Week 5 Individual Assignment Essay Example | Topics and Well Written Essays - 2250 words

Week 5 Individual Assignment - Essay Example The purpose of this paper is to describe the strategic plan, leadership considerations, and other factors that will allow Gene One to achieve the transformational process successfully. The former CEO of the company Don Ruiz had the right idea in mind when he developed the idea of turning the company into a publicly traded entity. Don has passed away and Gene One is currently in dying need of a new CEO that is able to transform the company so that it can become an efficient public enterprise. The three primary goals of Gene One are to grow its revenues by 40%, to raise additional capital, and to develop new products. The timeline for completion of the IPO process is a maximum of 36 months. Prior to his death Don Ruiz had made remarks in the scenario that he might not be the right person to lead the company in the transformational process. Now that the company has to fill his vacancy the human resource department must recruit a new CEO. This CEO has to have the right leadership style to inspire the staff into believing that the direction of the company is the right path. The chief executive officer position is the top managerial position within a corporation. Due to the changes that are occurring within Gene One the new CEO has to be a true leader in order to ensure his troops follow the manager’s guidance. A leadership style that is well suited for the CEO position at Gene One Corporation is a charismatic leadership style. A charismatic leader can be defined as a leader who by force of their personal abilities is capable of having a profound and extraordinary effect on followers (Schermerhorn & Hunt & Osborn, 2003, p. 300). An example of a charismatic leader is Martin Luther King. Charismatic leaders have high moral beliefs, great interpersonal and communication skills, and the ability to inspire others to achieve higher levels of performance. At Gene One

