of help to those who are poor in it, as they are assisted in Mathematics. Through this, there would be a symbiotic relationship between students. Even though it can be very challenging to teachers and students, mixed grouping is the best approach in teaching students. This is according to Brimfield, Masci and DeFiore (2002, p. 17). They say that this method may make it difficult for the teacher to devise the best approach to be applied in class because requirem ents of quick learners are the opposite of what slow learners need. However, this method is free from any form of discrimination. All learners feel part of the system implying that they would be equal to each other. This creates a community for the learners where equity is held high. To slow learners, this would be much appreciated. They would feel part of the team and this would help them overcome their challenge. However, Bryan (1996, p. 188) calls for caution when employing this strategy. Caution should be taken to ensure that quick learners are allowed to learn at their own pace. The slow learners should not be ignored in this process. The system that is employed should be sensitive to slow learners. It is only through this that the system would be considered effective to be used in a learning institution. Mixed ability classes are the most common, especially in institutions where the population is relatively small. As Fulk and King (2001, p. 82) report, it would be uneconomical to group students according to their abilities when the population is relatively small. A class of about 20 learners would not be easy to group with an intention of teaching them separately. As this scholar notes, grouping is most appropriate when the population of learners is large enough. In such situations, it becomes difficult for the teacher to give particular attention to specific students. As such, it becomes necessary that learners be grouped as per their ability. A teacher would therefore know beforehand the specific classes, which would need extra attention and the group that would require to be challenged. Through this, teaching and the learning process would be easier, not only to teachers concerned but also to the learners themselves. This idea is supported by Bryan (1996, p. 193). The scholar notes that in case a class is relatively small, grouping students might be necessary but not for purposes of learning. In such cases, learners would form small groupings of about five students. This scholar proposes two approaches to this issue. The first approach, which he recommends, would be mixing students based on talent. This would encourage sharing and in the process, the weak students stand to benefit. The other approach would involve having students with equal abilities grouped together. This approach is helpful when teachers want to develop the talents of weak and strong students separately. In this regard, weak students would be assigned to a specific teacher who best understands their weaknesses. Such groups would visit the assigned teacher during their free time. On the other hand, the brighter students would also be assigned to another teacher whom they will also have a session with during free time. In such sessions, the assigned teacher would pose challenges to such students. The students would then be converged in a classroom set up where their abilities would be gauged. Fotos and Ellis (1991, p. 617) is completely opposed to the idea of gr ouping students based on talent. This scholar laments that many schools are currently adopting the tracking method of groping students. Students are put in different classes based on their academic potentials. When this method is adopted, weak students are the most affected. The scholar observes that their first torture is psychological. They are aware that they are in the classes because they are academically dwarf. This is dangerous because such students would withdraw and develop a wall between them and the other group of students, as well as teachers. As Collentine and Freed (2004, p. 165) observe, this would only make them drop academically. When such a student resigns to fate, he or she fails to realize that he or she has the capability of achieving the best. Such a student also fails to note that education and the whole process of learning is all about the will and attitude. Such students fail to recognize that they can favorably compete with the other groups of students. Thi s idea is shared by Cotterall (1990, p. 55). According to this scholar, it is very important that a teacher create a learning environment where students would feel that they are treated equally. It is necessary to appreciate best performers in any class. However, this can be done in such a way that below average learners do not realize that they are not valued. When a student performs well, he or she should be appreciated at that moment. Afterwards, all of them should be put in an environment where they feel that anyone can make it to the top in class. For this reason, such restrictive policies as tracking should be avoided within a learning institution. Tracking or mixed abilities grouping are policies that learning institutions should avoid. According to Epstein (1985, p. 26), no student is permanently bright or stupid. There are various reasons that would make one student perform better or poorer than the other. In most of cases, the kind of environment that the student is expose d to matters a lot. Learning groups are important in enhancing learning outside classrooms. However, in formation of such groups, teachers should avoid making their presence felt. For this matter, teachers should encourage students to form the groups on their own. After this, the concerned teacher should moderate the groups to ensure balance. This should be done in a way that students do not realize that the bias was based on their academic credentials. Problem statement In a learning environment, it is expected that there will be a group of slow learners and another group of fast learners. A teacher has the two sets of learners to deal with. There are various stakeholders, with different expectations as regards to students and teachers. The parent expects the teacher to offer learners with the best approach to learning that would enable the learner acquire as much knowledge as possible. The administration has the pressure from the parent and other stakeholders to elevate the status of the school in terms of academic performance. This pressure is directed to teachers. Students themselves have high expectations from their teachers. They believe that the teacher is in a position to understand them and provide them with knowledge in the best way possible, which would make them learn easily. All attention is focused on the teacher. In the process of meeting these expectations, the teacher is exposed to the two groups of learners. The group with quick learners should be taken through instructions with a relatively higher speed. They need tasks that are more challenging every moment they encounter the teacher. Bringing the basics concepts to them would be a waste of time, as those are concepts they have already mastered. On the other hand, the teacher has the slow learners to deal with in the same class. The slow learners need time to grasp the concept being taught. At times, it may require the teacher to go back to the basics in order to allow the students grasp th e concept being taught. A teacher has these two groups to handle in a classroom set up and each group expects the best out of the teacher. They believe what they obtain from the teacher would benefit them and their class. The issue of grouping students may seem to be the best approach to finding the solution to this dilemma. In particular, tracking can work best. This is because in tracking, students would be grouped in accordance to their academic capabilities. With this, a teacher would have learners with similar educational demand grouped together. It becomes easier for the teacher to handle separate classes and achieving the desirable result would be easier. However, this approach has received criticism from many quarters. Edwards and Woodhead (1996, p. 89) say that pure breeding as an approach to grouping students is more negating as it does not bring any positive impact. When the tracking method is used in a given institution, it breeds segregation. The bright students would d evelop the attitude that they are special and would look down upon their lesser capable comrades. On the other hand, the lesser intelligent students, in their groups, would withdraw to themselves, making it very difficult to convince them that they have the capability, just as their counterparts in the other group. This calls for a mixed ability grouping. The students within a class form smaller groups where they can advance what was taught in class. In this regard, the concerned teacher would ensure that the smaller groups are well balanced in terms of capabilities. This approach is good as it eliminates all forms of discrimination. However, it does not solve the initial problem. This method brings us back to the problem whose solution should be sought that is, having students with different abilities, hence different educational needs in the same classroom. This problem must now be solved using mixed ability approach, in addition to other practices that would moderate the requirem ents of the two divides. The aim is to ensure that both groups are well taken care of. This problem is to be resolved by this research. To find the desired answers to the above question, the researcher employed the methodology below. As earlier noted, this research proposal will aim at establishing facts through research pertaining to homogeneous grouping of gifted students. The study reviews both theoretical and conception literature before moving ahead to collect data. The study is significant since it offers policy makers a clear insight concerning gifted aptitude. The rationale of this research is to talk about the researchersââ¬â¢ results in detail and find out which method(s) of learner grouping is superlative for a triumphant training in a school environment. As an ingredient of that progression, the study emphasizes on a number of realistic plans for tutors to assist in supporting studentsââ¬â¢ accomplishment within their reading factions Methodology Research Method Th is chapter focuses on various aspects of research development. It includes methods of data collection, analysis and presentation. Every research project applies a certain research method to achieve its objectives depending on its goals. The methods used to conduct research in this project compared closely with the methods proposed in the project proposal. In research, design deals primarily with aims, uses, purposes, intentions, and plans within the practical constraints of time, location, money, and availability of staff. In this study, respondents were briefed in advance. The officials of American School of Dubai were given relevant notice by the researcher. The study population was also amicably informed in order to get them prepared for the study. Briefing was important because it could enhance reliability of this study. It is also ethical to inform people before researching on them. The findings were also made public to the researched as one way of ensuring morality in the stud y. Furthermore, the researcher observed researcher-researcher ethics by keeping away from criticism. Out of 15 questionnairs sent to repondents, 14 of them were filled and returned. This was not a bad response. The response rate was high because the researcher insisted that the study was purely academic. This encouraged many teachers at American School of Dubai to fill in their questionnairs. Research Model This research utilized quantitative research methods in conducting the study and collecting data. Quantitative research was used althrough because it aims at summarizing data mathematically. In this regard, the research took the form of a survey, whereby the researcher identified some individuals and posted questionnaires to them. The sampled population was selected randomly in order to eliminate biases. The researcher made follow-ups by conducting respondents on phone. Interviewing is another method of data collection that was used in this research. The researcher extracted more information from respondents by calling them. Questionnaire Design There were two key methods used to gather information in this report. The first one was through a questionaire, which was administered online to the staff at the American School of Dubai. It is attached to this document. The questionaire sought to capture various attutudes of staff at the American School of Dubai regarding their academic performance. The second source of information used for the research was literature on various aspects motivation. The focus of the literature review was to find information on the application of motivation techniques and also to determine the current state of research in the use of gouping of students. The questionnaire had four Parts. The first part sought to capture the biodata information of respondents. The second part dealt with the demography and gender of the respondents. This was to ascertain the prevalence of views in varoius categories in order to ensure that if any differ ences came about, then they would be captured in their demographic space. The third part dealt with academic credentials and work experience. The motivation for this section came from the understanding that different sections of population respond differently to motivators, based on age and academic credentials. The fourth part delved into the specific issues relating to student grouping, starting from the understanding of the concept to the possible effects it would have on students. The questionaire also employed a mix of open ended and closed ended questions to capture different aspects of issues studied. Open ended questions were used because thay give respondents more time to figure out their opinions, which would make them volunteer more information related to felings, outlooks and comprehension of the subject. This would allow a researcher to understand the position of respondents as regards to feelings. Open ended questions minimize some errors that could have been created i n the course of research. Respondents rarely forget answers if given an opportunity to respond freely. Furthermore, respondents cannot ignore some questions because they must go through all of them. Open ended questions generate data that can be used in data analysis by other researchers. In other words, they allow secondary data analysis. On the other hand, closed-ended questions are analyzed easily. That is why they were used in this study. Each response can be coded for statistical interpretation. Nonetheless, closed-ended questions are compatible with computer analysis package. The technique is more specific meaning that its answers are consistent in all conditions. This aspect is impossible with open-ended questions because each respondent is allowed to use his/her own words. Finally, closed-ended questions take less time to administer unlike open-ended questions, which are detailed hence time consuming. The questionnaire was sent to respondents through the internet that is, th e researcher mailed the questions to respective respondents. The researcher arrived at this decision after considering time and reseources. The method is costless and less time consuming. Furthmore, the method allows respondents to reflect on the questions and answer them accurately. Employing research assistants would be problematic because of the sensitivity of the study. Many people would be reluctant to give their views freely. The method is ineffective because answers are not independent of themselves. The respondent might not have filled the questions themselves. Moreover, the method is affected by the respondentââ¬â¢s level of literacy. One big disadvantage of the technique is that there is no interaction between the researcher and the researched. This means that respondentââ¬â¢s reactions are not captured. Reactions are important because they give more information regarding to the feelings of respondents. Generally, the technique is more applicable where the researcher is interested in numbers, not deep feelings of the respondent. In this study, the researcher is interested in identifying the number of students who feel capability grouping pay is the suitable method of stimulating learners. The literature collected provided information regarding various theories of motivation spread across the last four decades. This provides a historical perspective since the area of motivatoin started receiving specific attention at that period. Secondly, the literature availed a number of theories dealing with the application of motivation in the business world and capability grouping in the context of cademic develpment in the educational industry. The American School of Dubai fits well within this parameter. Finally, the literature provided information on the state of research on the field. Various researchers have conducted studies on various elements of capability grouping and its effect on learning. This gave the study a sound academic backing and a stron g basis for drawing comparisons and conclusions. The use of the questionaire made it possible to capture issues that are unique to the American School of Dubai. This is because there was no accessible literature with required degree of relevence to the subject matter about the American School of Dubai, Las Vegas. The targeted staff responded to the questionaire online. The availability of staff influenced the choice of this method because the American School of Dubai operates throughout and therefore it is not possible at any one time to find all of them in one place. An online questionaire reduced the costs of data collection, assured confidentiality, and was available thoughout for the staff for a fixed period. After collection, the data went through analysis, culminating the observations and conslusions discussed in chapter three and four, respectively. Theoretical and Conceptual Framework The study utilized deductive scaffold because some theories were used to give a certain pic ture of the study. Deductive reasoning starts