Dr. Martin Luther King - 1826 Words

The United States has had countless influential leaders. Most of our praised leaders have risen in times of depression, and in eras when we lacked the ability to come together for ourselves. Dr. Martin Luther King was and will forever be remembered as one of the greatest leaders in American history for his public speaking skills that united millions during the civil rights movement. Born on January 15, 1929 in Atlanta Georgia, Dr. King was raised in a family of prominent pastors. He later followed in his families’ footsteps and became the third member to become a pastor at Ebenezer Baptist Church in Atlanta. He followed his Father and grandfather by attending Morehouse College, which is a historically black university. He later attended Boston College where he received his doctorate degree and met his wife Coretta Scott who was his partner in his civil rights campaign. He was an executive committee member on the NAACP board, and led a 382-day boycott of the Montgomery Alabama bus system. In his lifetime he gave over 2,500 speeches and wrote 5 books about the issues in regard to civil rights. He is most famous for his â€Å"I have a dream speech† at the Lincoln memorial in which spotlighted his dreams for blacks and all Americans to receive equal rights. He went on to receive honors such as the Nobel Piece Prize, and man of the year awards. In 1968 he was in Memphis Tennessee for a civil march where he was assassinated outside the Lorraine Motel at just age 39. Dr. King wasShow MoreRelatedDr. Martin Luther King1101 Words   |  5 PagesDr. Martin Luther King is a very passionate, motivating and an inspiring speaker. His â€Å"I Have a Dream is a perfect example of pathos. His speech had so much passions that it filled the audience with so much emotions. Even though there is a strong presence of pathos, than logo and ethos. They are very much present in his speech. On August 28, 1963, on a Washington DC street filled with over 250,000 demonstrators [black and white, young and old] came together to witness Dr. Martin Luther King speaksRead MoreDr. Martin Luther King874 Words   |  4 PagesDr. Martin Luther King, Jr. writes this letter as a response to the clergymen, who criticized and impeded the nonviolent campaign led by King in Birmingham. In his long letter, Marin Luther King presents a good deal of rational reasons for why the nonviolent campaign should be done in Southern America. He also demonstrates his unmovable determination to accomplish the goal of this nonviolent campaign. Obviously, King intends to awake the clergymen and other opponents by this touching letter. FromRead MoreDr. Martin Luther King886 Words   |  4 Pagesremarkable and influential advocate of the Civil Rights movement, Dr. Martin Luther King, addressed the injustices pertaining to his time period in the mid 1950s and advocated nonviolence as an approach to acquire the equality that society was lacking. Dr. King practiced what he preached and gained an innumerable amount of followers. He was ultimately successful because of his use of nonviolence. Through boycotting, sit-ins, and marches, Dr. King achieved the high regard he has today. Furthermore, CesarRead MoreDr. Martin Luther King1647 Words   |  7 PagesKing was born on January 15, 1929, in Atlanta, Georgia, to the Reverend Martin Luther King, Sr. (1899–1984) and Alberta Williams King (1904–1974).[1] King s legal name at birth was Michael King,[2] and his father was also born Michael King, but the elder King changed his and his son s names following a 1934 trip to Germany to attend the Fifth Baptist Worl d Alliance Congress in Berlin. It was during this time he chose to be called Martin Luther King in honor of the German reformer Martin LutherRead MoreDr. Martin Luther King1246 Words   |  5 Pagesfrom their place in history. Martin Luther brought important philosophical and moral concerns into the public arena. King belongs to a special of classes of activist philosophical whose philosophical and lives are inseparable because his chief concerns were social progress and improvement, Dr. King s powerful speaking skills combined with his courageous actions on behalf of racial justice, makes him a compelling exemplar of philosophical advocacy in action. Dr. King is widely regarded as AmericaRead MoreDr. Martin Luther King Jr.1410 Words   |  6 PagesDr. Martin Luther King Jr. is a well noted American leader, who is known primarily for his role in the African-American civil rights movement of the 20th century in USA. He is often regarded as a champion of human rights and considered to be not only associated with the cause of racial discrimination against the African-Americans, but also with other social causes relating to injustice, unfairness and discrimination in the American society. He also holds the privilege of being the youngest ever personRead MoreDr. Martin Luther King Jr.1194 Words   |  5 Pagesdemand that all people be treated equally. Dr. Martin Luther King Jr. advocated that people needed to take a stand and quit being patient, in order to advance democracy in America. Was King correct in believing that impatience helps to advance democracy? I argue that Dr. King was correct in demanding impatience from the African American community to achieve equality. In this paper I will be evaluating the stance that Dr. King takes on impatience by looking at Dr. King’s work as well as the work of MahatmaRead MoreDr. Martin Luther King Jr.916 Words   |  4 PagesDr. Martin Luther King Jr. left a legacy behind like no man before him; his presence wa s one that completely reshaped the nation. Through his role in the advancement of civil rights by utilizing non-violent methods, he was able to break down the racial barriers built by prejudice and discrimination. Many of his ideals and principles are timeless. His widespread vision is still applied to resolve many issues in today’s society. The six principals of nonviolence from Dr. King are great tools toRead MoreDr. Martin Luther King Jr.1337 Words   |  6 PagesDr. Martin Luther King Jr. is, arguably, the most influential African American leader in the history of the United States of America. His â€Å"I Have a Dream† speech was delivered on Wednesday, August 28th, 1963 during the March on Washington for Jobs and Equality. His words were captivating and full of hope. The March on Washington for Jobs and Equality was not the first large civil rights march led by African Americans. There were many marches previous such as the Prayer Pilgrimage for Freedom inRe ad MoreDr. Martin Luther King Jr. Essay1918 Words   |  8 PagesDr. Martin Luther King, Jr.’s (MLK) was a every influential person he led the civil rights movement to bring equality to people regardless of race. He had a strong belief in nonviolence this is why MLK fought for the civil rights movement which lead the society we have today. His dream was halfway fulfilled and we can say halfway because still today in society even though there is no segregation, people still judge and still think wrong about others. In this paper show that his dream is some

Water Pollution and Global Warming - 4764 Words

Assignment on â€Å"Water Pollution Global Warming† Course : Introduction to Public Health Course Code : PBH 101 Prepared for Dr. Maleeha Azeem (MeA) Course Instructor North South University Prepared by Kazi Nazrul Islam Id : 1010275 030 Sec : 01 Date of Submission : 20 November, 2011 PBH 101 [ASSIGNMENT ON WATER POLLUTION GLOBAL WARMING] Table of Contents: Index Contents 1.0 Water Pollution 1.1 Introduction 1.2 Sources of Water Pollution 1.3 Common Contaminants 1.4 Health Hazards Caused by Water Pollution 2.0 Global Warming 2.1 What is Global Warming 2.2 Causes of Global Warming 2.3 Consequences of Global Warming 3.0 Reference Page no. 03 04 09 10 11 12 15 18 2 PBH 101 [ASSIGNMENT ON WATER POLLUTION GLOBAL WARMING] 1.0†¦show more content†¦Examples of sources in this category include discharges from a sewage treatment plant, a factory, or a city storm drain. Point source water pollution are easily findable. So, people can easily control them. Non–point source pollution refers to diffuse contamination that does not originate from a single discrete source. Non-point source pollution is often the cumulative effect of small amounts of contaminants gathered from a large area. A common example is the leaching out of nitrogen compounds from fertilized agricultural lands. Nutrient runoffs in storm water from â€Å"sheet flow† over an agricultural field or a forest are also cited as examples of Non-point source pollution. 4 PBH 101 [ASSIGNMENT ON WATER POLLUTION GLOBAL WARMING] Surface Water Pollution : Surface water bodies are extensively used for disposal of untreated industrial wastes and this is one of the main sources of surface water pollution. Surface water pollution is caused by – ï‚ § Domestic waste : Water pollution of domestic is mainly caused by sewage. Sewage is defined as the waterborne waste derived from home, animal or food processing plants and includes human excreta, soaps, organic materials, different types of solids, waste food, oil detergents, paper and cloth. They are the largest group of water pollutants. Water pollution is caused by uncontrolled dumping of waste collected fromShow MoreRelatedGlobal Warming And Its Impact On Our Earth1676 Words   |  7 Pagesour Earth. These issues include air, water, and environmental problems that we, as a global society, contribute to everyday. These concerns create major impacts that pertains to much of the globe and the world in which we inhabit today, compared to the world we lived i n 50 years ago. Frequent statements that contribute to the overall thought of global warming include the following: how the community supplies detrimental factors to the Earth to cause global warming, and how can the community contributeRead MoreAir Pollution and Global Warming - Summary1696 Words   |  7 PagesAir Pollution and Global Warming SCI 275 Cheryl Wilson September 30, 2012 Tori Robinson Air pollution causes global warming through the greenhouse effect, according to the United States Environmental Protection Agency. The greenhouse effect occurs when greenhouse gases trap and heat energy from the sun and prevent it from escaping Earths atmosphere and entering space.† (EPA, 2012) Atmospheric pollutions are caused by gasses and solid particulates released into the atmosphere. The most hazard atmosphericRead MoreEnvironment Issues Are Destructive Effect From Human Activity On The Nature1288 Words   |  6 Pagesenvironment to protect ourselves. Global warming, shortage resources and ocean pollution are major environment issues and pressure around the world. The number of reasons and influence of these environment problems and pressures will be given. Global warming is a severe challenge to human survival and development. Angell (1999) describe that there are four approach show no signs of global warming in the past 1000 years. However, according to Gray (2009) the most reliable global temperature measurementsRead MoreEssay on Global Warming1389 Words   |  6 PagesGlobal Warming First discovered at the turn of the century by the Swedish scientist Arrhenius, global warming was initially thought to only cause increased greenhouse gases from coal combustion emissions. It wasn’t until fifty years later that the real causes and effects of global warming would be discovered. A British scientist by the name of Calendar correlated the 10% increase of atmospheric Carbon Dioxide between 1850 and 1940 with the observed warming of northern Europe and North AmericaRead MoreSave The Earth, Buy Less By Jared Blumenfeld984 Words   |  4 Pagespresent time is global warming. Global warming is a massive problem for one to solve, but we can create positive change by making environmentally-conscious personal choices and inspiring others to take collective action. I believe we all can take actions to reduce the global warming: we can reduce pollution, we can recycle products and we can conserve water. These all actions can contribute to making our planet a â€Å"gree ner† place to live. First of all, in order to reduce the global warming, we need toRead MoreGlobal Warming And Its Impact On Our Earth1384 Words   |  6 Pagesdestruction of our Earth. These issues include air, water, and environmental problems that we contribute to everyday. These concerns create major impacts that pertains to much of the globe and the world in which we inhabit today, compared to the world we lived in 50 years ago. Frequent questions that contribute to global warming include the following: how and why does the community supply detrimental factors to the Earth to cause global warming, and how can the community contribute to the repairRead MoreEnvironmental Crsis on Earth Essay1102 Words   |  5 Pagesit continues, the human life on the planet disappears. People often say that the reason that the world is in its current state is because there are too many people or because of modern technology. Global pollution growth has led to increasing pressure on worldwide natural resources incl uding air, water, land, and raw materials; and modern societies have generated an increasing demand for the use of industrial chemicals. The use of chemicals has resulted in great benefits in raising the level of livingRead MoreWe Are Destroying Yourself Piece For The Sake Of Our Greed1675 Words   |  7 Pagesof leaves in the spring. One day there will no longer be plants and animals, for we are destroying ourselves piece by piece for the sake of our greed. Global warming must be stopped because ice caps are melting resulting in the rise of sea levels, Earth’s biodiversity is diminishing, and air pollution is affecting the lives of so many. Global warming has tremendously affected the ice caps. This is mainly caused by the rise in temperatures, which in return has led to the rise in sea levels across theRead MoreGlobal Warming : Causes And Effects880 Words   |  4 PagesGlobal warming has increased significantly since the 1800s and is becoming a significant impact in our everyday lives. It is considered one of the most challenging environmental problems that exists today. Due to global warming, temperatures on Earth are rising and it’s affecting the way people live. Many people feel concerned about this issue while others could not care less. Developing countries do not understand the impact global warming has and how they should contribute to it while developedRead MoreThe Effects Of Air Pollution On Our Lives1304 Words   |  6 PagesDuring the recent years, air pollution has been the main cause of health problems in this society. Air pollution has caused so many health related sickness to the life we live in now. Air pollution has brought in high increases of poisonous gases that impact the weather by global warming, and the air we breathe. As we breathe this toxic air we get in the same chemicals that are mostly found in cigarettes. Some people could get many diseases breathing this kind of air today, because the cigarettes