Rules and regulations on the conduct and discipline Essay Example for Free

Rules and regulations on the conduct and discipline Essay For the guidance of all concerned, the following rules and regulations on the conduct and discipline of students are hereby promulgated: a. Basis of Discipline Students shall at all times observe the laws of the land, rules and regulations of the Bicol University, and the standards of good society. b. General Rules and Regulations The following student’s rules govern the conduct and discipline of students: 1. Any student who commits any misbehavior in the University premises or outside the University when acting in his capacity as a representative of the University, shall subject to disciplinary action in accord with the schedule of sanctions set by the University. 2. The Bicol University is a smoke-free campus. Smoking shall not be allowed in the University premises. 3. Students are required to attend academic University activities that are conducted within the University. 4. Students of this University are free to participate in co-curricular activities and to express their views and positions in public questions/issues subject to the following conditions: a. Their participation shall excuse them only for the time missed in class and shall not excused them from fulfilling other requirements by the University, and b. Their participation shall be their own personal responsibility. 5. No play, skit, farce or any other similar act shall be staged or presented outside the University without the previous authorization and approval of the Dean of the College/Unit. 6. Only BU student organization duly recognized by the Office of the Student Service during the current school year may be allowed to publish and distribute written materials, or put up posters, signs, streamers, and the like. Each copy (and each page) of the proposed written materials must be submitted to the Office of Student Services/Coordinator Student Activities for verification and stamping of the words â€Å"Approved for Posting/Distribution- Dean of Student Services/Coordinator Student Activities† as a requirements before distribution or display. 7. No student may participate in an outside activity, contest, play, band, orchestra, choir conference, congress,  association, club and similar groups as a representative of Bicol University without being so authorized in writing by the Dean of the College/Unit. Participation of students in such activities in their personal capacities is not contemplated in this reservation, provided, however, that in this case the Universi ty shall not be responsible for any consequence arising therefrom. 8. No student or organization seeking to sponsor any social event or activity associated with the University may make use of the institutional name of the University unless he/she is authorized to do so. Generally, use of the institutional name by any student or group off- campus is prohibited. Permission for such solicitation may, on exceptional cases, be obtained in writing from the Dean of the College/Unit. 9. Students should wear the prescribed uniform of the College while inside the campus. 10. Validated I.D Cards must be worn all the time within the school premises. The validated card should be used in all transactions in and out the University. Any student who fails to produce validated I.D Cards upon demand by any member of the faculty or any schools authority or security guard, may not be admitted to class or inside campus. 11. Students should help keep the building and campus clean at all times. Trash cans and similar receptacles should be used. Littering and writing on the walls, doors or any property of the University is prohibited. 12. Students should handle funds; mail matter or any important papers entrusted to them either by the University or any of the student organizations with utmost care and responsibility. 13. All funds accruing the students organization must be deposited in a reputable bank. At the end of every semester the bank book reflecting the financial assets to the organization must be deposited with the college/unit Cashier for safekeeping. 14. Permission for co-curricular activity, i.e. field trips, educational/observation tours, and extra-curricular activity i.e., conventions, seminar conducted within the Region should be obtained one week in advance and for activities outside the Region two weeks in advance from the University President through the Dean College/Unit, Dean of Student Services and Vice President for Academic Affairs. The requesting party before joining any out of campus activity should meet the following requirements. DEFINITION OF TERMS: a. BULLYING. This refers to any act which causes upon the student emotional, physical or psychological stress making him/her feel lonely and unsafe or to think that there is something wrong with him/her or to lose the student’s confidence and to become disinterested in attending classes. b. CARRYING WITHIN THE UNIVERSITY PREMISES FIREARMS OR DANGEROUS OR DEADLY WEAPONS. Carrying any weapon which can kill, including but not limited to: Firearms, even if licensed, knife, blunt instrument, clubs. c. CONVICTION OF A CRIME INVOLVING MORAL TURPITUDE. Conviction in any court of a crime having an inherent quality of corruptness, vileness, or depravity with respect to a person’s duty to another or to society in general; such as but not limited to : rape. Falsification of official documents. d. CREATING DISORDER, TUMULT, BREACH OF THE PEACE OR SERIOUS DISTURBANCE WITHIN THE UNIVERISTY.  Any act designed to any serious disturbance within the University premises, office, classroom, hall or shall interrupt or disturb performance, functions or gatherings, peaceful meetings within the University premises. e. DEFACING, DAMAGING OR DESTROYING ANY PROPERTY OF BICOL UNIVERSITY OR OF WITHIN THE UNIVERSITY. Any willful behavior aimed at destroying, altering, or defacing property of Bicol University or of its employees and guests. Possession of the means to commit vandalism, including possession of a drill bit, glass cutter, or other substance (like spray paint) within University premises without proper clearance from the College Dean/Director shall be prima facie evidence of such offense. f. DISCOURTESY TO SUPERIOR. Any discourtesy by words or by deeds committed by a student towards a student-leader, a Bicol University official or personnel (teaching and non-teaching). g. DISGRACEFUL AND IMMORAL CINDUCT. Any scandalous behavior or act contrary to established moral principles committed inside or outside of BU premises which will cause disrepute to Bicol University. Petting, necking or any sexual conduct done with the University premises, inside or outside of classrooms. h. DISHONESTY. The act of concealing or distorting truth, showing a lack of integrity or a character to defraud, cheat, deceive or betray and an intent to violate the truth. h.1. SERIOUS DISHONESTY. Involve the presence of any one of the following attendant circumstances: a) The dishonest act caused serious damage and grave prejudice to Bicol University; b) In order to commit the dishonest act, the respondent gravely abused his authority; c) Where the respondent is an accountable office in any University/College Based Organization, the dishonest act directly involves property, accountable forms or money for which he directly accountable and the respondent shows an intent to commit material gain, graft and corruption. d) The dishonest act of the respondent exhibits moral depravity; e) In the commission of the dishonest act, fraud or falsification of official documents was employed; f) The dishonest act was committed several times or in various occasion; or g) The dishonest act involves Bicol University examination irregularity or fake Bicol University admission eligibility such as impersonation, and cheating. h.2. LESS SERIOUS DISHONESTY. The dishonest act caused damage and prejudice to Bicol University that is not so serious as to qualify under Serious Dishonesty, or  where the respondent is a student leader who did not take advantage of his/her position in any University/College Based Organization in committing dishonest act. h.3.SIMPLE DISHONESTY. Dishonest acts that did not cause damage or prejudice to Bicol University as well as those within no direct relation to or do not involve the duties and responsibilities of the respondent; and where the information falsified is not related to his office as a student leader or status as a student of this University in case of falsification of official document. i. DRINKING ALCOHOLIC BEVERAGES OR MANIFESTING DRUNKEN BEHAVIOR WITHIN THE UNIVERSITY PREMISES. Possession of intoxicating liquors or any beverages shall be prima facie evidence of the commission of this offense. j. FALSIFICATION OF OFFICIAL DOCUMENTS. Any untruthful entries I official documents committed thru alteration, deletion, superimposition, intercalation, or any misinterpretation. Official documents shall include birth certificate, official transcript of records. Library card, school ID. Student’s clearance, diploma, and other documents issued by or submitted to Bicol University. k. GAMBLING. Any unauthorized betting of money or something of material value within the University premises. l. HAZING OF ANY VARIETY INSIDE OR OUTSIDE THE PREMISES OF THE BISCOL UNIVERSITY BY ANY FRATERNITY OR INDIVIDUAL OR A GROUP REPRESENTING AN ACCREDITED BU ORGANIZATION. An initiation rite or practice as a prerequisites for admission into membership in a fraternity, sorority or organization by placing the recruit, neophyte or applicant in some embarrassing of humiliating situations such as forcing him to do menial, silly, foolish and other similar task or otherwise subjecting him to physical or psychological suffering or injury. (Sec. 1, RA 8049) m. MALVERSATION /UNLAWFUL DISBURSEMENT OF FUNDS PROPERTY BELONGING TO THE UNIVERSITY COMMUNITY OR A GUEST OF THE UNIVERSITY. Any student who, by reason of the duties of his office, is accountable for student’s fund or property, shall appropriate the same or shall take or misappropriate or shall consent, through abandonment or negligence shall permit any other person to take such students funds, or property, wholly or partially, or shall otherwise be guilty of the misappropriation or malversation of such funds or property. n. MISCONDUCT. Such act affecting performance of his duties as a student and/or an officer of any University/College Based Organization and not such only as affects his character as a private  individual. n.1. GRAVE MISCONDUCT. Acts which manifest elements of corruption, clear intent to violate the law or openly disregarding established rules of Bicol University. n.2. SIMPLE MISCONDUCT. Any form of concealment not falling within the definition of dishonesty; or any violation of University/College Rules and Regulations. o. Photo or Video Voyeurism. An act of taking photo or video coverage of a person or group of persons performing sexual acts or any similar activity or of capturing an image of the private area of a person or persons without the latter’s consent, under circumstances in which such person/s has/have a reasonable expectation of privacy, or act of selling, copying, reproducing, broadcasting, sharing, showing or exhibiting the photo or video coverage or recordings of such sexual act or similar activity through VCD/DVD, internet, cellular phones and similar means or device without the written consent of the person/s involved, notwithstanding that consent to record or to take photo or video coverage of same was given by such persons (Sec 3(d) of RA 9993). p. PLAGIARISM. The act of copying another’s words/works and passing it off as one’s own original creation. q. POSSESSION OF DANGEROUS DRUGS OR CHEMICALS. Possession of dangerous drugs or chemicals as defined in Republic Act No. 9165. r. SEXUAL HARASSMENT. An act, or a series of acts, involving any unwelcome sexual advance, demand or request for sexual favor, or other verbal or physical behavior of sexual nature, committed by any person who, having authority, influence or moral ascendancy over another in training or educational-related environment of the person complained of, without regards as to whether such advance, demands or request is accepted by the other. The foregoing acts may be committed among peers such as those involving student—student, and those committed towards a faculty member or employed by a student, whether of the same or opposite sexes. (Sec. 2, Bicol University Rules and Regulation in Administrative Cases of Sexual Harassment and Similar Offenses) s. STALKING. An intentional act committed by a student who, knowingly and without lawful justification, follows a fellow student or places the latter under surveillance directly or indirectly or a combination thereof. (Modified definition taken R.A. No. 926) t. THEFT. The taking, with intent to gain but  without violence against or intimidation of persons nor force upon things, of property of Bicol University, its employees, students and guests, without the latter’s consent; or the failure to deliver found lost items to University authorities or to its owner. u. UNAUTHORIZED SOLICITATION OF CONTRIBUTION/DONATION USING THE NAME OF THE UNIVERSITY.Any request for support to any individual or organization, monetary or otherwise, in the name of Bicol University without prior written permit from the College Dean and University President. v. VIOLATION OF SCHOOL RULES AND REGULATIONS. Disobedience to University/College rules and regulation. d. College/Unit Disciplinary Committee 1. All cases involving discipline of students and violation of rules and regulations of the College/Unit committed within its premises shall be subject to the jurisdiction of College/Unit Disciplinary Committee. 2. Investigation of cases falling under the jurisdiction of a College/Unit shall be conducted by a committee of five (5) members. The College/Unit Disciplinary Committee shall be composed of: 1. The Coordinator of College Student Activities as a Chairperson. 2. The President of the Faculty Club of the College as a Co-Chairperson. 3. The President of the College Student Council or his duly authorized representative, as member. 4. The Department Chair as member. 5. A student representative designed by the USC, as a member, and, 6. The Guidance Counselor, as non-voting member. e. The University Student Disciplinary Tribunal 1. All cases involving discipline of students could be elevated on appeal to the University Student Disciplinary Tribunal, which shall be composed of: a.The University Legal Officer as Chairperson. b.The Dean of OSS as Co-Chairperson. c.The Concerned Department Chair, as member. d.The CSC President or his/her duly authorized representative from the college wherethe subject(s)/students(s) is/are enrolled, as member. e.The  Chairperson of the University Student Council or his duly authorized representative, as a member, and f.The University Guidance Counselor, as non-voting member. f. Disciplinary Procedures 1. Disciplinary procedures shall commence upon the filing of a written report to the Dean of the College/Unit by the instructor or any school authority who apprehends a student committing any of the acts enumerated in Section â€Å"C†. It may also be commenced by the offended party upon filing a written complaint under oath specifying the act or omission constituting the misconduct. 2. The Dean of the College/Unit then refers to the matter to College/Unit Disciplinary Committee which shall convene not later than three (3) days after filing of the case. (The College Disciplinary Committee of different college/unit shall formulate guidelines that will govern the conduct of the proceedings). They shall likewise be responsible to inform in writing the parent(s)/guardian(s) of the student/s allegedly involved in the case. A student under administrative investigation shall have the following rights: a.The student must be informed in writing of the nature and cause of any accusation against him/her; b.That he shall have the right to answer the charge against him/her with the assistance of counsel, if desired; c. That he/she shall be informed of the evidence against him/her; d. That he/she shall have the right to adduce evidence in his/her behalf; and, e.The evidence must have been duly considered by the investigating committee or officials designated by the school authorities to hear and decide the case. 3. The decision of the College Disciplinary Committee shall become final and executory unless within five(5) days from notice of the decision, the aggrieved party,not satisfied with the decision, appeals to the University Student Disciplinary Tribunal. 4. The University Student Disciplinary Tribunal shall review the decision of the College/Unit Disciplinary Committee based on the records/minutes of the proceeding. The tribunal under certain cases may require the receipt of other pieces of evidence. 5. Decision imposing disciplinary action upon the student shall be reported to his/her parent(s), guardian(s) not later than five (5) working days after the case has been promulgated. 6. The University Student Disciplinary Tribunal shall meet not later than ten (10) working days from  the receipt of the notice of appeal. (The University Student Disciplinary Tribunal shall formulates rules and guidelines that will govern the conduct of the proceedings). 7. The decision of the University Student Disciplinary Tribunal shall become final and executory unless within ten (10) working days from notice of the decision, the aggrieved party not satisfied with the decision, appeals to the Board of Regents, through the President. 8. The Board of Regent shall review the decision of the University Student Disciplinary Tribunal based on the records/minutes of the proceeding. The Board under certain cases may require the receipt of other pieces of evidence. g. Grievance Procedure In order to assure the students the right to redress of grievance, the OSS is responsible for a grievance procedure involving non-academic affair. Any student may file a question, complaint or statement in the OSS in person or in writing. A course of action will be taken within five days after filing. If the OSS’s course of action is not acceptable, the same complaint or statement of grievance could be elevated to the University Grievance Committee designated by the President, composed of: University Legal Office Chair Dean of the College where the complainantis enrolled Co-Chair CSC President or his/her representative Member USC President or his/her representative Member h. Academic Grievance Council Students have the responsibility and right to call the attention of a professor on any grade with the students believe to be in error. Students may appeal in this order: to the Department Chairman, then to the Dean, if the problem is not resolved at the College Level, the student may appeal to the University Grievance Council lodged at the VPAA. i. Students’ Right Article 277. Subject to the limitation prescribed by law and the University  policies and regulations, the right of every student in the University are as follows: a. Every student has the right to receive relevant quality education in line with national/regional goals, educational objectives and standards of the University. b. Every student is entitled to guidance services to enable him to know himself, to make decisions and to select from the alternatives in the fields of works in line with his potentials. c. Every student shall in exercise of the constitutional guarantees of the free speech and press, have the right to express and pursue his opinion on any subject, provided that the expression and dissemination of such views do not disrupt the work and discipline of the University. d. Every student shall have the right to receive a copy of every paid publication. e. Every student shall have the right to participate in the formulation and development of policies affecting the Uni versity in relation to the locality/region and nation through representation in the appropriate body/bodies of the University as elsewhere determined in this Code. f. Every student shall have the right to establish, join and participate in organizations and societies not contrary to the law. g. Every student shall have the right to receive reasonable protection within the University premises. h. Every student shall have the right to be informed of the University rules and regulations affecting him. i. Every student have the right to participate in curricular and co-curricular activities. j. Every student is entitled to be respected as a person with human dignity, to full physical, social, moral and intellectual development and to human and healthful conditions of learning. No student shall be subjected to exploitation, involuntary servitude nor cruel or unusual punishment k. Every student shall have the right to redress of grievances against any wrong or injustices committed against him and/or other students by any member of the academic community in accordance with the defined channels of authority therein. l. No student shall be subjected to disciplinary action without due process. m. Every student shall have the right to access to his class and other records for the purpose of determining his class standing and the University shall maintain and preserve such records. n. Every student officially admitted by the University has the right to continue and pursue his course study therein up to graduation, except in cases of academic delinquency and violation of disciplinary regulations. o. Every student shall have the right to be  assisted by the University through current and adequate information on work opportunities. p. Every student shall be entitled to expeditious issuance of certificates, diplomas, transcript of records, grades and transfer credentials. j. Duties and Responsibility of Students Every student regardless of the circumstances of his birth, sex, religion, social status and other factors shall: a. uphold the integrity and good name of the University; b. strive to lead an upright, virtuous and useful life; c. love, respect, and obey his parents, and cooperate with them to keep the family harmonious and united; d. exert his utmost to develop his potentials for service, particularly by undergoing an education suited to his abilities in order that he may become an asset to himself and to society. e. respect the customs and traditions of his country and the principles of democracy; f. participate actively in civic affairs and in the promotion of general welfare; g. help in the observance and exercise of individual and social rights, the strengthening of freedom everywhere, the fostering of cooperation among nations in the pursuit of progress and world peace; h. respect and cooperate with the faculty, fellow students and University authorities in the attainment and preservation of order in the University and in the society; and i. exercise his rights responsibly with the due regard for the right of others.

