WA 6 RD Essays (555 words) - Batman In Other Media, Rachel Dawes

Christopher Brinson Basic English WA 6 RD November 14, 2018 WA 6 RD "I've never heard of that being used as a murder weapon before" Rachel said to James. James asks Rachel nervously, "will you call the cops on me?" Rachel responds No I will not. Now let clean this mess up." James runs to the bathroom in a hurry scrambling for towels and alcohol to clean up the stains on the wooden floor. James yells from the room " I CAN NOT FIND THE ALCOHOL" Rachel then bursts towards the hallway closet and finds the alcohol on the second shelf next to some rubber gloves. Now since Rachel has found the alcohol she rushes to the bath room and tells him that she has found it. They both rush back towards the dead body James starts to pick up the body and Rachel stops him and says "there are gloves in the closet go get them so your finger print will not be on the body." James agrees and goes to the closet. As he is going to the closet he starts to hear a car engine pulling into the drive way he then panics and grabs the gloves and rushes to put them on (they are not all the way on). Goes back to the body and picks him up and takes the body towards his car in the backyard, when he gets to the car Rachel pops the trunk and James throws the dead body in there roughly. Then James and Rachel hop in the car and drives off fast. The people who where in the car that pulled in the drive way walked in the house and sees blood on the floor and storms through the house looking for there dad and they can not find so they call 911. Eventually 911 comes to the house and the family tells them what had happened. The officer calls it in and now they have several cops in the area looking for anything suspicious. While an officer is a making is routine route through a neighborhood a couple block away he sees a speeding vehicle rides down a Main Street. The officer quickly turns on his lights and pulls James over. As the officer approaches up to the vehicle, he sees the bottom of James's hand and sees blood and questions him and James says "it's is paint, I was painting with my daughter earlier officer." So the officer believes Him and walked back to his car to make a ticket for James, while he is writing the ticket the dispatch comes on the radio and tell him about the murder that happened just a couple minutes ago. The officer quickly realizes it is the James and gets out the car and pulls his gun out and tell James and Rachel to exit the vehicle with there hands up. They both follow the officer orders and they both get arrested on sight. Later on they where both taken down to the jail investigators where questioning Rachel harder the James because they knew she would squeal.. Only after 10 minutes in the room Rachel told them everything she knew and that gave the officers clear view to arrest the both. The next Monday they went on trial and they both got 12 years.

Track Software Essays

Track Software Essays Track Software Essay Track Software Essay Track Software, Inc. is a company created and built by Mr. Stanley Booker, CPA who spent nights and weekends in developing a sophisticated cost-accounting software program that became the company’s initial product. As the firm grows, Stanley planned to develop and expand the software product, which will streamline the accounting processes of medium to large sized manufacturers. In the first 2 years of operation, some financial problems occur, so he sold 60% of the stock to a group of investors to obtain needed funds. Although he is quite pleased to have achieved record earnings in 2003, but he is concerned about the firm’s cash flows. He is finding it more and more difficult to pay the bills in a timely manner and generate cash flows to investors – both creditors and owners. Stanley is further frustrated by the firm’s inability to hire a software developer to complete the development of the product. He is reluctant to fill its position for it certainly will affect the firm’s earnings. But if the project will fully developed the firm’s cash flow and earnings will significantly rise. With all this concerns in his minds, Stanley set out to review the various data to develop strategies that would help to ensure the bright future for Track Software, Inc. IICASE VIEWPOINT Mr Stanley is focusing on maximizing the company’s profits shown by the increase in net profits over a period from 1997 to 2003. His dilemma about adding a new software developer, which would depress the company’s earnings for the near term, also demonstrates his emphasis on this goal. He need to find strategies to acquire cash for the project and for the company’s success. IIISTATEMENT OF THE PROBLEM How to maximize the profit of the company to pay its expenses timely and sustain the operation. The firm’s inability of hiring a software developer to finish the project IVSTATEMENT OF THE OBJECTIVES To make some strategies to maximize its profit To hire a software developer to finish the project VSTATEMENT OF AREAS OF CONSIDERATION The additional expense of hiring a new software developer The income of the company to cover up all expenses Ratio analysis of firm’s 2003 results 1. Liquidity Track Software’s liquidity as reflected by the quick ratio, net working capital, and acid-test ratio has improved slightly or remained stable, but overall is significantly below the industry average. 2. Activity Inventory turnover has deteriorated considerably and is much worse than the industry average. The average collection period has also deteriorated and is also substantially worse than the industry average. Total asset turnover improved slightly but is still well below the industry norm. 3. Debt The firm’s debt ratio improved slightly from 2002 but is higher than the industry averages. The times interest earned ratio is stable and, although it provides a reasonable cushion for the company, is below the industry average. 4. Profitability The firm’s gross, operating, and net profit margins have improved slightly in 2003 but remain low compared to the industry. Return on total assets has improved slightly but is about half the industry average. Return on equity declined slightly and is now below the industry average. VISTATEMENT OF ALTERNATIVE COURSES OF ACTION 1. TO HIRE A SOFTWARE DEVELOPER Advantages To develop, finish and expand the product software offering. It’s a blockbuster sale potential. If the money were to spend in hiring a software developer, the firm’s sales and earnings would significantly rise within 2 to 3 years development, production and marketing process was completed. Disadvantages It could certainly lower the firm’s earnings over the next couple of years. No guaranty that the project will succeed. MR. STANLEY BOOKER WI LL FINISH THE PROJECT Advantages No additional expense will be incurred in terms of hiring another software developer. Mr. Stanley can devote more of his time in managing the firm. Disadvantages Mr. Stanley devotion in doing administrative duties will be divided or may be his second priority only since he will more focused to finish the project VIISTATEMENT OF CONCLUSION I conclude that, Mr. Stanley will make every effort or strategy to acquire cash in order for him to hire a new software developer. Since the major goal is profit maximization, the ability to add a new product would increase sales and lead to greater profits for Track software. If this will succeed, the firm’s sales and earnings would significantly rise and the firm may have the ability to pay all its financial problems an can sustain the company’s operation. VIISTATEMENT OF RECOMMENDATION Mr. Stanley should hire a very qualified and competent software developer that will really fit the position and must consider the applicants ability to perform the job in a short span of time. The following should be followed to attain the goal: Step 1Recruitment and Selection of a new software developer. Step 2Introduce the project to the newly hired software developer. Step 3Start the development of the project. Step 4Finish the project within 3months Step 5Sot launching of the project after 3 months Step 6 Full implementation, production and market the project.