Epic Of Gilgamesh (1313 words) Essay Example For Students

Epic Of Gilgamesh (1313 words) Essay Epic Of GilgameshLindsey JohnsonProfessor CutterWorld civilizationOctober 9, 2000The Epic of Gilgamesh1. Mesopotamia, current day Iraq, derived its name from words meaning, â€Å"the land between the rivers,† which refers to the Tigris and Euphrates. This land was inhabited during the fourth millennium B.C.E. and throughout time transcended into political and military organizations. The significance of these cultures revolved around important warrior figures and their impact on society. The most important figure that will be discussed is the protagonist from The Epic of Gilgamesh. Many consider it to be the greatest literary composition written in cuneiform Akkadian around 2150 BC. This epic portrays the life of the great warrior, Gilgamesh. It chronicles how his victories, both militaristic and internal, ultimately determined his superiority. This relates to the ancient Mesopotamian society in many ways, including the role of warriors and the dual nature of Gilgamesh. It is evident from the beginning of the Epic of Gilgamesh how vital of a role warrior’s played in ancient Mesopotamian society. Warriors were considered top of the social hierarchy. All other authoritative figures were considered subordinate. Uruk’s inhabitants deemed Gilgamesh as their superior: â€Å"There is nobody among the kings of teeming humanity who can compare with him†¦Belet-ili designed the shape of his body, made his form perfect†¦In Uruk the Sheepfold he would walk about, show himself superior, his head held high like a wild bull.† 2 Gilgamesh epitomizes the ideal hero in the eyes of his society through admirable physical strength, bodily perfection, and bravery. This admiration directly pertains to ancient Mesopotamia and the earliest Sumerian governments. For instance, â€Å"When crises arose, assemblies yielded their power to individuals who possessed full authority during the period of emergency.†3 Back then, it was considered co mmon knowledge that early governments based their decisions for the good of the entire community. Gilgamesh demonstrates these same tactics when he finds his community in danger. For example, Gilgamesh seized the Bull of Heaven, which came down from the skies, in order to protect his cherished citizens. 4 Protection of the city is Gilgamesh’s main objective. He states, â€Å"I shall face unknown opposition, I shall ride along an unknown road.† 5 Here, Gilgamesh seeks out to Pine Forest where he slays Humbaba, in order to exterminate evil and safeguard his city. Sumerian cities also faced external tribulations because of their wealth and virtually defenseless entrances o their land. Because the land and location was so flat and vulnerable the cities built defensive walls and organized military forces.6 Gilgamesh built a very similar structure. The wall of Uruk was an amazing barrier that sheltered every square mile of land. The citizens of Uruk claimed the wall to be â €Å"the pure treasury.† 7 It becomes evident in Mesopotamian culture as well as with Gilgamesh that major defense mechanisms are needed in order to maintain security. When a city –state gains structure the next step is to become proactively aggressive; therefore, conquering and punishing other cities. For example, â€Å"External threats came later to Egypt than to Mesopotamia, but the invasion of the Hyksos prompted the pharaohs to seize control of regions that might pose future threats.† 8 In addition, Gilgamesh displays these same ideas when adventuring into the Pine Forest. Because its citizens adored Mesopotamia’s physical landscape, they would protect their land at all costs. Gilgamesh’s image and qualities depict those of an ideal man. He controls a great deal of power and status, for he is believed to be two-thirds divine and one-third human. He also possesses power through his kingship. Gilgamesh displays a great amount of hubris. Priding himself with greatness he states, â€Å"Gilgamesh is finest among the young males! Gilgamesh is proudest among the males† 9 He is not only spiritually content, but also physically appealing. He represents the ideal man through wealth, handsomeness, and power. These traits were also important of the Egyptian pharaohs. Because the city valued their leader to such a great extent, they built massive pyramids as royal tombs. They also believed that heroes were gods living on earth.10 This helps comprehend the importance of Gilgamesh’s part divinity, part human character. Hammurabi of the Babylonian empire proclaimed that the gods named him â€Å"to promote the welfare of the people†¦to cause just ice to prevail in the land, to destroy wicked and evil, so that the strong might not oppress the weak†¦Ã¢â‚¬  11 The strength of these heroes and their â€Å"divinity† demonstrates what kind of leaders were respected and worshiped in Mesopotamia. Moreover, this makes clear the reasons why Uruk featured Gilgamesh as such a powerful hero. .u222ba60e079097b394a84417adea6136 , .u222ba60e079097b394a84417adea6136 .postImageUrl , .u222ba60e079097b394a84417adea6136 .centered-text-area { min-height: 80px; position: relative; } .u222ba60e079097b394a84417adea6136 , .u222ba60e079097b394a84417adea6136:hover , .u222ba60e079097b394a84417adea6136:visited , .u222ba60e079097b394a84417adea6136:active { border:0!important; } .u222ba60e079097b394a84417adea6136 .clearfix:after { content: ""; display: table; clear: both; } .u222ba60e079097b394a84417adea6136 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u222ba60e079097b394a84417adea6136:active , .u222ba60e079097b394a84417adea6136:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u222ba60e079097b394a84417adea6136 .centered-text-area { width: 100%; position: relative ; } .u222ba60e079097b394a84417adea6136 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u222ba60e079097b394a84417adea6136 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u222ba60e079097b394a84417adea6136 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u222ba60e079097b394a84417adea6136:hover .ctaButton { background-color: #34495E!important; } .u222ba60e079097b394a84417adea6136 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u222ba60e079097b394a84417adea6136 .u222ba60e079097b394a84417adea6136-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u222ba60e079097b394a84417adea6136:after { content: ""; display: block; clear: both; } READ: Turn of the century Vermont literature EssayAlthough Gilgamesh depicts these traits of the ideal man, part of it is a fa?ade. Gilgamesh appears to be brave and valiant, but he has moments of extreme coward ness. When Gilgamesh was in the Pine Forest he admitted his fright when saying to Enkidu, â€Å"My heart trembles lest he†¦suddenly† Enkidu confirms this by responding, â€Å"My friend, why do you talk like a coward? And your speech was feeble, and you tried to hide.†12 Although Gilgamesh presents himself as an infallible, fearless warrior, he truly holds a dual nature. As well as his display of weakness, Gilgamesh also shows unkindness towards his peo ple, for he was their king but not their shepherd. His overbearing behavior lead Gilgamesh to â€Å"not leave young girls alone†13 He raped the daughters and wives of his own community. While not infallible, the warrior fought to protect the community in times of crisis and jeopardy. This proves the bravest of people at times show fear, and even the strongest can be outfought. For the ideal man, like Gilgamesh, hide insecurities through a fa?ade that presents him as flawless. He displays this fa?ade in order to maintain power and authority throughout his community. Hammurabi also displayed moments of merciless behavior through his code of law. He distinctively discriminated against the lower class. One law, that of retribution, states, â€Å"a noble who destroyed the eye or broke the bone of another noble would have his own eye destroyed or bone broken, but if a noble destroyed the eye or broke the bone of a commoner, the noble merely paid a fine in silver.†14 This reveals the clear distinction of consequence for different social classes that emerged in Mesopotamia. Like Gilgamesh, when a ruler possesses full authority, they are able to punish or reward whomever at the their own will. According to this information, one can assume many things about ancient Mesopotamian culture. It is obvious that cultures exhibited a great amount of pride for their city, and most of all, their leader. They looked upon their leaders as first-rate heroes. Officers were not elected by family ties but by â€Å"merit, skill, and bravery.†15 The citizens believed that deities intervened in human affairs. It was revealed long after Gilgamesh’s death that he was actually considered a god. This helps explain his fear towards death. Gilgamesh wanted to physically be a great warrior until the end of time opposed to just another historic memory. Although it was not actually death he was afraid of, Gilgamesh feared the obliteration of his glory and honor. In conclusion, the values from ancient Mesopotamian culture correlate to those in The Epic of Gilgamesh. The role of warriors show many similarities, including strength, bravery, and hubris. Furthermore, Gilgamesh compares with h istoric figures by expressing a dual nature. One may present a fa?ade to hide one’s faults, but no hero is infallible. Above all, it is learned how important heroes in Mesopotamia were, despite their imperfections, for in the eyes of their community, they were recognized like demigods. History Essays

Setting Essays (372 words) - Movements For Civil Rights, Segregation

Setting The first and most prominent setting is the segregation of the villages. Since this story takes place in a time where segregation was a very big issue, the villages that Gaines paints in the readers mind is where the whites lived and where the blacks lived. The white people lived in big houses with nice lawns and a well looked after landscape. The first and most prominent setting is the segregation of the villages. Since this story takes place in a time where segregation was a very big issue, the villages that Gaines paints in the readers mind is where the whites lived and where the blacks lived. The white people lived in big houses with nice lawns and a well looked after landscape. The first and most prominent setting is the segregation of the villages. Since this story takes place in a time where segregation was a very big issue, the villages that Gaines paints in the readers mind is where the whites lived and where the blacks lived. The white people lived in big houses with nice lawns and a well looked after landscape. The first and most prominent setting is the segregation of the villages. Since this story takes place in a time where segregation was a very big issue, the villages that Gaines paints in the readers mind is where the whites lived and where the blacks lived. The white people lived in big houses with nice lawns and a well looked after landscape. The first and most prominent setting is the segregation of the villages. Since this story takes place in a time where segregation was a very big issue, the villages that Gaines paints in the readers mind is where the whites lived and where the blacks lived. The white people lived in big houses with nice l awns and a well looked after landscape. The first and most prominent setting is the segregation of the villages. Since this story takes place in a time where segregation was a very big issue, the villages that Gaines paints in the readers mind is where the whites lived and where the blacks lived. The white people lived in big houses with nice lawns and a well looked after landscape.