Free College Essays - Character Analysis in The Portable Phonograph :: Portable Phonograph Essays

The Portable Phonograph - Character Analysis    Walter Van Tilburg Clark's short story, The Portable Phonograph, is a tale about the last survivors in the world after the total destruction of a war. The author gives clues and hints of this throughout the beginning by writing in a narative voice and describing the scene in dark war-like terms. The characters are then introduced as a group of men huddled around a fire. The older of the men, Doctor Jenkins, is the leader and his character is full of personality that can be analyzed by the reader. He is the owner of the shelter that they meet in. This paper will point out the different aspects of the old man in this story and state conclusions that can be drawn from them. The men in this story are obviously amused by the slightest little things. They occupy themselves through book readings from a collection that one man has. Each of the men has their contribution to the group and together they endure a time of devastation by entertaining each other. The older man has a record player that he brings out once a week for the listening pleasure of the group. He is very proud of this treasure. It has sustained through these hard times just as he has and he limits his use of it to make it last. He owns only three steel needles and he gets one out to use because on this particular occasion, their is a musician visitor with them. The other men act as excited as children. They listen to the record and then leave the doctor's house. Doctor Jenkins is nervous and suspicious at the end of the story when the other men leave. "With nervous hands he lowered the piece of canvas which served as his door, and pegged it at the bottom. Then quickly quietly, looking at the piece of canvas frequently, he slipped the records in the case..." (Clark, page 241). He feels that "everything he has" is at risk with the greed that a time like this could produce in the other men. He is secure and comfortable with the things that he has and he doesn't trust the others. He then hides his treasures away in a safe place after they leave. As he gets into his bed he feels the "comfortable piece of lead pipe" with his hand.

My Life in the Future Essay

I am really excited because my life is spectacular, living here in the earth is very different from my life in 2012; my habits have changed a lot; but I can state that even though my life has changed a lot; I live better and don’t have too many concerns. Firstly, I can say that living in 2175 is awesome because I have some robots that do the housework for me; so I don’t have to clean and do the dishes anymore. Also there are cars that are able to fly, they are amazing and since I have a lot of money, I could afford buying the car. Furthermore I have studied many careers, and have changed my job many times. As you know, I went under the process, so I am able to live longer; so I had the opportunity to study five careers at university. I studied medicine, law, international business, mechanic engineering and industrial engineering. I have worked in many factories and right now I have a lot of experience. Talking about marriage; I have gotten married three times and I have eight kids; it’s so nice to have too many kids because they had their kids and now I know them; so I can say that at this time there are five generations of my family living at the same time. It seems to me that living in 2175 is better than my life in 2012; I remember when living in 2012 and it was not very nice. On the other hand, now I don’t have to worry about the housework and other duties.

How important is the banquet scene in this play as a whole? Essay

Before we are able to fully explore the importance of Act III, Scene IV, of Shakespeare’s famous ‘bloody’ tragedy it is necessary to look briefly at what is meant as a tragedy for Shakespeare used tragic circumstances in order to give insight into lots of situations and help tell a story, usually with a moral attached. Although Macbeth is undoubtedly ‘tragic’ and one of the bloodiest and violent of Shakespeare’s plays its tragic nature doesn’t necessarily stem from the murders and grievances within the play. Shakespeare has used Macbeth’s vulnerability and naà ¯Ã‚ ¿Ã‚ ½ve nature to portray tragic circumstances and to highlight the flaws within his character. Macbeth is a fascinating individual; he is transformed by evil from a strong and noble general to a king that will stop at nothing, including murder, to retain his throne and hence his power. However, he is rarely in control of a situation and from the beginning, when he encounters the three witches, deeply suspicious and afraid of the supernatural, ‘Speak if you can, what are you?’ Act I Scene III. This is shown as he depends on the witches to guide him with what to do and good becomes entwined with evil, ‘ Fair is foul, and foul is fair’, Act I Scene I. This also gives us a clue that it is going to be hard in the play to tell the difference between good and evil and when we encounter Banquo’s ghost in Act III, Scene IV we know any glimmer of hope felt by Macbeth since the murder of Banquo is to be short lived. The line ‘fair is foul, and foul is fair’, also indicates a warning to us as readers that things may not necessarily be what they seem and they most definitely are not. Many versions of this quote are used throughout the play including the line of Lady Macbeth’s when she tells Macbeth to; ‘play the humble host’ Act III Scene IV. When she says ‘play’ she is showing that she realises they have to cover up their true feelings. This is similar to ‘fair is foul, and foul is fair’ and can also be compared with the line Lady Macbeth uses to tell her husband to cover up his treachery ‘look like th’ innocent flower, But be the serpent under ‘t’, Act I Scene V, just before Duncan is to arrive at their castle. The banquet scene, therefore, is one of the most important scenes of the play and, once the ghost appears, becomes a pivotal point. Things, up until now, were going relatively smoothly for Macbeth and he has fulfilled his dream of becoming king and his wife, lady Macbeth, queen. Although she knows of Duncan’s murder, she has not been included in the plans for murdering Banquo, ‘Be innocent of the knowledge, dearest Chuck,’ Act III Scene II, and at the beginning of the ‘banquet scene’ he wishes only for her to join in the celebrations for his coronation ‘ Our hostess keeps her state, but in best time we will require her welcome,’ Act III Scene IV Line 6-7. The banquet has been arranged so that the new King and Queen can be properly introduced to their courtiers and is going as planned until the Murderers arrive to tell Macbeth that although they have killed Banquo, Fleance has escaped. Although Macbeth is uneasy about this news, ‘Hath nature that in time will venom breed’ Act III SceneIV and is linked to his doubts about one of Banquo’s predictions from the Witches, ‘Thou shalt get Kings, though thou be none’, he dismisses the murderers and prepares to enjoy the banquet in a ceremonious way. However, his ease is to be short-lived for as he is about to sit down he sees Banquo’s ghost in his place at table. He cannot believe this and questions his Lords, ‘Which of you has done this?’ but they are unable to see the ghost and rise to leave, thinking he is ‘unwell’. Guilt, denial and fear swamp Macbeth, ‘Thou canst not say I did it: never shake thy gory locks at me’, and he thinks someone knows he killed Duncan and is setting him up. It seems guilt is the strongest theme in this scene, it is the reason for the ghost of Banquo being present in Macbeth’s mind only, and his guilty conscience is seeping through with this sign of madness. Although Lady Macbeth accuses her husband of being a coward, ‘This is the very painting of your fear’ as she did at the time of Duncan’s murder, she apologises to the guests and tries to cover up for him saying it is an illness he has had from a child, ‘my Lord is often thus and hath been from his youth.’ Because he is so frightened I feel she is beginning to suspect him of something but does not understand what exactly, ‘Why do you make such faces?’ The Ghost leaves and Macbeth tries to understand what has happened, in Scene II he was saying how lucky Duncan was because he was at peace in death, ‘After life’s fitful fever, he sleeps well’, but now he is worrying because he has seen the dead rise up again and wonders that in his own death he too may not be at peace; ‘But now they rise again with twenty mortal murders on their crowns’. This seems to link in with the supernatural introduced with the witches and shows a weakness and confusion in Macbeth’s character as he fears death; ‘ I have a strange infirmity, which is nothing to those that know me’, Act III Scene IV. After the ghost leaves and the guests have gone it is almost dawn. Lady Macbeth says ‘Night, is almost at odds with morning.’ I feel Lady Macbeth is beginning to doubt her previous actions and seems confused over good and evil becoming entwined. Macbeth makes a short speech that could easily be compared to an earlier scene in the play – Act II Scene II, when Macbeth and Lady Macbeth are washing away Duncan’s blood from their hands. This could be an image of them ‘washing’ away the guilt that, in the end, forces Lady Macbeth to commit suicide when she feels she can’t wash the blood from her hands. This drives her to her madness like the ghost of Banquo starts to do to Macbeth. This is a famous speech that talks about wading in blood and has the word ‘blood’ repeated five times, ‘ blood will have blood’. Macbeth feels he is in this so deep there is no going back, ‘Returning were as tedious as go’er’, the turning point has now been reached and the last line indicates there is more killing to come, ‘We are yet but young in deed.’ This proves the importance of the Banquet Scene. We have reached the end of one chapter and the beginning of another and it is also a turning point in the relationship of Macbeth and Lady Macbeth. At the beginning of the banquet they were as close as they were at the beginning of the play, despite the ‘cloud’ of Duncan’s death. But by the end of the banquet we find Macbeth unable to confide in his wife for advice and going to the witches in place of her, ‘I will to-morrow (And betimes I will) to the Weird Sisters.’ And we now know that Lord and Lady Macbeth do not know darkness from light or evil from good. There must only be darkness and death ahead for them both. Fair has become foul and foul has become fair.