Challenges to The Walt Disney Company

Challenges to The Walt Disney Company The Walt Disney Company Strategic Issues First Strategic Issue Walt Disney has experienced various strategic issues, and their strategic approaches have led to success. Its strategic management has identified the fact that their competitors could take advantage of the strategic weaknesses and pull the company behind in terms of market position. Although the issues are limited in such a successful company, they deserve maximum attention, as it is possible for them to act as threats towards the future welfare of the entire business. From a quick SWOT analysis, Disney’s strengths are diversity and the surplus cash it attains from its business operations. Its weaknesses include the two strategic issues it is recently facing, its opportunities are expansion possibilities, and its threats include stiff competition. One of these strategic issues that Walt Disney has been facing is the loss of a good number of subscribers in the ESPN. Recently, the Entertainment and Sports Programming Network of Disney is holding fewer consumers as compared to the past years when the company began. The major reason leading to this shift of customers to other internet programs that offer similar services is the fact that watching sports with Disney has turned out to be more expensive as compared to watching the same sports in other internet platforms. Its historical market position, which was high at that time, had been attained through appealing to customers regarding prices. When it is specifically about sports, there are different types of customers. Both adults and youths across the globe have high interests in sports. However, the youths appear to have more time to invest in the sports as compared to the time adults invest. Therefore, the larger portion of customers consists of young people, who in most cases are jobless or flexible in terms their jobs. It is a fact that with their flexibility regarding careers, the youth does not earn a lot of money, meaning the y will always take advantage of companies that deliver services at the least cost possible. When Disney was affordable, it appealed to the two categories of customers successfully by ensuring that it is the most affordable platform in the world. However, when the internet-based competitors found a way of broadcasting sports at lower prices and others free, Disney did not pay attention to the matching of these standards. For this reason, it lost the youths mostly to other companies. Losing its portion of youths to the competitors is a great issue, which, were it not for other strengths that exist in the business, would have caused the downfall of Disney as an international company. Second Strategic Issue The second strategic challenge that Disney is facing in the presence of its competitors is vitality in the market. Disney is dealing with entertainment, which is all about the preferences and tastes of customers. This dealing is capable of easily leading to its downfall if the c ompany’s management does not focus on the strategic approaches of satisfying the customers’ thirst in terms of what they have a passion for but does not exist in the market. In case the product exists already, it is the duty of the company to modify it and make it more interesting to the customers without altering the likes but scraping the dislikes. With this sensitivity, Disney has faced criticism every time it has a new release in the market as much as it faces motivating response. Bearing in mind that the two types of responses are from customers that the company takes as a duty to please, making changes to attract a larger portion of motivating customers than critics has been an all-time operational goal that may or may never be achieved. It becomes worse when during its evaluation, Disney realizes a loss of positive claims having turned to critics. This is always a clear message from the public that the company has made an unpleasant release and if they take it f or a trend, their market position will be at stake. This is how hard it is for Disney to maintain a good market position having concentrated on the customers’ taste and preferences alone. Other factors such as the cost of services make the situation worse than it already is. These two strategic issues only need to be attended to with the right approach in order to make the company’s future bright (Rukstad & Collis, 2009). Alternative Causes of Action Reduced Quality To address the above strategic issues and realize the best course of action, it is important that attention is afforded to the nature of the issues. This can be achieved through a value chain analysis that helps to indicate the company’s operational strategy and goals. The loss of Entertainment Sports Program Network subscribers must have been brought about by a faulty strategy in the organization’s way of setting its standards. To solve this, the company can buy the cheaper systems ado pted by competitors. When other internet service providers decided to engage in innovative ways of lowering their prices, the company did not embrace this idea, as it looked out for maintenance of quality. As a matter of fact, the internet services providers decided to adopt new and cheaper facilities that enhanced this reduction of prices to reach out to the customers whom in their opinion, watching sports had become expensive. While doing this, the first and most essential side effect they were likely to experience is the reduction of quality. Reduced Prices The company can as well alter their operations in a way to slightly reduce their prices and maintain quality at the same time. As much these services were to be availed to customers at a reduced cost, they were also to be displayed at lower qualities as compared to those displayed by Disney. In this case, the market of the ESPN was split into two. There is the lower quality of services available for those that prioritize the amount of money spent on entertainment, and the other sector of the market generates high quality of services for people who do not mind spending a fortune for the sake of quality. With this division, it means that Disney is not ready to compromise its quality of output in order to lower prices and accommodate more customers. This is how it ended up with a limited number of customers as compared to its competitors providing services through various internet platforms. Reducing prices with maintained quality will help to maintain the current customers and to bring back those that it lost to competitors. Stable Products Thirdly, the fact that Disney deals with mainly entertaining products is the main cause of the fact that it is faced with a strategic issue of dealing with customers’ tastes and preferences. In its market, Disney has a chance of securing its competitive advantage through dealing with motivational and educative films more than the entertaining movies. An educative product is easier to deal with in the sense that it will have nothing to do with the judgment of the customers, and the success will all depend on the effort of the company towards gathering as much knowledge in its products as possible. This way, it is possible to predict the responses of customers to its new releases. Additionally, these types of products will maintain the types of customers that the company is appealing to, bearing in mind that the youths would embrace guidance and the adults too will help respond positively to pieces of advice offered concerning their business and social lives. Just to make the point clear, it is for a fact that Disney has invested partly in these sectors, but the entertainment has taken a better part of its products. This has not only subjected it to the risk of customers’ responses based on their personal tastes and interests but also on the parental force against time wastage. Their cartoon products, for instance, are found to be excessively attractive to the children to the extent that they fail to attend to other demands such as academic works. This creates a force between the cartoon products and parents as they push the children to balance all aspects of life. On the contrary, parents also utilize the products in making promises and rewarding children whenever they want them to engage in or maintain good conduct. An example is a case where the children are motivated to work harder and perform better in class in order to be allowed to watch cartoon during their holidays. All it needs to do is buy facilities that will accommodate this type of production. This would make their output stable, predictable and more profiting. All the above alternatives can be implemented in Disney to stimulate its line of business (Rukstad & Collis, 2009). Recommendations Evaluation The alternative of making strategic alterations to reduce the expenses of producing their products in order to lower the prices of th eir services is a possible approach for the ESPN issue. This will allow them to avail the same quality of services to customers at an affordable price. This means that they will be appealing to both the customers that value quality more than cost and those that are out there negotiating for lower prices. In this situation, they will have attained competition perfection in the sense that competitors that offer services at lower prices as Disney does will not be providing as high quality as that of Disney. On this note, Disney can be boosted by other secondary factors such as making sure that there is a constant flow of game displays throughout the season. This means that they will be displaying sports events even when the companies with the poor quality of facilities will be facing breakdowns for one reason or another. Disney will be the home for customers who are not ready for interrupted sessions while watching matches. However, if Disney decides to follow suit as its competitors a nd produce low-quality products, it will be faced with the con of losing customers who value quality. These qualities of attraction will not only help Disney to retain its current customers but also bring back the youth it has lost as potential customers. This way, the current position of the company in the market will be maintained, and the opportunity to expand will have been utilized to make Disney’s future more promising. As its only con, Disney will experience an added cost of operating. This is why, on a personal level, I would recommend the alternative of making strategic alterations to reduce the expenses of producing their products in order to lower the prices of their services as an approach for the ESPN issue. If the cartoons and other entertainment films do not appear to be interesting to customers as the company expects it, there will be a decline of the income, as the customers will not purchase the product. The worst con of it is the fact that previews that are displayed before the release of the product may lead to customers shying away from the product early enough. The advantageous purpose of these previews is to help the company predict the performance of the product in the market before it is released. The response of customers may help to detect the problem awaiting the release of a new product, but it will not help in offering a solution for the problem. Therefore, although the company will avoid tampering with its good historic reputation, it will not have evaded losses as the product has already been produced, making this alternative not good enough. This is an indication that there is not short cut towards evading this instability other than engaging in more products that will promote positional security in the market. Hence, to curb the second strategic issue, I would recommend that Disney takes advantage of its stability in the market to seize the opportunity of expansion through dealing with the products that it has not dealt with before. Feasibility On the other hand, if Disney decides to embrace the cheap facilities like competitors have one to tamper with quality only for the sake of prices, they will end up losing customers that value quality, which is the major con of this alternative. Secondly, they will have performed below their operational standards of consistently maintaining the high quality of its products. The only advantage of this alternative is the fact that it will earn back its lost customers who value cheap products. The fact that the disadvantages exceed the advantages, in this case, makes this alternative not feasible. The alternative of displaying previews does not help to find solutions for the instability of products. This means that the act will not have delivered the major expectation, thus, making it not feasible. Implementation Disney should make plans to reduce the cost of running and lower the prices of their high-quality goods. This will help the company to reach out to the customers who do not watch Disney sports because of the high prices. Secondly, it should begin to take steps towards embracing other types of products in the market in order to attain stability. Since one of the strengths of Disney Company is that it always has a substantial flow of capital, this means it has the capability to indulge in the line of other products as heftily as it has done with entertainment. Therefore, all that Disney’s management requires is to make decisions based on the expansion strategies that concentrate on this mission as an operational goal. Offering other genres of films and movies will allow the company to attain stability in terms of its market position. Attracting the entire market with motivational and educative products is easier than the entertainment form of attraction. References Rukstad, M. G. & Collis, D. (2009). The Walt Disney Company: The Entertainment King . Brighton: Harvard Business School.