by analyzing some concepts before moving to the field to confirm the claims. The researcher analyzed some theories related to capability grouping before moving to the field to collect data. The technique is constructive because it equips the researcher with relevant information. In other words, deductive reasoning moves from generalizations to the specific idea. Two theories were first analyzed before moving to the field. Sampling Methods The most applicable sampling method for this exercise was random sampling. Considering that the targeted population consisted of staff in the housekeeping section, there was no much risk of having biased data. If the survey needed to cover the entire staff of the American School of Dubai, systematic sampling coupled with stratified sampling would be ideal to ensure cross-departmental representation. However, this survey targeted the housekeeping staff hence random sampling proved sufficient to collect r equired data. Secondary Data Used Secondary data for analysis in this project came from various publications. These included reports, journal articles, and research publications. Most of it related to the work that other researchers in the field of motivation undertook. The other areas where the literature review covered include theories of motivation and the application of capability grouping in various institutions. The nature of material used varied. Journals dealing with specific aspects of motivation provided specific information on specific research elements investigated by researchers. Some reports from intergovernmental organizations proved useful in providing information on the application of capability grouping. From these sources, several findings came to the fore. Primary Data The online questionnaire provided the means of collecting primary data for this project. The survey covered 15 teachers working across various shifts at the American School of Dubai in the housekee ping department. This sample is representative of the entire cadre of staff targeted by the survey in the housekeeping section. The choice of respondents was by random sampling based on the individualââ¬â¢s willingness to participate. The questionnaire had a mixture of open ended and closed ended questions. This design enabled the study to provide as much detail as possible while eliminating the risk of high variance in responses. The administration of the questionnaires took place online because of varying working hours. In addition, it eased access to the questionnaire. After filing in the soft copy, respondents sent it to a designated email address. This measure resulted to reduced costs transport and accommodation. The expenses could be occasioned by physical administration of questionnaires. Moreover, it saved research time because it was easy to transfer the information from a soft copy to the analysis software because the findings were analyzed using a software referred to as SPSS. Finally, it did not generate any paper waste hence contributing to environmental conservation. Validity and Reliability Reliability means appropriateness, applicability and truthfulness of a study. It is the ability of research instruments to produce results that are in agreement with theoretical and conceptual values. In this study, internal validity was ensured through checking the represenativeness of the sample. The researcher ensured that the sample used captured all important characters at the American School of Dubai. External validity was ensured through triangulation that is, the researcher used more than one technique in collecting data. External validity was also guaranteed by asking respondents to give their views. Reliability means that the study is consistent and lacks any ambiquity. It is related to the accuracy of instruments that is, how accurate the measuring device is in measuring what it claims to measure. In this study, it was achieved through increasi ng verifiability of the perspective. The researcher adopted the principles of coherence, opennes and discourse in order to guarantee reliability. Scope and Limitations This research was conducted in Unted Arabs Emirates and therefore most of the findings are a reflection of this country, speciffically the Dubai City. The results of the findings would therefore hold in in a society that is closely related to it. The scope was limited to primary and junior high school level of education. The result of this finding may therefore not hold in any higher learning institutions. In collection of data, a number of challages were met. The first challenge was the reluctance by some teachers to volunteer information the researcher. They wanted the motive of this clearly stated. However, this was overcome when the researcher convinced them that this was purely an academic research. The administrators were also too busy to find time to be interviewed. The researcher also noted with concern that s ome respondeds were carried away by emmotions when responding to the questions. This was a jeopady to the validity of the responses. Result and Findings Games and stories According to the primary data gathered from the teachers and other concerned educationists, games and stories are some of the best ways in which learnerââ¬â¢s ability in class can be enhanced. Learning as a task may be daunting. Teachers involved should attempt to make this process as enjoyable as possible. Introducing games may be the best way to ensure that a learner grasps the intended knowledge in a much easier way, especially when dealing with young learners. When handling a subject such as Mathematics, a teacher can devise games that would challenge the learnersââ¬â¢ arithmetic prowess. Such games as those that would force the learner to add, subtract, divide or multiply without the use of a machine or a book and a pen would be very appropriate. To the more intelligent students, it would be a challenge because it would demand a lot of reasoning in order to arrive at the desired answer. To the slow learners, this method would boost their thinking capacity. It would enable them to reason at a faster rate than they would if they were to undertake a normal Mathematical test. When teaching Languages, storytelling could be a useful method of ensuring that learners grasp the intended knowledge. Stories bring the attention of the learner closer. When a story is told, a learner would have to imagine the episode happening. He or she must create the whole scenario in his mind. The stories can be used as one way of enhancing the memory of the learner. Such a learner would be asked to retell a story that was told before. It would require such a learner to sharpen his or her memory to be able to retell such stories with precision. Homogeneous grouping According to this research, Homogeneous grouping, also known as tracking was found to be one of the possible ways of grouping students. In this c ontext, students are grouped according to their academic potential. Higher achievers are grouped together and so are lower achievers. This method has been lauded as the easiest way to handle a class with varying abilities. The proponents of this method argue that when students are grouped according to their abilities, it becomes easy to give specialized attention to each group. To the high achievers, with the ability to learn at a relatively high rate, it would be appropriate to develop an approach that would enable them learn concepts that are more advanced. The concerned teacher would develop an approach that would enable these learners encounter greater challenges in every learning session. Edwards and Woodhead, (1996, p. 93) say that such advanced learners require more challenging tasks, as this would open up their minds. Subjecting them to basic concepts would be restricting their abilities. To the slow learners, this approach would enable them be given the attention they need from both the teaching staff and administration. This group of students need more teaching aids. This may be in form of charts, pictures, photographs and such other related items that would allow them have a vision of what is taught in classroom. When in such group, the administration may be challenged to provide them with such materials. The teaching staff would also find it easy to handle such a class to meet its expectations. As Cotterall and Cohen (2003, p. 160) observe, when a teacher is aware that a particular group is composed purely of poor performers, it would be easy to develop an approach that would suite them best. This group needs more time on learning the basic concepts, unlike their brighter counterparts. However, this method has received a lot of criticism from many quarters. This method is said to encourage segregation among the students. The opponents argue that this approach creates a situation where learners who are at the same learning level are taught different concepts, hence giving them different concepts. As slow learners are given the basics, the intelligent learners are given concepts that are more advanced. This is unfair practice to the less intelligent. It denies them the opportunity to catch up with their more intelligent counterparts in a fair level competition. Moreover, it creates a rift between the two groups of students. Heterogeneous grouping Following the strong opposition of homogeneous grouping, heterogeneous grouping, which is also known as Cooperative learning or mixed ability classes, has been seen as the best alternative. According to the data gathered in this research, it has been established that mixed method has been accepted as the most moderate method of handling learners with different capabilities. In this method, students with different abilities are grouped together in the same class. In case the class size is relatively large and the same class requires different streams, the streams would have mixed abilit y learners. No unit would have either too bright or too foolish students. Within the class, students would form smaller groups, which would be all inclusive. Such groups would be having the intelligent students and less intelligent ones. This would encourage cooperation among learners, as the quick learner would try to help slow learners acquire the concepts, hence the name cooperative learning. Unlike tracking where students are purely grouped as per their abilities, mixed ability classes have been praised as an all-inclusive method that brings out the true face of the society we live in. In this society, Ellis (2001, p. 42)) observes that capability of people is not the same. However, each person accepts the capacity and the way we stay. This method enables students be in a position to learn similar concepts at the same level. There arises no situation where a given group is given more advanced concepts at the expense of the other group. This way, equality is fostered among the le arners. This method has however not gone without criticism. A section of educationists have criticized this method as not being fair, both to the weak and academically strong students. It is not also favourable to teachers involved. To the weak student, this method would make him or her lack individualized attention that he or she may require from the teacher. The teacher may tend to be encouraged by the brighter students. The moment the teacher sees the brighter student is mastering the concepts being passed, the teacher becomes convinced that the entire class has understood the concept. From this research, some of the teachers who were interviewed admitted that they always gauge the rest of the class based on the few section, which has a quick mastery of what is taught in class. As such, weak student are left behind trying to struggle with the concepts. This has seen a serious variation in performance. As one of the administrators admitted, it becomes very weird when in the same c lass with the same teachers and same environment one student scores a straight A while another has an E. The parents would also want their expectations to be met by the institution. It would be a little difficult trying to explain to a parent the reason behind this disparity. To the academically strong students, this method is a waste of their time. These students have the capacity to grasp what is taught in classroom at a faster rate. Taking more time on basics would not be the best approach to handle them. As one of the teacher was interviewed, it may be necessary to repeat a concept to the class just for the sake of the less intelligent group. Repeating the concept to them would be inevitable because some would ask questions whose answers would demand a repeat of a concept that was learnt previously. They cannot be assumed. In so doing, the brighter students feel wasted. To the concerned teachers, this is the most challenging approach in handling students in a classroom set up. W hen students with varying abilities are grouped together, the teacher would be forced to find the means of ensuring that both divides of the class are satisfied. As more challenging concepts are introduced to satisfy the needs of the students with higher mastery capacities, students with lower mastery capacities should not be assumed. As the teacher takes more time explaining basic concept to the slow learners, it should not be lost to the teacher that there are intelligent students who already have mastered that concept, and therefore repeating it is a waste of time. This is a very delicate balancing in an attempt to satisfy the expectations of the students, the administration and the parents, all of whom expect a pass. Differentiating work of students in mixed ability classes As a remedy to the shortcomings of mixed ability classes, pundits have proposed differentiating the work for the students. In this case, a teacher would need to assign students with different capabilities dif ferent exercises. A lot of care is needed when implementing this method. As Collentine and Freed (2004, p. 169) observe, the concerned teachers would need to ensure that both groups of learners do not realize that the teacher is biased. For this reason, the teacher should avoid such cases as assigning intelligent students extra work or specific tasks that appear more challenging. This may affect both groups of students. The less intelligent students may consider this a form of discrimination. They would develop the notion that the intelligent students are given special attention. This would make them develop a similar attitude as they would when tracking is used. To the intelligent students, this may appear to be a punishment. They may fail to realize the rationale behind this extra work and this may make them develop a negative attitude towards the entire work. To employ this method, a teacher would have to handle the class without showing any bias to any of the two divides. In thi s process, Ellis (2001, p. 46) proposes that the teacher should consider the use of multiple books (those that are very basic and those that are a bit complex). When issuing assignments at the end of the lesson, the teacher would give learners the freedom to choose assignments from the multiple books. Ellis explains that typically, each group would go for what it believes is within its level. As weak students go for the basics, students who are more intelligent would go for more challenging tasks. This way, a teacher would be satisfying both the divides without making either side realize that there is a difference in treatment. Many scholars and educationists have recommended this method as the best compromise. They say that this method is not only responsive to the needs of the students, but also solves the puzzle for teachers. It makes it possible for the teachers to handle both students separately, without creating an environment where the students would feel that they are treate d differently. Meeting the Expectations In a learning institution, there are expectations that should be met by various stakeholders. A system incorporates parents, teachers, the administration, and the society in general, with the central focus on students. The figure below is a representation of this. All the stakeholders expect the student to pass. As can be seen from the above diagram, all stakeholders have a role to play in ensuring that the students do well in their academics. However, of all the stakeholders, pressure is always piled on the teacher. The teacher is expected to see into it that the student passes even if some of the stakeholders fail to play their tasks. Because stakeholders expect the teacher to register a good performance, mixed ability classes provide the best solution to this. Asked to rate the best method of grouping students between tracking and mixed ability classes, teachers gave varying answers. However, most showed preference to mixed ability classes . In particular, most recommended differentiating the work of students in mixed ability classes. Conclusion Learning is a very complex process. On the side of the learner, it involves getting knowledge in an environment that may not be pleasant to him or her. To the teacher, it entails imparting knowledge to learners who have different capabilities in terms of grasping the skills being passed across. This may not be very easy. The teacher is faced with the problem of passing knowledge to learners with different requirements. Quick learners need lesser time to grasp what is taught. They need tasks that are more challenging every time they are involved in a learning process. This is the best way through which they can develop their knowledge. On the other hand, slow learners need more time to grasp simple concepts. As such, they would demand that the teacher dedicates more time teaching the basics. These are two opposing needs of students in the same classroom. As a teacher, it is nec essary that as more time is taken teaching the basics, the needs of learners should be taken into consideration. In an attempt to solve the above problems, scholars and other educationists have proposed a number of ways through which this dilemma could be solved. Tracking has been one of the proposed methods and one in which some learning institutions have put in place as a means through which this problem could be solved. In this method, learners are grouped in different classes based on their academic potentials. This offers an easy solution because teachers would have students with similar requirements grouped together. However, this method has been under criticism from various quarters. Pundits have it that this method is very discriminative and encourages segregation in the class. For this reason, it is considered inappropriate. This leaves mixed ability method as the most appropriate approach in the process of learning. Although it brings us back to the original problem, it fa cilitates interactivity between the quick learners and the slow learners. It is the best method that responds to the expectations of the parents, teachers, administrators, learners, and other stakeholders involved in the learning process. List of References Allan, S 1991, ââ¬Å"Grouping and the gifted ability-grouping research reviews: What do they say about grouping and the gifted?