Short Story Summary †Creative Writing (I have not thought of a title yet)

Short Story Summary – Creative Writing (I have not thought of a title yet) Free Online Research Papers Chapter 1 The main character Emma has received an invitation in the mail for her parents’ 30 year wedding anniversary. Plenty of thoughts are running through her head as she discusses this party with her best friend Nicole and her brother Rob. Mainly, the fact that her parents have been together this long is a mystery and is somewhat confusing to her and her relationships with her mother and father. She’s an adult now and has realized that she must come to terms with her childhood and she has questions that she needs answered so that she can go on with her own life. Chapter 2 It’s 1966 and the story starts with Emma’s mother, Joanne. Joanne is 18 and starting at a Teacher’s College where she meets her soon to be best and lifelong friend Rita. Rita and Joanne are total opposites. This chapter summarizes their 4 years in school†¦ they become young women. Chapter 3 After completing school (it’s 1970) they both land jobs teaching at an elementary school in a small town. This chapter deals with them getting to know the town, finding a place to live, meeting some of the locals (who will show up later in the story) and touches on Joanne’s newfound feelings of independence and maturity. Chapter 4 Joanne and Rita meet their future husbands at a party one night. Joanne is drawn to a young guy named Griffin Bennett. Finn (as he is called in the story) is a smoker and a drinker and unlike anyone Joanne has ever known. Meanwhile, Rita gets together with his friend Steve. Soon Joanne and Finn are inseparable and although she is still pretty prim and proper she ends up pregnant after sleeping with Finn for the first time. They have a shotgun wedding and son, Robert, is born 5 months after the wedding. Daughter Emma comes 2 years later. Rita and Steve wed as well and daughter Nicole is born the same year as Emma. Finn takes a job as a carpenter and they settle into a small house. Joanne stays home with the kids. Things are very happy for awhile. Chapter 5 It’s Emma’s 5th birthday (1976) and Joanne has arranged a party. Finn is late and when he finally shows up he drinks quite a bit and acts like an ass. Meanwhile Rita tells Joanne that Steve has bought the company he works for and they are doing really well financially as opposed to Finn and Joanne who struggle. It is evident that things are not going too well but Joanne defends Finn and keeps hoping things/he will turn around. At the end of the chapter it is evident that the girls (Emma and Nicole) are going to witness a lot of the uneasiness/unhappiness that will unfold. Research Papers on Short Story Summary - Creative Writing (I have not thought of a title yet)Hip-Hop is ArtStandardized TestingNever Been Kicked Out of a Place This NiceTwilight of the UAWThe Spring and AutumnEffects of Television Violence on Children19 Century Society: A Deeply Divided EraQuebec and CanadaHonest Iagos Truth through DeceptionThree Concepts of Psychodynamic

Free Essays on Exposure

‘Exposure’ Exposure is the basic process through which a photograph is taken. It is the exposing the light sensitive film to light, therefor burning an image to be developed. The ability to create the perfect exposure, is the ability to control the light exposure to the film. How the photograph turns out is controlled by several factors, i.e., the intensity of the light; the sensitivity of the film; and the duration for which the film is exposed to the light. These factors all relate to each other, and thus determine if the film will be too bright, to dark, over or under-exposed. ISO(ASA) The first of these settings is ASA or ISO. This is the speed of the film and determines its sensitivity. For proper exposure, the ASA should always be set to the speed of the film that you are using, e.g., 400 (standard). ASA stands for American Standards Authority, and ISO stands for International Standards Organisation. These are the scales on which the films are graded. The highest grade on this scale is 3200, this being rarely used. The grain of the resulting image is effected by the ISO. It also greatly effects the contrast of the image. The lower the ISO, the more light required to correctly expose the film. Films with a high ISO can have a quicker shutter speed or a higher aperture because they require less light. Aperture. The aperture is another important factor of a correct exposure. It is controlled by a dial on the lens, and itself controls the amount of light let through by the lens. Similar to the iris of the human eye, the aperture opens and closes to correctly concentrate the light on the film. The scale aperture is measured on is F-stops. When the camera’s aperture is set at a high F-stop, less light is allowed into the film. This would be the correct procedure if the photograph was being taken in a bright environment. If there is little light, however, the aperture should be at a low setting so as to allow the... Free Essays on Exposure Free Essays on Exposure ‘Exposure’ Exposure is the basic process through which a photograph is taken. It is the exposing the light sensitive film to light, therefor burning an image to be developed. The ability to create the perfect exposure, is the ability to control the light exposure to the film. How the photograph turns out is controlled by several factors, i.e., the intensity of the light; the sensitivity of the film; and the duration for which the film is exposed to the light. These factors all relate to each other, and thus determine if the film will be too bright, to dark, over or under-exposed. ISO(ASA) The first of these settings is ASA or ISO. This is the speed of the film and determines its sensitivity. For proper exposure, the ASA should always be set to the speed of the film that you are using, e.g., 400 (standard). ASA stands for American Standards Authority, and ISO stands for International Standards Organisation. These are the scales on which the films are graded. The highest grade on this scale is 3200, this being rarely used. The grain of the resulting image is effected by the ISO. It also greatly effects the contrast of the image. The lower the ISO, the more light required to correctly expose the film. Films with a high ISO can have a quicker shutter speed or a higher aperture because they require less light. Aperture. The aperture is another important factor of a correct exposure. It is controlled by a dial on the lens, and itself controls the amount of light let through by the lens. Similar to the iris of the human eye, the aperture opens and closes to correctly concentrate the light on the film. The scale aperture is measured on is F-stops. When the camera’s aperture is set at a high F-stop, less light is allowed into the film. This would be the correct procedure if the photograph was being taken in a bright environment. If there is little light, however, the aperture should be at a low setting so as to allow the...

7 Tips to Surviving the First Year as a New School Principal

7 Tips to Surviving the First Year as a New School Principal The first year as a new principal at a school is a daunting challenge.  Everyone is trying to figure you out, testing your mettle, and attempting to make a good impression.  As a principal, you want to find a balance in making changes, building relationships, and figuring out what everyone is already doing well.  It takes a keen sense of observation and a significant investment of your time.  Even veteran principals taking over at a new school should not come in expecting things to be the same as they were at their previous school. There are so many variables from school to school that most of the first year will be a feeling out process. The following seven tips can help guide you through that critical first year as a new school principal. 7 Tips For Surviving the First Year As a New School Principal Understand your superintendents expectations. It is impossible to be an effective school principal at any point if you and the superintendent are not on the same page. It is essential that you always understand what their expectations are. The superintendent is your direct boss. What they say goes, even if you do not entirely agree with them. Having a strong working relationship with your superintendent can only help you be a successful principal.Create a plan of attack. You will be overwhelmed! There is no way around it. Although you might think you know how much there is to do, there is much more than you could have possibly imagined. The only way to sift through all the tasks that it takes to get ready and get through your first year is to sit down and create a plan of what you are going to do. Prioritizing is essential. Create a checklist of all the things you need to do and set a time table of when they need to be completed. Take advantage of the time you have when no students a re around because once they factor into the equation, the likely hood of a schedule working is highly unlikely. Be organized. Organization is key. There is no way you can be an effective principal if you do not have exceptional organization skills. There are so much many facets of the job that you can create confusion not only with yourself but with those you are supposed to be leading if you are not organized. Being unorganized creates chaos and chaos in a school setting especially from a person in a position of leadership can only lead to disaster.Get to know your teaching faculty. This one can make or break you as a principal. You do not have to be every teachers best friend, but it is critical that you earn their respect. Take the time to get to know each of them personally, find out what they expect from you, and let them know your expectations early. Build a solid foundation for a solid working relationship early and most importantly back your teachers unless it is impossible not to.Get to know your support staff. These are the people behind the scenes who do not get enough credit but es sentially run the school. The administrative assistants, maintenance, custodians, and cafeteria personnel often know more about what is going on with the school than anyone else. They are also the people whom you rely on to make sure the daily operations run smooth. Spend time getting to know them. Their resourcefulness can be invaluable. Introduce yourself to community members, parents, and students. This goes without saying, but the relationships you build with the patrons of your school will be beneficial. Making a favorable first impression will lay the groundwork for you to build on those relationships. Being a principal is all about the relationships you have with people. Just like with your teachers, it is essential to gain the communities respect. Perception is reality, and a principal that is not respected is an ineffective principal.Learn about community and district traditions. Every school and community are different. They have different standards, traditions, and expectations. Change a long-standing event such as the Christmas program and you will get patrons knocking down your door. Instead of creating additional problems for yourself embrace these traditions. If it does become necessary at some point to make a change, then create a committee of parents, community members, and students. Explain your side to the committee and let them decide so that the decision does not fall squarely on your shoulders.

Germany Essay Example | Topics and Well Written Essays - 250 words - 13

Germany - Essay Example Controversies also were caused because some companies doing work on the memorial colluded with the Nazi’s and other Jewish groups felt the memorial was unnecessary. Another surprising controversy was the inclusion of an underground information center. Some Jewish groups felt that the inclusion of this center was designed to make the memorial a tourist destination. They said that the memorial speaks for itself and there is no need for a special center. The underground location was praised because it did not detract from the purpose of the memorial visually, but it still created controversy. In the United States, many memorials and monuments serve a dual purpose. They try to commemorate or bring to remembrance the tragic or joyful events of a culture or civilization, while focusing on the current state of that civilization as well. There is a Jewish Holocaust Museum in Washington D.C. but no museum for American genocide because there is a National Native American Museum. The genocide is featured, but not the focus of the exhibit. Maybe Americans have a hard time facing the fact that we have made horrible mistakes in how we have behaved in the past. That is why we do not focus solely on one tragic aspect of the past when building our monuments, museums and

Launching Green Products in Kuwait Essay Example | Topics and Well Written Essays - 2500 words