A Marketing Plan for the Budgens Research Proposal

A Marketing Plan for the Budgens - Research Proposal Example We will have to take special care to find out which of the environmental factors –social, political, cultural, economic, legal, technological-are the most important for the Budgens at the present time and which ones could be the most important in the next twelve to eighteen months. We should also concentrate on external agents such as competitors, suppliers, customers, trade unions, governments, shareholders, a local community which is affecting the company most.Here our client organization, the Budgens is planning for a period of 12 to 18 months in a market environment where the competition is severe from the big four supermarket retailers comprising of Tesco, Asda (Wal-Mart), Sainsbury’s, and Morrison’s. The sales forecast has to be done by taking to consideration of such competitor behavior and the market environment.The total environment can be segmented into three classes as 1.Mega environment 2.Micro environment. 3. Relevant environment. Out of these three groups as far as the now discussed market planning for the Budgens is concerned microenvironment is the most important one because the planning is for a relatively shorter period of 12 to 18 months. Therefore our important environmental factors of concern are suppliers, competitors, consumers, governments, local community, and shareholders.The main environmental advantages of the Budgens are their suppliers, who are quality assurance approved. Their independently functioning local retailers are in partnership with them. They care most for the quality of the food. They care for their consumers and the local community. As the Budgens is strictly abiding by rules, regulations and the government policies, there is no clash with the government. Now the only point of concern as far as the environmental factors are concerned is, from the competitors. Such issues we should address through the SWOT analysis and the resource analysis; and the findings may be taken seriously while proceeding t hrough the process of market segmentation, targeting, positioning Etc. Finally, the formation of the marketing mix and promotion policies are to be decided to base the above discussed environmental factors. The main factor needs to be focused on is the severe competition from the equally strong rivals. Advertising and other sales promotion policies such as offering discounts, special offers Etc. are recommended for the Budgens, based on the environmental analysis.   Thus a proper analysis of the environment, especially the analysis of the external environment will enable the company to locate its strengths and opportunities.

Laughter & Nutrition ( Creating Healing Environments) Assignment

Laughter & Nutrition ( Creating Healing Environments) - Assignment Example This video was relevant because it presented a soothing and comical approach to handling troubles of a person. It showed that the things that the individuals not in the video thought were so sad or wrong could not be so bad. They eventually found relief after thinking that they had been experiencing a horrible time. It shows that everything doesn’t have to be so gloomy even in places where gloom is prevalent. The context of the funny video resonated with the stressful experiences of the individuals I was helping to deal with stress. Eventually, they could identify with it and laugh and things unfolded. The video presented an example of coping humor. It has therapeutic capabilities of making people release their tensions and face situations more bravely and relaxed (Dossey and Keegan, 2012). The grass-fed beef is a food that is rich in antioxidants, Vitamins C, E and beta carotene. This is a better alternative from grain-fed beef because it is lower in fat and richer in Omega-3. Dossey and Keegan (2012) assert that foods rich in essential fatty acids, antioxidants and vitamins reduce the stress responses. Grass-fed beef contains these components and thus appropriate for consumption in the case. It can be prepared by frying. Preparation and cooking involves making small cuts of the beef, heating a pan containing a small amount of oil, seasoning with ingredients such as garlic and finally heating until the beef pieces are brown and cooked. The use of humor to relieve the embarrassment and tension that the recovery nurse faced shows the significant potential of handling of dealing with panic and confusion. The nurse finally recovered and did everything as required. This shows that a stressed person can cope well when he receives relief from his/her troubles. Pressure and increased demands to act in a certain way without errors can cause a person to fail. When this pressure is eliminates, as in the case of using a spoof of Justin Timberlakes