â⬠Educational Leadership, Vol. 48, no. 6, pp 60-65. Ansalone, G 2000, ââ¬Å"Keeping on track: A reassessment of tracking in the schoolsâ⬠, Race, Gender and Class, Vol. 7, no. 3, pp 1-25. Ansalone, G 2001, ââ¬Å"Schooling, tracking and inequalityâ⬠, Journal of Children and Poverty, Vol. 7, no. 1, pp 33-49. Askew, M William, D 1995, Recent research in Mathematics Education 5-16, OFSTED, London. Bailey, K 1978, Methods of social research, Collier-Macmillan, London. Bell, J 1999, Doing your research project, Buckingham, Buckingham Open University Press. Brimfield, R, Masci, F DeFiore, D 2 002, ââ¬Å"Differentiating instruction to teach all learnersâ⬠, Middle School Journal, Vol. 33, no. 1, pp 14-18. Bryan, L1996, ââ¬Å"Cooperative writing response groups in community college, Journal of Adolescent and Adult Literacy, Vol. 40, no. 3, pp 188-193. Collentine, J Freed, B 2004, ââ¬Å"Learning context and its effects on second language acquisitionâ⬠, Studies in Second Language Acquisition, Vol. 26, no. 1, pp 153-171. Cotterall, S Cohen, R 2003, ââ¬Å"Scaffolding for second language writers: Producing an academic essayâ⬠, ELT Journal, Vol. 57, no. 2, pp 158-166. Cotterall, S 1990, ââ¬Å"Developing reading strategies through small-group interactionâ⬠RELC Journal, Vol. 21, no. 1, pp 55-69. Edwards, S Woodhead, N 1996, ââ¬Å"Mathematics teaching in primary schools: Whole class, group or individual teaching?â⬠Primary Practice, Vol. 6, no. 5, pp 89. Ellis, R 2001, ââ¬Å"Introduction: Investigating form-focused instructionâ⬠Language Lear ning, Vol. 51, no. 1, pp 1-46. Epstein, J 1985, ââ¬Å"After the bus arrives: Re-segregation in Desegregated schoolsâ⬠, Journal of Social Research, Vol. 41, no. 3, pp 23-43. Fotos, S Ellis, R 1991, ââ¬Å"Communicating about grammar: A task-based approachâ⬠, TESOL Quarterly, Vol. 25, no. 4, pp 605-628. Fulk, B King, K 2001, Class wide peer tutoring at workâ⬠, Teaching Exceptional children Vol. 34, no.2, pp 49-53. Gamoran, A 1987, ââ¬Å"The stratification of high school learning opportunitiesâ⬠, Sociology of Education, Vol. 60, no. 1, pp 135-155. Graves, D 1983, Writing: Teachers and children at work, Heinemann Educational Books, Portsmouth. Halliday, M 1978, Language as a social semiotic: The social interpretation of language and meaning, Edward Arnold, Boston. Hallinan, M 1994, ââ¬Å"Tracking: From theory to practiceâ⬠, Sociology of Education, Vol. 67, no. 3, pp 79-83. Harris, M Silva, T 1993, ââ¬Å"Tutoring ESL students: Issues and optionsâ⬠, Co llege Composition and Communication, Vol. 44, no. 4, pp 525-537. This dissertation on Mixed Ability Classes was written and submitted by user Dangelo Ryan to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-81480033321559875552020-03-17T09:07:00.001-07:002020-03-17T09:07:03.851-07:00Volkswagen has said it will cut investment by 1 Essays - TransportVolkswagen has said it will cut investment by 1 Essays - Transport Volkswagen has said it will cut investment by 1bn ($1.1bn; 750m) a year as a result of the diesel emissions scandal. The troubled German carmaker said efficiency and technology would be the company's watchwords as it "repositioned itself for the future". It added that all new diesel cars would be fitted with the "best environmental technology". There will also be greater focus on hybrid and electric vehicles. " We are becoming more efficient, we are giving our product range and our core technologies a new focus, and we are creating room for forward-looking technologies by speeding up the efficiency programme ," said VW's Dr Herbert Diess . The carmaker said it would now be fitting the kinds of clean diesel technologies needed to meet stricter US standards across all its cars in both the US and Europe. It also revealed that its flagship Phaeton model would in the future be purely electric, capable of driving long distances on a single charge. Analysis: Theo Leggett, BBC business correspondent It's no surprise VW is cutting investment. It is facing potentially huge fines, class action lawsuits and possible criminal penalties, in the US and quite possibly other countries as well. The 6.5bn it has set aside to cover the costs of the emissions scandal is unlikely to be anywhere near enough. The company now says it will only use "the best environmental technology" in its diesel cars. In practice, this means abandoning so-called 'lean NOx traps' in favour of more complex and more expensive urea injection technology. A cynic might say it should have done that much sooner. So now VW will focus on developing electric cars and plug-in hybrids, using standard parts and processes that can be rolled out across different types of vehicles and different brands. It's fair to say the industry as a whole is moving in this direction anyway. Even so, Volkswagen's change of course does look rather like a scandal-induced handbrake turn. anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-84080978495030603622020-03-01T00:42:00.001-08:002020-03-01T00:42:03.133-08:00The Colorful History of Comic Books and Newspaper Cartoon StripsThe Colorful History of Comic Books and Newspaper Cartoon Strips The comic strip has been an essential part of the American newspaper since the first one appeared more than 125 years ago. Newspaper comics, often called the funnies or the funny pages, quickly became a popular form of entertainment. Characters like Charlie Brown, Garfield, Blondie and Dagwood, and others became celebrities in their own right, entertaining generations of people young and old.à Before Newspapers Satirical illustrations, often with a political bent, and caricatures of famous people became popular in Europe in the early 1700s. Printers would sell inexpensive color prints lampooning politicians and issues of the day, and exhibitions of these prints were popular attractions in Great Britain and France. British artistsà William Hogarth (1697-1764) andà George Townshend (1724-1807) were two pioneers of the medium. Comics and illustrations also played an important role in the colonial U.S. In 1754,à Benjamin Franklinà created the first editorial cartoon published in an American newspaper. Franklins cartoon was an illustration of a snake with a severed head and had the printed words Join, or Die. The cartoon was intended to goad the different colonies into joining what was to become the United States. Mass-circulation magazines like Punch in Great Britain, which was founded in 1841, and Harpers Weekly in the U.S., founded in 1857, became famous for their elaborate illustrations and political cartoons. The American illustrator Thomas Nast became famous for his caricatures of politicians and satirical illustrations of contemporary issues like slavery and corruption in New York City. Nast is also credited with inventing the donkey and elephant symbols that represent the Democratic and Republican parties. The First Comics As political caricatures and standalone illustrations became popular in early 18th century Europe, artists sought new ways to satisfy demand. The Swiss artistà Rodolphe Tà ¶pfferà is credited with creating the first multi-panel comic in 1827 and the first illustrated book, The Adventures of Obadiah Oldbuck, a decade later. Each of the books 40 pages contained several picture panels with accompanying text underneath. It was a big hit in Europe, and in 1842 a version was printed in the U.S. as a newspaper supplement in New York. As printing technology evolved, allowing publishers to print in large quantities and sell their publications for a nominal cost, humorous illustrations changed as well. In 1859, German poet and artist, Wilhelm Busch published caricatures in the newspaper Fliegende Bltter. In 1865, he published a famous comic called Max und Moritz, which chronicled the escapades of two young boys. In the U.S. the first comic with a regular cast of characters, The Little Bears, created by Jimmy Swinnerton, appeared in 1892 in the San Francisco Examiner. It was printed in color and appeared alongside the weather forecast.à The Yellow Kid Although several cartoon characters appeared in American newspapers in the early 1890s, the strip The Yellow Kid, created by Richard Outcault, is often cited as the first true comic strip. First published in 1895 in the New York World, the color strip was the first to use speech bubbles and a defined series of panels to create comic narratives. Outcaults creation, which followed the antics of a bald, jug-eared street urchin dressed in a yellow gown, quickly became a hit with readers. The success of the Yellow Kid quickly spawned numerous imitators, including the Katzenjammer Kids. In 1912, the New York Evening Journal became the first newspaper to dedicate a whole page to comic strips and single-panel cartoons. Within a decade, long-running cartoons like Gasoline Alley, Popeye, and Little Orphan Annie were appearing in newspapers across the country. By the 1930s, full-color standalone sections dedicated to comics were common. The Golden Age and Beyond The middle part of the 20th century is considered the golden age of newspaper comics as strips proliferated and papers flourished. Detective Dick Tracy debuted in 1931. Brenda Starr the first cartoon strip written by a woman was first published in 1940. Peanuts and Beetle Bailey arrived in 1950. Other popular comics include Doonesbury (1970), Garfield (1978), Bloom County (1980), and Calvin and Hobbes (1985). Today, strips like Zits (1997) and Non Sequitur (2000), as well as classics like Peanuts, continue to entertain newspaper readers. But newspaper circulations have declined precipitously since their peak in 1990, and comic sections have shrunken considerably or disappeared altogether. But while papers have declined, the internet has become a vibrant alternative for cartoons such as Dinosaur Comics and xkcd, introducing a whole new generation to the joys of comics. Sources Gallagher, Brendan. The 25 Best Sunday Comic Strips of All Time. Complex.com. 27 January 2013.Harvey, R.C. Outcault, Goddard, the Comics, and the Yellow Kid. The Comics Journal. 9 June 2016.Jennings, Dana. Old Breakfast Buddies, From Tarzan to Snoopy. The New York Times. 9 January 2014.History of Cartoons and Comics. CartoonMuseum.org. Accessed 8 March 2018.Cartooning: Political. IllustrationHistory.org. Accessed 8 March 2018. anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-36116310483596824322020-03-01T00:37:00.001-08:002020-03-01T00:37:03.668-08:00The Colorful History of Comic Books and Newspaper Cartoon StripsThe Colorful History of Comic Books and Newspaper Cartoon Strips The comic strip has been an essential part of the American newspaper since the first one appeared more than 125 years ago. Newspaper comics, often called the funnies or the funny pages, quickly became a popular form of entertainment. Characters like Charlie Brown, Garfield, Blondie and Dagwood, and others became celebrities in their own right, entertaining generations of people young and old.à Before Newspapers Satirical illustrations, often with a political bent, and caricatures of famous people became popular in Europe in the early 1700s. Printers would sell inexpensive color prints lampooning politicians and issues of the day, and exhibitions of these prints were popular attractions in Great Britain and France. British artistsà William Hogarth (1697-1764) andà George Townshend (1724-1807) were two pioneers of the medium. Comics and illustrations also played an important role in the colonial U.S. In 1754,à Benjamin Franklinà created the first editorial cartoon published in an American newspaper. Franklins cartoon was an illustration of a snake with a severed head and had the printed words Join, or Die. The cartoon was intended to goad the different colonies into joining what was to become the United States. Mass-circulation magazines like Punch in Great Britain, which was founded in 1841, and Harpers Weekly in the U.S., founded in 1857, became famous for their elaborate illustrations and political cartoons. The American illustrator Thomas Nast became famous for his caricatures of politicians and satirical illustrations of contemporary issues like slavery and corruption in New York City. Nast is also credited with inventing the donkey and elephant symbols that represent the Democratic and Republican parties. The First Comics As political caricatures and standalone illustrations became popular in early 18th century Europe, artists sought new ways to satisfy demand. The Swiss artistà Rodolphe Tà ¶pfferà is credited with creating the first multi-panel comic in 1827 and the first illustrated book, The Adventures of Obadiah Oldbuck, a decade later. Each of the books 40 pages contained several picture panels with accompanying text underneath. It was a big hit in Europe, and in 1842 a version was printed in the U.S. as a newspaper supplement in New York. As printing technology evolved, allowing publishers to print in large quantities and sell their publications for a nominal cost, humorous illustrations changed as well. In 1859, German poet and artist, Wilhelm Busch published caricatures in the newspaper Fliegende Bltter. In 1865, he published a famous comic called Max und Moritz, which chronicled the escapades of two young boys. In the U.S. the first comic with a regular cast of characters, The Little Bears, created by Jimmy Swinnerton, appeared in 1892 in the San Francisco Examiner. It was printed in color and appeared alongside the weather forecast.à The Yellow Kid Although several cartoon characters appeared in American newspapers in the early 1890s, the strip The Yellow Kid, created by Richard Outcault, is often cited as the first true comic strip. First published in 1895 in the New York World, the color strip was the first to use speech bubbles and a defined series of panels to create comic narratives. Outcaults creation, which followed the antics of a bald, jug-eared street urchin dressed in a yellow gown, quickly became a hit with readers. The success of the Yellow Kid quickly spawned numerous imitators, including the Katzenjammer Kids. In 1912, the New York Evening Journal became the first newspaper to dedicate a whole page to comic strips and single-panel cartoons. Within a decade, long-running cartoons like Gasoline Alley, Popeye, and Little Orphan Annie were appearing in newspapers across the country. By the 1930s, full-color standalone sections dedicated to comics were common. The Golden Age and Beyond The middle part of the 20th century is considered the golden age of newspaper comics as strips proliferated and papers flourished. Detective Dick Tracy debuted in 1931. Brenda Starr the first cartoon strip written by a woman was first published in 1940. Peanuts and Beetle Bailey arrived in 1950. Other popular comics include Doonesbury (1970), Garfield (1978), Bloom County (1980), and Calvin and Hobbes (1985). Today, strips like Zits (1997) and Non Sequitur (2000), as well as classics like Peanuts, continue to entertain newspaper readers. But newspaper circulations have declined precipitously since their peak in 1990, and comic sections have shrunken considerably or disappeared altogether. But while papers have declined, the internet has become a vibrant alternative for cartoons such as Dinosaur Comics and xkcd, introducing a whole new generation to the joys of comics. Sources Gallagher, Brendan. The 25 Best Sunday Comic Strips of All Time. Complex.com. 27 January 2013.Harvey, R.C. Outcault, Goddard, the Comics, and the Yellow Kid. The Comics Journal. 9 June 2016.Jennings, Dana. Old Breakfast Buddies, From Tarzan to Snoopy. The New York Times. 9 January 2014.History of Cartoons and Comics. CartoonMuseum.org. Accessed 8 March 2018.Cartooning: Political. IllustrationHistory.org. Accessed 8 March 2018. anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-63317887697158288632020-03-01T00:34:00.001-08:002020-03-01T00:34:04.405-08:00The Colorful History of Comic Books and Newspaper Cartoon StripsThe Colorful History of Comic Books and Newspaper Cartoon Strips The comic strip has been an essential part of the American newspaper since the first one appeared more than 125 years ago. Newspaper comics, often called the funnies or the funny pages, quickly became a popular form of entertainment. Characters like Charlie Brown, Garfield, Blondie and Dagwood, and others became celebrities in their own right, entertaining generations of people young and old.