The eNotes Blog If These Cave Walls CouldTalk

If These Cave Walls CouldTalk Linguists have unlocked the key to what our ancient ancestors may have sounded like, and it sounds pretty amazing.   Did you know that 6,500 years ago English and Farsi were the same language? Hows that for world unity. From there, the language morphed into the single descendant of all modern Indo-European languages: PIE (which stands for Proto-Indo-European). Since recording equipment was sparse 4,500 years ago and PIE left no written texts, nobody has ever known what the language might have sounded like. Until now, that is. Below is a recording of a fable, The Sheep and Horses, read in what linguists believe to be an accurate reconstruction of PIE. The journey to this recording began with German linguist August Schleicher in 1868. Schleicher used reconstructed Proto-Indo-European vocabulary to create a fable in order to hear some approximation of PIE. Called â€Å"The Sheep and the Horses,† and also known today as Schleicher’s Fable, the short parable tells the story of a shorn sheep who encounters a group of unpleasant horses (Archaeology magazine). The above recording is the most recently updated version of this fable, which has been slightly altered over the years to reflect linguists most informed ideas of how humans might have sounded more than six milennia before our time. The reading comes courtesy of Andrew Byrd, a linguist at the University of Kentucky. For your amusement, here are the English and PIE transcriptions of the now infamous Schleichers Fable: The Sheep and the Horses A sheep that had no wool saw horses, one of them pulling a heavy wagon, one carrying a big load, and one carrying a man quickly. The sheep said to the horses: My heart pains me, seeing a man driving horses. The horses said: Listen, sheep, our hearts pain us when we see this: a man, the master, makes the wool of the sheep into a warm garment for himself. And the sheep has no wool. Having heard this, the sheep fled into the plain. H2à ³uÃŒ ¯is h1à ©Ã¡ ¸ ±uÃŒ ¯Ã… s-kwe h2uÃŒ ¯eiÃŒ ¯ h1iÃŒ ¯osmà ©iÃŒ ¯ h2uÃŒ ¯lÃŒ ¥h1nh2  nà © h1à ©st, sà ³ h1à ©Ã¡ ¸ ±uÃŒ ¯oms derá ¸ ±t. sà ³ gwrÃŒ ¥hxà ºm uÃŒ ¯Ãƒ ³Ã‡ µhom uÃŒ ¯eÇ µhed; sà ³ mà ©Ã‡ µh2mÃŒ ¥ bhà ³rom; sà ³ dhÇ µhà ©monmÃŒ ¥ h2á ¹â€œÃ¡ ¸ ±u bhered. h2à ³uÃŒ ¯is h1à ©kwoiÃŒ ¯bhiÃŒ ¯os uÃŒ ¯euÃŒ ¯ked: â€Å"dhÇ µhà ©monmÃŒ ¥ spà ©Ã¡ ¸ ±iÃŒ ¯oh2  h1à ©Ã¡ ¸ ±uÃŒ ¯oms-kwe h2Ç µeti, á ¸ ±Ã¡ ¸â€"r moiÃŒ ¯ aghnutor†. h1à ©Ã¡ ¸ ±uÃŒ ¯Ã… s tu uÃŒ ¯euÃŒ ¯kond: â€Å"á ¸ ±ludhà ­, h2ouÃŒ ¯eiÃŒ ¯! tà ³d spà ©Ã¡ ¸ ±iÃŒ ¯omes, nÃŒ ¥smà ©iÃŒ ¯ aghnutà ³r á ¸ ±Ã¡ ¸â€"r: dhÇ µhà ©mÃ… , pà ³tis, sÄ“ h2uÃŒ ¯iÃŒ ¯es h2uÃŒ ¯lÃŒ ¥h1nh2  gwhà ©rmom uÃŒ ¯Ãƒ ©strom uÃŒ ¯ept, h2uÃŒ ¯ibhiÃŒ ¯os tu h2uÃŒ ¯lÃŒ ¥h1nh2  nà © h1esti. tà ³d á ¸ ±eá ¸ ±luuÃŒ ¯Ã¡ ¹â€œs h2à ³uÃŒ ¯is h2aÇ µrà ³m bhuged. And you thought Spanish was hard For another cool recording of PIE check out this article from Archaeology magazine.

How To Turn Spanish Adjectives Into Adverbs

How To Turn Spanish Adjectives Into Adverbs In English, it is common to create an adverb by adding the suffix -ly to the end of an adjective. In Spanish, we can do something almost as easy- create an adverb by adding the suffix -mente to a certain form of the adjective. How to Use -Mente The -mente is added to the singular feminine form of the adjective. For example, the singular feminine form of ruidoso (noisy) is ruidosa, so the adverb form is ruidosamente (noisily). The adjectives with separate masculine and feminine forms are those whose dictionary listings end in -o, such as quieto (quiet). To create the corresponding adverb, change the ending to -a, in this case quieta, and then add -mente. Thus the corresponding adverb for quieto is quietamente (quietly). Since many adjectives have no separate masculine or feminine forms, the suffix is often simply added to the singular. So the adjective triste (sad) can be turned into the adverb tristemente, and feliz (happy) can easily be turned into felizmente (happily). Examples of Adjectives With Corresponding Adverbs Here are some of the most common Spanish adjectives that have corresponding -mente adverbs along with possible translations. Note that in a few cases the meanings of the Spanish adverbs are different than what you might expect simply from adding -ly to the English equivalent adjective. abierto (open), abiertamente (openly, obviously)aburrido (boring), aburridamente (in a boring manner)alto (tall, high), altamente (highly)cansado (tired), cansadamente (wearily, tediously)comà ºn (common), comà ºnmente (commonly, normally)dà ©bil (weak), dà ©bilmente (weakly)dulce (sweet, kind), dulcemente (sweetly, gently)equivocado (mistaken), equivocadamente (mistakenly)feo (ugly, dreary), feamente (horribly, badly)grande (large, great), grandemente (extremely, greatly; largely can often be translated using en gran parte or principalmente)inteligente (intelligent), inteligentemente (intelligently)justo (fair, just, exact), justamente (fairly, justly, exactly)lento (slowly), lentamente (slowly)limpio (clean), limpiamente (cleanly, with integrity or honesty)lindo (pretty, beautiful), lindamente (beautifully, elegantly)llana (flat, level, unpretentious, modest), llanamente (plainly, frankly, straightforwardly)loco (crazy), locamente (with lack of prudence or moderation)nuevo (new ), nuevamente (anew, again; a common way of saying newly is recientemente) pobre (poor), pobremente (poorly)rpido (quick, fast), rpidamente (quickly, rapidly)repugnante (repugnant), repugnantemente (repugnantly)raro (rare), raramente (rarely)rico (rich), ricamente (richly, very well, abundantly)sano (healthy), sanamente (healthily, healthfully)seco (dry), secamente  (coldly when referring to behavior; curtly)simple (simple, easy), simplemente (simply, straightforwardly)sucio (dirty), suciamente (in a dirty or filthy way, meanly)tonto (stupid, foolish), tontamente (stupidly, foolishly)tranquilo (quiet, calm), tranquilamente (quietly, calmly) Avoiding Overuse of -Mente Adverbs Even though a -mente adverb may exist doesnt always mean its the only or even the preferred way of expressing something. First, in Spanish, more so than English, it is common to use an adverbial phrase even though a single-word adverb may exist. For example, while baratamente can be used to indicate that something was bought or made cheaply, it is more common to say a precio bajo (at a low cost) or even de forma barata (in a cheap way). Second, there are a few adjectives that are often used as adverbs even though separate adverbial forms exist. Among the more common are rpido and lento, which can mean not just fast and slow, respectively, but also rapidly and slowly. Spelling and Pronunciation of -Mente Adverbs As in the above examples of dà ©bil and rpido, if an adjective has an accent mark, the corresponding -mente adverb retains the accent mark, even though the spoken emphasis likely will be on the next-to-last syllable. Adverbs in a Series When two or more s: Habla lenta y claramente. (She speaks slowly and clearly.)Anda cuidada, dolorosa y pacientemente. (He walks carefully, painfully and patiently.)Creo que ests equivocado: triste, absoluta y totalmente equivocado. (I think youre mistaken - sadly, absolutely and totally mistaken.)

Promise and peril Essay Example | Topics and Well Written Essays - 250 words - 1

Promise and peril - Essay Example Though many studies have been conducted on pay-for-performance, not much has been investigated on managers’ pay-for-performance implementation strategies. Managers usually face potential problems in their attempt to implement pay-for-performance programmes. Under pay-for-performance plans, significant effort of the management is focused on motivating employees at the expenses of other tasks relevant for organisational growth. However, the proponents of pay-for-performance argue that intelligent design of the plans remains crucial for evading implementation challenges for pay-for-performance programmes. There is need for training on how to effectively implement pay-for-performance programs. According to the authors, it is essential to gain adequate knowledge of the scenario under which pay-for-performance implementation is taking place in order to develop an unbiased understanding of the topic. Using HP case studies, Beer and Cannon discovered that the management used pay-for-performance as extra inducement to achieve higher employee performance. While creating a line between individual employees or teams in terms of performance so as to maintain fairness, the challenge of attaining desirable results becomes evident, especially when it is essential for teams or individuals to work together. In their article, the authors argue that managers abandoned their pay-for-performance plans because they perceived the programmes to bear more costs than benefits to the

Research and Litereture review Paper Example | Topics and Well Written Essays - 2250 words

And Litereture review - Research Paper Example In this context, the study has been undertaken among 700 Thai undergraduate students among the six different faculties and four different institutions as the sample to view the perception of varied students. Moreover, in order to compare the rate of plagiarism across the different facility, one-way ANOVA test has been performed. Also, as the study has been undertaken from the prospective of six different faculties thus, the one-way AVONA test has been conducted to measure the similarity and dissimilarity in the mean values of the statistics. Furthermore, the result of mean values derived from AVONA test helps to address the question that the rate of plagiarism differs among the faculties, which signifies that the attitudes of students towards different faculty are not similar (University of Vermont, 2014; Songsriwittaya et. al. 2009). Schrimsher et.al. (2011) conducted their study with the goal of determining the attitude of students towards plagiarism as well as misconducts in the academic activities in the context of Samford University. Additionally, this research has been conducted using the primary data collection method from 681 Samford University students with the help of close ended question in yes/no form and rating based on Likert scales. In order to derive the aforesaid aim of the research, different research questions have been framed and the responses of the survey respondents have been analyzed using the Chi square test. Chi square method for the analysis of data significantly assists in determining the differences in the attitudes of the students, which is included in the survey. Moreover, the result derived from Chi square signifies in the research that majority of the students have the perception that if one submits others written work it will be termed as an act of plagiarism. Nevertheless, it al so signifies with the test that students have extremely disregarded the high amount of cheating at Samford University. Ryan et. al.