History of education Essay Example for Free

History of education Essay Education, History of, theories, methods, and administration of schools and other agencies of information from ancient times to the present. Education developed from the human struggle for survival and enlightenment. It may be formal or informal. Informal education refers to the general social process by which human beings acquire the knowledge and skills needed to function in their culture. Formal education refers to the process by which teachers instruct students in courses of study within institutions. IIEDUCATION IN PRELITERATE SOCIETIES. Before the invention of reading and writing, people lived in an environment in which they struggled to survive against natural forces, animals, and other humans. To survive, preliterate people developed skills that grew into cultural and educational patterns. For a particular group’s culture to continue into the future, people had to transmit it, or pass it on, from adults to children. The earliest educational processes involved sharing information about gathering food and providing shelter; making weapons and other tools; learning language; and acquiring the values, behavior, and religious rites or practices of a given culture. Through direct, informal education, parents, elders, and priests taught children the skills and roles they would need as adults. These lessons eventually formed the moral codes that governed behavior. Since they lived before the invention of writing, preliterate people used an oral tradition, or story telling, to pass on their culture and history from one generation to the next. By using language, people learned to create and use symbols, words, or signs to express their ideas. When these symbols grew into pictographs and letters, human beings created a written language and made the great cultural leap to literacy. IIIEDUCATION IN ANCIENT AFRICA AND ASIA In ancient Egypt, which flourished from about 3000 BC to about 500 BC, priests in temple schools taught not only religion but also the principles of writing, the sciences, mathematics, and architecture. Similarly in India, priests conducted most of the formal education. Beginning in about 1200 BC Indian priests taught the principles of the Veda, the sacred texts of Hinduism, as well as science, grammar, and philosophy. Formal education in China dates to about 2000 BC, though it thrived particularly during the Eastern Zhou Dynasty, from 770 to 256 BC (see China: The Eastern Zhou). The curriculum stressed philosophy, poetry, and religion, in accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers. IVEDUCATION IN ANCIENT GREECE Historians have looked to ancient Greece as one of the origins of Western formal education. The Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic account of Greek struggles, Homer’s epics served important educational purposes. The legendary Greek warriors depicted in Homer’s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models for the young Greeks. Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens, Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but only about one-third of the people in Athens were free citizens. Slaves and residents from other countries or city-states made up the rest of the population. Only the sons of free citizens attended school. The Athenians believed a free man should have a liberal education in order to perform his civic duties and for his own personal development. The education of women depended upon the customs of the particular Greek city-state. In Athens, where women had no legal or economic rights, most women did not attend school. Some girls, however, were educated at home by tutors. Slaves and other noncitizens had either no formal education or very little. Sparta, the chief political enemy of Athens, was a dictatorship that used education for military training and drill. In contrast to Athens, Spartan girls received more schooling but it was almost exclusively athletic training to prepare them to be healthy mothers of future Spartan soldiers. In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The Sophists claimed that they could teach any subject or skill to anyone who wished to learn it. They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the core of the liberal arts. The Sophists were more interested in preparing their students to argue persuasively and win  arguments than in teaching principles of truth and morality. Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true knowledge existed within everyone and needed to be brought to consciousness. His educational method, called the Socratic method, consisted of asking probing questions that forced his students to think deeply about the meaning of life, truth, and justice. In 387 BC Plato, who had studied under Socrates, established a school in Athens called the Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He asserted that since true knowledge is the same in every place at every time, education, like truth, should be unchanging. Plato described his educational ideal in the Republic, one of the most notable works of Western philosophy. Plato’s Republic describes a model society, or republic, ruled by highly intelligent philosopher-kings. Warriors make up the republic’s second class of people. The lowest class, the workers, provide food and the other products for all the people of the republic. In Plato’s ideal educational system, each class would receive a different kind of instruction to prepare for their various roles in society. In 335 BC Plato’s student, Aristotle, founded his own school in Athens called the Lyceum. Believing that human beings are essentially rational, Aristotle thought people could discover natural laws that governed the universe and then follow these laws in their lives. He also concluded that educated people who used reason to make decisions would lead a life of moderation in which they avoided dangerous extremes. In the 4th century BC Greek orator Isocrates developed a method of education designed to prepare students to be competent orators who could serve as government officials. Isocrates’s students studied rhetoric, politics, ethics, and history. They examined model orations and practiced public speaking. Isocrates’s methods of education directly influenced such Roman educational theorists as Cicero and Quintilian. VEDUCATION IN ANCIENT ROME While the Greeks were developing their civilization in the areas surrounding the eastern Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the western Mediterranean. The Greeks’ education focused on the study of philosophy. The Romans, on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in Greece, only a minority of Romans attended school. Schooling was for those who had the money to pay tuition and the time to attend classes. While girls from wealthy families occasionally learned to read and write at home, boys attended a primary school, called aludus. In secondary schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues. After primary and secondary school, wealthy young men often attended schools of rhetoric or oratory that prepared them to be leaders in government and administration. Cicero, a 1st century BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study ethics, military science, natural science, geography, history, and law. Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education should be based on the stages of individual development from childhood to adulthood. Quintilian devised specific lessons for each stage. He also advised teachers to make their lessons suited to the student’s readiness and ability to learn new material. He urged teachers to motivate students by making learning interesting and attractive. VIANCIENT JEWISH EDUCATION Education among the Jewish people also had a profound influence on Western learning. The ancient Jews had great respect for the printed word and believed that God revealed truth to them in the Bible. Most information on ancient Jewish goals and methods of education comes from the Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and religious study. VIIMEDIEVAL EDUCATION During the Middle Ages, or the medieval period, which lasted roughly from the 5th to the 15th century, Western society and education were heavily shaped by Christianity, particularly the Roman Catholic Church. The Church operated parish, chapel, and monastery schools at the elementary level. Schools in monasteries and cathedrals offered secondary education. Much of the teaching in these schools was directed at learning Latin, the old Roman language used by the church in its ceremonies and teachings. The church provided some limited opportunities for the education of women in religious communities or convents. Convents had libraries and schools to help prepare nuns to follow the religious rules of their communities. Merchant and craft guilds also maintained some schools that provided basic education and training in specific crafts. Knights received training in military tactics and the code of chivalry. As in the Greek and Roman eras, only a minority of people went to school during the medieval period. Schools were attended primarily by persons planning to enter religious life such as priests, monks, or nuns. The vast majority of people were serfs who served as agricultural workers on the estates of feudal lords. The serfs, who did not attend school, were generally illiterate (see Serfdom). In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western education. From contact with Arab scholars in North Africa and Spain, Western educators learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The Arabic number system was especially important, and became the foundation of Western arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had disappeared from Europe by the Middle Ages, they might have been lost forever if Arab scholars such as Avicenna and Averroes had not preserved them. In the 11th century medieval scholars developed Scholasticism, a philosophical and educational movement that used both human reason and revelations from the Bible. Upon encountering the works of Aristotle and other Greek philosophers from Arab scholars, the Scholastics attempted to reconcile Christian theology with Greek philosophy. Scholasticism reached its high point in the Summa Theologiae of Saint Thomas Aquinas, a 13th century Dominican theologian who taught at the University of Paris. Aquinas reconciled the authority of religious faith, represented by the Scriptures, with Greek reason, represented by Aristotle. Aquinas described the teacher’s vocation as one that combines faith, love, and learning. The work of Aquinas and other Scholastics took place in the medieval institutions of higher education, the universities. The famous European universities of Paris, Salerno, Bologna, Oxford, Cambridge, and Padua grew out of the Scholastics-led intellectual revival of the 12th and 13th centuries. The name university comes from the Latin word universitas, or associations, in reference to the associations that students and teachers organized to discuss academic issues. Medieval universities offered degrees in the liberal arts and in professional studies such as theology, law, and medicine. VIIIEDUCATION DURING THE RENAISSANCE The Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features—that is, the secular or worldly rather than the religious aspects—of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important. Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archaeology, astronomy, mythology, history, and Scripture. The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates (see Printing). But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools. Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing. IXEDUCATION DURING THE PROTESTANT REFORMATION The religious Reformation of the 16th century marked a decline in the authority of the Catholic Church and contributed to the emergence of the middle classes in Europe. Protestant religious reformers, such as John Calvin, Martin Luther, and Huldreich Zwingli, rejected the authority of the Catholic pope and created reformed Christian, or Protestant, churches. In their ardent determination to instruct followers to read the Bible in their native language, reformers extended literacy to the masses. They established vernacular primary schools that offered a basic curriculum of reading, writing, arithmetic, and religion for children in their own language. Vernacular schools in England, for example, used English to teach their pupils. As they argued with each other and with the Roman Catholics on religious matters, Protestant educators wrote catechisms—primary books that summarized their religious doctrine—in a question and answer format. While the vernacular schools educated both boys and girls at the primary level, upper-class boys attended preparatory and secondary schools that continued to emphasize Latin and Greek. The gymnasium in Germany, the Latin grammar school in England, and the lycee in France were preparatory schools that taught young men the classical languages of Latin and Greek required to enter universities. Martin Luther believed the state, family, and school, along with the church, were leaders of the Reformation. Since the family shaped children’s character, Luther encouraged parents to teach their children reading and religion. Each family should pray together, read the Bible, study the catechism, and practice a useful trade. Luther believed that government should assist schools in educating literate, productive, and religious citizens. One of Luther’s colleagues, German religious reformer Melanchthon, wrote the school code for the German region of Wurttemberg, which became a model for other regions of Germany and influenced education throughout Europe. According to this code, the government was responsible for supervising schools and licensing teachers. The Protestant reformers retained the dual-class school system that had developed in the Renaissance. Vernacular schools provided primary instruction for the lower classes, and the various classical humanist and Latin grammar schools prepared upper-class males for higher education. XEDUCATIONAL THEORY IN THE 17TH CENTURY Educators of the 17th century developed new ways of thinking about education. Czech education reformer Jan Komensky, known as Comenius, was particularly influential. A bishop of the Moravian Church, Comenius escaped religious persecution by taking refuge in Poland, Hungary, Sweden, and The Netherlands. He created a new educational philosophy called Pansophism, or universal knowledge, designed to bring about worldwide understanding and peace. Comenius advised teachers to use children’s senses rather than memorization in instruction. To make learning interesting for children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student’s own language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of illustrations that labeled objects in both their Latin and vernacular names. It was one of the first illustrated books written especially for children. The work of English philosopher John Locke influenced education in Britain and North America. Locke examined how people acquire ideas in An Essay Concerning Human Understanding (1690). He asserted that at birth the human mind is a blank slate, or tabula rasa, and empty of ideas. We acquire knowledge, he argued, from the information about the objects in the world that our senses bring to us. We begin with simple ideas and then combine them into more complex ones. Locke believed that individuals acquire knowledge most easily when they first consider simple ideas and then gradually combine them into more complex ones. In Some Thoughts Concerning Education (1697), Locke recommended practical learning to prepare people to manage their social, economic, and political affairs efficiently. He believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative. Locke’s curriculum included conversational learning of foreign languages, especially French, mathematics, history, physical education, and games. XIEDUCATION DURING THE ENLIGHTENMENT The Age of Enlightenment in the 18th century produced important changes in education and educational theory. During the Enlightenment, also called the Age of Reason, educators believed people could improve their lives and society by using their reason, their powers of critical thinking. The Enlightenment’s ideas had a significant impact on the American Revolution (1775-1783) and early educational policy in the United States. In particular, American philosopher and scientist Benjamin Franklin emphasized the value of utilitarian and scientific education in American schools. Thomas Jefferson, the third president of the United States, stressed the importance of civic education to the citizens of a democratic nation. The Enlightenment principles that considered education as an instrument of social reform and improvement remain fundamental characteristics of American education policy. XIIEDUCATION IN THE 19TH CENTURY The foundations of modern education were established in the 19th century. Swiss educator Johann Heinrich Pestalozzi, inspired by the work of French philosopher Jean Jacques Rousseau, developed an educational method based on the natural world and the senses. Pestalozzi established schools in Switzerland and Germany to educate children and train teachers. He affirmed that schools should resemble secure and loving homes. Like Locke and Rousseau, Pestalozzi believed that thought began with sensation and that teaching should use the senses. Holding that children should study the objects in their natural environment, Pestalozzi developed a so-called â€Å"object lesson† that involved exercises in learning form, number, and language. Pupils determined and traced an object’s form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading. Pestalozzi employed the following principles in teaching: (1) begin with the concrete object before introducing abstract concepts; (2) begin with the immediate environment before dealing with what is distant and remote; (3) begin with easy exercises before introducing complex ones; and (4) always proceed gradually, cumulatively, and slowly. American educator Henry Barnard, the first U. S. Commissioner of Education, introduced Pestalozzi’s ideas to the United States in the late 19th century. Barnard also worked for the establishment of free public high schools for students of all classes of American society. German philosopher Johann Herbart emphasized moral education and designed a highly structured teaching technique. Maintaining that education’s primary goal is moral development, Herbart claimed good character rested on knowledge while misconduct resulted from an inadequate education. Knowledge, he said, should create an â€Å"apperceptive mass†Ã¢â‚¬â€a network of ideas—in a person’s mind to which new ideas can be added. He wanted to include history, geography, and literature in the school curriculum as well as reading, writing, and arithmetic. Based on his work, Herbart’s followers designed a five-step teaching method: (1) prepare the pupils to be ready for the new lesson, (2) present the new lesson, (3) associate the new lesson with ideas studied earlier, (4) use examples to illustrate the lesson’s major points, and (5) test pupils to ensure they had learned the new lesson. AKindergarten German educator Friedrich Froebel created the earliest kindergarten, a form of preschool education that literally means â€Å"child’s garden† in German. Froebel, who had an unhappy childhood, urged teachers to think back to their own childhoods to find insights they could use in their teaching. Froebel studied at Pestalozzi’s institute in Yverdon, Switzerland, from 1808 to 1810. While agreeing with Pestalozzi’s emphasis on the natural world, a kindly school atmosphere, and the object lesson, Froebel felt that Pestalozzi’s method was not philosophical enough. Froebel believed that every child’s inner self contained a spiritual essence—a spark of divine energy—that enabled a child to learn independently. In 1837 Froebel opened a kindergarten in Blankenburg with a curriculum that featured songs, stories, games, gifts, and occupations. The songs and stories stimulated the imaginations of children and introduced them to folk heroes and cultural values. Games developed children’s social and physical skills. By playing with each other, children learned to participate in a group. Froebel’s gifts, including such objects as spheres, cubes, and cylinders, were designed to enable the child to understand the concept that the object represented. Occupations consisted of materials children could use in building activities. For example, clay, sand, cardboard, and sticks could be used to build castles, cities, and mountains. Immigrants from Germany brought the kindergarten concept to the United States, where it became part of the American school system. Margarethe Meyer Schurz opened a German-language kindergarten in Watertown, Wisconsin, in 1855. Elizabeth Peabody established an English-language kindergarten and a training school for kindergarten teachers in Boston, Massachusetts, in 1860. William Torrey Harris, superintendent of schools in St. Louis, Missouri, and later a U. S. commissioner of education, made the kindergarten part of the American public school system. BSocial Darwinism British sociologist Herbert Spencer strongly influenced education in the mid-19th century with social theories based on the theory of evolution developed by British naturalist Charles Darwin. Spencer revised Darwin’s biological theory into social Darwinism, a body of ideas that applied the theory of evolution to society, politics, the economy, and education. Spencer maintained that in modern industrialized societies, as in earlier simpler societies, the â€Å"fittest† individuals of each generation survived because they were intelligent and adaptable. Competition caused the brightest and strongest individuals to climb to the top of the society. Urging unlimited competition, Spencer wanted government to restrict its activities to the bare minimum. He opposed public schools, claiming that they would create a monopoly for mediocrity by catering to students of low ability. He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. Spencer believed that people in industrialized society needed scientific rather than classical education. Emphasizing education in practical skills, he advocated a curriculum featuring lessons in five basic human activities: (1) those needed for self-preservation such as health, diet, and exercise; (2) those needed to perform one’s occupation so that a person can earn a living, including the basic skills of reading, writing, computation, and knowledge of the sciences; (3) those needed for parenting, to raise children properly; (4) those needed to participate in society and politics; and (5) those needed for leisure and recreation. Spencer’s ideas on education were eagerly accepted in the United States. In 1918 the Cardinal Principles of Secondary Education, a report issued by the National Education Association, used Spencer’s list of activities in its recommendations for American education. XIIINATIONAL SYSTEMS OF EDUCATION In the 19th century, governments in the United Kingdom, Germany, France, Italy, and other European countries organized national systems of public education. The United States, Canada, Argentina, Uruguay, and other countries in North and South America also established national education systems based largely on European models. AIn the United Kingdom. The Church of England and other churches often operated primary schools in the United Kingdom, where students paid a small fee to study the Bible, catechism, reading, writing, and arithmetic. In 1833 the British Parliament passed a law that gave some government funds to these schools. In 1862 the United Kingdom established a school grant system, called payment by results, in which schools received funds based on their students’ performance on reading, writing, and arithmetic tests. The Education Act of 1870, called the Forster Act, authorized local government boards to establish public board schools. The United Kingdom then had two schools systems: board schools operated by the government and voluntary schools conducted by the churches and other private organizations. In 1878 the United Kingdom passed laws that limited child labor in factories and made it possible for more children to attend school. To make schooling available to working-class children, many schools with limited public and private funds used monitorial methods of instruction. Monitorial education, developed by British educators Joseph Lancaster and Andrew Bell, used student monitors to conduct lessons. It offered the fledgling public education system the advantage of allowing schools to hire fewer teachers to instruct the large number of new students. Schools featuring monitorial education used older boys, called monitors, who were more advanced in their studies, to teach younger children. Monitorial education concentrated on basic skills—reading, writing, and arithmetic—that were broken down into small parts or units. After a monitor had learned a unit—such as spelling words of two or three letters that began with the letter A—he would, under the master teacher’s supervision, teach this unit to a group of students. By the end of the 19th century, the monitorial system was abandoned in British schools because it provided a very limited education. BIn Russia Russian tsar Alexander II initiated education reforms leading to the Education Statute of 1864. This law created zemstvos, local government units, which operated primary schools. In addition to zemstvo schools, the Russian Orthodox Church conducted parish schools. While the number of children attending school slowly increased, most of Russia’s population remained illiterate. Peasants often refused to send their children to school so that they could work on the farms. More boys attended school than girls since many peasant parents considered female education unnecessary. Fearing that too much education would make people discontented with their lives, the tsar’s government provided only limited schooling to instill political loyalty and religious piety. CIn the United States Before the 19th century elementary and secondary education in the United States was organized on a local or regional level. Nearly all schools operated on private funds exclusively. However, beginning in the 1830s and 1840s, American educators such as Henry Barnard and Horace Mann argued for the creation of a school system operated by individual states that would provide an equal education for all American children. In 1852 Massachusetts passed the first laws calling for free public education, and by 1918 all U. S. states had passed compulsory school attendance laws. See Public Education in the United States. XIVEDUCATION IN THE TWENTIETH CENTURY At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (1900; The Century of the Child,1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy. AMontessori Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with developmentally disabled children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment. Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behavior. In 1913 Montessori lectured in the United States on her educational method. American educators establ.