à Before Newspapers Satirical illustrations, often with a political bent, and caricatures of famous people became popular in Europe in the early 1700s. Printers would sell inexpensive color prints lampooning politicians and issues of the day, and exhibitions of these prints were popular attractions in Great Britain and France. British artistsà William Hogarth (1697-1764) andà George Townshend (1724-1807) were two pioneers of the medium. Comics and illustrations also played an important role in the colonial U.S. In 1754,à Benjamin Franklinà created the first editorial cartoon published in an American newspaper. Franklins cartoon was an illustration of a snake with a severed head and had the printed words Join, or Die. The cartoon was intended to goad the different colonies into joining what was to become the United States. Mass-circulation magazines like Punch in Great Britain, which was founded in 1841, and Harpers Weekly in the U.S., founded in 1857, became famous for their elaborate illustrations and political cartoons. The American illustrator Thomas Nast became famous for his caricatures of politicians and satirical illustrations of contemporary issues like slavery and corruption in New York City. Nast is also credited with inventing the donkey and elephant symbols that represent the Democratic and Republican parties. The First Comics As political caricatures and standalone illustrations became popular in early 18th century Europe, artists sought new ways to satisfy demand. The Swiss artistà Rodolphe Tà ¶pfferà is credited with creating the first multi-panel comic in 1827 and the first illustrated book, The Adventures of Obadiah Oldbuck, a decade later. Each of the books 40 pages contained several picture panels with accompanying text underneath. It was a big hit in Europe, and in 1842 a version was printed in the U.S. as a newspaper supplement in New York. As printing technology evolved, allowing publishers to print in large quantities and sell their publications for a nominal cost, humorous illustrations changed as well. In 1859, German poet and artist, Wilhelm Busch published caricatures in the newspaper Fliegende Bltter. In 1865, he published a famous comic called Max und Moritz, which chronicled the escapades of two young boys. In the U.S. the first comic with a regular cast of characters, The Little Bears, created by Jimmy Swinnerton, appeared in 1892 in the San Francisco Examiner. It was printed in color and appeared alongside the weather forecast.à The Yellow Kid Although several cartoon characters appeared in American newspapers in the early 1890s, the strip The Yellow Kid, created by Richard Outcault, is often cited as the first true comic strip. First published in 1895 in the New York World, the color strip was the first to use speech bubbles and a defined series of panels to create comic narratives. Outcaults creation, which followed the antics of a bald, jug-eared street urchin dressed in a yellow gown, quickly became a hit with readers. The success of the Yellow Kid quickly spawned numerous imitators, including the Katzenjammer Kids. In 1912, the New York Evening Journal became the first newspaper to dedicate a whole page to comic strips and single-panel cartoons. Within a decade, long-running cartoons like Gasoline Alley, Popeye, and Little Orphan Annie were appearing in newspapers across the country. By the 1930s, full-color standalone sections dedicated to comics were common. The Golden Age and Beyond The middle part of the 20th century is considered the golden age of newspaper comics as strips proliferated and papers flourished. Detective Dick Tracy debuted in 1931. Brenda Starr the first cartoon strip written by a woman was first published in 1940. Peanuts and Beetle Bailey arrived in 1950. Other popular comics include Doonesbury (1970), Garfield (1978), Bloom County (1980), and Calvin and Hobbes (1985). Today, strips like Zits (1997) and Non Sequitur (2000), as well as classics like Peanuts, continue to entertain newspaper readers. But newspaper circulations have declined precipitously since their peak in 1990, and comic sections have shrunken considerably or disappeared altogether. But while papers have declined, the internet has become a vibrant alternative for cartoons such as Dinosaur Comics and xkcd, introducing a whole new generation to the joys of comics. Sources Gallagher, Brendan. The 25 Best Sunday Comic Strips of All Time. Complex.com. 27 January 2013.Harvey, R.C. Outcault, Goddard, the Comics, and the Yellow Kid. The Comics Journal. 9 June 2016.Jennings, Dana. Old Breakfast Buddies, From Tarzan to Snoopy. The New York Times. 9 January 2014.History of Cartoons and Comics. CartoonMuseum.org. Accessed 8 March 2018.Cartooning: Political. IllustrationHistory.org. Accessed 8 March 2018. anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-86180106982627947742020-02-13T16:18:00.001-08:002020-02-13T16:18:04.115-08:00Impacts of Taxation on Small and Big Businesses EssayImpacts of Taxation on Small and Big Businesses - Essay Example ne either by an individual who is self-employed in his or her own small business or by a person who owns, manages and is the employee of his or her own business. If the treatment of tax of the income is derived from such activities differs greatly depending on the legal form in which the businesses are conducted, then the system of tax is more likely going to have a strong influence on the ways small and bug businesses are structured. Without any good reasons for favouring one legal form over the other, such distortions ought to be avoided. This will need both the same treatment of income from employment and self-employment within the personal system of tax and a similar treatment of income derived from small business and from small unincorporated business within the whole tax system (Welsh & White 2001, pp.18 ââ¬â 27) . As well as having these variety of legal forms, a second fundamental reason as to why small business do present vital challenges for tax design is that the income derived from the activities of small businesses do reflects a mix of rewards for labour supplied by those who work for the business and returns to the supplied capital by those who invest in the business (Button 2009, pp.389ââ¬â408) . The United Kingdom business community makes a huge contribution to the treasuryââ¬â¢s coffer every fiscal year in terms of tax contribution. In the previous financial year, a total of one hundred and sixty three billion sterling pounds was paid as taxes by the business that are operating in the UK. Breaking the contribution of the business further down shows that, in addition to paying tax on the profits, businesses also contribute. This is based on their roles as the owners of the property, consumer of goods and services, employers and the impact on the environment (Adams et al. 2008, pp.101ââ¬â115) . It is also important to note that businesses contribute to the efficient running of the system of tax and the economy of the country, on top of their direct anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-17867254235907695472020-02-01T10:30:00.001-08:002020-02-01T10:30:03.120-08:00Finance Essay Example | Topics and Well Written Essays - 2250 words - 6Finance - Essay Example Therefore, for those organizations, the cost of capital can be measured through a weighted average method that can be termed as weighted average cost capital. In specific, the execution of cost of capital is due to figure out the hurdle rate that the companies come across with and are supposed to overcome in order to generate earnings. This method is widely exploited during the process of capital budgeting to identify the risk or favorable scenario for the company to proceed with a concerned project (Droms and Wright, 2010, pp. 31-34). From the financerââ¬â¢s standpoint, the investors are looking for respective profit over the companyââ¬â¢s existing securities portfolio, which is used to assess a companys new project, because it is expected return that the investor is anticipated for providing funds, with the lowest rate of return, thereby establishing a benchmark that should be adhered by the new project (Pedell, 2006, pp. 26-31). The main perspective of this assignment is to analyze the cost of capital, which often known as Weighted Average Cost of Capital (WACC) of the chosen organization. The company that has been chosen for the same analysis is Tesco Plc. Tesco Plc is a British based multinational grocery and general merchandise retailer with its headquartering located in England, United Kingdom (UK). Tesco Plc is known as the second largest retailer in the world after the Wall-Mart. The company earned net revenue amounting to à £70.894 billion in the year 2013 with net income amounting to à £124.0 million in the same year. The method which has been used for computing the WACC of the selected company comprises on two different aspects, which are cost of debt and cost of equity. The formula of WACC institutionalized to cumulate cost of debt and cost of equity by applying relevant amount of weights with these elements. The justification of this particular method lies in the fact that this method has the tendency to analyze the cost of capital of the anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-21961299970153510602020-01-24T06:54:00.001-08:002020-01-24T06:54:02.644-08:00The Two Towns of Jasper :: essays research papers Race in America: Is it really such a problem now as it was so many years ago? I think my generation of young adults is reaping the 1st benefits of a ââ¬Å"racist freeâ⬠society, and I put racist free society in quotations because our society may never truly be without some form of racism because I believe that hate for another race or culture is seeded in our youth at a very early age, and that our kids our taught, in a sense, to hate by their parents words, actions, sayings, jokes, beliefs, etc and are made to think that that kind of offensiveness is ok, and thus grow up with that racism growing into racial hatred. à à à à à The clan markings and tattoos these men had tells me that they belong to a ââ¬Å"gangâ⬠or group dedicated to racial hatred. I guarantee you that these men as children had no idea what racism was until someone taught it to them, from there it branched off into their individual view of who is superior and who is not. à à à à à I personally have a lot of friends of different races, but I donââ¬â¢t see them like that. I see them for who they are and what their personality is like, not by color. And I think that society is gradually leaning in that direction as well. Maybe it was because I wasnââ¬â¢t raised to see color like other people do, maybe it has to do with the fact that my family moved around a lot and I made friends with whoever I could, racial issues not being a factor. These are just my view points and others may have a completely different perspective on color and race. But it is very difficult for me to write about some thing such as racism, when to me the term has no meaning except what has been taught to me about what other people say and do. anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-36387900777389128532020-01-16T03:18:00.001-08:002020-01-16T03:18:06.535-08:00The Twilight Saga 3: Eclipse Chapter 25. MIRRORI FORCED MYEYES ââ¬â FROZEN WIDE OPEN WITH SHOCK ââ¬â to move, so that I could not examine too closely the oval object wrapped in tendrils of shivering, fiery hair. Edward was in motion again. Swift and coolly businesslike, he dismembered the headless corpse. I could not go to him ââ¬â I could not make my feet respond; they were bolted to the stone beneath them. But I scrutinized his every action minutely, looking for any evidence that he had been harmed. My heart slowed to a healthier rhythm when I found nothing. He was lithe and graceful as ever. I couldn't even see a tear in his clothes. He did not look at me ââ¬â where I stood frozen to the cliff wall, horrified ââ¬â while he piled the quivering, twitching limbs and then covered them with dry pine needles. He still did not meet my shocked gaze as he darted into the forest after Seth. I didn't have time to recover before both he and Seth were back, Edward with his arms full of Riley. Seth was carrying a large chunk ââ¬â the torso ââ¬â in his mouth. They added their burden to the pile, and Edward pulled a silver rectangle from his pocket. He flipped open the butane lighter and held the flame to the dry tinder. It caught at once; long tongues of orange fire licked rapidly across the pyre. ââ¬Å"Get every piece,â⬠Edward said in a low aside to Seth. Together, the vampire and the werewolf scoured the campsite, occasionally tossing small lumps of white stone into the blaze. Seth handled the pieces with his teeth. My brain wasn't working well enough for me to understand why he didn't change back to a form with hands. Edward kept his eyes on his work. And then they were done, and the raging fire was sending a pillar of choking purple toward the sky. The thick smoke curled up slowly, looking more solid than it should; it smelled like burning incense, and the scent was uncomfortable. It was heavy, too strong. Seth made that snickering sound again, deep in his chest. A smile flickered across Edward's tense face. Edward stretched out his arm, his hand curled into a fist. Seth grinned, revealing the long row of dagger teeth, and bumped his nose against Edward's hand. ââ¬Å"Nice teamwork,â⬠Edward murmured. Seth coughed a laugh. Then Edward took a deep breath, and turned slowly to face me. I did not understand his expression. His eyes were as wary as if I were another enemy ââ¬â more than wary, they were afraid. Yet he'd shown no fear at all when he'd faced Victoria and Riley. . . . My mind was stuck, stunned and useless as my body. I stared at him, bewildered. ââ¬Å"Bella, love,â⬠he said in his softest tone, walking toward me with exaggerated slowness, his hands held up, palms forward. Dazed as I was, it reminded me oddly of a suspect approaching a policeman, showing that he wasn't armed. . . . ââ¬Å"Bella, can you drop the rock, please? Carefully. Don't hurt yourself.â⬠I'd forgotten all about my crude weapon, though I realized now that I was grasping it so hard that my knuckle was screaming in protest. Was it rebroken? Carlisle would put me in a cast for sure this time. Edward hesitated a few feet from me, his hands still in the air, his eyes still fearful. It took me a few long seconds to remember how to move my fingers. Then the rock clattered to the ground, while my hand stayed frozen in the same position. Edward relaxed slightly when my hands were empty, but came no closer. ââ¬Å"You don't have to be afraid, Bella,â⬠Edward murmured. ââ¬Å"You're safe. I won't hurt you.â⬠The mystifying promise only confused me further. I stared at him like an imbecile, trying to understand. ââ¬Å"It's going to be all right, Bella. I know you're frightened now, but it's over. No one is going to hurt you. I won't touch you. I won't hurt you,â⬠he said again. My eyes blinked furiously, and I found my voice. ââ¬Å"Why do you keep saying that?â⬠I took an unsteady step toward him, and he leaned away from my advance. ââ¬Å"What's wrong?â⬠I whispered. ââ¬Å"What do you mean?â⬠ââ¬Å"Are you . . .â⬠His golden eyes were suddenly as confused as I felt. ââ¬Å"Aren't you afraid of me?â⬠ââ¬Å"Afraid of you? Why?â⬠I staggered forward another step, and then tripped over something ââ¬â my own feet probably. Edward caught me, and I buried my face in his chest and started to sob. ââ¬Å"Bella, Bella, I'm so sorry. It's over, it's over.â⬠ââ¬Å"I'm fine,â⬠I gasped. ââ¬Å"I'm okay. I'm just. Freaking out. Give me. A minute.â⬠His arms tightened around me. ââ¬Å"I'm so sorry,â⬠he murmured again and again. I clung to him until I could breathe, and then I was kissing him ââ¬â his chest, his shoulder, his neck ââ¬â every part of him that I could reach. Slowly, my brain started to work again. ââ¬Å"Are you okay?â⬠I demanded between kisses. ââ¬Å"Did she hurt you at all?â⬠ââ¬Å"I am absolutely fine,â⬠he promised, burying his face in my hair. ââ¬Å"Seth?â⬠Edward chuckled. ââ¬Å"More than fine. Very pleased with himself, in fact.â⬠ââ¬Å"The others? Alice, Esme? The wolves? ââ¬Å"All fine. It's over there, too. It went just as smoothly as I promised. We got the worst of it here.â⬠I let myself absorb that for a moment, let it sink in and settle in my head. My family and my friends were safe. Victoria was never coming after me again. It was over. We were all going to be fine. But I couldn't completely take in the good news while I was still so confused. ââ¬Å"Tell me why,â⬠I insisted. ââ¬Å"Why did you think I would be afraid of you?â⬠ââ¬Å"I'm sorry,â⬠he said, apologizing yet again ââ¬â for what? I had no idea. ââ¬Å"So sorry. I didn't want you to see that. See me like that. I know I must have terrified you.â⬠I had to think about that for another minute, about the hesitant way he'd approached me, his hands in the air. Like I was going to run if he moved too fast. . . . ââ¬Å"Seriously?â⬠I finally asked. ââ¬Å"You . . . what? Thought you'd scared me off?â⬠I snorted. Snorting was good; a voice couldn't tremble or break during a snort. It sounded impressively offhand. He put his hand under my chin and tilted my head back to read my face. ââ¬Å"Bella, I justâ⬠ââ¬â he hesitated and then forced the words out ââ¬â ââ¬Å"I just beheaded and dismembered a sentient creature not twenty yards from you. That doesn't bother you?â⬠He frowned at me. I shrugged. Shrugging was good, too. Very blas. ââ¬Å"Not really. I was only afraid that you and Seth were going to get hurt. I wanted to help, but there's only so much I can do. . . .â⬠His suddenly livid expression made my voice fade out. ââ¬Å"Yes,â⬠he said, his tone clipped. ââ¬Å"Your little stunt with the rock. You know that you nearly gave me a heart attack? Not the easiest thing to do, that.â⬠His furious glower made it hard to answer. ââ¬Å"I wanted to help . . . Seth was hurt. . . .â⬠ââ¬Å"Seth was only feigning that he was hurt, Bella. It was a trick. And then you . . . !â⬠He shook his head, unable to finish. ââ¬Å"Seth couldn't see what you were doing, so I had to step in. Seth's a bit disgruntled that he can't claim a single-handed defeat now.â⬠ââ¬Å"Seth was . . . faking?â⬠Edward nodded sternly. ââ¬Å"Oh.â⬠We both looked at Seth, who was studiously ignoring us, watching the flames. Smugness radiated from every hair in his fur. ââ¬Å"Well, I didn't know that,â⬠I said, on the offense now. ââ¬Å"And it's not easy being the only helpless person around. Just you wait till I'm a vampire! I'm not going to be sitting on the sidelines next time.â⬠A dozen emotions flitted across his face before he settled on being amused. ââ¬Å"Next time? Did you anticipate another war soon?â⬠ââ¬Å"With my luck? Who knows?â⬠He rolled his eyes, but I could see that he was flying ââ¬â the relief was making us both lightheaded. It was over. Or . . . was it? ââ¬Å"Hold on. Didn't you say something before ââ¬â ?â⬠I flinched, remembering what exactly it had been before ââ¬â what was I going to say to Jacob? My splintered heart throbbed out a painful, aching beat. It was hard to believe, almost impossible, but the hardest part of this day was not behind me ââ¬â and then I soldiered on. ââ¬Å"About a complication? And Alice, needing to nail down the schedule for Sam. You said it was going to be close. What was going to be close?â⬠Edward's eyes flickered back to Seth, and they exchanged a loaded glance. ââ¬Å"Well?â⬠I asked. ââ¬Å"It's nothing, really,â⬠Edward said quickly. ââ¬Å"But we do need to be on our way. . . .