Launching Green Products in Kuwait - Essay Example To discuss in-depth what green is, nevertheless, there are a number of issues that needs to be covered first so that there will be a proper understanding of what ‘green’ means and why it is necessary to ‘go green’. After an in-depth discussion on the most important issues surrounding the term ‘green’ and indeed what ‘green products’ are, the paper will look at how Kuwait as a nation can launch the products in the country. One of the topics worth mentioning when it comes to going green is pollution. Pollution refers to the introduction or hazardous compounds into the environment. During the industrial revolution, there was the development in the transport industry and manufacturing that saw the commercial use of fossil fuels. Initially, firewood was the most commonly used fuel. When the industries were incepted, it became a necessity to develop a kind of fuel that produced more heat per unit mass, the best choice was coal. The fuel became a favorite in industries and other sectors such as the transport sector that used the fuel to heat water that was supposed to produce steam. The steam was used for turning the wheels of a locomotive. In no time, the pollution levels hit a record high as industrialization revolution continued in more and more countries. Today, pollution is among the many things that have shaken the world. Factories are dumping waste in water endangering marine life and affecting impor tant sectors such as agriculture. Other than the water bodies, there has been the emission of poisonous gases into the atmosphere that, also, has affected a lot of lives today. When factories emit gases such as sulfur dioxide, nitrogen dioxide, and carbon dioxide into the environment, the gases lead to some of the most destructive phenomena such as acid rain which destroys plants and property. Other than this, the gases lead to the most famous effect of pollution, the

Collaborative Public Administration Summary Term Paper

Collaborative Public Administration Summary - Term Paper Example Donahue (1989) construed it as a kind of grant and contract agreement between public, private and (or) nonprofit sectors where funds are allocated by the public sector to private, or nonprofit sectors for service delivery. In Wright’s (2000) perspective, it is an intergovernmental alliance formed to enhance better coordination between government arms or (and) government agencies. Historically, collaboration have always been a basic component of democratic government and inter-sector arrangement but more recent considerations arising from governments failure, scarcity of resources, globalization, performance driven management, citizens’ need for better public service delivery systems, to mention a few, have combined to spotlight its importance in public administration (Koliba, Meek and Zia, 2010). a) Public Administration Hierarchies Koliba, Meek and Zia (2010) characterized hierarchy in relation to the â€Å"command and Control† structure of bureaucracies, a grad ed organization with several interlocking levels of power and responsibilities. In a hierarchy, duties are divided according to the degree of authority and the responsibility attached to position occupied in the administrative setting, (Koliba, Meek and Zia, 2010; Gladden, 1953) the goal being to create an environment where individuals, working together in groups can accomplish set goals with great competency (Koontz and Weihrich, 1990). In public administration, this basic function is in reality executed by administrators who have to carry out the managerial functions of planning, organizing, leading and controlling. The administrators, by virtue of their positions at the top of the hierarchy, have powers, ferreted out as administrative authority, and presented as a form of supervisor-subordinate ties (Koliba, Meek, and Zia, 2010). In this context therefore, management is considered the development of bureaucracy that derive its relevance from the need for strategic planning, coord ination, directing and controlling of large and complex decision making process basically for the acquisition of administrative competence and effectiveness in public administration setting, the objective being to make organizational set goals and targets achievable. The basic responsibilities of a manager in a public administration hierarchy boil down to performing these basic functions including planning, organizing, leading and controlling for the effective management of organizational resources for the good of the overall goal of the organization. It is effective in this regard only with the use certain basic social norms, and maybe, internal regulations, including deference and submission to those in position of authority. These fundamental social norms and internal regulations are the very foundation of the â€Å"Command and Control† structure of a public administration hierarchy (Koliba, Meek and Zia, 2010). The accountability mechanism and performance measurement syst em put in place are effective as long as there are individuals assigned with the responsibility of determining measures and mechanisms, collecting and analyzing data, and pushing the burden or transaction cost to the appropriate office (Koliba, Meek and Zia, 2010), and also, as long as the individuals do their jobs. The public administra

The Battle of Kursk Essay Example | Topics and Well Written Essays - 5000 words

The Battle of Kursk - Essay Example The operations of this battle will also be considered, from its main operations on the German and the Russian side to the tactical operations carried out by the battling parties. The counterattacks involved will be detailed. The final outcome of the battle, including an analysis of the battle results will also be specified in this paper. These points shall serve as important details in further understanding this battle and its place in our global history. Body Background of the attack The Battle of Stalingrad spanning 1942-1943 was won by USSR. It was a battle which cost the German army dearly with the entire German Sixth Army killed during the battle. This seriously compromised the armed forces of the Axis powers which were being battered from all directions by the Allied troops. During the Battle of Stalingrad, Germany’s position in southern Russia gradually became vulnerable and as their Sixth Army became trapped by the advancing Russian troops, a huge gap in the German defenses was exposed (Mulligan, 1987). Other Soviet forces were eventually able to get through these defenses and as a result posed a threat to the Army Group A in Caucasus. The German Field Marshall Erich von Manstein was forced to resort to extreme measures to secure their stronghold in the war (Dunn, 1997). Various additional divisions for the war were established by pulling troops from non-threatened areas; even non-combat personnel were called into military service (Mulligan, 1987). Tanks in workshops were also commissioned into service. ... Various additional divisions for the war were established by pulling troops from non-threatened areas; even non-combat personnel were called into military service (Mulligan, 1987). Tanks in workshops were also commissioned into service. Eventually, the SS Panzer Corps arrived in Stalingrad, other units from the 11th Panzer Division and the 6th and 7th Panzer Divisions arrived and reinforced German armors (Restayn and Moller, 2002). These troops and equipment were set to launch a pincer-style attack against the Russian forces which was led by Armored Group Popov. This attack created a front line from Leningrad in the North to Rostov in the South. Right at the very middle of this line was a 200 kilometer area covered by the Soviets (Glantz, et.al., 1999). This was centered in the town of Kursk, between the German lines near Orel in the North and Belgorod in the South. With the entry of spring, both sides were forced by muddy fighting conditions to settle down and construct their plans for advancement (Glantz, et.al., 1999). German commander Manstein was of the initial belief that the best strategy for Germany would be to assume a defensive strategy using its panzer divisions to counter the Russian forces (Dunn, 1997). He also believed that the Russian army would concentrate its military advance against the Army Group South. He also suggested that their left flank be kept strong while they were retreating to their right on the Dneiper River (Glantz, 1990). He then suggested that a major military attack to the flank of the Russian army advance could follow. His suggestion was not favored by Hitler who was adamant against giving up any of the territory it was already controlling (Manstein, 2000). The German High Command (OKH) led by Colonel General

Dutch in new york and how they entered the city in the 15th and 16th Research Paper

Dutch in new york and how they entered the city in the 15th and 16th centuries - Research Paper Example New Netherlands was only one of the many Dutch colonies. Amsterdam was the port that sent ships to explore. In the New Netherlands furs, tradeable objects, and fertile land were found. The founding of New Netherlands developed a valuable region into a successful colony. The Dutch West India Company was a trade company in the 1700s.1 The Dutch West India Company was formed in 1631.2 The Dutch West India Company was only one branch of the Dutch company. The Dutch East India Company had great success in the East.3 The East is defined as mainly territories in or around Asia.4 The trade industry was done through shipping lanes in the 1600s.5 Furs, ivory, jade, diamonds, cloth, and spices were just a few items the Dutch West India Company traded.6 While the English, Spanish, and other countries were interested in conquest, the Dutch interest was focused on the trade industry.7 The colonization of an area by the Dutch would be due to trade, not expansion. The Dutch West India Company was interested in the area of New Netherlands due to the opportunity to trade. The Dutch West India Company hired Henry Hudson.8 The expedition of finding new trade routes was Henry Hudson’s assignment.9 â€Å"Sailing for the Dutch in 1609, Henry Hudson explored the river that now bears his name. The Dutch established a string of agricultural settlements between New Amsterdam (New York City) and Fort Orange (Albany, New York) after 1614.†10 Hudson mapped out the Hudson River and Hudson Bay. The Dutch wanted to create a settlement at the mouth of the Hudson River in order to strengthen the fur trade with local Natives. The Dutch became the chief European traders with the Iroquois, supplying them with firearms, blankets, metal tools, and other European trade goods in exchange for furs. The Iroquois used those goods to nearly destroy the Hurons and to push the Algonquins into Illinois and Michigan. As a result, the Iroquois gained

The Battle of Kursk Essay Example | Topics and Well Written Essays - 5000 words

The Battle of Kursk - Essay Example The operations of this battle will also be considered, from its main operations on the German and the Russian side to the tactical operations carried out by the battling parties. The counterattacks involved will be detailed. The final outcome of the battle, including an analysis of the battle results will also be specified in this paper. These points shall serve as important details in further understanding this battle and its place in our global history. Body Background of the attack The Battle of Stalingrad spanning 1942-1943 was won by USSR. It was a battle which cost the German army dearly with the entire German Sixth Army killed during the battle. This seriously compromised the armed forces of the Axis powers which were being battered from all directions by the Allied troops. During the Battle of Stalingrad, Germany’s position in southern Russia gradually became vulnerable and as their Sixth Army became trapped by the advancing Russian troops, a huge gap in the German defenses was exposed (Mulligan, 1987). Other Soviet forces were eventually able to get through these defenses and as a result posed a threat to the Army Group A in Caucasus. The German Field Marshall Erich von Manstein was forced to resort to extreme measures to secure their stronghold in the war (Dunn, 1997). Various additional divisions for the war were established by pulling troops from non-threatened areas; even non-combat personnel were called into military service (Mulligan, 1987). Tanks in workshops were also commissioned into service. ... Various additional divisions for the war were established by pulling troops from non-threatened areas; even non-combat personnel were called into military service (Mulligan, 1987). Tanks in workshops were also commissioned into service. Eventually, the SS Panzer Corps arrived in Stalingrad, other units from the 11th Panzer Division and the 6th and 7th Panzer Divisions arrived and reinforced German armors (Restayn and Moller, 2002). These troops and equipment were set to launch a pincer-style attack against the Russian forces which was led by Armored Group Popov. This attack created a front line from Leningrad in the North to Rostov in the South. Right at the very middle of this line was a 200 kilometer area covered by the Soviets (Glantz, et.al., 1999). This was centered in the town of Kursk, between the German lines near Orel in the North and Belgorod in the South. With the entry of spring, both sides were forced by muddy fighting conditions to settle down and construct their plans for advancement (Glantz, et.al., 1999). German commander Manstein was of the initial belief that the best strategy for Germany would be to assume a defensive strategy using its panzer divisions to counter the Russian forces (Dunn, 1997). He also believed that the Russian army would concentrate its military advance against the Army Group South. He also suggested that their left flank be kept strong while they were retreating to their right on the Dneiper River (Glantz, 1990). He then suggested that a major military attack to the flank of the Russian army advance could follow. His suggestion was not favored by Hitler who was adamant against giving up any of the territory it was already controlling (Manstein, 2000). The German High Command (OKH) led by Colonel General