Ancient India Essay Example for Free

Ancient India Essay The era that brought India into the map of cultural prominence was during the rule of the Gupta Dynasty. The 4th and 5th century C. E. is considered as the Golden Age of India. The attainment of this Golden Age was made possible by the rule and influence of the Gupta Dynasty, which fostered the development of both the cultural and the political might of India during its time. The Gupta Rulers Chandragupta I, son of Ghatotkacha, was the fist imperial ruler of the empire situated in the north of the then India in the Vindhya Range. By marrying the princess of Licchavis, he formed alliance with the clan and begun power expansion. One of the important administrative systems that he established during his reign was the assembly of councilors that nominated his successor. The largest territorial expansion of the empire was undertaken during the reign of Samudragupta, son of Chandragupta I. His campaign established the largest political unit in South Asia at that time (Heitzman, 2007). He is considered as one of the greatest military geniuses in the history of India. One of his notable contributions was the establishment of coins made of pure gold. More than an exemplary military leader, he was also a patron of the arts as he was a celebrated poet and musician. He made coinage as the expertise of his time. Chandragupta II further expanded the empire through war conquests. His power was extended from coast-to-coast; and his reign became the economical high point of the empire through the establishment of trading capitals. During the reign of Kumaragupta I, the Pushyamitras tribe became powerful and had post threat to the empire. His successor, Skandagupta, considered the last of the great Gupta rulers, defeated the tribe but the territory was later on invaded by the White Huns. This defeat signaled the start of the decline of the empire. The Impact of the Empire The Gupta Dynasty is highly regarded for their contributions to the arts and culture of South Asia. Though the rulers cultural role was limited, their coinage expresses their being patrons of the arts (Heitzman, 2007). According to Hooker (1996), the eras cultural creativity is exemplified in magnificent architecture, sculpture and paintings. The paintings found in the Ajanta Cave are considered to be the most powerful works of the Indian art. Literature also flourished during that time of Indian history. The Gupta Empire had produced one of the greatest writers of poetry, Kalidasa. He is known for his lyric poetry and dramas, not only in India but also in Asian and even Western circles. It is also observed that the trading ports of the empire made the Indian culture dominant in the region. The period of the Gupta Dynasty was the period of â€Å"Greater India† (Hooker, 1996). Their cultural influences were extended through Burma, Cambodia and Sri Lanka. Another cultural legacy of the dynasty is the coinage system and effective administrative system. Their government was governed with only one taxation system centralized to the empire capital in Pataliputra. The kings remained to be the vassal kings where the entire kingdom was consolidated into single administrative unit (Hooker, 1996). The era of the Gupta Dynasty has not only uplifted the country politically but culturally as well. It has spilled over its influence in the South Asian region through wide range of trading products and services. Though it was later on buried in the pages of Indian history, its legacy to the Indian nation continue to this age. Its cultural heritage truly makes India one of the richest cultures in the world. References: Hooker, Richard (1996). The Age of the Guptas and After. Ancient India. Retrieved September 17, 2007 from http://www. wsu. edu/~dee/ANCINDIA/GUPTA. HTM Heitzman, James (2007). Gupta Dynasty. Microsoft ® Encarta ® Online Encyclopedia 2007. Retrieved September 17, 2007 from http://encarta. msn. com.

Sociological Imagination Essay examples -- Sociology

To understand the term `Sociological Imagination', it is important to identify what Sociology is and what do sociologists study. It is also vital to look at the three basic concerns of the sociological imagination or perspective, which include Social Structure, Social Institutions and Social Processes. Moreover, it is necessary to understand what C. Wright Mills means when he mentions "the personal troubles of milieu" and "the public issues of social structure", and how it helps us to understand the society in which we live in. What is `Sociological Imagination'? To answer this question a person must first know what Sociology is. Sargent (1994) states that "There is no short answer... however, we can come to understand the nature of Sociology." It may be explained as the study of society. R.Van Kraken et all (2000) explains it in a more complex sense as "the description and analysis of the social forces that shape human behavior in contemporary social life." Sociological imagination is central to the study of society because it allows many of the perso...