â⬠He started to pull me into place on his back, but I stiffened and drew away. ââ¬Å"Define nothing.â⬠Edward took my face between his palms. ââ¬Å"We only have a minute, so don't panic, all right? I told you that you had no reason to be afraid. Trust me on that, please?â⬠I nodded, trying to hide the sudden terror ââ¬â how much more could I handle before I collapsed? ââ¬Å"No reason to be afraid. Got it.â⬠He pursed his lips for a second, deciding what to say. And then he glanced abruptly at Seth, as if the wolf had called him. ââ¬Å"What's she doing?â⬠Edward asked. Seth whined; it was an anxious, uneasy sound. It made the hair on the back of my neck rise. Everything was dead silent for one endless second. And then Edward gasped, ââ¬Å"No!â⬠and one of his hands flew out as if to grab something that I couldn't see. ââ¬Å"Don't -!â⬠A spasm rocked through Seth's body, and a howl, blistering with agony, ripped from his lungs. Edward fell to his knees at the exact same moment, gripping the sides of his head with two hands, his face furrowed in pain. I screamed once in bewildered terror, and dropped to my knees beside him. Stupidly, I tried to pull his hands from his face; my palms, clammy with sweat, slid off his marble skin. ââ¬Å"Edward! Edward!â⬠His eyes focused on me; with obvious effort, he pulled his clenched teeth apart. ââ¬Å"It's okay. We're going to be fine. It's -â⬠He broke off, and winced again. ââ¬Å"What's happening?â⬠I cried out while Seth howled in anguish. ââ¬Å"We're fine. We're going to be okay,â⬠Edward gasped. ââ¬Å"Sam ââ¬â help him -ââ¬Å" And I realized in that instant, when he said Sam's name, that he was not speaking of himself and Seth. No unseen force was attacking them. This time, the crisis was not here. He was using the pack plural. I'd burned through all my adrenaline. My body had nothing left. I sagged, and Edward caught me before I could hit the rocks. He sprang to his feet, me in his arms. ââ¬Å"Seth!â⬠Edward shouted. Seth was crouched, still tensed in agony, looking as if he meant to launch himself into the forest. ââ¬Å"No!â⬠Edward ordered. ââ¬Å"You go straight home. Now. As fast as you can!â⬠Seth whimpered, shaking his great head from side to side. ââ¬Å"Seth. Trust me.â⬠The huge wolf stared into Edward's agonized eyes for one long second, and then he straightened up and flew into the trees, disappearing like a ghost. Edward cradled me tightly against his chest, and then we were also hurtling through the shadowy forest, taking a different path than the wolf. ââ¬Å"Edward.â⬠I fought to force the words through my constricted throat. ââ¬Å"What happened, Edward? What happened to Sam? Where are we going? What's happening?â⬠ââ¬Å"We have to go back to the clearing,â⬠he told me in a low voice. ââ¬Å"We knew there was a good probability of this happening. Earlier this morning, Alice saw it and passed it through Sam to Seth. The Volturi decided it was time to intercede.â⬠The Volturi. Too much. My mind refused to make sense of the words, pretended it couldn't understand. The trees jolted past us. He was running downhill so fast that it felt as if we were plummeting, falling out of control. ââ¬Å"Don't panic. They aren't coming for us. It's just the normal contingent of the guard that usually cleans up this kind of mess. Nothing momentous, they're merely doing their job. Of course, they seem to have timed their arrival very carefully. Which leads me to believe that no one in Italy would mourn if these newborns had reduced the size of the Cullen family.â⬠The words came through his teeth, hard and bleak. ââ¬Å"I'll know for sure what they were thinking when they get to the clearing.â⬠ââ¬Å"Is that why we're going back?â⬠I whispered. Could I handle this? Images of flowing black robes crept into my unwilling mind, and I flinched away from them. I was close to a breaking point. ââ¬Å"It's part of the reason. Mostly, it will be safer for us to present a united front at this point. They have no reason to harass us, but . . . Jane's with them. If she thought we were alone somewhere away from the others, it might tempt her. Like Victoria, Jane will probably guess that I'm with you. Demetri, of course, is with her. He could find me, if Jane asked him to.â⬠I didn't want to think that name. I didn't want to see that blindingly exquisite, childlike face in my head. A strange sound came out of my throat. ââ¬Å"Shh, Bella, shh. It's all going to be fine. Alice can see that.â⬠Alice could see? But . . . then where were the wolves? Where was the pack? ââ¬Å"The pack?â⬠ââ¬Å"They had to leave quickly. The Volturi do not honor truces with werewolves.â⬠I could hear my breathing get faster, but I couldn't control it. I started to gasp. ââ¬Å"I swear they will be fine,â⬠Edward promised me. ââ¬Å"The Volturi won't recognize the scent ââ¬â they won't realize the wolves are here; this isn't a species they are familiar with. The pack will be fine.â⬠I couldn't process his explanation. My concentration was ripped to shreds by my fears. We're going to be fine, he had said before . . . and Seth, howling in agony . . . Edward had avoided my first question, distracted me with the Volturi. . . . I was very close to the edge ââ¬â just clinging by my fingertips. The trees were a racing blur that flowed around him like jade waters. ââ¬Å"What happened?â⬠I whispered again. ââ¬Å"Before. When Seth was howling? When you were hurt?â⬠Edward hesitated. ââ¬Å"Edward! Tell me!â⬠ââ¬Å"It was all over,â⬠he whispered. I could barely hear him over the wind his speed created. ââ¬Å"The wolves didn't count their half . . . they thought they had them all. Of course, Alice couldn't see. . . .â⬠ââ¬Å"What happened?!â⬠ââ¬Å"One of the newborns was hiding. . . . Leah found him ââ¬â she was being stupid, cocky, trying to prove something. She engaged him alone. . . .â⬠ââ¬Å"Leah,â⬠I repeated, and I was too weak to feel shame for the relief that flooded through me. ââ¬Å"Is she going to be okay?â⬠ââ¬Å"Leah wasn't hurt,â⬠Edward mumbled. I stared at him for a long second. Sam ââ¬â help him ââ¬â Edward had gasped. Him, not her. ââ¬Å"We're almost there,â⬠Edward said, and he stared at a fixed point in the sky. Automatically, my eyes followed his. There was a dark purple cloud hanging low over the trees. A cloud? But it was so abnormally sunny. . . . No, not a cloud ââ¬â I recognized the thick column of smoke, just like the one at our campsite. ââ¬Å"Edward,â⬠I said, my voice nearly inaudible. ââ¬Å"Edward, someone got hurt.â⬠I'd heard Seth's agony, seen the torture in Edward's face. ââ¬Å"Yes,â⬠he whispered. ââ¬Å"Who?â⬠I asked, though, of course, I already knew the answer. Of course I did. Of course. The trees were slowing around us as we came to our destination. It took him a long moment to answer me. ââ¬Å"Jacob,â⬠he said. I was able to nod once. ââ¬Å"Of course,â⬠I whispered. And then I slipped off the edge I was clinging to inside my head. Everything went black. I was first aware of the cool hands touching me. More than one pair of hands. Arms holding me, a palm curved to fit my cheek, fingers stroking my forehead, and more fingers pressed lightly into my wrist. Then I was aware of the voices. They were just ahumming at first, and then they grew in volume and clarity like someone was turning up a radio. ââ¬Å"Carlisle ââ¬â it's been five minutes.â⬠Edward's voice, anxious. ââ¬Å"She'll come around when she's ready, Edward.â⬠Carlisle's voice, always calm and sure. ââ¬Å"She's had too much to deal with today. Let her mind protect itself.â⬠But my mind was not protected. It was trapped in the knowledge that had not left me, even in unconsciousness ââ¬â the pain that was part of the blackness. I felt totally disconnected from my body. Like I was caged in some small corner of my head, no longer at the controls. But I couldn't do anything about it. I couldn't think. The agony was too strong for that. There was no escape from it. Jacob. Jacob. No, no, no, no, no . . . ââ¬Å"Alice, how long do we have?â⬠Edward demanded, his voice still tense; Carlisle's soothing words had not helped. From farther away, Alice's voice. It was brightly chipper. ââ¬Å"Another five minutes. And Bella will open her eyes in thirty-seven seconds. I wouldn't doubt that she can hear us now.â⬠ââ¬Å"Bella, honey?â⬠This was Esme's soft, comforting voice. ââ¬Å"Can you hear me? You're safe now, dear.â⬠Yes, I was safe. Did that really matter? Then cool lips were at my ear, and Edward was speaking the words that allowed me to escape from the torture that had me caged inside my own head. ââ¬Å"He's going to live, Bella. Jacob Black is healing as I speak. He'll be fine.â⬠As the pain and dread eased, I found my way back to my body. My eyelids fluttered. ââ¬Å"Oh, Bella,â⬠Edward sighed in relief, and his lips touched mine. ââ¬Å"Edward,â⬠I whispered. ââ¬Å"Yes, I'm here.â⬠I got my lids to open, and I stared into warm gold. ââ¬Å"Jacob is okay?â⬠I asked. ââ¬Å"Yes,â⬠he promised. I watched his eyes carefully for some sign that he was placating me, but they were perfectly clear. ââ¬Å"I examined him myself,â⬠Carlisle said then; I turned my head to find his face, only a few feet away. Carlisle's expression was serious and reassuring at the same time. It was impossible to doubt him. ââ¬Å"His life is not in any danger. He was healing at an incredible rate, though his injuries were extensive enough that it will still be a few days before he is back to normal, even if the rate of repair holds steady. As soon as we're done here, I will do what I can to help him. Sam is trying to get him to phase back to his human form. That will make treating him easier.â⬠Carlisle smiled slightly. ââ¬Å"I've never been to veterinarian school.â⬠ââ¬Å"What happened to him?â⬠I whispered. ââ¬Å"How bad are his injuries?â⬠Carlisle's face was serious again. ââ¬Å"Another wolf was in trouble -ââ¬Å" ââ¬Å"Leah,â⬠I breathed. ââ¬Å"Yes. He knocked her out of the way, but he didn't have time to defend himself. The newborn got his arms around him. Most of the bones on the right half of his body were shattered.â⬠I flinched. ââ¬Å"Sam and Paul got there in time. He was already improving when they took him back to La Push.â⬠ââ¬Å"He'll be back to normal?â⬠I asked. ââ¬Å"Yes, Bella. He won't have any permanent damage.â⬠I took a deep breath. ââ¬Å"Three minutes,â⬠Alice said quietly. I struggled, trying to get vertical. Edward realized what I was doing and helped me to my feet. I stared at the scene in front of me. The Cullens stood in a loose semicircle around the bonfire. There were hardly any flames visible, just the thick, purple-black smoke, hovering like a disease against the bright grass. Jasper stood closest to the solid- seeming haze, in its shadow so that his skin did not glitter brilliantly in the sun the way the others did. He had his back to me, his shoulders tense, his arms slightly extended. There was something there, in his shadow. Something he crouched over with wary intensity. . . . I was too numb to feel more than a mild shock when I realized what it was. There were eight vampires in the clearing. The girl was curled into a small ball beside the flames, her arms wrapped around her legs. She was very young. Younger than me ââ¬â she looked maybe fifteen, dark-haired and slight. Her eyes were focused on me, and the irises were a shocking, brilliant red. Much brighter than Riley's, almost glowing. They wheeled wildly, out of control. Edward saw my bewildered expression. ââ¬Å"She surrendered,â⬠he told me quietly. ââ¬Å"That's one I've never seen before. Only Carlisle would think of offering. Jasper doesn't approve.â⬠I couldn't tear my gaze away from the scene beside the fire. Jasper was rubbing absently at his left forearm. ââ¬Å"Is Jasper all right?â⬠I whispered. ââ¬Å"He's fine. The venom stings.â⬠ââ¬Å"He was bitten?â⬠I asked, horrified. ââ¬Å"He was trying to be everywhere at once. Trying to make sure Alice had nothing to do, actually.â⬠Edward shook his head. ââ¬Å"Alice doesn't need anyone's help.â⬠Alice grimaced toward her true love. ââ¬Å"Overprotective fool.â⬠The young female suddenly threw her head back like an animal and wailed shrilly. Jasper growled at her and she cringed back, but her fingers dug into the ground like claws and her head whipped back and forth in anguish. Jasper took a step toward her, slipping deeper into his crouch. Edward moved with overdone casualness, turning our bodies so that he was between the girl and me. I peeked around his arm to watch the thrashing girl and Jasper. Carlisle was at Jasper's side in an instant. He put a restraining hand on his most recent son's arm. ââ¬Å"Have you changed your mind, young one?â⬠Carlisle asked, calm as ever. ââ¬Å"We don't want to destroy you, but we will if you can't control yourself.â⬠ââ¬Å"How can you stand it?â⬠the girl groaned in a high, clear voice. ââ¬Å"I want her.â⬠Her bright crimson irises focused on Edward, through him, beyond him to me, and her nails ripped through the hard soil again. ââ¬Å"You must stand it,â⬠Carlisle told her gravely. ââ¬Å"You must exercise control. It is possible, and it is the only thing that will save you now.â⬠The girl clutched her dirt-encrusted hands around her head, yowling quietly. ââ¬Å"Shouldn't we move away from her?â⬠I whispered, tugging on Edward's arm. The girl's lips pulled back over her teeth when she heard my voice, her expression one of torment. ââ¬Å"We have to stay here,â⬠Edward murmured. ââ¬Å"They are coming to the north end of the clearing now.â⬠My heart burst into a sprint as I scanned the clearing, but I couldn't see anything past the thick pall of smoke. After a second of fruitless searching, my gaze crept back to the young female vampire. She was still watching me, her eyes half-mad. I met the girl's stare for a long moment. Chin-length dark hair framed her face, which was alabaster pale. It was hard to tell if her features were beautiful, twisted as they were by rage and thirst. The feral red eyes were dominant ââ¬â hard to look away from. She glared at me viciously, shuddering and writhing every few seconds. I stared at her, mesmerized, wondering if I were looking into a mirror of my future. Then Carlisle and Jasper began to back toward the rest of us. Emmett, Rosalie, and Esme all converged hastily around where Edward stood with Alice and me. A united front, as Edward had said, with me at the heart, in the safest place. I tore my attention away from the wild girl to search for the approaching monsters. There was stillnothing to see. I glanced at Edward, and his eyes were locked straight ahead. I tried to follow his gaze, but there was only the smoke ââ¬â dense, oily smoke twisting low to the ground, rising lazily, undulating against the grass. It billowed forward, darker in the middle. ââ¬Å"Hmm,â⬠a dead voice murmured from the mist. I recognized the apathy at once. ââ¬Å"Welcome, Jane.â⬠Edward's tone was coolly courteous. The dark shapes came closer, separating themselves from the haze, solidifying. I knew it would be Jane in the front ââ¬â the darkest cloak, almost black, and the smallest figure by more than two feet. I could just barely make out Jane's angelic features in the shade of the cowl. The four gray-shrouded figures hulking behind her were also somewhat familiar. I was sure I recognized the biggest one, and while I stared, trying to confirm my suspicion, Felix looked up. He let his hood fall back slightly so that I could see him wink at me and smile. Edward was very still at my side, tightly in control. Jane's gaze moved slowly across the luminous faces of the Cullens and then touched on the newborn girl beside the fire; the newborn had her head in her hands again. ââ¬Å"I don't understand.â⬠Jane's voice was toneless, but not quite as uninterested as before. ââ¬Å"She has surrendered,â⬠Edward explained, answering the confusion in her mind. Jane's dark eyes flashed to his face. ââ¬Å"Surrendered?â⬠Felix and another shadow exchanged a quick glance. Edward shrugged. ââ¬Å"Carlisle gave her the option.â⬠ââ¬Å"There are no options for those who break the rules,â⬠Jane said flatly. Carlisle spoke then, his voice mild. ââ¬Å"That's in your hands. As long as she was willing to halt her attack on us, I saw no need to destroy her. She was never taught.â⬠ââ¬Å"That is irrelevant,â⬠Jane insisted. ââ¬Å"As you wish.â⬠Jane stared at Carlisle in consternation. She shook her head infinitesimally, and then composed her features. ââ¬Å"Aro hoped that we would get far enough west to see you, Carlisle. He sends his regards.â⬠Carlisle nodded. ââ¬Å"I would appreciate it if you would convey mine to him.â⬠ââ¬Å"Of course.â⬠Jane smiled. Her face was almost too lovely when it was animated. She looked back toward the smoke. ââ¬Å"It appears that you've done our work for us today . . . for the most part.â⬠Her eyes flickered to the hostage. ââ¬Å"Just out of professional curiosity, how many were there? They left quite a wake of destruction in Seattle.â⬠ââ¬Å"Eighteen, including this one,â⬠Carlisle answered. Jane's eyes widened, and she looked at the fire again, seeming to reassess the size of it. Felix and the other shadow exchanged a longer glance. ââ¬Å"Eighteen?â⬠she repeated, her voice sounding unsure for the first time. ââ¬Å"All brand-new,â⬠Carlisle said dismissively. ââ¬Å"They were unskilled.â⬠ââ¬Å"All?â⬠Her voice turned sharp. ââ¬Å"Then who was their creator?â⬠ââ¬Å"Her name was Victoria,â⬠Edward answered, no emotion in his voice. ââ¬Å"Was?â⬠Jane asked. Edward inclined his head toward the eastern forest. Jane's eyes snapped up and focused on something far in the distance. The other pillar of smoke? I didn't look away to check. Jane stared to the east for a long moment, and then examined the closer bonfire again. ââ¬Å"This Victoria ââ¬â she was in addition to the eighteen here?â⬠ââ¬Å"Yes. She had only one other with her. He was not as young as this one here, but no older than a year.â⬠ââ¬Å"Twenty,â⬠Jane breathed. ââ¬Å"Who dealt with the creator?â⬠ââ¬Å"I did,â⬠Edward told her. Jane's eyes narrowed, and she turned to the girl beside the fire. ââ¬Å"You there,â⬠she said, her dead voice harsher than before. ââ¬Å"Your name.