Transformer Assignment Essay Example | Topics and Well Written Essays - 1000 words

Transformer Assignment - Essay Example A simple way to remember it is the Left Hand Thumb rule. If we grasp the conductor in our left hand with our thumb extended in the direction of current (from –ve to +ve), our finger will point in the direction of magnetic lines of forces. When two or more current carrying conductors are placed parallel to each other in a way that the direction of current is the same in all of them, as shown in Figure 2, then the magnetic lines of forces aid each other to combine and strengthen the magnetic field further. If the two conductors so placed have current flowing in opposite direction then the magnetic lines oppose each other to deform and weaken the magnetic field. The magnetic field around the conductor exists at points along the length of the conductor. When the conductor is wound in the shape of a coil, as in Figure 3, then magnetic field around each turn of the coil is aided and strengthened by the fields of adjacent turns in the coil. The resultant is a magnetic field resembling a bar magnet with one end as North and the other as South of the magnet. When the direction of current is reversed it causes the direction of magnetic field to be reversed. If we grasp the coil with our left hand with our fingers pointing in the direction of current, as in Figure 4, the thumb will point in the direction of magnetic field. Conversely, to what we have discussed till now, if a conductor is placed in a magnetic field and there is a relative movement between the field and the conductor, an electromotive force (emf) is induced in the conductor. This effect is called electromagnetic induction. Both of these phenomenons, of creating a magnetic field and then utilizing electromagnetic induction form the basis of transformers. At one end alternating current (AC) is passed through a coil, this gives rise to a magnetic field which spreads out and subsides with the same frequency as of the AC applied. This changing magnetic field in fact is a replacement to moving

Study Two University at the Same Time Essay Example for Free

Study Two University at the Same Time Essay Since study only one university is not attractive anymore, because it is too simple and provides less benefit too. So these day, almost all undergraduate students or just graduated from high school are ambitious by choose to attend two universities at the same time, because they think they could hold two bachelor degrees at the same time after they graduate. In hindrance, this may not provides any benefit but just bad influences to their health, time, education and money. Especially, it would provides them â€Å"Stress†, that could badly affects their study. Moreover, participating in two colleges at the same time will face health issue, because most students will not eat punctually as they used to, and sometimes they might have ate some unhealthy food or fast food or could be junk food outside, that could cause them a serious health problem. Theoretically, students would face up to busy and critically hard assignments from both universities. Unfortunately, sometimes the deadline of the assignments might be the same, and for sure, that will make them feel stress and couldn’t pay attention or absorb the education well during class. In brief, taking two universities at the same time is not an option for those who are unhealthy and unable to manage their time probably. But if they are stubborn and really want to participate in it, they should balanced it equally beforehand.

Chapter Two: Design

Chapter Two: Design 2.1 Chapter Overview This chapter presents a summary of the the review of literature regarding the subject of design and captures various aspects and thoughts on this. Various thoughts, process and research particularly related to the design process are explored. This chapter encompasses the definitions, characteristics, discussions and applications of design. It is intended that this chapter should give some clear background on the understanding of the design process and its development in todays world of design research. While the literature review provides a useful background of current research in the material, process and RM systems, the literature available on the design aspect for RM products is severely limited. First a review of the literature for definition of the term design is presented. A discussion of the act of designing then follows. Next, the type of knowledge associated with design has been discussed. Finally, various thoughts of process of design have been reviewed. This introduction should provide the reader with a context for interpreting the remaining chapters of this report. The full version of this chapter can be referred to Appendix 3. 2.2 Chapter Summary Design is a complex activity, involving artefacts, people, tools, process, organisations and the environment in which this takes place. This chapter has explored and discussed the subject of design and captures various aspects and thoughts on this. Various thoughts, process and research particularly related to the design are explored. However, the assumption that there exists a set of universally accepted design process is an area that can be further explored. Conclusively, design is seen as a possible but subjective process. This leads to different sets of interpretation being used by different researchers. Whilst there may be some dispute about the precise definition of the term design, it is recognized as a purposeful and creative activity. In summary, design seeks to create things with the purpose of satisfying certain requirements in new ways that improves the quality of lives. In product design, a variety of requirements must be considered ranging from functionality and usability to pleasure. However, design is more than just translating a set of requirements into a product. Also, and more importantly, it involves finding new requirements. Thus, design involves finding problems and solutions simultaneously, and this is where creativity is important. Designing a product involves a constant decision making process that includes problem solving in a sequential fashion and analysis of constraints at each step. Product designers conceptualize and evaluate ideas, making them tangible through products in a more systematic approach. The role of a product designer encompasses many characteristics of the marketing manager, product manager, industrial designer and design engineer. The role of the product designer combines art, science and technology to create tangible three-dimensional goods. This evolving role has been facilitated by digital tools that allow designers to communicate, visualize and analyze ideas in a way that would have taken greater manpower in the past. (This appears in identical form in Wikipedia!) A number of formal structures and frameworks to better understand the design process have been suggested from many different disciplines by many researchers. Most of them have converged upon the general form proposed by Pahl and Beitzs. Pahl and Beitz (1996) outline a model of the design process for mechanical design that considers not only the sequence of stages, but also what the output of each stage. They divided the design process into four phases that includes planning and clarification of the task, conceptual design, embodiment design and detail design. However, this research is concern with the understanding of the design process for Rapid Manufactured products. One of the objectives is to understand how the design process works and how it is learned and performed by professional and expert designers. The aim of the research is to support the design process with the aid of computers. Finally, this chapter has given some background on the understanding of the design process and its development in todays world of design research. Chapter Three: Computer Support Tools for Design 3.1 Chapter Overview This chapter presents an overview of various tools to generate CAD models for RM processes and the decision support systems, tools and techniques used to support the design process. The full document of this chapter can be referred to Appendix 4. 3.2 Chapter Summary Computational tools play an essential role in providing support for the designer, because of their speed and capability for handling huge amounts of information at fairly low costs. There are various methods to aid designer to generate CAD models such as CAD softwares, reverse engineering and haptic devices. CAD traditionally refers to computer tool to visualize, describe, edit and test manufactured artefacts, which are now an essential part of all manufacturing and production processes. CAD systems often involves more than just shapes. CAD has evolved to incorporate several other applications of computer integration with engineering, manufacturing and simulation. CAD now offers the capability of freeform surface modelling and solid modelling operations that allows user to create almost any complex geometry and photo realistic rendered images. Reverse engineering is an important tool to generate CAD models. To reverse engineer a part, the part is measured by a coordinate measuring machine (CMM) or a 3D laser scanner. The use of reverse engineering technology not only increases the overall accuracy, but also improved the productivity of manufacturing process. There are various areas of applications of haptics devices. In manufacturing, haptics can assist design for assembly and for rapid design and prototyping. In computer-aided design, designers can experience real time details with their hands, such as wanted or unwanted artefacts of a design which are difficult to display visually. It is also possible to assess human maintainability of complex systems before they are built . The increasing power of computer has lead to the development of software, tools and techniques to support the design activity particularly to make design decisions. Most of the decision support tools are related to the knowledge base systems or often called as expert system. Expert systems are computer programs that are derived from a branch of computer science research called Artificial Intelligence (AI). AIs scientific goal is to understand intelligence by building computer programs that exhibit intelligent behaviour (Boyle 1989). It is concerned with the concepts and methods of symbolic inference, or reasoning, by a computer, and how the knowledge used to make those inferences will be represented inside the machine. The main characteristics of the Expert Systems can be briefly described as: reduced decision making time, enhancement of problem solving capabilities, a capture of limited expertise and its diffusion, an increased output, productivity and quality; accessibility to know ledge, ability to work with incomplete information and provision of training(Ziemian, Crawn 2001). There are several methods used to support the decision making process such as Case-Based Reasoning (CBR), fuzzy logic, Artificial Neural Network, Rule Base System and Ontology. CBR is a problem solving technique based on the adaptation of previous examples that are similar to the current problem(Maher, Balachandran Zhang 1995). An Artificial Neural Network (ANN) is an information processing paradigm that is inspired by the way biological nervous systems, such as the brain, process information (Moridis, Economides, 2009). Fuzzy are developed using the method of fuzzy logic, which deals with uncertainty. This technique, which uses the mathematical theory of fuzzy sets, simulates the process of normal human reasoning by allowing the computer to behave less precisely and logically than conventional computers (Shu-Hsien Liao 2005). Rules are probably the most common form of knowledge representation and they are present in most Artificial Intelligence (AI) applications such as Expert Systems and Decision Support Systems (Obot, Uzoka 2009). Rule base system uses rules as the knowledge representation for knowledge coded into the system i.e. knowledge is stored as rules. Rules typically take the form of if then statement. Ontology in both computer science and information science is a formal representation of a set of concepts within a domain and the relationships between those concepts (Shu-Hsien Liao 2005). Ontology is a system of vocabulary, which is used as a fundamental concept for describing the task/domain knowledge o be identified. This vocabulary is used as a communication basis between domain experts and knowledge engineers. On the other hand, there are a number of selection tool for RP system has been developed since 1993 (Masood, Soo 2002). The selection of the most suitable RM process is dependent on factors such as build envelope, accuracy, material, build speed and other machine related parameters. This chapter has explored and discussed the general overview of the various tools to generate CAD models for RM processes and the decision support systems, tools and techniques to support the design process. Various CAD data development systems and tool have been explored. Furthermore, various expert systems technologies that support the decision making process have also been explored. Conclusively, CAD and reverse engineering technology are the most well known CAD data development systems. In addition, expert systems are the most well known decision support tool that have been used for various applications. Having become widely used for a broad range of applications, some elements of an expert system could be considered to have the capability to be a design aid tool that could realise the DfRM tool. In the context of design support systems for RM technologies, due to the direct manufacturing of products from CAD data, the cost and time are low mainly because complex objects can be generated without the use of conventional machines. So far within the RM field little attention has been given to the product design phase, emphasis is normally on the development of the technology itself (processes, materials, building strategies, system selection, manufacturing parameter optimisation etc). On the other hand the operation and choices which take place during the design phase are crucial for the quality of the product produce.