Racial Profiling by Police Essay -- Stop and Frisk

The Fourth Amendment protects the right of people to be secure in their persons, ‘ houses, papers, and effects against unreasonable searches and seizures†¦ (108). Under the Fourth Amendment the legal constraints placed on police and the rules they must follow for â€Å"Stop and Frisk† happened as a result of the â€Å"Terry v. Ohio â€Å"case (162). The constraints are that the police cannot stopped and frisk people without reasonable suspicion probable cause or a warrant. Before 1968 the police could search a suspect only if they had probable cause. After the Terry case the police may conduct a frisk search of a suspect’s outer clothing only if there was reasonable suspicion. The U.S. Supreme Court definition of â€Å"Frisk† is: a patting down of the outer clothing of a suspect based on the reasonable suspicion, designed to protect a police officer from attack with a weapon when making an inquiry. A â€Å"Search† is an exploration for evidence. Although frisk are restricted to a search for weapons that may pose an immediate threat to the officer’s safety, the Court concluded that cases as these are decided by their own facts; generally, however, police officers who see unusual conduct that leads them to conclude that criminal activity are involved and that the persons are armed and dangerous are entitled to conduct â€Å"a carefully limited search of the outer clothing of such persons trying to discover weapons† that may be used to assault them (163) Such a frisk are reasonable under the Fourth Amendment, and any weapons seized is introduced in evidence. Reasonable suspicion is when a police officer has good reason to believe that criminal activity may be occurring as in the case of â€Å"Terry v. Ohio† (162). The police officer observed thre... ...s under O’Malley (100,000) that O’Malley won by a landslide by the number of arrest made. On the other hand Mayor Rawlings engaged the targeted approached and went after violent and repeated offenders which resulted in a decrease in homicide to fewer than 200 in 2011. Racial profiling contributes to many frivolous minor infractions that burdens the prosecutors to bring these cases to court. The court are overwhelmed with trying these cases and that takes time away from the more violent cases As a result the correctional facilities becomes overcrowded which cost the state money. Policing must not be initiated by numbers, race, ethnicity or national origin. Racial profiling violates an individual’s civil right and if being done it violates the 4th Amendment right. â€Æ' Works Cited Albanese, Jay S. Criminal Justice. Upper Saddle River : Pearson, 2013. Print.