Greed Essay †Enron and Northern Rock Corporate Collapse

Abstract The spectacular collapse of both Enron and Northern Rock illustrate two very distinct methods of errant policy that deserve continual study.This essay examines and compares the roles of both companies during their respective period of failure in order to determine the fundamental causes that led each of these companies to ruin. The evidence presented outlines a pattern of greed, ambition and poor policy that combined to drive the entities to failure. This research will be of value to any person looking into corporate collapse. 1 Introduction Failure in business comes in many forms making continual evaluation beneficial. The cases of the spectacular collapse of both Enron and Northern Rock illustrate two very distinct methods of errant policy. This essay examines and compares the roles of both companies during this period of failure in order to determine the fundamental causes that led each of these companies to ruin. With a focus on the role of fraud, market value accounting, fraud and creative accounting this study will identify and evaluate the underlying causes that have been credited with defining business risk in the modern age. In the end, this essay examines and evaluates the fundamental factors associated with the collapse of Enron and Northern Rock with the stated goal of determining the best methods of avoiding such a scenario in the future. 2 Corporate Collapse2.1 OverviewEnron was once considered a blue chip investment with the inherent capacity to bolster any portfolio during the 1990’s until the collapse of 2001 (Khan, 2011). Once regarded as a premier investment, Enron became associated with a wide range of questionable accounting practice, fraud and insider trading during their term of operations. Over the course of 1990’s, Enron was cited and held up as a pillar of innovation and performance with many institutions attempting to emulate their professed success (Arnold and Lange, 2004). This early idolization of the rising company seems to have increased overall investor interest and expectation. With a platform based on gas and electricity and a long list of associated enterprises including online and investment services utilized by nearly every other energy entity of the period, Enron was the acknowledged leader in the international energy industry (Solomon and Solomon, 2004). With a broad based syst em of investors, there was substantial fallout when the final collapse of the company was announced in 2001, with many in the industry decrying the lack of oversight amid the opportunity for fraud (Khan, 2011). The rise and fall of Enron, even on basic level is a reflection of a company’s ability to build and play upon investors’ expectations, which indicates a willingness on the part of the investors to risk their money in a questionable investment. Northern Rock was once considered a leading voice in the UK banking industry (Marshall et al, 2012). Created as a result of a merger between the North East Building Society and the Northern counties Permanent Building Society and the Rock Building Society, the Northern Rock Building Society was in an ideal position to create and further their own business interests. A key area of concern for investors was the fact that Northern Rock derived its capital from depositors until the deregulation efforts of the 1980’s (Ma rshall et al, 2012). With the relaxation of oversight, it became possible for entities such as Northern Rock to consider and implement alternate solutions for revenue increase that included heavy investment in the stock market and mortgage industry. Complementing the perception of leadership and dedication to the market were statistics that cited Northern Rock as one of the leading mortgage lenders during the period of the early 2000’s (Mclean and Elkind, 2003). With a wish to capitalize as much as possible on the conditions of the growing market, which included the American mortgage market prior to 2008, Northern Rock leadership opted to invest heavily in the subprime market that generated so much profit during this period (Dawley et al, 2012). This argument suggests that the old industry region that was home to the company’s operations had a direct impact on the initial success and eventual failure of the Ban. This initial overview demonstrates that there was a real drive to produce revenue on the part of both of these companies, which in turn fuelled their need to succeed at any cost. In both cases, Enron and Northern Rock began with a legitimate business foundation, yet desired a continual increase in power and revenue which led to poor decisions and policy implementation. In a very real way, this brief illustration suggests that the success factor prompted these companies to act in the selfish and rash manner that brought about their downfall.2.2 Companies2.2.1 EnronThe manner in which leadership creates, endorses and implements a company policy is a critical component to any entities day to day operations (O’Connell, 2004). In this case Enron leadership including Ken Lay, Jeffrey Skilling and Andy Fastow were primarily credited with first leading the company to incredible heights, and then engineering the massive failure due to their own incredible greed. Perhaps a leading indic ator of the manner of leadership Ken Lay found appealing lay in his continual support of the oil trading company headed by Borget that was deemed acceptable as long as there was a profit, regardless of method (Swartz and Watkins, 2003). Organizational culture built on greed and corruption will continue to breed these same elements throughout any organization (Solomon et al, 2004). In this case Enron leadership’s goal of creating a nature gas stock exchange was driven by the desire to increase market share and revenue. In the beginning this form of innovation and aggressive marketing were deemed acceptable, but with subsequent discoveries of accounts including M. Yass, or My ass, created by Borget there was an acknowledgement of corruption (Fox, 2003). Despite Enron initially endorsing Borget and his practices as the scope of the losses mounted, Ken Lay actively denied any wrong doing, taking advantage of the lack of information that he cultivated. The lack of any serious form of financial oversight allowed Enron to create questionable forms of accounting and bookkeeping that extended their perception of propriety (Solomon, 2004). During deregulation effort of the late twentieth century, there was serious contention on the part of the business community that there was a need to reduce regulation in order to benefit the consumer. Leadership at Enron eagerly campaigned on the notion that deregulation would actively increase the capacity for the worker (Swartz et al, 2003). Blaming regulation for higher electricity the lobbyists were largely successful in their drive to remove any meaningful oversight in the industry. This push included a state by state approach that allowed Enron to utilize their regional positions to great advantage, thereby ensuring a smoother experience (Boje et al, 2004). Skilling created concept of an asset lite strategy, or not actually owning the assets, simply bundling and selling the energy, which in tur n provided Enron with a potential method to drastically increase revenue with little to no paper trail (Solomon et al, 2014). The summer of 1998 witnessed a bonanza for Enron as there was a perception of volatility that enabled them to drastically capitalize on the market, leading to the perception that Skilling was a genius (Swartz et al, 2003). During this period following deregulation many of the Enron’s greatest profits were made by employees finding loopholes and exploiting these accounting or business practices to the utmost in order to increase revenue (Arnold and Lange, 2005). Again, this policy of attempting to end run regulation only promotes the false ideal that the company or its employees was smarter than the system. Enron has been credited with employing many questionable accounting techniques during their period of operation in order to bolster expectations (Gordon, 2002). This drive to provide a continuous profit for the company led the leadership to adopt acc ounting practices that did more to obstruct the revelation of negative data in order to maintain profits. A combination of being at the right place in the form of evolving deregulation and belonging to a culture of greed and corruption created the atmosphere that prompted these increasingly poor accounting practices (Macey, 2003). At the heart of Enron’s trouble rests a lack of strong corporate governance and an increasing disregard for public regulation and investor welfare (Vinten, 2002). Beginning with methods that merely bent the rules, the accounting practices at Enron had to become larger in order to account for the burgeoning debt that was being created (Parker, 2005). This form of creative bookkeeping suggests that there was a strong knowledge that operations at the company were not only limited in scope, but there was a need to make as much money as possible at any cost. This form of accounting was illustrated in the Mark to Market accounting expansion that served to misinform investors on accurate valuations, thereby increasing Enron’s value (Shelly, 2011). While essentially legal, the stretching and reinterpretation of the rules allowed Enron to create a wide margin of profit on paper. Further, the use of limited partnership and outside parties increased the level of secrecy and uncertainty that surrounded every Enron valuation process including the Credit Default Swaps and Collateralised Debt Obligations (Swartz et al, 2010). These measures became necessary in order to provide the company with the means to maintain expectations, bonuses and pensions. From the outset, Enron was out to make money (Jennings, 2002). Each innovation was aimed at delivering the most revenue to the leadership, not the investors. Each decision and example of culture illustrates the greed and ambition of those behind the Enron debacle. In the accounting profession a fair presentation is regarded as an accurate representation of a working operation, creative ac counting is identified as flexible practice that best serves the interests of the clients, with fraudulent accounting made up of those that blatantly step outside the law (Buckley, 2011). Enron has displayed an initial fair value accounting method that degenerated into a fraudulent accounting method with evidence that paints a portrait of unrestrained greed, propped up by poor regulation and aided by tacit indulgence of success. There is a clear need to conduct ethical business in order to sustain opportunities (Gill, 2009). This was does not seem to have happened in the case of Enron. This evidence suggests that no matter how Enron had attempted to compensate for poor practice, there could have been no other plausible outcome than failure.2.2.2 Northern RockInitially specialising in residential and commercial mortgages Northern Rock quickly became an industry frontrunner under the leadership of Adam Applegarth in 2001(Marshall et al, 2012). This form of leadership actively profited from the prior methods of operation, utilizing the past profit to invest in the present stock market, primarily the growing sector mortgage securities. Linsley and Slack (2013) argue that prior to 2001 Northern Rock projected a ethic of care, which in turn was cited for the intense feelings of betrayal following the collapse of the Bank. There was a sense that leadership of the Bank was overly ambitious in their efforts to capitalize on their existing assets by putting all of the previous savings at risk (Marshall et al, 2012). This suggests that the clientele of Northern Rock expected their leadership to take greater care and substantially less risk. Three primary points including Northern Rocks previous existence as a building society, the local or regional nature of the bank and the appearance of the Northern Rock Foundation bolstered the perception of a caring institution that was out to serve the populace (Linsley, 2013). With the change in policy brought about by a new leader , there was a palpable sense of anger and disillusionment with both Northern Rock and the direction of their investments. It very much seems as if was this effort from the previous eras, the caring and attentive attitude that served to amplify the negativity as the bank began to crumble under the weight of poor leadership and management. With the onset of the subprime collapse in the United States and the massive international recession that followed, it became impossible for Northern Rock to meet its financial obligations, which in turn prompted the failure of the bank (Linsley et al, 2013). The innovative nature of the investment pattern such as the ‘Together’ investment scenario set out by Northern Rock was a stark departure from the mutualisation process of previous eras (Nesvetailova and Palan, 2013). With the ambitious investment goals set out by Applegarth, it became necessary for the bank to move from the 75% per cent income from depositors to a much more modest 25% with the remaining balance being accounted for by investment and loans (Nesvetailova, 2013). As reflected by consumer discontent with the policy decision, the entire process became disliked and heavily blamed for the eventual run on the bank. The new pattern of investment required Northern Rock to pursue securitization in a fashion that created special purpose vehicles in order to allow these securities to become liquid and thereby tradable (Deegan and Unerman, 2011). This process allowed Northern Rock to obscure their accurate worth by essentially hiding these accounts offshore (Scott, 20 08). With an accounting practice that was creative and innovative at the time, Northern Rock utilized this method in order to expand their projected revenues, thereby further enhancing their operations. In order to continue lending at the bank level, mortgages could be sold, or further funds borrowed on the mortgage securities, which in turn kept Northern Rock liquid initially (Gaffikin, 2008). This culture of greed no matter the cost fuelled the leadership drive to not only continue this practice, but expand it to incorporate up to 50 per cent of the Northern Rock operational platform (Deegan et al, 2011). Depending too heavily on any volatile market has the potential to put any operation at risk at any time (Domhoff, 2013). This evidence suggests that Northern Rock was substantially impacted by the subprime mortgage collapse and the inability to borrow money from the lenders. With a business model that was directly dependant on the interbank lending process, this sudden halt of funding was a severe and crippling blow, only enhanced by the need for the bank to have these funds on hand in order to shore up fading public support. The perception of dismay and lack of trust only increased as Northern Rock found itself undercut by rivals with better loan rates (Deegan et al, 2011). With no ready pool of funding available and no one to purchase the securities, some of which were frozen due to questionable value, the internal situation deteriorated to the point of collapse nearly overnight. Regulation and lack of effective constraints in the financial process has been cited as an element of the Northern Rock collapse (Nesvetailova, 2013). There was a sustained feeling that the explosive pattern of growth quickly overwhelmed any regulation effort, which in turn led to unsatisfactory testing and performance assessments. The caring culture that once benefited operations at Northern Rock was transformed to increased discontent with the announcement of the government bailout, which in turn fuelled the run on the bank (Deegan, et al, 2011). This evidence suggests that it was the very elements of safe investment that had given Northern Rock the opportunity for investment initially and that the prudent course of action would have been to maintain a pattern of considerate investment rather than an all-out bid for industry leadership. With the nationalization of the Northern Rock entity, the government became the only remaining investor, shouldering the substantial loss that had once been a thriving multi-generational company (Deegan et al, 2011). 3 Conclusion Both Enron and Northern Rock exhibited similar and distinctly different traits as this study as illustrated. Each of the companies possessed leadership that was very focused on success and revenue. This culture of greed and ambition served to initially propel both companies into positions of leadership which was demonstrated by their drastic increase in value and recognition during the early phases. While both companies began with fair trade accounting methods, there were driving forces behind each entities operation after that period. Enron began to employ outright fraud in their accounting practices, in some cases going so far as to completely create fictional assets in order to maintain viability. In contrast Northern Rock employed creative accounting methods to legally utilize their existing assets to invest in the subprime mortgage market. While Northern Rocks leadership made poor choices, there was no element of blatant fraud as perpetrated by Enron. There was a distinct organi sational culture gap between Enron and Northern Rock. The ethic of care environment enacted a perception of interest in the consumers of Northern Rock aided the long term business efforts and sustained operations over generations. Enron was focused on profit and the means to increase profit from the point of inception, creating management techniques that encouraged a liberal interpretation of any regulation, placing revenue generation above the need to present a high level of honesty during operation. A similarity that binds both companies together was the leadership intention to use the open market to increase their net assets. Further, there was a directed action by both management institutions to hide the debt from the consumer and investors in order to prop up their image and brand. Once considered pioneering, creative and innovative the combination of deregulation, massive growth and complex rules provided a wide range of opportunities that these companies chose to exploit for their own gain. Each of these entities found itself in the position that required them to borrow money in order to meet expectations. Lacking the means to borrow money was the death knell for both of these enterprises. Northern Rock found itself caught in the subprime mortgage collapse and Enron found itself the focus of scrutiny concerning their assets and true valuation. In the end both Enron and Northern Rock exhibited poor policy decision as well as experiencing bad luck. While there is no guarantee in the business world, large scale deception and fraud will eventually come back to roost. It was the utilization of questionable practice, greed and ambition that served to derail these companies, teaching us all that honesty is indeed the best policy. 4 References Arnold, B. and De Lange, P. 2004. Enron: an examination of agency problems. Critical Perspectives on Accounting, 15 (6), pp. 751–765. Boje, D. M., Rosile, G. A., Durant, R. A. and Luhman, J. T. 2004. Enron spectacles: A critical dramaturgical analysis. Organization Studies, 25 (5), pp. 751–774. Buckley, A. 2011. Financial crisis. Harlow, England: Financial Times Prentice Hall. Dawley, S., Marshall, N., Pike, A., Pollard, J. and Tomaney, J. 2012. Continuity and evolution in an old industrial region: the labour market dynamics of the rise and fall of Northern Rock. Regional Studies, (ahead-of-print), pp. 1–19. Deegan, C. and Unerman, J. 2011. Financial Accounting Theory: European Edition, 2nd Edition, McGraw Hill. New York, NY. Domhoff, G. W. 2013. The myth of liberal ascendancy. Boulder: Paradigm Publishers. Fox, L. 2003. Enron. Hoboken, N.J.: Wiley. Gaffikin, M. 2008. Accounting Theory: Research, Regulation and Accounting Practice, Pearson Education. New York, NY . Gill, M. 2009, Accountant’s Truth: Knowledge and Ethics in the Financial World, Oxford, Oxford University Press. 1(1). Gordon, J. N. 2002. What Enron means for the management and control of the modern business corporation: some initial reflections. The University of Chicago Law Review, 1(1) pp. 1233–1250. Gordon, R. W. 2002. New Role for Lawyers: The Corporate Counselor after Enron, A. Conn. L. Rev., 35 p. 1185. Jennings, M. M. 2002. Primer on Enron: Lessons from a Perfect Storm of Financial Reporting, Corporate Governance and Ethical Culture Failures, A. Cal. WL Rev., 39 p. 163. Khan, M. A. 2011. The Reasons Behind a Corporate Collapse: A Case Study of Enron.Available at SSRN 1923277. Linsley, P. M. and Slack, R. E. 2013. Crisis management and an ethic of care: the case of Northern Rock Bank. Journal of business ethics, 113 (2), pp. 285–295. Macey, J. R. 2003. Efficient capital markets, corporate disclosure, and Enron. Cornell L. Rev., 89 p. 394. Marshall, J. , Pike, A., Pollard, J. S., Tomaney, J., Dawley, S. and Gray, J. 2012. Placing the run on Northern Rock. Journal of Economic Geography, 12 (1), pp. 157–181. Mclean, B. and Elkind, P. 2003. The smartest guys in the room. New York: Portfolio. Nesvetailova, A. and Palan, R. 2013. Minsky in the Shadows Securitization, Ponzi Finance, and the Crisis of Northern Rock. Review of Radical Political Economics, 45 (3), pp. 349–368. O’Connell, B. T. 2004. Enron. Con:â€Å"He that filches from me my good name†¦ makes me poor indeed†. Critical Perspectives on Accounting, 15 (6), pp. 733–749. Parker, L. D. 2005. Corporate governance crisis down under: post-Enron accounting education and research inertia. European Accounting Review, 14 (2), pp. 383–394. Richardson, S. 2011. From the Invisible Hand to CEO Speak: Enron and a Rhetoric of Corporate Collapse. Russell, D. 2013. Critical Studies on Corporate Responsibility, Governance and Sustainability, Vol. 3Business and Sustainability: Concepts Strategies and Changes. International Journal of Law and Management, 55 (1), pp. 74–76. Scott, W. R. 2008 Financial Accounting Theory, 5th Edition, FT Prentice Hall. Solomon, J. and Solomon, A. 2004. Corporate governance and accountability. New York: John Wiley. Swartz, M. and Watkins, S. 2003. Power failure. New York: Doubleday. Vinten, G. 2002. The corporate governance lessons of Enron. Corporate Governance, 2 (4), pp. 4–9.