Free Essays - I Havent Got a Dime for College :: College Admissions Essays

I Haven't Got a Dime for College Growing up I've met the best of people and I've met the worst of people. My father has always been my hero. He loved, provided for and took care of two children and a sick wife everyday for twenty years. I look at his picture in my wallet each day and wonder if I can ever measure up to him. I thought my cousin had agreed to lend me $15,000 so that I could attend a decent college. I agreed to sign a promissory note. I showed up at the New City Brewery to sign the papers and pick up the check. I read the paper. It said for $30,000 I was selling him my interest in a vacation cabin our grandmother bought fifty years ago. The check however was only for $15,000. "I don't understand." I pushed back his Mount Blanc pen and the unsigned contract. Bill folded his arms. "In 1956 your father borrowed $6,000 from my father and I want it back." He flashed a mean smile that I hadn't seen since 1957 when the bank took away my family's house. My father took me to my cousin's house to ask for his outgrown clothing for me. That day my cousin handed me a book along with some clothes from his hamper and gave me this same vicious smile. The book was "The Prince and The Pauper". My father worked sixty hours a week for the next fifteen years paying off debts and sending his children to college. He stopped paying old debts when my mother's medical bills made that impossible. He died a few years later. I've missed him every day. I hadn't used that small cabin at the lake in a decade.

Cultural antropology Essay

Judith M. Fitzpatrick has worked in the Pacific for the last 25 years investigating health and environment issues from a cultural perspective. Her book â€Å"Endangered Peoples of Oceania: Struggles to Survive and Thrive† presents a unique opportunity to discover how the peoples of Oceania are struggling to be economically independent and autonomous while maintaining their distinctive cultural traditions. This book introduces a wide range of Pacific Islanders and indigenous and migrant cultures in Australia and New Zealand and the challenges they face today. This volume focuses on 16 endangered peoples, from Micronesians and Melanesians to Samoans in New Zealand. One can find out about the contemporary impacts and responses to such factors as nuclear testing, migration for jobs and uncontrolled development. The chapters are written by different anthropologists based on their recent fieldwork. This is a well-researched book is packed with information that is unavailable elsewhere. It is an invaluable source that moves beyond its useful overview to provide the details of individual cultural struggles. This book is a good introduction to the Pacific and Australia. It gives wide, comprehensive view of the many challenges faced by contemporary Pacific and Australian Koori peoples. It provides thought provoking issues that engages and encourages one to think about communities outside of his locality. Each chapter is written by a different scholar, introducing the cultural area, the people and their interaction with foreign forces. It frames up the most obstinate issues and the people’s reactions and solutions to the foreign influences. Each chapter provides a series of questions to provoke reflective thought, a list of websites and related videos. It is a very useful and informative resource. The peoples of Oceania are struggling to be economically independent and autonomous while maintaining their distinctive cultural traditions. Each chapter in Endangered Peoples of Oceania: Struggles to Survive and Thrive is devoted to a specific people, including a cultural overview of their history, subsistence strategies, social and political organization, and religion and world view; threats to their survival; and their response to these threats. A section entitled â€Å"Food for Thought† poses questions that encourage a personal engagement with the experience of these peoples. For example, the adverse environmental impact of mining in Papua New Guinea has generated major social disruption in several areas of Papua New Guinea where mining has taken place. On Bougainville, the site of the CRA/RTZ Panguna Copper mine, battles over benefits, compensation and environmental degradation eventually led to the abandonment of the mine by the company, claims for secession by some Bougainvilleans and a decade-long civil war. It has also occasioned litigation by, or on behalf of, affected communities that has been very expensive for the companies concerned. In 1996 BHP was forced to pay K150 million as compensation to communities of the Ok Tedi and Fly Rivers (Politicized Ecology: Local Responses to Mining in Papua New Guinea, Macintyre M. , Oceania, 2004). Another problem to raise is the problem resulting from the ongoing effects of global warming. The low-lying atoll nations of Tuvalu and Kiribati have lost already a number of their beautiful islets and the infringement of rising water levels are becoming apparent on many of the main islands and atolls. Indeed, this is a widespread problem throughout Oceania with other atoll nations such as the Marshall Islands and Tokelau Islands also in imminent danger from rising water levels. It is indeed rather disappointing that the world’s major industrial countries have taken no action on the serious problem of greenhouse gas emissions and global warming. In this respect, one can only assume that these nations are not prepared to impose a financial cost on their industries to clean up – rather they are prepared to sacrifice the people of the world’s low-lying atoll nations. The options available to both these countries are quite limited. In Tuvalu, all the islands are low-lying coral atolls and one can only assume that all these islands may well be lost over the next 40-50 years. In saying this, it is recognized that an island becomes â€Å"lost† long before the water level covers the island but rather at the point where the rising water level gets into the food chain rendering the traditional crops such as babai or taro, breadfruit, bananas, etc. inedible. Tuvalu would appear to have repatriation as its primary option although some form of retaining walls around the capital, Funafuti, had been mooted. In this respect, one has to consider the possibility that New Zealand who has, to her credit, accepted many island people will, in due course, not be able to accept further migration from island countries. It can only be assumed that there is a possibility that the Tuvaluan people will have to look at further destinations rather than New Zealand. References: 1. Fitzpatrick, Judith M. , Edi. , 2001, Endangered Peoples of Oceania: Struggles to Survive and Thrive, West port, CT: Greenwood Press.

Maya Angelou: Interpretation of Poetry

Maya Angelou Dr. Maya Angelou, born April 24, 1928, was a phenomenal poet, memoirist, novelist, educator, dramatist, producer, actress, historian, filmmaker, and civil rights activist known as one of the greatest voices of renaissance. She experienced harsh racial discrimination throughout her lifetime, and yet in the midst of her trials she never loses self-respect or confidence. Through her powerful delivery of words she dually embodies her captivating personality and demeanor. Altogether, her works are representations of who she is and what she believes in.Sandra Cookson is the author of an article featured in World Literature Today, published by the University of Oklahoma, who does a wonderful job of illuminating Angelou's impactful messages that lie within her poem â€Å"Still I Rise†. In addition, Kelly Holland Cecil, a student who attended University of North Carolina in 1998, conducted a thorough analysis on many of Angelou's Poems. Cecil provides a door of understandi ng as she analytically goes into depth on explaining Dr. Angelou's poem, â€Å"Phenomenal Woman†.Through careful study and analysis of Angelou's poetry followed by research obtained from research an understanding of who she was and the message she was trying to get across may be developed. To begin with, Angelou believes that being â€Å"phenomenal† does not come from the beauty that is accepted from others but from one's genuine uniqueness. The persona in â€Å"Phenomenal Woman,† portrays a strong, proud woman of modesty and humility which is undoubtedly Angelou. She displays this in the first line of the poem, when she says â€Å"Pretty women wonder where my secret lies. The auditor purposely separates herself from the â€Å"in-crowd†, which in this case is â€Å"pretty women. † Thus, suggesting that she does not even consider herself as attractive. Then, in line 2 she reassures the auditor of her disposition when she writes â€Å"I'm not cute or built to suit a fashion model's size. † After initially reading these first two lines, it is possible for them to be mistaken for insecurities, but as one reads further, it is clear that Angelou is not ashamed of her individuality but indeed exuberantly modest.It's in the reach of my arms The span of my hips, The stride of my step, The curl of my lips. I'm a woman Phenomenally. Phenomenal woman, That's me. After reading the lines above, there is no doubt that the she does not view herself as a woman with model beauty, but, in her perspective, a phenomenal woman. Looking at lines 1-4 above, rather than the traditional looks that are generally accepted from men of female models, she illuminates the less noticeable features of her body that make her unique in a special way.Although an exact number was unmentioned, she specifically refers to her height in line 3 above. Angelou was an imposing woman standing at about six feet tall(Cecil 1998). This is yet another display of Ange lou's character proving that she is proud of the physical features she has that make her inimitable. Furthermore, the Angelou uses repetition which according to Cecil â€Å"helps give the poem a flow and makes it seem more familiar and lyrical. † The person repeats the following lines at the end of each stanza: I'm a woman Phenomenally Phenomenal womanThat's me. Due to Angelou's history of musicality she incorporates this style of repetition just as a hook or chorus to a song. She does in such a manner that almost forces the auditor to say it with her and eventually acknowledge that she is not a â€Å"pretty woman†, but â€Å"a phenomenal woman/ phenomenally†. According to Cecil, This may have been influenced by her career as a dancer and as a Broadway actress. Furthermore, Cookson quotes that, â€Å"The musical currents of blues and jazz, the rhythm of rap songs, and the language of the Bible mingle in her poems. Through the creativity of similes and imagery i n Angelou's poem â€Å"Still I Rise† she is able to paint a picture of herself that reveals her as a strong woman of color by displaying her level of determination and perseverance to overcome racial discrimination. In the first stanza of this particular poem, she has an attitude that exemplifies her strong-willed character as she refers to the many things that she has encountered throughout her lifetime. In line 4 of the poem she declares that despite her circumstance â€Å"still† like the â€Å"dust† of the ground she shall rise.Thus, proving statements made by Cookson when she writes â€Å"†¦ The language of the bible mingle in her poems†. Biblically speaking, God made mankind through the dust of the ground, so in essence Angelou is using imagery to show that just as God made man rise from dust, no matter what force is against her she can still rise up and be triumphant. By taking the lyrics of Angelou's poem into consideration, one may notice tha t she expresses herself in a way that corresponds to the harsh discrimination she endured.In the words of Cookson, Still I rise is â€Å"a poem about the survival of black women despite every kind of humiliation†¦ America has subjected them since the days of slavery†(800). With this statement in mind, there should be no question of the auditor in her poem, as it seems to be the predominating white race in America. In the following lines Angelou reveals her strength to tolerate discrimination: You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness, But still, like air, I'll rise.Angelou's takes this as an opportunity to convey her feelings towards the discrimination She has endured. In the above stanza, she illuminates that she has been â€Å"hated on†, â€Å"looked down upon†, and â€Å"spoken to harshly† because of her color. But, she doesn't allow herself to be broken by the circumstances she faces. I n any event, she â€Å"rises†. By venting on Angelou's poetry analytically, one can see that her character symbolizes a woman who is strong, tolerant, modest, and perseverant in the face of adversity. In her poem â€Å"Still I Rise† she goes on to say â€Å"I am the dream and the hope of the slave†.This is Angelou bold stating that where others have failed, she has prospered because of her perseverance and commitment to herself to be who she is—â€Å"A Phenomenal Woman, Phenomenally†. Works Cited Cecil, Kelly Holland. Maya Angelou -1928. 1998. 20 4 2012 . Cookson, Sandra. World Literature Today. Vol. Vol. 69. Autumn: World Literature Today, 1995. Penguin Creative. Dr. Maya Angelou, The Official Website . 2012 . .