Sugar Cane Alley

Alexandra Mitchell Dr. Lamont King GAFST 200 November 30, 2010 Sugar Cane Alley Jose understands at a young age that in order to escape the indentured life of working in a sugar cane plantation like his ancestors before him, he must do something different. In the classroom, Jose is a very bright student as seen through his peers and especially his professor who eventually helped Jose get into a prestigious school because of his academic excellence. He assures his grandmother who is his sole provider and family that one day she’ll no longer have to work tirelessly in the sugar cane plantation.Jose dreams of taking work in a more profitable and higher field then the plantation his community is chained to all being done by attaining a high education. Through the life of a plantation worker and the ones seen in Van Onselen’s article as a migration worker, slavery may have been abolished, but their freedom is severely limited. At the end of the film, the plantation workers w ere singing a song and one line of its lyrics clearly summed up what is needed to end the forced monetary economy many of the African Americans are trapped in, â€Å"Money and justice are what’s needed to end our suffering. In his article titled, â€Å"Social Control in the Compounds,† Van Onselen does a good job portraying the hard lives of the Chibaro people working in a nearby mine plantation. These workers paralleled the lives of the ones working in the sugar cane plantation where they were both trapped and limited in their freedom. They were oppressed under the proletarian labor economy that made it difficult to move up in the labor field and many were financially indentured to their plantation living day-by-day and paycheck-to-paycheck.This system made it extremely hard for the African Americans to move around and find better work somewhere else. There was almost total control over the labor and the whole idea of this widespread control was to lengthen its cycle . There were laws passed, credits to pay off, and the inflation of food prices making it a widely controlled monopoly. One law called for labor contracts detailing what was needed of the workers and many were paid by tokens or coupons that proved useless outside the plantation which in turn lengthened the workers time spent at one location.Many Chibaro workers as cited in his article couldn’t even pay off simple life necessities such as groceries, which forced them to have credit further lengthening their stay at each plantation. Many times the communities only had one grocery store, so for more control, the labor industry would inflate the prices making it nearly impossible for the people to be out of debt and even able to leave their workplace in search of more prominent work availabilities.For example, in the movie, a woman and her family couldn’t afford her groceries so she asked the clerk to put it on their tab which would need to be paid off making their stay per manent until they were free from debt. But this proved impossible to clear debt, because a worker’s paycheck given by the tightly controlled economy never amounted to what a family needed to get by. Mr. Mdeouze acts as a mentor and he opens Jose’s eyes to the corrupt society and how it in some ways mirrors the past.Although they are free from slavery, their freedom is limited by the labor-controlled economy making any further progress beyond the abolishment of slavery nearly impossible, â€Å"†¦we were free but our bellies were empty. † Mr. Mdeouze does although make one factor clear to Jose and that is the distinct value of education the power it has. The wise old man cited the life of a free African American man working on the sugar cane plantation perfectly when mentoring young Jose, â€Å"learning is second key that opens to our freedom. He is traditional in that he doesn’t believe that he’s a free man and reiterates that he won’t return to Africa until he’s dead and buried. Jose learns through Mr. Mdeouze that Africa has yet to return to it’s roots and white power is still perceived to be the dominant race in it’s every attempt to control all aspects of the African American life and still hold their power to utilize them for hard labor. Leopold is a young mulatto living amongst the plantation and is the son of the white landowner of the Sugar Cane plantation.When his father falls ills and is on his deathbed, he refuses to pass down his position to Leopold with the explanation of it being a white man’s job and not one of a Mulatto. Leopold lived in his family’s nice home with his African mother then denying the African roots in him by his family’s societal stance. By not allowing Leopold to inherit the plantation as a legitimate landowner, this then denies also the white man roots in him.Therefore by being rejected by both sides of the race spectrum unsurprisingly lea d to the demise of Leopold. He found himself hopeless in terms of his identity and in mounds of trouble as seen at the end of the movie. I believe Leopold’s fate was inevitable because he was rejected and out casted in his own community and no longer had an adequate place in society. The tightly controlled labor economy in the early twentieth century made African American’s freedom severely limited.There were all but few ways to escape this corruptly controlled monetary system, but one way was through attaining a higher education as learned by young Jose. He quickly discovered that education can provide him with more work opportunities and a better life all together. In summary, as seen through the movie and read in the article by Van Onselen, there still seemed to remain obvious elements of slavery in the lives of plantation and mine African American workers even after slavery had been long abolished. Sugar Cane Alley Alexandra Mitchell Dr. Lamont King GAFST 200 November 30, 2010 Sugar Cane Alley Jose understands at a young age that in order to escape the indentured life of working in a sugar cane plantation like his ancestors before him, he must do something different. In the classroom, Jose is a very bright student as seen through his peers and especially his professor who eventually helped Jose get into a prestigious school because of his academic excellence. He assures his grandmother who is his sole provider and family that one day she’ll no longer have to work tirelessly in the sugar cane plantation.Jose dreams of taking work in a more profitable and higher field then the plantation his community is chained to all being done by attaining a high education. Through the life of a plantation worker and the ones seen in Van Onselen’s article as a migration worker, slavery may have been abolished, but their freedom is severely limited. At the end of the film, the plantation workers w ere singing a song and one line of its lyrics clearly summed up what is needed to end the forced monetary economy many of the African Americans are trapped in, â€Å"Money and justice are what’s needed to end our suffering. In his article titled, â€Å"Social Control in the Compounds,† Van Onselen does a good job portraying the hard lives of the Chibaro people working in a nearby mine plantation. These workers paralleled the lives of the ones working in the sugar cane plantation where they were both trapped and limited in their freedom. They were oppressed under the proletarian labor economy that made it difficult to move up in the labor field and many were financially indentured to their plantation living day-by-day and paycheck-to-paycheck.This system made it extremely hard for the African Americans to move around and find better work somewhere else. There was almost total control over the labor and the whole idea of this widespread control was to lengthen its cycle . There were laws passed, credits to pay off, and the inflation of food prices making it a widely controlled monopoly. One law called for labor contracts detailing what was needed of the workers and many were paid by tokens or coupons that proved useless outside the plantation which in turn lengthened the workers time spent at one location.Many Chibaro workers as cited in his article couldn’t even pay off simple life necessities such as groceries, which forced them to have credit further lengthening their stay at each plantation. Many times the communities only had one grocery store, so for more control, the labor industry would inflate the prices making it nearly impossible for the people to be out of debt and even able to leave their workplace in search of more prominent work availabilities.For example, in the movie, a woman and her family couldn’t afford her groceries so she asked the clerk to put it on their tab which would need to be paid off making their stay per manent until they were free from debt. But this proved impossible to clear debt, because a worker’s paycheck given by the tightly controlled economy never amounted to what a family needed to get by. Mr. Mdeouze acts as a mentor and he opens Jose’s eyes to the corrupt society and how it in some ways mirrors the past.Although they are free from slavery, their freedom is limited by the labor-controlled economy making any further progress beyond the abolishment of slavery nearly impossible, â€Å"†¦we were free but our bellies were empty. † Mr. Mdeouze does although make one factor clear to Jose and that is the distinct value of education the power it has. The wise old man cited the life of a free African American man working on the sugar cane plantation perfectly when mentoring young Jose, â€Å"learning is second key that opens to our freedom. He is traditional in that he doesn’t believe that he’s a free man and reiterates that he won’t return to Africa until he’s dead and buried. Jose learns through Mr. Mdeouze that Africa has yet to return to it’s roots and white power is still perceived to be the dominant race in it’s every attempt to control all aspects of the African American life and still hold their power to utilize them for hard labor. Leopold is a young mulatto living amongst the plantation and is the son of the white landowner of the Sugar Cane plantation.When his father falls ills and is on his deathbed, he refuses to pass down his position to Leopold with the explanation of it being a white man’s job and not one of a Mulatto. Leopold lived in his family’s nice home with his African mother then denying the African roots in him by his family’s societal stance. By not allowing Leopold to inherit the plantation as a legitimate landowner, this then denies also the white man roots in him.Therefore by being rejected by both sides of the race spectrum unsurprisingly lea d to the demise of Leopold. He found himself hopeless in terms of his identity and in mounds of trouble as seen at the end of the movie. I believe Leopold’s fate was inevitable because he was rejected and out casted in his own community and no longer had an adequate place in society. The tightly controlled labor economy in the early twentieth century made African American’s freedom severely limited.There were all but few ways to escape this corruptly controlled monetary system, but one way was through attaining a higher education as learned by young Jose. He quickly discovered that education can provide him with more work opportunities and a better life all together. In summary, as seen through the movie and read in the article by Van Onselen, there still seemed to remain obvious elements of slavery in the lives of plantation and mine African American workers even after slavery had been long abolished.