Advocacy Role paper

Advanced practice nurse's are reimbursed at a lower rate for the same services than physicians by Medicare, Medicaid and other private insurance companies. American medical association sets our scope of practice and regulations and legislation is often influenced by these recommendations. Advanced practice nurses should be consider as equal members of the healthcare provider community and receive equal reimbursement. To make these changes one must develop a plan and advocate for the profession.Advanced practice nurses are reimbursed at a lower rate, for the same services, than physicians. Medicare reimburses nurse practitioners at 85%, certified nurse midwives at 65 %, and physician assistants at 85% or less of the physician fee. The exception to the reimbursement rate is called the â€Å"incident to†. Medicare will reimburse at 100% if billed under a physician provider number. Medicaid pays 75-100% of the physician fee with the exception of some rural areas. Private insurance companies reimbursement to advanced practice nurses policies vary state to state.In an attempt to find ways to decrease cost, private insurance companies are beginning to follow Medicare's reimbursement policies. For advanced practice nurses the reimbursement policies vary according to state, company, and licensure, and are not equitable to physician reimbursement. This issue is being buried by the American Medical Association. The Affordable care Act addressed the reimbursement of physicians but APN were not mentioned. 1997 budget act is the last legislation passed that addressed reimbursement for advanced practice nurses.This act decided that advanced practice nurses are entitled to reimbursement. The legislators in Tennessee at that time voted for or against the act. This issue has not been addressed since then which could say that this is not a priority for the state. It could be the increae cost related to increased reombursement that keeps them from pushing the issue. The aff ordable Care Act addressed Medicare reimbursement but did not adress APN's specifically. The govener of Tennessee opted out of taking the money for the state. The federal govt. as to except the cost and reimburse at 100% this could have impacted advanced practice nurses in a positive way. As it stands This issue needs to be addressed with more impact especially after the affordable care and patient protection act. Nurse practitioners will be a solution of the problem and will want to be reimbursed according to care not license. Reimbursement of care provided by advanced practice nurses should equal physicians because they are providing the same service with equal or better outcomes.In a study done by Laurent, Herman, Reeves, Braspenning, ; Spinbald, â€Å"The findings suggest that appropriately trained nurses can produce as high quality care as primary care doctors and achieve as good health outcomes for patients. † Naylor and Kurtzman found that Nurse Practitioners â€Å"ou t performed physicians in easures of consultation time, patient follow-up and patient satisfaction. â€Å"(Naylor ; Kurtzman, 2010). A 2002 report to Congress by the Medicare Payment Advisory Commission, however, was unable to tind reliable data to discern clear ditterences in the two groups' outcomes and expenses.

Hamilton and the Economy essays

Hamilton and the Economy essays The young America needed a smart and eager Secretary of the Treasury, and thats what it found in Alexander Hamilton under the George Washington administration. Hamilton knew that the countrys economy was in danger of going belly-up if there was not a drastic change and clear establishment of federal control of the direction of the budding economy. Alexander Hamiltons economic plan obligated America to pay off its national debt, establish a national bank, and establish tariff rates to make the most of American manufacturing. At the time that Hamilton became the Secretary of the Treasury, the nation was over fifty million dollars in debt, largely due to the costs of war and the foreign debts to accompany them. Hamiltons anticipation of global commerce in the decades and centuries to come fostered the creation of the Report on Public Credit. It was Hamiltons idea that the nation should pay off all war debts plus interest in full. This was a rather demanding goal for the economy, but one that would, if successful, solidify the nations credit. Hamilton also wanted all state debts to be paid assumed by the Federal government, which he believed was the proper source of responsibility for financing national defense. The Secretary wanted more responsibility for the countrys money. Namely, Hamilton wanted to control inflation, which Andrew Jackson had made a seriously problem by misuse of the previous national bank. Many were against the idea of a national bank, expressed by the argument from Thomas Jefferson and James Madison that America did not have the power to do such a thing nor was the establishment of a bank prioritized or even mentioned in the Constitution. Uneager to agree with Mr. Hamilton at first, Congress did not invest in his idea until he argued with the necessary and proper clause, making use of the Constitutions loose construction to argue that the bank...

8 Proofreading Tips And Techniques

8 Proofreading Tips And Techniques 8 Proofreading Tips And Techniques 8 Proofreading Tips And Techniques By Sharon Whether you are writing a magazine article, a college essay or an email to a client, getting your text free of mistakes is essential. The spell checker helps, but it is far from foolproof. That is where proofreading comes in. Below you will find 8 tips and techniques to make your proofreading sessions more effective. 1. Concentration is Key If youre going to spot mistakes, then you need to concentrate. That means getting rid of distractions and potential interruptions. Switch off the cell phone, turn off the television or radio and stay away from the email. 2. Put It On Paper People read differently on screen and on paper, so print out a copy of your writing. If you read aloud, your ear might catch errors that your eye may have missed. 3. Watch Out for Homonyms Homonyms are words that share the same spelling or pronunciation, but have different meanings. Switching accept with except or complement with compliment could be disastrous, so pay attention to them. 4. Watch Out for Contractions and Apostrophes People often mix their and theyre, its and its, your and youre and so on. If there is something that can hurt the credibility of your text, it is a similar mistake. Also, remember that the apostrophe is never used to form plurals. 5. Check the Punctuation Focusing on the words is good, but do not neglect the punctuation. Pay attention to capitalized words, missing or extra commas, periods used incorrectly and so on. 6. Read it Backwards When writing we usually become blind to our own mistakes since the brain automatically â€Å"corrects† wrong words inside sentences. In order to break this pattern you can read the text backwards, word by word. 7. Check the Numbers Stating that the value of an acquisition was $10,000 instead of $100,000 is definitely not the same thing. What about the population of China, is it 1,2 million or 1,2 billion? Make sure your numbers are correct. 8. Get Someone Else to Proofread It After checking all the previous points, do not forget to get a friend to proofread it for you. You will be amazed at the mistakes youve missed. A second person will also be in a better position to evaluate whether the sentences make sense or not. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?One Fell SwoopSentence Adverbs

Small business management Assignment Example | Topics and Well Written Essays - 500 words

Small business management - Assignment Example The most important customer in this case includes school going children as well as other young people. This helps the business owner to focus on the right group and resources are not wasted by focusing on a large market that does not consist of the targeted customers. The other step that should be taken into account is about identifying the key resources needed to operate this business. The key resources in this case should include the ingredients for making the ice cream. The other resources required include a delivery van equipped with the vending kiosk of the ice cream to the customers. The packaging of the ice cream also constitutes a very important resource that should be procured before the commencement of business. Distribution channel is the mobile vending machine. It can be moved from place to place and these places include schools as well as other busy streets. The product will also be distributed in residential areas since the vending kiosk is mobile and can move from one place to the other. In terms of distribution, effort should be made to ensure that the product is positioned in such a way that it will appeal to the interests of the customers as the best compared to other alternatives available. The other consideration in this model is identification of the cost structure. A budget should be drawn and it should also outline the costs likely to be incurred in setting up this new business venture. This helps to determine the feasibility of the business venture. Lastly, consideration should be taken about the nature of the revenue stream. Effort should be made to establish if the revenue stream can sustain the business venture in the long run. This also helps to determine the course of action that can be taken to turn around the fortunes of the

Project management report of urban regeneration project south america Essay

Project management report of urban regeneration project south america - Essay Example It also sets out a timetable for the preparation and review of these documents and covers a rolling 3-year period. The LDF is made up of the following Local Development Documents (LDDs) Statement of Community Involvement (SCI) which delineates the standards the project management team intends to adapt in an attempt to involve the community in the preparation of the LDDs and the planning application process in Guayaquil In producing the LDS the project management team has taken into consideration the fact that the Imagen Objetivo has been completed and a draft scheme has been received from the key stakeholders (Planning Portal 2005). The Pertinent Development Plan Documents (DPDs) and Supplementary Planning Documents (SPDs) which will be prepared over the course of four years. These plan documents coincide with the phases of development Some of the planning policy documents that the will be produced will be development plan documents and others, such as supplementary planning documents, will not. The project management team recognizes the fact that any recommendations in the Planning Inspectors report are binding. As a general rule, supplementary planning documents are not subject to a public examination but will still be the subject of public consultation before they are adopted by the Council. For the purposes of operating within a clear time constraint, the project live cycle was designed to be coincidental with the LDS. As such, the project phasing begins with a strong focus on the development of the Commercial Centre first and foremost and subsequently the development of the New Plaza Civica, the food court, the public walkway, the refurbishment of the old fish market, the cultural centre and finally the development of the New National Art Gallery and Museum. The rationale behind beginning with the development of the Commercial Center relates to the

Exploring the politics of the Texas Railroad commissions regulation of Research Paper - 1

Exploring the politics of the Texas Railroad commissions regulation of texas oil and gas from 1917-1941 - Research Paper Example In the 1920s, there was a sporadic pattern of cooperation between the state and federal governments. Tensions were high in the coordination of the state activities and those of the federal government over the control of resources. The head quarters of the railroad commission are in the state of Texas in the United States and act as among the most powerful state agencies in the country. The paramount duties and responsibilities of the Texas Railroad Commission were to regulate the entire business of oil and gas exploration and mining in the United States. Most of the oil and gas deposits of the country are in the state of Texas hence the strategic location of the commission’s headquarters in order to ensure proper administration and control of oil and gas exploration activities in the country. In addition to the regulation of gas and oil production in the United States, the Texas railroad commission also monitors and controls major shares of the pipeline safety, uranium mining, gas utilities, liquid petroleum gas safety, and surface coal. All these responsibilities lie under the docket of the commission ever since its inception. The name of the commission is a little confusing to the common citizens who are not aware of the true duties and responsibilities of the company. ... The commission does not have any links or deals with the regulation of railroads in any way at all. The name simply developed out of common utterances. Issues surrounding the commission politics The Texas Railroad Commission had a number of politics surrounding its operations as well as dealing with other factors concerned with their duties and responsibilities. The company had both internal as well as external politics facing its operations and execution of its duties and jurisdictions, especially considering it primary control of the entire industry of oil and gas exploration within the United States of America from the year 1917 to the year 1941. The commission expanded its initial mandate of overseeing petroleum exploration and the regulations of oil pipelines from 1917, to the control of oil and gas production within the entire country in 1919, and finally elevated to the regulation of delivery systems of natural gas in the year 1920. Technically, the Texas Railroad commission g ained control of all the exploration and production activities of oil and gas within the United States, a task that made the commission elevate to become the single most powerful commission in the country, while others argued it had too much power for a single commission. The politics of this commission rose from time to time due to many occurrences in the country. One particular occasion whereby there was high political tension surrounding the activities and duties of the Texas rail road commission was in the 1930s whereby there was an oil boom in the state of Texas. This oil boom led to the escalation of oil prices to 25 cents per barrel. The commission was unable to negotiate a compromise price for the sale of the oil