Benazir Bhutto’s Personal Life Essay

She was born at Pinto Hospital in Karachi, on 21 June 1953. She was the eldest child of former prime minister Zulfikar Ali Bhutto, a Pakistani of Sindhi descent. Her paternal grandfather was Sir Shah Nawaz Bhutto. Bhutto was raised to speak both English and Urdu. English was her first language, while she was fluent in Urdu. Despite her family being Sindhi speakers, her Sindhi skills were almost non-existent. She was a bright student and a well mannered Lady of fine content. She served her life for Pakistan. She was Kind hearted and goal oriented person . On 18 December 1987, she married Asif Ali Zardari in Karachi. The couple had three children: two daughters, Bakhtawar and Asifa, and a son, Bilawal. When she gave birth to Bakhtawar in 1990, she became the first modern head of government to give birth while in office. Education: She attended the Lady Jennings Nursery School and Convent of Jesus and Mary in Karachi. After two years at the Rawalpindi Presentation Convent, she was sent to the Jesus and Mary Convent at Murree. She passed her O-level examinations at the age of 15.She then went on to complete her A-Levels at the Karachi Grammar School. After completing her early education in Pakistan, she pursued her higher education in the States. From Harvard University , she obtained a Bachelor of Arts degree. In June 2006, she received an Honorary LL.D degree from the University of Toronto .The next phase of her education took place in the United Kingdom. Bhutto’s father arrested: She returned to Pakistan where her father, Zulfikar Ali Bhutto, had been elected prime minister, but days after her arrival, the military seized power and her father was imprisoned. In 1979 he was hanged by the military government of General Zia Ul Haq. Bhutto herself was also arrested many times, and was detained for three years before being permitted to leave the country in 1984. She settled in London, but along with her two brothers, she founded an underground organization to resist the military dictatorship. When her brother died in 1985, she returned to Pakistan for his burial, and was again arrested for participating in anti-government rallies. She returned to London after her release, and martial law was lifted in Pakistan at the end of the year. Anti-Zia demonstrations resumed and Benazir Bhutto returned to Pakistan in April 1986. The public response to her return was tumultuous, and she publicly called for the resignation of Zia Ul Haq, whose government had executed her father. Prime Minister: She was elected co-chairwoman of the Pakistan People’s Party (PPP) along with her mother, and when free elections were finally held in 1988, she herself became Prime Minister. At 35, she was one of the youngest chief executives in the world, and the first woman to serve as prime minister in an Islamic country. she brought electricity to the countryside and built schools all over the country. She made hunger, housing and health care her top priorities, and looked forward to continuing to modernize Pakistan. Policies for women: During election campaigns the Bhutto government voiced its concern for women’s social and health issues, including the issue of discrimination against women. Bhutto announced plans to establish women’s police stations, courts, and women’s development banks. Charges of Corruption: The French, Polish, Spanish and Swiss governments provided documentary evidence to the Pakistan government of alleged corruption by Bhutto and her husband. Bhutto and her husband faced a number of legal proceedings, including a charge of laundering money through Swiss banks. Her husband, Asif Ali Zardari, spent eight years in prison on similar corruption charges and once again, she was forced to leave her homeland. For nine years, she and her children lived in exile in London, where she continued to advocate the restoration of democracy in Pakistan. Asif Ali Zardari was released from prison in 2004 and rejoined his family in London In the autumn of 2007, in the face of death threats from radical Islamists, and the hostility of the government, Benazir Bhutto and her husband returned to their native country. Benazir Bhutto Murdered: Although she was greeted by enthusiastic crowds, within hours of her arrival, her motorcade was attacked after a campaign rally in Rawalpindi,by a gunman who fired at her car before detonating a bomb, killing himself and more than 20 bystanders. Bhutto was rushed to the hospital, but soon succumbed to injuries suffered in the attack. In the wake of her death, rioting erupted throughout the country. The loss of the country’s most popular democratic leader plunged Pakistan into turmoil, intensifying the dangerous instability of a nuclear-armed nation in a highly volatile region. Political Testament: In her political testament, Benazir Bhutto identified her son, Bilawal Bhutto Zardari, as her choice to succeed her as Chairman of the PPP. At the time of her death, Bialawal was only 19, still an undergraduate at Oxford. The party leadership agreed that his father, Asif Ali Zardari, would serve as acting chairman of the party until Bilawal completes his studies in England. Meanwhile, the PPP entered into a broad coalition, including the party of Bhutto’s former rival Nawaz Al-Sharif, and scored an overhelming victory in the 2008 election. A member of the PPP, Yousaf Raza Gillani, was chosen to serve as Prime Minister. Later that year, President Musharraf resigned, and Asif Ali Zardari was elected President of Pakistan. Although Benazir Bhutto did not live to see these developments, the party she led and the causes she championed are in the ascendant, and her spirit pervades the political life of contemporary Pakistan. May Her Soul Rest In Peace,Amen

The Politics of Development Looks Different at the Grassroots than at Essay

The Politics of Development Looks Different at the Grassroots than at the National Level - Essay Example This paper highlights that in many developing countries like Malaysia and Vietnam, governments are ruled by a few elite members of society. Since these government officials do not truly represent the majority of the people, they tend to have narrower visions of development. In most cases, their visions of development do not really go past their own personal interests and the interest of the group where they belong to. For many politicians and government officials in both Vietnam and Malaysia, politics and governance is but a means to stay in power and protect their own interests. On the other hand, although there are also a number of people in the Vietnamese and the Malaysian governments that are for the development of the country as a whole, the efforts of these people are often misguided and do not really produce the desired impact into the lives of the people at the grassroots level. For instance, in Malaysia, the thrust of the government to unify the country resulted in the degra dation of culture and diversity among its people. This study outlines that international forces play a big role in the policies that the national governments formulate. In past years, the demand for integration and globalization forces the national governments of developing countries to rethink their priorities and come up with policies that will make their countries globally competitive. The idea that a country could not survive if it does not conform to the requirements of globalization sent the governments scrambling for national development frameworks that will user changes especially in the countryside.  

At aparticular period in American history, explain why i consider it Term Paper

At aparticular period in American history, explain why i consider it so important - Term Paper Example Slavery and slave trade thrived in the US greatly in the periods preceding and during the 1800s. However, with the turn of the new century, many political leaders came to realise the nature of activity that was slavery (Olsen 25). They appreciated slavery as an ill, something that went against the fundamental human rights. The leaders saw the need to free slaves, mostly Africans, and give them an opportunity to return to their native land. This change of ideals saw the American Colonization Society establish Liberia as a centre for freed slaves. Although the idea of repatriating slaves from white society was rejected in the 1840s, based on the principles propagated during the great awakening, the central idea of freedom of slavery remained a core issue in the administration of the nation. For the first time in the history of the United States, African Americans took a central role in the determination of their history as they participated actively and in some cases actually led aboli tionist movements. The 1860s marked a major turn in the history of the US as it was the climax of the war against slavery as marked by the American Civil War (Chambers 54).