Life After Death

Life after Death. Daniel Yashinsky 16/09/2011 Death is a word that someone never likes to hear but questions that always come to mind are what happens after we die. Many people believe in different situations but ultimately I assume that the way we live out our life will determine our results in the afterlife. Almost like being punished in a sense it’s the way of the society to believe in morals such as right and wrong. Who or what judges the fact of where we go. Are these theories accurate or is it all just a fabrication. All in all it’s pretty hard not to think of the one thing you can’t run from. Since the moment I was born my parents have been telling me what is right and what is wrong. So if I was to do something wrong I would get punished so these morals have always been engraved in my brain. Who decided what is right and what is wrong, why do we have these morals and why do we get punished for committing so called sins? I don’t think there is a true answer for that, but people think that if you are a good human which can mean so many different things but in general if you live out your life doing good deeds that you will go to a heaven. This theory also works in the opposite way as well, when people commit sins that are against the â€Å"norm† of the society they live in then they will go to hell. This is one of the reasons why religion has been followed for so long to keep society in control according to what we presume is in control. If one believes in this then it will be easy for someone to just live their life and not fear what is beyond the threshold of death. But one question still remains, who decides our faith after death. Today I was asked â€Å"do you believe in god? I didn’t know how to respond because all I could think about was the reasoning for his asking. Did he want me to believe in god? Was he just curious to know what my thoughts were on the matter? All I know is it’s a personal question but it felt like I was being judged. I like to have my own views on things I don’t usually conform to society, almost like an existentialist. So the answer to the question is somewhat, I don’t particularly believe in god itself, but I think there is some sort of higher power. The real question is if this higher power ends up judging us just like this man did to me today. So this higher power for some odd reason gets to judge me and the rest of the world to decide if we get to go to a happy place or a sad place in simple words that is what religion means. People devote their whole lives thinking if they follow this rule their afterlife will turn out well for the rest of eternity. Now I will see beyond this and look at people who do not believe in god what so ever, so these sorts of people are condemned to live in the underworld. Now who’s to say that the way I live my life will determine my afterlife. Why should I believe something that someone has just made up without any proof? Anything can happen after you die; people shouldn’t spend their whole life deciphering the code of death. The reason people feel such a need to believe in something is because they have a fear, the fear of the unknown. When you don’t know what is going to come after you die, how can’t face those fears. I honestly believe that any of these theories can be true, but little did I know how much death plays a star role in so many people’s lives. Truthfully everyone sees death differently and depending on who you are Now life is an important thing to all of us, why waste it thinking about what’s going to happen after death. If I was to die I would like to one to judge me on the things I have done in my lifetime. This will give a meaning to my life and many other lives as well. Seeing how so many people believe in this way of life that it would be terrible not to see it fulfilled, also a something of a higher power judges us and leads us through the rest of eternity. Finally we can go against it all and say that all that happens is we rot in the ground. So for all we know life as we know it can be death without any real proof we just have theories but my beliefs will stay strong .

The product proposal for enhancing and re-designing a chef’s uniform The WritePass Journal

The product proposal for enhancing and re-designing a chef’s uniform Abstract The product proposal for enhancing and re-designing a chef’s uniform . The Chef’s uniform. CarlifoniA. California UP. Cohen, A.2011. J.J. Pizzutos Fabric Science Swatch Kit (10th ed). London: Fairchild Publications Kim, S. and Park, K. 1989. International Journal of Clothing Science and Technology. Emeral Publishing Press Karmakar. 1999. Textile Science and Technology. Netherlands: Elsevier Publications Kadolph. S. 2010. Textiles (11th ed). New York. Prentice Hall Stone. E. 2008. The Dynamics of Fashion (3rd Ed). London: Fairchild Publications Textile Intelligence Limited. 2011. Cosmetotextiles wearable body. Available online from www.textilesintelligence.com Retrieved 28th, November 2012. Winks, J. M. 1997. Clothing Sizes: International standardization. London: Textile Institute  publication. Wulfhorst, B et al. 2006. Textile Technology. London: Hanser Publications

Personal Ethics paper Essay Example | Topics and Well Written Essays - 2000 words - 1

Personal Ethics paper - Essay Example In certain cases these all are being determined by the universities or any other institutional bodies of the university but the professors’ decision are also involved. the paper looks at different ethical codes of conduct and the leadership principles which the college professor’s are expected to incorporate in their day-to-day professional demeanor. Professors are the members of the university who teaches the students on behalf of the University. Hence as the University has certain rules and regulation the professor also follows certain ethics and principles while imparting education to the students. Teaching is regarded as an art and while teaching certain things are always taken into concerns like the way things are to be taught and what is to be taught. (Markie, 1994, p. 3) There are certain professional responsibilities which are expected from the college teachers. (A statement of principles for college teacher of education, 1954, p. 128) The relationship of the student and teacher is generally cooperative and there are significant sets of power that has been granted to the teachers. And the individual power of the teacher is very obvious in the classroom where the teachers or the professors determine the on goings of the class and evaluate the performance of the students. He has the sole power to do it. The power that has been given to the professors can be utilized to make it â€Å"supportive† or â€Å"destructive†. (Markie, 1994, p. 6) The ethical professor should be guided by the basic three principles, they are: â€Å"demonstration of equity and fairness†, â€Å"attention to cheating†, â€Å"responsible use of power†. (Klein, 2005, p. 4) Benjamin Bloom (1956) categorized learning activities into three essential parts- cognitive (including mental performance and the quest for knowledge), affective (encourage feelings and passion or generate the right attitude) and psychomotor (physical skills and manual efforts). the effective leadership of the college

Callable Bonds Term Paper Example | Topics and Well Written Essays - 3000 words

Callable Bonds - Term Paper Example There are different reasons as to why companies issue callable bonds, as noted by Frykman and Tolleryd, one of the reasons as to why companies issue callable bonds is because of their hedge interest rate (173). The point is that, the moment interest rates reduce, the issuing companies can then repay the bonds at lower interest rates. This paper aims at examining callable bonds. Overview As explained by Le callable bonds allows those borrowing the option of re-investing if the interest rates reduces (4). This implies that companies are able to hedge against likely reduction of interest rates in future. It is because of this aspect tha makes callable bonds to be prefered by many investors particularly before 1990s. In deed, before 1970, nearly all companies issued bonds that had were callable. But, as from 1970 to 1990, callable bonds being issued reduced to about 80%. This was attributed to developents that had taken place within the interest rate derivaive markets over that period. P resently, the number of callable bonds on the market has greatly reduced accounting for less than 30%. According to Le the reason for this reduction is the fact that, it has become easier for companies to hedge against the interest rate risks (4). Explaining callable bonds When a company issues a bond, it has to make a critical decision regarding the type of bond it will issue, if it will be a callable bond or a regular one. In defining a callable bond Brigham and Houston states that callable bond, also known as redeemable bond is a kind of bond that permits the issuing firm to retain the benefit of trading in the bond at a certain time before the maturity date (220). This implies that the issuing firm retains the right of buying back the callable bond, though it is not obligated to do that. Basically, the bonds are not in actual sense bought back by the issuing firm; rather the firm cancels them immediately. When recalling the callable bonds, the issuing firm has to pay more than t he par price. In some cases, for example in high-yield debt industry, the call premium could be considerable high. Therefore, the issuing firm has a choice, of either paying a higher premium or waiting until the bonds mature. Brigham and Houston notes that supposing the interest rates prevailing in the market go down at the time of calling back the bonds, then the issuing company will be in a position to refinance its debt cheaply (220). Accordingly, as the interest rates reduce, the value of the bonds increases, thus, it is beneficial to re-buy the bonds at their par value. When callable bonds are used, the investors are given the advantage of a higher token or value, as opposed to what they have gained with regular bonds. However, when the interest rates reduce, the issuing firms will likely recall the bonds and just invest them at interest rate is low. The moment a company has recalled the bond, the company can as well reissue the similar bonds at a much lower interest rate. This process of reissuing bonds to save money on the interest payment is referred as refunding. Brigham and Houston notes that before the bonds are recalled, the bond holders are informed by a letter, one of the agreements when investing in a callable bond (221), is that the investors agree that the bonds can be bought back and the investors should be ready to sell the bonds. However, companies recalling the bonds