â⬠The newborn shot a baleful glare at Jane, her lips pressed tightly together. Jane smiled back angelically. The newborn girl's answering scream was ear-piercing; her body arched stiffly into a distorted, unnatural position. I looked away, fighting the urge to cover my ears. I gritted my teeth, hoping to control my stomach. The screaming intensified. I tried to concentrate on Edward's face, smooth and unemotional, but that made me remember when it had been Edward under Jane's torturing gaze, and I felt sicker. I looked at Alice instead, and Esme next to her. Their faces were as empty as his. Finally, it was quiet. ââ¬Å"Your name,â⬠Jane said again, her voice inflectionless. ââ¬Å"Bree,â⬠the girl gasped. Jane smiled, and the girl shrieked again. I held my breath until the sound of her agony stopped. ââ¬Å"She'll tell you anything you want to know,â⬠Edward said through his teeth. ââ¬Å"You don't have to do that.â⬠Jane looked up, sudden humor in her usually dead eyes. ââ¬Å"Oh, I know,â⬠she said to Edward, grinning at him before she turned back to the young vampire, Bree. ââ¬Å"Bree,â⬠Jane said, her voice cold again. ââ¬Å"Is his story true? Were there twenty of you?â⬠The girl lay panting, the side of her face pressed against the earth. She spoke quickly. ââ¬Å"Nineteen or twenty, maybe more, I don't know!â⬠She cringed, terrified that her ignorance might bring on another round of torture. ââ¬Å"Sara and the one whose name I don't know got in a fight on the way. . . .â⬠ââ¬Å"And this Victoria ââ¬â did she create you?â⬠ââ¬Å"I don't know,â⬠she said, flinching again. ââ¬Å"Riley never said her name. I didn't see that night . . . it was so dark, and it hurt. . . .â⬠Bree shuddered. ââ¬Å"He didn't want us to be able to think of her. He said that our thoughts weren't safe. . . .â⬠Jane's eyes flickered to Edward, and then back to the girl. Victoria had planned this well. If she hadn't followed Edward, there would have been no way to know for certain that she was involved. . . . ââ¬Å"Tell me about Riley,â⬠Jane said. ââ¬Å"Why did he bring you here?â⬠ââ¬Å"Riley told us that we had to destroy the strange yellow-eyes here,â⬠Bree babbled quickly and willingly. ââ¬Å"He said it would be easy. He said that the city was theirs, and they were coming to get us. He said once they were gone, all the blood would be ours. He gave us her scent.â⬠Bree lifted one hand and stabbed a finger in my direction. ââ¬Å"He said we would know that we had the right coven, because she would be with them. He said whoever got to her first could have her.â⬠I heard Edward's jaw flex beside me. ââ¬Å"It looks like Riley was wrong about the easy part,â⬠Jane noted. Bree nodded, seeming relieved that the conversation had taken this non-painful course. She sat up carefully. ââ¬Å"I don't know what happened. We split up, but the others never came. And Riley left us, and he didn't come to help like he promised. And then it was so confusing, and everybody was in pieces.â⬠She shuddered again. ââ¬Å"I was afraid. I wanted to run away. That oneâ⬠ââ¬â she looked at Carlisle ââ¬â ââ¬Å"said they wouldn't hurt me if I stopped fighting.â⬠ââ¬Å"Ah, but that wasn't his gift to offer, young one,â⬠Jane murmured, her voice oddly gentle now. ââ¬Å"Broken rules demand a consequence.â⬠Bree stared at her, not comprehending. Jane looked at Carlisle. ââ¬Å"Are you sure you got all of them? The other half that split off?â⬠Carlisle's face was very smooth as he nodded. ââ¬Å"We split up, too.â⬠Jane half-smiled. ââ¬Å"I can't deny that I'm impressed.â⬠The big shadows behind her murmured in agreement. ââ¬Å"I've never seen a coven escape this magnitude of offensive intact. Do you know what was behind it? It seems like extreme behavior, considering the way you live here. And why was the girl the key?â⬠Her eyes rested unwilling on me for one short second. I shivered. ââ¬Å"Victoria held a grudge against Bella,â⬠Edward told her, his voice impassive. Jane laughed ââ¬â the sound was golden, the bubbling laugh of a happy child. ââ¬Å"This one seems to bring out bizarrely strong reactions in our kind,â⬠she observed, smiling directly at me, her face beatific. Edward stiffened. I looked at him in time to see his face turning away, back to Jane. ââ¬Å"Would you please not do that?â⬠he asked in a tight voice. Jane laughed again lightly. ââ¬Å"Just checking. No harm done, apparently.â⬠I shivered, deeply grateful that the strange glitch in my system ââ¬â which had protected me from Jane the last time we'd met ââ¬â was still in effect. Edward's arm tightened around me. ââ¬Å"Well, it appears that there's not much left for us to do. Odd,â⬠Jane said, apathy creeping back into her voice. ââ¬Å"We're not used to being rendered unnecessary. It's too bad we missed the fight. It sounds like it would have been entertaining to watch.â⬠ââ¬Å"Yes,â⬠Edward answered her quickly, his voice sharp. ââ¬Å"And you were so close. It's a shame you didn't arrive just a half hour earlier. Perhaps then you could have fulfilled your purpose here.â⬠Jane met Edward's glare with unwavering eyes. ââ¬Å"Yes. Quite a pity how things turned out, isn't it?â⬠Edward nodded once to himself, his suspicions confirmed. Jane turned to look at the newborn Bree again, her face completely bored. ââ¬Å"Felix?â⬠she drawled. ââ¬Å"Wait,â⬠Edward interjected. Jane raised one eyebrow, but Edward was staring at Carlisle while he spoke in an urgent voice. ââ¬Å"We could explain the rules to the young one. She doesn't seem unwilling to learn. She didn't know what she was doing.â⬠ââ¬Å"Of course,â⬠Carlisle answered. ââ¬Å"We would certainly be prepared to take responsibility for Bree.â⬠Jane's expression was torn between amusement and disbelief. ââ¬Å"We don't make exceptions,â⬠she said. ââ¬Å"And we don't give second chances. It's bad for our reputation. Which reminds me . . .â⬠Suddenly, her eyes were on me again, and her cherubic face dimpled. ââ¬Å"Caius will be so interested to hear that you're still human, Bella. Perhaps he'll decide to visit.â⬠ââ¬Å"The date is set,â⬠Alice told Jane, speaking for the first time. ââ¬Å"Perhaps we'll come to visit you in a few months.â⬠Jane's smile faded, and she shrugged indifferently, never looking at Alice. She turned to face Carlisle. ââ¬Å"It was nice to meet you, Carlisle ââ¬â I'd thought Aro was exaggerating. Well, until we meet again . . .â⬠Carlisle nodded, his expression pained. ââ¬Å"Take care of that, Felix,â⬠Jane said, nodding toward Bree, her voice dripping boredom. ââ¬Å"I want to go home.â⬠ââ¬Å"Don't watch,â⬠Edward whispered in my ear. I was only too eager to follow his instruction. I'd seen more than enough for one day ââ¬â more than enough for one lifetime. I squeezed my eyes tightly together and turned my face into Edward's chest. But I could still hear. There was a deep, rumbling growl, and then a high-pitched keen that was horribly familiar. That sound cut off quickly, and then the only sound was a sickening crunching and snapping. Edward's hand rubbed anxiously against my shoulders. ââ¬Å"Come,â⬠Jane said, and I looked up in time to see the backs of the tall gray cloaks drifting away toward the curling smoke. The incense smell was strong again ââ¬â fresh. The gray cloaks disappeared into the thick mist. anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-11177580341019877802020-01-07T23:41:00.001-08:002020-01-07T23:41:04.004-08:00Population Problem in Bangladesh - 14871 Words The Bangladeshi English Essay Book An Analysis by Robin Upton, January 22nd 2006 Public Domain under (cc) http://creativecommons.org/licenses/by-nc-sa/2.0 Jan 2006 - Robin Upton - http:// www.RobinUpton.com/research Contents Purpose........................................................................................................... 1 Introduction to Essay Books .......................................................................... 1 Impact of Essay Books ................................................................................... 2 Inaccuracy ...................................................................................................... 4 Grandiloquence/bombast (long words)â⬠¦show more contentâ⬠¦The low quality, mass produced nature of most Bangladeshi Essay books does at least warn the reader of the devalued and deadened the material they contain. Nevertheless, parents, teachers and publishers alike encourage students to learn these essays by rote, especially for examinations. Bangladeshi English exams typically ask for an essay of at least 200 words on one of the standard essay book titles. For students with a natural aversion to rote learning, books have a variety of ot her strategies to encourage the use of essays as models. One such is to present questions and answers one below the other, a common feature of Bangladeshi school textbooks: ââ¬Å"Write a paragraph about your idea of a good teacher. Think of a particular teacher you have known. In your paragraph include the following points. ? Kescribe some of his qualities, ? specially his behaviour with the students, ? his general nature, and ? how he helps the students with their lessons My Idea of a Good Teacher A good teacher is the person who is committed to work for building a nation. I know a good teacher named Mr. N. Haq. His is B.A. B-Ed. He is fond of his young children. An ideal or a good teacher is fond of his young learners and helpful to them in making their lesson interesting and preparing their house work. He always keeps them busy in the class and helps themShow MoreRelatedPopulation Of Bangladesh : Problem Or Opportunity? Essay1187 Words à |à 5 Pages ââ¬Æ' ââ¬Æ' Table of content ââ¬Æ' Population of Bangladesh. Problem or Opportunity? Introduction: Increasing Population is one of the most alarming problem of Bangladesh. Some scientists, foreign donors and social workers believe that, it is one of the main problem of our country. Our country is very small in terms of total area. But the number of people living per square Km is very high. Bangladesh is one of the most densely populated country in the world. We have a very small area of 1,47,570 squareRead MoreThe South East Asian Country Of Bangladesh1237 Words à |à 5 PagesAsian country of Bangladesh has a total population of about 160,996,000 (Bangladesh). When Bangladesh is compared with India, it is evident that considerable progress is being made to improve the health of the people of Bangladesh. Nevertheless, there remain many areas of concern. Some of these concerns are the countries health development and provisions for healthcare delivery. There are differences in the overall health of the citizens of Bangladesh and those of India. In Bangladesh, the annual populationRead MoreInadequate Sanitary Facilities At Dhaka Water And Sewerage Authority ( Dwasa ) Essay1596 Words à |à 7 Pagesin Bangladesh. Dhaka Water and Sewerage Authority (DWASA) can serve only for 15 to 20% of city population. In absence of the sanitation and infrastructural services, 40% having septic tank and soak pit, 15% using pit latrines and 30% using open latrines. The sewage is mostly released into low-lying areas and river water in untreated manner causing great environmental hazards. 4. Arsenic Contamination of Ground Water Arsenic in ground water poses a serious environmental hazard for Bangladesh. AboutRead MoreFood Security of Bangladesh1185 Words à |à 5 Pages Food security is also a difficult issue like this matter. Bangladesh is one of the developing countries of 3rd world and half of its people can not get food twice a day. Though Bangladesh is a agricultural country, still it has to import rice, wheat, oil etc (staple food). Market prices of our daily foods are not stable. Agents are profiting crossing the normal level of price. To stable market government facing various problems now and then. Poor people starve as they can not afford money forRead MoreEssay on SOC 300 WEEK 9 Assignment 2 SOC 3001059 Words à |à 5 Pages From a perilous beginning, Bangladesh has attained notable advancements in economic and social development in about four decades. 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Since ancient times, cities andRead MoreThe Bangladesh Liberation War was a Major Event that Greatly Affected India and Pakistan786 Words à |à 3 PagesThe Bangladesh Liberation War was a major event that left a huge, lasting effect on our world. Starting on March 21, 1971 and lasting one month long, the war became a fight over power and authority. The war affected Pakistan and India greatly. It was first triggered when East and West Pakistan had issues. India became involved in the war when they decided to help East Pakistan. The war affected a great number of people. Just like any war, The Bangladesh Liberation War had many devastating tragedies anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-36185141069347606002019-12-30T20:05:00.001-08:002019-12-30T20:05:02.048-08:00Water Pollution Act ( Clean Water Act ) - 2410 Words Iowa has been working for decades to protect and improve water quality; however, more can be done. Our suggested strategy is to direct efforts to reduce nutrients in surface water from both point and nonpoint sources in a scientific, reasonable, and cost-effective manner. Our proposal is prompted by the 1972 Federal Water Pollution Act (Clean Water Act) as well as the 2008 Gulf Hypoxia Action Plan. Both of these planââ¬â¢s objectives are to restore and maintain the chemical, physical and biological integrity of the nationââ¬â¢s waters by preventing point and nonpoint pollution sources and seek to provide assistance to publicly owned water treatment facilities. The 2008 Gulf Hypoxia Action Plan takes these goals one step further by calling Iowa and other states along the Mississippi River to develop strategies to reduce nutrient loadings to the Gulf of Mexico. Moreover, establishing that there needs to be at least a 45% reduction in total nitrogen, phosphorus, and sediment load s in order for waters to be fishable and swimmable. Our proposal seeks to apply the guidelines in these bills to the Fourmile Creek watershed in Central Iowa in order to make the waters in ââ¬Ëour backyardââ¬â¢ fishable and swimmable once again. Floods are a natural part of Fourmile Creekââ¬â¢s ecology and have been occurring for thousands of years. Although floods periodically occur, in recent yearââ¬â¢s flooding has been extensive and has affected many people living and working in the watershed. The floods of 2008Show MoreRelatedEnvironmental Pollution By Lee And Brenda Lerner1315 Words à |à 6 PagesPollution As our world becomes more industrialized, the outcome is hurting the health of humans and destroying planet Earth. In the article Environmental Pollution written by Lee and Brenda Lerner, it is stated that problems range from disposal of wastes, water management, and burning of fossil fuels (Lerner and Lerner 200). Although industrialization is very important in the world, restrictions and laws need to be made to protect Earth for generations to come. One type of pollution is waterRead MoreDelaware River Pollution And Its Effects1058 Words à |à 5 PagesImagine an Earth devoid of clean rivers with no inland marine life or readily available freshwater. 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However, the greatest causes of water contamination anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-61461348453375474982019-12-22T15:52:00.001-08:002019-12-22T15:52:04.933-08:00Essay about Theoretical Benefits of No Child Left Behind Law Theoretical Benefits of No Child Left Behind Law President Bush signed the No Child Left Behind bill in January of 2002 calling for the country to change the mode of production of children through the educational system. With any major change in any large institution of society, there are going to be advantages and disadvantages. It is important in judging any change by looking at the overall good and bad that is taking place from the change. So as No Child Left Behind is reviewed, it is important to take a look at the motives and ideals placed within the legislation, but to also consider the drawbacks. Title I, Part A, headlined Closing the Achievement Gap for Disadvantaged Students, shows that America has am emphasis on trueâ⬠¦show more contentâ⬠¦And while there is merit to this argument, they are misguided because, on the contrary, Title I states that Schools and districts that have no made adequate yearly progress for one academic year will be identified by the district or state as needing improvement. Immediately after identification, these school will receive assistance to improve performance (Bush 2002). And this is another mark of genius in the NCLB theory. That there exists an opportunity for the 8000 schools that are considered in need of improvement by their states (Writeslaw.com 2002) or the 90% of schools in Tennessee and Texas according to the original formulation of the White Houses determination of a `failing school (Bracey 2003) to receive federal assistance. Of course this puts the school in quite a situation because if they dont show improvement after they receive funds, they will be put in situation where they have to give students the opportunity to switch to a higher performing school or receive supplemental educational services (Bush 2002). This process is justified in the Executive Summary of the NCLB law, the writers point out the `fundamental notion that an enterprise works best when responsibility is placed closest to the most important activity of theShow MoreRelatedThe Causal Effect Of Class Sizes On Educational Outcomes Essay1523 Words à |à 7 PagesRabbinic scholar, requires ââ¬Å"two teachers [to] be appointed [â⬠¦] if there are more than forty [students in a class].â⬠In other words, if a local Israeli school has 39 third-graders, the school only needs one third-grade teacher to comply with Jewish law. 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The three main activities that result in the zero tolerance policy are being caught with drugsRead MoreFunctionalism, Conflict, and Interactionism3181 Words à |à 13 PagesThe ââ¬Å"No Child Left Behindâ⬠Act The Effects of ââ¬Å"No Child Left Behindâ⬠on Special Education and General Education Collaboration Outcomes: A Qualitative Study The ââ¬Å"No Child Left Behindâ⬠Act The Effects of ââ¬Å"No Child Left Behindâ⬠on Special Education and General Education Collaboration Outcomes: A Qualitative Study Introduction The primary aim of this research paper will be to determine how NCLB program impacts special education students, general collaboration and educational outcomes. NCLBRead MoreOverview of Medieval Life1506 Words à |à 6 Pagesfrom a wealthy family. They had a large house constructed from twigs, moss and mud covering approximately 150 sq. Cecilia came from a one-roomed family house, with a fireplace at the center for cooking and warmth. 