Category Specific Impairments in Recognition and Naming

Category Specific Impairments in Recognition and Naming Category specific impairments in recognition and naming: fact or not? - Question: What’s black and white and looks like a horse? Answer: Hmmmmm†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..a black and white horse? Question: What do you call a guy who can’t tell the difference between an apple and a barn? Answer: Uhhhh.†¦ what’s the name for a thing with two legs, two arms and a head and, well, they look familiar†¦ they are, like, everywhere†¦ oh, I give up†¦ - Introduction to a Both Sides of an Issue In the above riddles the answers may seem strikingly obvious almost anyone. That is, anyone except what is termed â€Å"semantic impairments† in which there is a marked disability of the individual to pair up the meaning of what they see (visual semantic disorders), hear (auditory semantic disorders) or even touch (tactile semantic disorders) with the ability to identify the object. This represents essentially a disconnection between what a person knows and what they can readily express. As there are numerous specific documented cases such as those studied in Capitani, Laiacona, Mahon Caramazza’s review of 79 patients for the purpose of assessing the ‘division’ line of the impairment with regards to specific semantic categories such as â€Å"animate/living† and â€Å"inanimate/artifact†-type items (Capitani, Laiacona, Mahon, Caramazza 2003, p.213). In a different setting, Tyler and Moss present the interesting case of â€Å"DrO†, a 61-year old male who suffered particular deficits with regard to abstract words (i.e., love, hope, trust vs. concrete words such as bird, cup, etc.) following a cerebro-vascular incident. This study thoroughly details a number of testing procedures to compare his abilities to a group of peers as well as significant data in regards to his perceptual acuities such as hearing and vision. In their investigation, these utilize DrO as a literal test bed against the various theories regarding ‘traditional’ category-specific deficit disorders and the way that words and ideas might be encoded into memory. In the end, though DrO looks like a â€Å"classic† case of category-specific deficit, the researcher conclude that it is more likely to due an auditory ‘input’ problem in which they endorse the model proposed by Plaut Shallice in which concrete words are posited to ha ve greater semantic features, that is, they are easier to ‘grab on to’, and thus typically evidence faster recall and recognition (Tyler Moss, 1997, p. 315). Though it seems clear that cases exist which exhibit the phenomena of category-specific disorders, as the above example of the case of DrO indicates, things may not always be what they seem as it is not necessarily the memory that is at fault but more likely the ‘connections’ that allow one to have full mastery of the information stored in one’s own brain. In Support of Category Specific Disorders†¦ To begin, one must understand that the brain is essentially a storage bin of some sort for intangible inputs and outputs. The real trick of the matter is to know the nature of the bins†¦ specifically, how are they divided and how do they function? What is the hierarchy or taxonomy of stored sensory information? Are experiences broken down into the different sensory components? Is it stored chronologically? Most of these eclipse the current state of knowledge yet, by carefully observing the output, an idea can be formed about how the system might work. It is by these means that the idea of a category-specific impairment came to be when researchers noted, in ‘normal’ subjects, a difference in picture identification between natural objects and other artifacts suggesting that memories were stored or accessed according to some categorical hierarchy (Humphreys, Price Riddoch, 1999, p.118). Issues such as these manifest themselves in the classic ‘naming difficultyâ €™ tests such as the patient who was presented with a picture of celery and responded, â€Å"†¦it is green and you have it as a main course†¦ I dip it in salt†. This type of response, in which the subject demonstrated extensive knowledge about the object, was heard numerous times as the issue of category-specific impairment certainly seemed to be a logical explanation that fit the theory of memory in which data is separated and stored in logical â€Å"bins† to retrieve on cue later (Humphreys, Price Riddoch, 1999, p.122). Operating under the assumption that such a disorder exists, one interesting aspect that the categories while logically infinite seem to limit themselves to a comparatively very few key groups: biological categories (possibly subdivided into ‘animals’), food (often fruits vegetables) and artifact-type items with musical instruments a popular sub-category (Capitani, et al. 2003, pp. 225, 235-244). In terms of the type of impairment reflecting the proposed model, the most frequently occurring impairment has exhibits a disability to retrieve information related to the properties of an object or its associative knowledge of the item in a given category (Capitani, et al. 2003, pp. 228-229). One potential rationale for the division of categories is the within-category similarity of items. For example, categories such as â€Å"musical instruments† or â€Å"animals† have a greater perceived degree of within group similarity than categories such as â€Å"jewelryâ⠂¬  or â€Å"beverages†. Accordingly, this same justification can be utilized to rationalize the breakdown of particularly large heterogeneous categories such as â€Å"animate/living† (Sartori Lombardi, 2004, pp. 441-442, 446). Additional insights are provided when one observes impairments in items that have both â€Å"functional† and â€Å"perceptual† qualities such as would be the case in which deficits were observed in both musical instruments and living objects, thus defying the heretofore idea that deficits were limited to semantic ‘categories’. Based upon these findings, it has been hypothesized that the perspective of perceptual attributes are primary memory sorting parameters and then category-specific attributes (i.e., living vs. non-living) play a potential secondary role (Devline et al. 1998, pp. 77-78). Also, the idea that categories such as â€Å"living things† are stored/recalled by perceptual attributes while inanimate objects are stored/recalled by â€Å"functional† attributes, thereby establishing a fit for perceptual and functional priorities (Berndt, 2003 , p. 101). A popular understanding of the brain is that functions are laid out ‘topographically’ such that differing item attributes are focused in different physical locations in the cortex. Though it may seem overly simplistic, there is research to support a topographical model as evidenced by imaging studies that have demonstrated a different location of activity for living versus non-living items (Humphreys Riddoch, 2003, p. 263). Consistent with the topographical view is the â€Å"sensory/functional theory† one of the early hypothesis on how memory ‘works’ with regard to category-specific impairments. According to this theory, experiential data is organized in the brain by sensory modality and, secondly, that the primary differentiation in stimuli is determined by its sensory or perceptual properties and by its functional attributes (Caramazza Shelton, 1998, p. 4). Despite some support, a problem with these models occurs in the cases of non-focal, widely distributed legions such as those produced by Alzheimer’s or Herpes simplex encephalitis patients have produced the same type of category-specific deficit as would be expected with a highly localized lesion (Devline et al. 1998, p. 78). In attempting to explain cases from this theoretical perspective, category-specific disorder cases similar to DrO in which the problem was believed to be an ‘input’ or ‘processing’ failure, a key factor is that the impairment should not be mode-specific in that the issue should reside at the â€Å"semantic† node from which all inputs and outputs pass. That being the case, for a case to be a ‘real’ category-specific disorder, the problem should be isolated to instances in which the stimulus is presented not just in a solely audible or visual form (Caramazza Shelton, 1998, p. 13). Explaining Things Based on the existence of category-specific disorder, Humphreys and Riddoch began to seek to postulate a model that would explain the myriad complexities of both normal and deviate cases. Extending from the information presented previously on the division of categories, researchers suggest that perceptual and functional memory associations are recalled by correlated perceptual features. For example, â€Å"has a trunk† is likely to be highly correlated with an elephant whereas â€Å"has four legs†, while quite accurate, does not exude the same strength as the previous descriptor (Sartori Lombardi, 2004, p. 439; Humphreys Riddoch, 2003, p.265). This model is referred to as the â€Å"distributed semantics† model as a consequence of the features of memory being stored in numerous ‘places’. Taking this model a step further, Humphrey and Riddoch proffer the Hierarchical Interactive Theory (HIT) the allows the use of a flexible (but fairly standard) metho d of categorization by individual. In this model, there is a hierarch of processing levels that include, â€Å"the structural description system through to the semantic representations [functional attributes]†¦ or names†. With such a structure, one the means by which it differs from the distributed semantics or other models is that is acknowledges ‘up-front’ that processing can occur at level rather than a fixed ‘processing spot’ (Humphreys Riddoch, 2003, pp.266-267). In summary, though memory is, at best, only a partially understood concept, the existence of disorders such as category-specific impairments provide researchers with both a challenge and the key to solving a portion of the puzzle. By understanding the dynamics of what can happen when the system is ‘working right’, one has the opportunity observe the differences. Works Consulted Capatani, E., Laiacona, M., Mahon, B. Caramazza,A. (2003). What are the Facts of Semantic Category-Specific Deficits? A Critical Review of the Clinical Evidence. Cognitive Neuropsychology, 20 (3,4,5,6), 213-261. Caramazza, A. Shelton, J. (1998). Domain-Specific Knowledge Systems in the Brain: The Animate-Inanimate Distinction. Journal of Cognitive Neuroscience, 10 (1), 1-34. Devlin, J., Gonnerman, L., Andersen., E., Seidenberg, M. (1998). Category-Spefic Semantic Deficits in Focal and Widespread Brain Damage: A Computational Account. Journal of Cognitive Neuroscience, 10 (1), 77-94. Humphreys, G., Riddoch, M. (2003). A Case Series Analysis of â€Å"Category-Specific† Deficits of Living Things: The HIT Account. Cognitive Neuropsychology, 20 (3,4,5,6), 263-306. Humphreys, G., Price, C. Riddoch, M. (1999). From Objects to Names: A Cognitive Neuroscience Approach. Psychological Research, (62), pp. 118-130. Sartori, G. Lombardi, L. (2004). Semantic Relevance and Semantic Disorders. Journal of Cognitive Neuroscience, 16 (3), 439-452. Sloan-Berndt, R. (2003). Lexical-Semantic Aspects of Language Disorders. In K. Heilman E. Valenstein (Eds.), Clinical Neuroscience, 4th Edition. (pp. 92-107). New York, New York: Oxford University Press. Tyler, L. Moss, H. (1997). Imageability and Category-specificity. Cognitive Neuropsychology, 14 (2), 293-318.

Wake Me Up When My Gold Lord Returns Essay -- Literary Analysis, The W

Most people turn their misery into depression, while a few creative minds transform their feelings into writings, many times as poetry or songs. Additionally, most pieces of literature express theme in one way or another to make the piece hold a deeper message for the audience to grasp. Themes prove universal by withstanding time and exemplifying similar meanings throughout the years. Varying elements in the literature help develop a theme and produce it to become a meaningful notion. Regardless of the different seasons used to portray the message of both the poem and the song, â€Å"The Wanderer,† a poem written by an anonymous writer in the Anglo-Saxon era, and â€Å"Wake Me Up When September Ends,† a song written by Green Day in the twenty-first century, compare the common theme that lingering in the past causes isolation and despair through the literary elements of symbolism of seasons that reveals the desolate mood and the narrator’s reluctance to chang e, imagery to further accentuate the similar theme between the two pieces, and flashback to contrast the narrator’s present depressed emotions to his past happiness. Despite the fact that the narrators use different seasons to portray the theme, both â€Å"The Wanderer† and â€Å"Wake Me Up When September Ends† develop upon season’s symbolism which depicts the desolate mood and the narrators’ reluctance to change due to their inability to let go of their past and present despair. In â€Å"The Wanderer† the narrator â€Å"woefully toil[s] on wintry seas† (l. 3) by himself because of â€Å"grievous disasters, and death of kin† (l. 7). The author uses winter to symbolize a time of little opportunity and death for the narrator because winter already examples a bleak time period with little life, and since th... ...e in his memories now. In both pieces, the flashbacks contrast the emotions of the present-day gloomy narrator to the happier emotions of the narrator before the change while the narrators’ lingering in the past causes their own seclusion and misery. In conclusion, through the elements of symbolism, imagery, and flashback â€Å"The Wanderer† and â€Å"Wake Me Up When September Ends† produce the common theme that lingering in the past creates isolation and misery. Though written in a different time period, â€Å"The Wanderer† proves relevant to today’s time through its notable comparison with a song from thousands of years later. Themes withstand time and apply to many different types of people in different ways depending on a person’s understanding of the message implied. Through literary elements, writers depict a message that the audience interprets with their own wisdom.