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As a result investment of individuals in these respects would be essential factors in identifyingRead MoreEssay on Principal Education2752 Words à |à 12 Pages Borba and Olvera (2001) provided a parent summary of the benefits of student-led teacher-parent conferences: students take ownership of their learning; share with teachers the burden of explaining to their parents, if necessary, reasons for poor performance and behavior; all of the childââ¬â¢s teachers are available in one area for private conference, if necessary; parent attendance rates are significantly higher; and students are not left at home wondering exactly what their teachers had to say aboutRead MoreLiterature Review: No Child Left Behind Act and the Americans with Disabilities Act3199 Words à |à 13 PagesLiterature Review: No Child Left Behind Act (NCLB) Americans Disabilities Act (ADA) Introduction Part I No Child Left Behind Act (NCLBA) The No Child Strengths Act was signed into law in 2002. This law ensures that all people including children are given chances to participate in learning activities and procedures laid out by the countrys educational system. The NCLBA is a revolutionary approach of ensuring education for all in the United States of America. The law affirms that the US government anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-42335524576882610952019-12-14T12:22:00.001-08:002019-12-14T12:22:04.160-08:00Battle of the Atlantic Notes Free Essays Battle of the Atlantic The Battle of the Atlantic played a very significant part in World War Two. In World War Two, after the escape atDunkirk and the inspiration of the Battle of Britain, the Battle of the Atlantic was Britainââ¬â¢s next nightmare. The Battle of the Atlantic was ââ¬Å"the only thing that ever frightened me. We will write a custom essay sample on Battle of the Atlantic Notes or any similar topic only for you Order Now â⬠Winston Churchill. As an island Britain needed to bring in a vast amount of food and military equipment to survive the war. The German submarine force (U-boats) severely damaged our ability to survive the war ââ¬â hence Churchillââ¬â¢s quote above when he feared we would be starved out of the war. A great deal of our raw materials came from America and therefore had to cross the Atlantic. In normal times this journey could be hazardous because of the weather but in the war the German submarines lead by Admiral Raeder proved a very real threat. Nazi Germany estimated that they needed to sink 150 merchant ships each month to starve us out. German submarines hunted in what were called wolf-packs. British supply ships crossed in convoys and the ships that brought in our food etc. ere slow and they could barely protect themselves. After leaving America they were reasonably safe while in American water and they were also more safe when they approached British waters as we could give the ships fighter plane cover. It was in the mid-Atlantic that we were at our most vulnerable and where to start with the U-boats could run riot. The Battle of the Atlantic was the longest battle in World War 2, which was fought in period from 1939 until the german defeat in 1945. It started in first days of war in 1939 when allied forces decleared naval blockad to Germany, immediately Germany launched counter attack. Struggles have led the greatest intensity from mid-1940 through to the end of 1943. At first in the fighting participated German Navy ( Kriegsmarine ) and German air forces ( Luftwaffe )that attacked Allied merchant ships and convoys. These convoys, which was often traveling from North America to Britain and the Soviet Union, they initially were protected by the British and Canadian navies and air forces. At the end of 1941 U. S. air and naval forces joined defense of the convoys. In June, 1940. Italian Royal Navy( Regia Marina )joined this fight on the German side. United Kingdom was higly dependent on imported goods, they need more than a million of tons of a various materials per week to be able to deffend against German attacks. The Battle of the Atlantic was war for materials and supply routes, Allies struggled to protect supply routes that provides Britain with goods that were required for making all kind of defenses against German air attacks. The Battle of the Atlantic started at first day of war and lasted for six years. There was more than 1000 single-ship encounters and approximately 100 convoy fights, this battle involved thousands of ships and were fought on more than thousands of square miles of ocean. The ultimate outcome of the battle was the Allied victory and the defeat of Germany,both sides have suffered great losses, Germany lost 783 U-boats and about 28 000 sailors, as well they managed to destroy 3 500 merchant ships and 175 allied warships and about 30 000 allied sailors. War lasted from 3 September 1939 ââ¬â 8 May 1945 (5 years, 8 months and 5 days) â⬠¢Because Britain was an Island it relied heavily on imported goods â⬠¢The Nazis saw this and looked to attack and destroy and ships going into Britain â⬠¢Without supplies Britain would lose the war- Mission of Nazis â⬠¢The Nazi boats would attack in ââ¬Å"wolf packsâ⬠(the U-boats attacked in large ââ¬Ëwolf-packsââ¬â¢ ââ¬â when a U-boat came across a convoy, it would radio its position to a number of other submarines, which would close in on the convoy. Then they would wait until nightfall and make surface attacks in numbers. On 18 October 1940, a pack of 6 Nazi U-boats attacked slow convoy SCââ¬â7, sinking 15 ships in 6 hours. Next day, reinforced by three more U-boats, the pack attacked the 49-ship convoy HX-79, sinking 12 ships in one night) â⬠¢The USA tried to help Britain. In August 1940 the US gave Britain 50 destroyers in exchange for Atlantic naval bases â⬠¢The name ââ¬Å"Battle of the Atlanticâ⬠was coined by Winston Churchill in February 1941. It has been called the ââ¬Å"longest, largest, and most complexâ⬠naval battle in history. â⬠¢The situation changed constantly, with one side or the other gaining advantage, as new weapons, tactics, counter-measures, and equipment were developed by both sides. The Allies gradually gained the upper hand, overcoming German surface raiders by the end of 1942 (withdrawn on Hitlerââ¬â¢s orders) and defeating the U-boats by mid-1943, though losses to U-boats continued to warââ¬â¢s end. Allies won because Eight things helped the Allies to stop the U-boat menace. . The work of the British codebreakers at Bletchley Park in deciphering the German Enigma code was vital in giving the Allied navies the edge in the Battle of the Atlantic. In February 1942, however, the German code was improved, resulting in ââ¬Ëthe Drumbeat crisisââ¬â¢ when shipping losses were their greatest ââ¬â until March 1943, when the German code was again broken. 2. Sonar had been invented before W orld War I, but after 1942 the US Navy Department developed ââ¬Ëconsole sonarââ¬â¢ which could plot accurate bearings using an echo ââ¬Ëpingââ¬â¢. Training of sonar operators was also improved. 3. Radar was improved so that U-boats could even be detected in bad weather. 4. The British developed HF/DF (ââ¬Ëhuff-duffââ¬â¢), whereby U-boatsââ¬â¢ positions could be worked out from their radio transmissions. 5. Six aircraft carriers were sent to patrol the Atlantic, and this extended air cover to the whole route convoys took. 6. Air depth-bombs were developed so that planes could attack U-boats under the water. 7. Weapons called Hedgehog and Squid were developed which allowed attack ships to catapult depth-charges up to 300 yards in front of the ship. 8. The Allies set up hunter-killer groups of ships, including one aircraft carrier with a number of destroyer escorts, to hunt down and sink U-boats. Book Info ââ¬Å"The Battle of the Atlanticâ⬠by Andrew Williams Quotes from book- ââ¬Å"The U-Boatââ¬â¢s chief weapon was a surprise; the undetected rush of a high-explosive torpedoâ⬠ââ¬â Boats werenââ¬â¢t prepared for this new technology of underwater torpedoes. This made U-Boats very effective. ââ¬Å"Before sailing, all U-Boats had been issued with strict orders to operate within the Prize Rules, the international agreements governing the conduct of war at sea. Merchant ships were to be stopped and searched; if found to be carrying enemy cargo they could be sunk, but only after the crew had been safely into the lifeboatsâ⬠ââ¬â Again Submarines were really new, and they couldnââ¬â¢t go by the rules that all the other ships had (Prize Rules), they could blow up a ship with people still inside. How to cite Battle of the Atlantic Notes, Essay examples anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-46623435337826003702019-12-06T08:46:00.001-08:002019-12-06T08:46:02.979-08:00Competitors Analysis Strategic Management Systems Question: Discuss about theCompetitors Analysis for Strategic Management Systems. Answer: Introduction Artz et al. (2012) depicts that every organization intends for the betterment by following a strategic performance measurement systemin their business approach so that better productivity and profitability can be attained. Thus, these organizations often disclose their strategic management systems for proving their competency in the market and upcoming procedures for a better organizational outcome. The primary purpose of this assignment is to discuss the comparison between two organization- Woodside Petroleum Limited (WPL) and National Australia Bank (NAB). WPL is an environmentally sensitive industry; whereas National Australia Bank (NBA) is a non- environmentally sensitive industry and their comparison will be illustrated by comparing their sustainability report (SR). Outline of the Organization Woodside Petroleum Limited (WPL) Woodside Petroleum Limited (WPL) is a petroleum exploration and production company and is an operator of oil and gas production in Australia. The annual revenue of this organization 2015 was AUS $4.496 billion and they are proceeding their business approach with 3000 employees (Woodside.com 2016). Addis (2015) depicts that this organization has exploration, development and operating activities also inUnited States, New Zealand, Republic of Korea, Canada and they also develops some liquefied natural gas projects. National Australia Bank (NAB) On the other hand, National Australia Bank is a financial institute that serves 10 million customers at more than 800 locations in Australia, New Zealand and other places and is considered asone of the four largest financial institutions in Australia regarding market capitalization (Nab.com.au 2016). Dalyand Gebremedhin (2015) mentions that NAB have 35,000 employees, who not only provides excellent financial services to the locals, but they also suggest them the best investment ideas. Their annual revenue in the year 2015 was AUS $20.176billion (Nab.com.au 2016). Multi-Perspective SPMS for Both the Organizations The focus of this report is SPMS public reporting and thus it is crucial for them to illustrate a range of perspectives in addition to financial including business process, staff, health, environment, community and sustainability along with their performance section that comprises ofthe initiatives and actual measurement for supporting their strategic management. Market Performance Woodside Private Limited is the leading oil and gas industry in Australia and delivered annual production of 92.2 MMboe in 2015, which is the second highest annual result (Woodside.com 2016). Their 2P Developed and Undeveloped Reserves is increased to 19.1%, 264.8 MMboe and 2C Contingent Resources is increased by 151%, 2,632 MMboe (Woodside.com 2016). In the year 2014, they have their production rate 9% higher compared to 2013 while Eltaib (2012) argued that in the year 2015, there production reduced to 22%. The prime reason behind this loss is reducing the break-even cash cost of sales to US$11 per boe. The national Australia Bank performs their business approach by marinating their credit risk, operational risk, non-traded market risk and traded market risk. In the year 2014, NABs Common Equity Tier 1 capital has the ratio of 8.63% and in the year 2015, the Common Equity Tier 1 is 10.24% in the month of September (Nab.com.au 2016). Zhang et al. (2013) defines that there is more risk for the financial institution and the concerned organization takes required management approach for the managing the financial risk with the support of Principal Board Risk Committee (PBRC) and Group-wide Risk Management Framework (RMF). This risk assessment comprises of the first line risk management that highlights the responsibility of owning managing the risk and the second line emphasizes on risk assessment regarding financial crisis and depletion. Moreover, in the third stage, internal audit is the major concern that is responsible for the independent assurance. Corporate Responsibility Obtained from the organizations website Woodside.com 2016, Woodside Private Limited achieved 37% and 10% improvement in personal safety performance for the year 2014 and 2015 respectively. In 2014, Woodside has a zero-tolerance approach to fraud and they also have financial transparency as they follow the strategy of implementing the Extractive Industries Transparency Initiative (EITI) work and after that, EITI has become the international standard for improved transparency. The concerned organization also implements its Security Operating Standard to protect their stakeholders. Moreover, Bashir et al. (2016) highlights that in 2015, WPL also works for the identifications issues to enhance their corporate responsibility. These issues are a loss of containment through an oil spill as the release of hydrocarbons is low in the context of prevention of risk in pipeline integrity and thus plans for additional piping repairs in 2015 and equipment removal in2016. In addition to that, they a lso improve their health and safety regulation for their employees from severe damage like choking and explosion. In 2014, NAB had invested over $8 million for connecting the customers of Melbourne and make them aware of the benefits of financial planning and encouraging them to invest in microfinance and formulated 145,000 microfinance products for the betterment of the more than 335,000 Australians (Nab.com.au 2016). On the other hand, in 2015, they have implemented programs for health and wellbeing, education, environmental products and services and accessibility action plan. They provide mental health training guidelines for employees and for customers who have life insuranceto raise mental health awareness in the context of health (Bouvain et al. 2013). Moreover, in the context of education, a program called $20 Boss is implemented where students who can present innovative thinking and entrepreneurship, they are offered $20 each and through hands-on experience for planning, budgeting and marketing so that they can also get the opportunity for their better ability(Nab.com.au 2016). Sustainability According to the sustainability of the year 2014, Woodside Petroleum Limited (WPL) provides a structured governance framework that discloses their strategic sustainability management. The concerned organization takes initiatives for reducing the greenhouse gas emission and maintains safety records. Moreover, in the year, the sustainability also values the people and safety, society, economic and environment. In 2015, Woodside carried out its Oil Spill Preparedness Improvement Project and 400 people were trained for spill response, 35 Oil spill response exercises through implementing 90 improvement actions (Kaiser2013). Moreover, in 2014, they take initiatives for reducing its flaring intensity that was 14.2 t/k that became 9.2t/kt, result in a reduction of 900,000 tonnes of greenhouse gasses and in 2015 Woodside target to reduce it up to 9 t/kt (Woodside.com 2016). Image 1: Sustainability of WPL (Source: Woodside.com 2016) Moreover, NAB, have the same environmental sustainability for 2014-2016 intends for 5%reduction in stationary energyconsumption and 5%reduction in GHG emissions [tCO2e]absolute reduction. In addition to that, they also made 5%reduction in water consumption [kL] absolute reduction and all these factors are an illustration of their carbon risk disclosures (Nab.com.au 2016). Conclusion The two organizations Woodside Private Limited and National Australia Bank are f4rom different field yet follow same strategic management system. The former organization is closely related to the environment and hence improves their productivity by put less impact on the environments by following the safety regular strictly comparative to NAB which is a financial institution. They incorporate sustainability through less use of natural resources like papers and emphasize more on the job creation and education to the community children. Reference List Addis, J., 2015. Stocks at risk of dividend cuts.Equity, 29(4), p.6. Artz, M., Homburg, C. and Rajab, T., 2012. Performance-measurement system design and functional strategic decision influence: The role of performance-measure properties. Accounting, organizations and society,37(7), pp.445-460. Bashir, M., Yousaf, A. and Wani, A.A., 2016. Green Marketing CSR: A Proactive Innovative Tool to Gain Competitive Excellence. Journal of Supply Chain Management Systems, 5(2). Bouvain, P., Baumann, C. and Lundmark, E., 2013. Corporate social responsibility in financial services: A comparison of Chinese and East Asian banks vis--vis American banks. International Journal of Bank Marketing,31(6), pp.420-439. Daly, A. and Gebremedhin, T.A., 2015. Can An Indigenous Employment Program Work? A Case Study of National Australia Bank. Economic Papers: A journal of applied economics and policy, 34(3), pp.128-138. Eltaib, E.E., 2012. Environmental accounting disclosures of Australian oil and gas companies. Kaiser, M.J., 2013. Oil and Gas Company Production, Reserves, and Valuation.Journal of Sustainable Energy Engineering, 1(3), pp.220-235. Nab.com.au., 2016. Our programs and initiatives. [online] Available at: https://www.nab.com.au/about-us/corporate-responsibility/our-programs-and-initiatives [Accessed 16 Sep. 2016]. Woodside.com., 2016. Woodside.com. [online] Available at: https://www.woodside.com.au/Investors-Media/announcements/Documents/18.03.2015%202014%20Sustainable%20Development%20Report.pdf [Accessed 16 Sep. 2016]. Zhang, J., Jiang, C., Qu, B. and Wang, P., 2013. Market concentration, risk-taking, and bank performance: Evidence from emerging economies. International Review of Financial Analysis, 30, pp.149-157. anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-58272556540404958832019-11-29T01:03:00.001-08:002019-11-29T01:03:04.749-08:00Looking At Migrant Mother English Literature Essay Essay ExampleLooking At Migrant Mother English Literature Essay Paper Photographs can assist people maintain the of import minutes in their lives. Particularly in history, exposure aid research workers understand more about our history. At a cantonment for seasonal agricultural workers of Los Angeles, Dorothea Lange took Migrant Mother in 1936. Firenze Owens, the adult female in the image, neer gave permission to Lange to utilize her image or the image of her childs ( 100 exposure ) . Dorothea Lange besides promised with Owens that those images would neer be published. However, the really following forenoon, Lange s image was published on the front page of all the newspapers along with an article about the hungriness of these American people who were working these Fieldss for small no wage, and this exposure has become a photographic icon of the Great Depression in America. Migrant Mother is important to society because it reminds us of economic crisis in 1936, the troubles of American people at that clip, and the love of a female parent for her kids. We will write a custom essay sample on Looking At Migrant Mother English Literature Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Looking At Migrant Mother English Literature Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Looking At Migrant Mother English Literature Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer First, when I look at the exposure, the focal point of this exposure will be the adult female s face. The constructions of her face such as eyes, nose, oral cavity, eyebrows, mentum, and eyelashes show that she is worried, worn out and merely obviously dog-tired. Besides that, the imperfectnesss of her hair, hair line, cheeks, weaponries, fingers tell us that she is soiled and hapless. She wears a shirt covered with a jacket that is on the left arm. In the background of exposure, we observe the kids concealing their faces behind their female parent. The kid on the left has a dirty jacket and it does nt suit, while the kid on the right has a snug shirt. The 3rd kid in the female parent s weaponries is worn down and hungry while covered with a dirty cover. Beside, this exposure is black and white colourss. Even though this image contains no colour, visible radiation and angle are more of import. The kids in the image are darker than the adult female, so it makes her face is brighter an d more emotional. In the image, the adult female s face is the merely seeable to viewing audiences, so it makes her facial is more interesting. Through her face, we can understand more about her life. She looks tired and concern for her and her kids s hereafter. She can non happen a occupation after her hubby died due to illness ( Migrant Mother ) . She moves topographic point to topographic point to happen a occupation that helps her can take attention of her kids. This adult female needs nutrient, H2O, vesture, and even a bath. On the other manus, the manner the kids lean to her shoulder make us experience like their female parent is a beginning of hope and peace. Those kids feel peacefully after their female parent s protection. The kids rely on their female parent, while the female parent relies upon herself merely the same. The lensman took the exposure at the perfect angle, so the adult female appears clearly and emotional. The absence of colour is what makes the exposure so intense. Looking at the picture taking, it reminds us the Great Depression from 1929 to early 1940s. At that clip, the economic system in America, Europe and other industry of the universe collapsed. It was the longest and most terrible depression of all time experienced. By 1933, 11000 of the United States 25000 Bankss had failed. By 1932, United States fabrication end product had fallen to 54 per centum of its 1929 degree, and unemployment had risen to between 12 and 15 million workers, or 25-30 per centum of the work force. ( Modern American Poetry ) . The Great Depression leads to the troubles and the concerns of American people. Work force lost their occupations, and adult female began to recognize that they had to work to keep their suited life conditions. Everyone had to happen the manner that they could last in that period. Workers got 35 cents for three hebdomads work in the Fieldss ( Uys ) . It is a awful manner to populate, and it was unsmooth and awful at that clip. However, the love of female parent will neer alter even in the hardest clip. Owens, the adult females in the exposure, has seven kids and her hubby past off. Her sisters and brothers wanted to raise her kids, but she did nt desire to. She said she wanted to see her kids turn up by her ain eyes. She can make everything for her kids. She did nt eat sometimes, but she made certain her kids Ate. She neer had a batch, but she ever made certain her kids had something ( Migrant Mother ) . Migrant Mother is one of the most touched images in the Great Depression. This picture taking helps people retrieve how difficult American people had to face during the Great Depression, and the female parent s love ever present in every clip and at everyplace. Absence of colour, focal point and background make the exposure becomes astonishing. The exposure is perfect the manner it is. No affair what person may see as the most of import facet of Migrant Mother , it is undeniable that it is genuinely an unbelievable icon from the epoch of the Depression, and still is an icon to this twenty-four hours. Work Cited Uys, Errol. What Life Was Like During the Great Depression. A What Life Was Like During the Great Depression. N.p. , n.d. Web. 14 Oct. 2012. lt ; hypertext transfer protocol: //www.erroluys.com/WhatLifeWasLikeintheGreatDepression.htm gt ; . 100 Photographs That Changed the World by Life The Digital Journalist. 100 Photographs That Changed the World by Life The Digital Journalist. N.p. , n.d. Web. 02 Oct. 2012. lt ; hypertext transfer protocol: //digitaljournalist.org/issue0309/lm19.html gt ; About the Great Depression. About the Great Depression. N.p. , n.d. Web. 09 Oct. 2012. lt ; hypertext transfer protocol: //www.english.illinois.edu/maps/depression/about.htm gt ; Migrant Mother. A Migrant Mother. N.p. , n.d. Web. 8 Oct. 2012. lt ; hypertext transfer protocol: //www.picture- america.com/LuceB/Migrant-Mother-Project/migrant-mother-main.htm gt ; . Migrant Mother. Migrant Mother. N.p. , n.d. Web. 02 Oct. 2012. lt ; hypertext transfer protocol: //www.picture america.com/LuceB/Migrant- Mother- Project/migrant- mother- main.htm gt ; . anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-30682862042414679692019-11-25T08:37:00.001-08:002019-11-25T08:37:05.856-08:00Law and Policy in SocietyLaw and Policy in Society It is not an everyday occurrence that someone must decide the destiny of another's life. The quandary of making a judgment that someone must die in order for the others to survive, can clearly be troubling. The procedure in which the termination of one's life may be easy to make, but to justify that choice is the most complicated one.Today, you can have an abortion if your child is mentally retarded... if it is in the first trimester of a woman's pregnancy. It used to not be this way and when dealing with the law as evolutionary adaptation it merely tries to make things better off for society now and in the future. You take one step at a time and when you look at the years before us, evolutionary adaptation has come a long way. With these new laws or changed laws coming into play it is essential that they are followed to better our society.English: President George H. W. Bush signs the Ame...Law as Morality is just on of the many laws that differentiates between state to state but th is one also differentiates from person to person. Law as morality is a law that comes from what you think is morally correct. Morality is the choices we make, and the actions we take. Moral people behave according to personal and public ethics. Immoral people deviate from established behavior. Since the purpose of laws is to condone one type of behavior and condemn another, the making of laws impacts our actions. In a situation such as a set of twins whom are connected at birth and one is going to have to die to save the other. The only thing is, is that one of the twins is healthier than the other, so which one do you kill? Law and morality play a large role... anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-77828551519779440922019-11-21T16:01:00.001-08:002019-11-21T16:01:03.389-08:00Intermediate Micro economics. In absence of govt. intervention, market EssayIntermediate Micro economics. In absence of govt. intervention, market resources allocated to health tend to be below the social - Essay Example However, this is only the case when a government is in question. There are several debates regarding the issue of giving healthcare in the hands of private sectors, but there is a speculation regarding the treatment of healthcare as that of a business with a sole purpose of achieving profits. On the other hand it is also said that in order to maintain a market share in healthcare, the private sector players will strive to provide the best type of technology, which would be more convenient and advanced, and heavy on the peopleââ¬â¢s pockets. A study of the importance of the role that a government intervention plays in the healthcare also brings to light the adverse effects of its absence. The concept of a socialist system of government believes that it is the governmentââ¬â¢s job to provide all basic facilities to the people in general with no disparities between income classes and backgrounds as long as they are all citizens of the same society. Basic necessities like education and healthcare should be provided to all, unlike the competitive markets for other consumer commodities. Multi-tier system offers different levels of quality but a single tier system is the true essence of a democratic socialist system where all people are equal when it comes to basic rights. The government provide healthcare through subsidies that are derived from the pool of general taxation. Where socialism is flexible in terms of existence of private entities too, it is often mistaken for a democratic system. The Healthcare system in the US has been center of much controversy for the past few years. This is because of the high costs of healthcare as a result of the influx of an array of private medical institutions and lack of government regulations to hamper their excessive profiteering. This has resulted in the emergence of insurance based healthcare, usually backed by employers as it is not affordable by the general public (Cfeps.org, 2013). The current government has offere d incentives for a better system in place with maximum government intervention to ensure that the masses are provided with adequate healthcare reasonably. Healthcare is a major concern for the people all over and history proves that it is imperative for the government to have a regulatory body in place to ensure peopleââ¬â¢s satisfaction over this dire need of theirs. Private and publicly funded healthcare systems running in some countries in the world have been a point of controversy. This is because one side holds the notion that provision of healthcare should be government funded and be provided as a free service to the people from the government revenues. Whereas, public funded healthcare which is provided free, drawing from the pool of health tax imposed on the general public, has been seen as an effective system as well (Saltman & Busse et al., 2004). This is where the economic externalities come into play as well since not all the people are availing expensive healthcare f acilities, and some of them who are, are those who have not paid fully for it, resulting in the negative externality for the former and a positive one for the latter. Government intervention in the private markets in the form of imposing regulations and restrictions have been viewed as a hindrance because this tends to de-incentivize the induction of new and more technologically advanced health based companies in the system (Lewis, 2000). anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-17844359763252225302019-11-20T15:18:00.001-08:002019-11-20T15:18:05.707-08:00Problem question Essay Example | Topics and Well Written Essays - 2000 wordsProblem question - Essay Example According to section 143 (1) CJA 2003 openly stipulates that the graveness of a certain offense must be established by revisiting two main elements; the guilt of the criminal and the damage that resulted from the crime or potentially being rooted by the crime (W100 team, 2012; p. 55). From Jakeââ¬â¢s solicitor point of view, he must be tried as a first offender considering the graveness of the offense. From the information provided in the case Jake has got no previous criminal records or convictions. Hence the reason for the magistrate to pass an appropriate sentence that will not harm him more. Revisiting factor number one concerning guilt or culpability of the lawbreaker, it is partitioned into four main parts according to degree of seriousness. The offender may have had the objective to commit to cause damage or injury to the victims. He/she may have been careless in causing injury to the point that he/she knows harm will be caused but he/she still goes forward to commit the cr ime. Besides, the offender could have had facts about the impending risks of causing harm but he/she did not have the intention to cause injury. Lastly, the criminal could be totally negligent of the risks and the likely harm. Basing on the facts given Jake falls in the least seriousness to an extent that he was totally negligent of the risks involved. Jake committed the crime on impulse without putting in mind the impending risks. He had the assumption the owner had already left in hurry and that the said owner irritated him in addition to his friendsââ¬â¢ irritation and ridicule of his entire situation. Therefore Jake must be charged under the least seriousness or culpability. Secondly, the harm caused during the criminal act counts a lot for magistratesââ¬â¢ evaluation. Though the state of harm is hard to classify, section 143 (1) CJA 2003 makes an effort to group harm in three wide headlines that may be used during the court proceedings or trials of the offender (W100 team , 2012; p. 55). Injury to persons or victims could be rape, psychological harm or loss of finances; destruction to the society which could encompass destruction of public health facilities hurt to the national safety and lastly harm to the animals. Though from the facts given, the four year child got scared to a point of not being left all alone for more than 3 months, Jake was not aware that his actions could come in the line of the a child. Besides, the mother being stressed to an extent of attending counseling for six sessions, Jake had no intentions to scare anyone. If by any point she got scared, then it is clear that her actions with those of the child scared her off. Jake was hoping for a peaceful job; where he expected no one to spot him. From the series of events in the information provided it is apparent that as much as the bench of magistrates can entirely blame Jake for the offences given, at the same time one must note that Jake acted on impulse and not on intent. The s olicitor must also use other factors such as mitigating and aggravating factors in defending Jake. These factors are vital in ruling judgment upon the accused or offender. anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0tag:blogger.com,1999:blog-5089387297915071640.post-30771204367532577152019-11-18T12:57:00.001-08:002019-11-18T12:57:04.292-08:00Ncm 512 session long project module 4 Negotiation Styles and EssayNcm 512 session long project module 4 Negotiation Styles and Communication (unites states post office) - Essay Example The shooting led to 6 people being killed on the spot and one person was seriously injured in this event. The underlying issue of this shooting was that the person was waiting for a long time and was not being served. The parties to the conflict include the lady shooter and the employees of the postal service. The chosen party for this paper is the postal service employees. There was no clear negotiation that was brought out here in this case. The angry lady instead of taking up the issue with the employees went on to take a serious step of opening fire to the building. There was a slight negotiation that was present where the lady showed signs of urgency and her body language did show a level of urgency. However my side of the parties seems to have ignored this urgency and have not been able to provide the required service to the lady. There was clearly no verbal message that was shown by the lady except the one request of asking the employees to deal with her requested service. The negotiation method adopted for this case was not a cooperative one in any manner and there was more of a competitive behavior that was seen which led the lady to take the intense step of shooting at the employees of the organization. Considering myself in this position as the employee at the counter, I would have acknowledged the request of the lady and would have explained to her that once I was done with the other customer, she would be attended to next. If there was a possibility for another employee to cater to her, I would have requested my coworker to deal with the situation. Also, based on this experience, I would have suggested to the company the need for two counters one which dealt with the urgent requests while the other which deals with the normal work. The conflict is one which cannot be anticipated, hence any decision taken at the spur of the moment would be the best that one could do. Hence I personally believe that nothing could anaolson197649http://www.blogger.com/profile/00037253742942759914noreply@blogger.com0