Essay Question

In Lie Weasel's opinion, what are the universal lessons of the Holocaust? What is the message of this particular lecture? In Lie Weasel's speech, he spoke of the cruelty of man towards Jews and how man did not view Jews as human beings. The universal lessons he spoke of were to not forget what happened and to tell the message, but not to tell it to make people â€Å"weep†, but to tell it so people could make the world a better place. It was worse than any cruelty known to man.Lie Wishes spoke at the opening of the Holocaust Museum, to dignitaries from all over the world. He spoke of some lessons, that the Holocaust taught, that were universal to man. He spoke of man's atrocities toward Jews and that their captors thought of them as less than human. We should as a species, respect all men, no matter their race, color or creed. Mr†¦ Wishes spoke so that horrors of this magnitude might be averted In the future. Another lesson to be learned from the Holocaust is that the memo ries of this event should not be pressed.They must be faced and dealt with. The repression of memories will cause them to backlash far worse than the pain of facing It. Also the facing of these memories will allow us to keep them in the forefront of our mind and ever allow these things to occur again. Mr†¦ Wishes had two main points In his speech to the world; the first was how we, as a species, allowed this to occur to our fellow man. The second was that we should never forget It and stop It from ever occurring In the future.

Social Studies Interview and Standards Investigation

Running Head: INTERVIEW AND STANDARDS INVESTIGATION Interview and Standards Investigation Sarah Woods Grand Canyon University EED 465 Curriculum, Methods, and Assessment: Social Studies Leah Barley December 8, 2011 Interview and Standards Investigation Social studies is a complicated subject for teachers to teach and for students to learn because it encompasses so many different disciplines. On top of that, society is characterized by increasingly rapid social and technological changes that affect what social studies content is being taught to students (NCSS, 1988). For many years students have been forced to learn low cognitive level information that lacks meaning and fails to transfer to real life situations. For these reasons Social Studies is the subject that students love to hate (Hope, 1996). Rather than dwelling on what has gone wrong in the past, it is best to look to the future and learn from past pedagogic mistakes to determine what can be done to energize social studies instruction in order to restore respect by students and teachers alike for such an important field (Hope, 1996). The implementation of state and national standards has been an important step in making this happen. This assessment will evaluate the state of Arizona’s Social Studies Standards for sixth grade for thoroughness, clarity, user friendliness, and comprehensiveness. It will go on to provide a well-supported, objective, academic response to the interview conducted with Ms. Traci Smith, a sixth grade social studies teacher at Will Rogers Junior High in Claremore, OK, and the standards investigation by analyzing how social studies is taught today. The Arizona Department of Education website contains five sixth grade history strands that emphasize World history from its earliest cultures through Enlightenment, including the early cultures of the Americas. The Arizona State Standards for sixth grade are extremely thorough containing strands for American History, World History, Civics/Government, Geography, and Economics each with well-defined concepts and performance objectives for students at the sixth grade level. According to the NCSS definition of Social studies, each of these topics plays a vital role in social studies education. The thoroughness of these standards helps guide lesson planning and learning because teachers know exactly what they are supposed to teach and students know exactly what they are supposed to learn in order to achieve mastery. The Arizona State Standards for Social Studies are very clearly defined by topic. This makes them easy to read and understand. This reduces confusion and frustration and promotes integration with other subject areas. Each strand is broken down further into concepts that explicitly say, where applicable, which other strand(s) they connect with in order to further student understanding. This characteristic makes the Arizona State Standards for Social Studies extremely user friendly. Finally, the Arizona State Standards for Social studies are very comprehensive. They cover a large scope of information in order to help Arizona students develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world (NCSS, 1993). According to Ms. Smith, social studies instruction has come a long way since she began teaching fifteen years ago. When she started it was common practice for students to read the sections in the social studies textbook, answer the questions at the end, and then take a test to demonstrate what they learned. This seemingly meaningless busy work compounded by the implementation of NCLB led to a dramatic reduction in social studies content as teachers became more concerned with high stakes testing in the primary subject areas. High stakes testing has contributed to the trend of moving away from constructivist learning and student centered teaching approaches such as discussions, role-playing, research papers, and cooperative learning (Vogler & Virtue, 2007). This is in dramatic contrast to what new teacher education programs are teaching which may be setting new teachers up for failure once they reach the classroom. In spite of the demands of high stakes testing, when Ms. Smith realized that social studies was beginning to slowly disappear from the curriculum altogether she decided to take a stand. Ms. Smith is now the sixth grade English and World History Department Head at Claremore Public Schools. Although she does teach from a textbook, Ms. Smith employs numerous hands on activities to convey subject matter to the students. For each section the students must create a project that coincides with the lesson. Her favorite section is on the Middle Ages in Europe. During this lesson the entire sixth grade participates in meaningful learning activities such as making head gear and shields, memorizing poems from this era that they must recite to their classmates, and learning the requirements for becoming a knight or a lady. Students earn certificates for acts of chivalry and the individuals who have the most certificates at the end of the unit are awarded a crown as 6th grade King and Queen. The unit culminates with a field trip to the Renaissance Festival and the Castle of Muskogee, a landmark in Oklahoma, which is where the Renaissance Festival is held (Personal Communication, T. Smith, December 12, 2011). These activities are much more meaningful than simply reading the text and completing the section review. This allows students to practice their literacy and public speaking skills which, according to Wineburg (2005), are crucially relevant for schools because it provides a way of thinking about text that allows students to find truth in the cacophony of voices that confront them in the social world. Social studies instruction is heavily influenced by teacher preparation programs. These programs are meant to teach future teachers how to teach social studies effectively. Historically these programs have had to respond quickly to social issues and events by developing courses in social sciences and education that address the concerns of minority groups. For example, a recent increase in the numbers of English Language Learners in the nation’s schools has led to added pressure to prepare teachers to work effectively with students from diverse backgrounds. For the most part these influences have had a positive impact on the preparation of social studies teachers; however in some cases the creation of new classes and requirements for pre-service teachers has led to a bloated curricula and programs that lack clear purpose (Adler, Dougan, & Garcia, 2006). The NCATE standards embolden pre-service teachers to refine their focus to prevent overlap and redundancy. Most teacher preparation programs are aligned to professional teacher standards such as this. This helps to adequately prepare teachers to facilitate learning for today’s students so that they are informed, knowledgeable, and eventually able to compete in a global society. Standards based instruction has been a double edged sword for social studies instruction. On the one hand it has led to the reduction in social studies content as a result of high stakes testing since social studies is not one of the subjects covered under NCLB, but on the other hand social studies standards have revitalized social studies instruction to help make learning fun, meaningful, and relevant for students increasing the chances that they will be able to transfer the concepts learned in the classroom to real world scenarios. If social studies teachers can continue to resist the urge to teach to the test and do everything they can to employ effective teaching strategies then hopefully everyone will realize how important social studies content is for students at all grade levels. This will ultimately result in civic minded individuals who are understanding, knowledgeable, and tolerant of other cultures which will serve them well into adulthood. References: NCSS. (1988, June). Social studies for early childhood and elementary school children: Preparing for the 21st Century. Retrieved from http://www. ncss. org/positions/elementary. Hope, W. 1996). It’s time to transform social studies teaching. The Social Studies. Washington: Jul/Aug 1996. 87, 4. Retrieved from http://proquest. umi. com. library. gcu. edu:2048/pqdweb? index=7&did=10101635&SrchMode=3&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1323634607&clientId=48377&aid=1. Arizona Department of Education Standards Based Teaching and Learn ing. (2006). Social Studies Standards Articulated By Grade Level Sixth Grade. Retrieved from http://www. azed. gov/wp-content/uploads/PDF/SSGrade6. pdf. National Council for the Social Studies. (1993, September). A vision of powerful teaching and learning in the social studies: Building social understanding and civic efficacy. Social Education. 57, 213-223. Vogler, K. & Virtue, D. (2007, May). â€Å"Just the facts ma’am†: Teaching Social Studies in the era of Standards and high stakes testing. The Social Studies. Retrieved from http://web. ebscohost. com. library. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=f1d20017-f490-4fd4-833e-c04d40d45566%40sessionmgr111&vid=2&hid=113. Wineburg, S. (2005, May). What does NCATE have to say to future history teachers? Phi Delta Kappan. Retrieved from http://web. ebscohost. com. ibrary. gcu. edu:2048/ehost/pdfviewer/pdfviewer? sid=8a089d33-cc0e-40df-aaee-cdf4091de420%40sessionmgr112&vid=2&hid=113. Adler, S. , Dougan, A. , & Garcia, J. (2006, January). NCATE has a lot to say to future social studies teachers: A response to Sam Wineburg. Phi Delta Kappan. Retrieved from http://vnweb. hwwilsonweb. com. library. gcu. edu:2048/hww/results/external _link_maincontentframe. jhtml? _DARGS=/hww/results/results_common. jhtml. 44. Interview Notes Traci Smith, a 6th Grade Social Studies Teacher and 6th grade English and World History Department Head, has 15 years of experience in the classroom. Social Studies Interview Questions: 1. Do you use a textbook? If so, do you like the content? Do the students have workbooks or activity sheets to accompany the textbook? Yes, we use Glencoe’s textbook, World History: Journey Across Time – The Early Ages The students have 2 workbooks: A note-taking guide which we use from time to time, and a Guided Reading book which we do not use very often. There are teacher resources for each of the units which include vocabulary practice and guided reading activities. There are also other resources for mapping, cause-and-effect, and comparing the past to the present. . What is your favorite Social Studies lesson to teach? What sort of hands on, meaningful activities or innovative teaching methods do you use when teaching this lesson? My favorite unit to teach is the Middle Ages of Europe. The entire 6th grade participates in making head gear, shields, memorizing and reciting poems, and learning about the requirements for becoming a knight or a lady. This unit culminates with a field trip to The Castle of Muskogee where they hold the Renaissance Festival. This unit is taught at the end of the year and is a highlight for the 6th grade. We award those who have shown chivalry and crown a 6th grade King and Queen. 3. In 1992 the National Council for the Social Studies (NCSS) adopted the following definition of the field of social studies: Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate ontent from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for for the public good as citizens of a culturally diverse, democratic society in an interdependent world. How does social studies instruction at Will Rogers Junior High relate to this definition of social studies? At the junior high, we not only teach how our ancestors affected future generations and the things we have learned from them, but we also have an Advisory hour for 6th grade. During this advisory hour we teacher character development and teach the students how to apply what they learn in their everyday lives. 4. Do you believe that values should be part of the social studies curriculum? If so, what values do you feel are most important for today’s students? Yes, I do. The values of integrity, compassion, and respect; these values can be taught throughout the social studies curriculum. When I teach the religions of the world, I talk to the students about having respect for others and their beliefs. We talk about how some of the heroes of ancient history showed integrity and compassion. This is also carried over into our Advisory hour. 5. Does the State of Oklahoma have state standards for social studies? If so, what is your reaction to Oklahoma State’s Social Studies Standards? If not, do you think that Oklahoma could benefit from a set of state standards? Yes. I believe they should be more detailed. 6. What do you feel are important benchmarks for students at the 6th grade level? English and Math; the reading skills learned in social studies and science trickle over into the English curriculum. The same goes for Math and Science. . How much time per day does each student spend on Social Studies content? 2 hours per day – World History and Advisory 8. How do you rank the importance of social studies in the elementary curriculum? Please rank the following subjects in the elementary curriculum in order of importance to you. 4 Physical Education (P. E. ) 2 Mathematics 3 Science 3 Social Studies 1 Reading/Language Arts 9. How do you integrate technology i nto the Social Studies curriculum? I use power points. 10. Do you believe that the social studies curriculum should be narrowed