The Ultimate Bank of America Essay Topics Trick

The Ultimate Bank of America Essay Topics Trick What the In-Crowd Won't Tell You About Bank of America Essay Topics It's possible to pick one randomly, without so much as thinking whether it meets your essay requirements or whether you're interested in it and can discover enough details. The political effect on literature may not be ignored. The outline needs to be made in accordance to the significance of the thoughts and arguments that you'd be incorporating in GED essay writing. To begin with, your essay on unemployment should begin with an introduction. The Downside Risk of Bank of America Essay Topics The school you've been dreaming of for your entire life is only an essay away. A photo essay is a set of pictures with a total topic or theme. Our service also provides free essays which is an element of what makes us unmatched. Additionally, a customer may ask the writer to submit part of the job for review and, if needed, ask her or him to make corrections. If you are frightened to compose a research paper, then in reality you don't need to fear. To compose a research paper, you might have to make some steps. If you also wish to compose an outstanding research paper, then you've got to ready the draft for that, then you ought to begin writing a research paper only. When you're writing a research paper, you also need to check your research whether it's in accordance with your letter or not. In the past paragraph, do not give new info, but what you have to do is to sum up what you've discussed. There's no topic too hard for our experts. All the answers usually lie in the demands of the specific organization which you are applying to. The appropriation of Texas by the USA caused more difference between both states. Banknotes issued by the Bank of the USA were widely accepted throughout the nation. Though with the help of the United States of america, Texas would be in a position to contend the Mexicans. Among the socio-economic problems of the present stage of development of the USA is the issue of unemployment. Top Bank of America Essay Topics Choices Moral argumentative essay topics are a few of the simplest to get carried away with. Nobody really wishes to compose an essay. While writing the essay you should be sure your essay is totally free from all sorts of errors including grammatical or spelling in order to save your time in the revision procedure. Pre-written essays don't always solve all the academic difficulties. In this kind of situation, it's more convenient to discover ready-made essays and use them as an example. What you aspire to teach your reader will choose the form of your essay. So far as essay structure goes, a 4 or 5 paragraph essay based on the number of points you might want to argue is an excellent start. The multiple topics might be found, for instance, in the dissertation abstracts international database. Thus, consider all the potential problems you may encounter while writing an essay on a specific topic. You don't need to acquire super technical with legal argumentative essays, but be certain to do your homework on what the recent laws about your favorite topic actually say. Whether you currently have a topic in mind or want to get guidance in locating the ideal option possible, our team members can allow you to create a 100% unique and authentic essay that will satisfy all your academic requirements. Students have difficult time in writing since they start late and they don't have enough details about the question. Often college students get into lots of stress to get the ideal topic for the essay. In your introduction, you want to explain what you're discussing and what it is about. Dan Carlin's Hardcore History podcast is just one of my favourite things to obey. Selecting a writing topic can be stressful regardless of what subject you're writing over. It's important to get a topic that's specific enough that finding sources is relatively effortless, but broad enough you can write many pages about it.

Natural Selection and Patterns of Evolution Worksheet Essay

Associate Level Material Appendix F Natural Selection and Patterns of Evolution Worksheet Complete the worksheet writing 100- to 200-word short answers for each question. Format your references consistent with APA guidelines. 1. What is the direct evidence in support of the theory of natural selection? Include at least four examples. Paleontology shows us that organisms have changed gradually over time, as reflected in the fossil record. Biogeography shows us how new species only arise near very similar species. Similar species share a common time and place. Developmental biology shows us that an organism builds on ancestral features as it develops from a single cell. Genetics shows us that we can group species by similarity of†¦show more content†¦What implications might this example have for future humans? Convergent evolution: Two different species adapt similarly when they share similar niches. Australia has several examples. Tasmanian tigers are very similar to wolves or dogs. The marsupial lion had many features similar to cats they even had a saber toothed version of a marsupial similar to saber toothed cats. Divergent evolution: When species separate into dissimilar niches, they evolve qu ite differently. The formation of limbs in early amphibians compared to their fish ancestors is an example. Adaptive radiation: When a species spreads in to different niches it forms multiple species. A classic example is the Darwins finch. The common ancestor split into several species as it occupied the various niches. Coevolution is where two species evolved together. Many species of plants produce flowers that only bats can fertilize. The bats evolved to take advantage of the flowers and the flowers rewarded the bats with nectar and flowering at night. Coevolution of humans and cows: The cows allowed us to exploit land that wasnt suitable to crops. They greatly increase our food supply. Perhaps in the future we will use them in many different ways. The way they convert cellulose to sugar in the guts with microbes could lead to the easy conversion of grass into alcohol to power our cars (Cook, H., Bestman, H. D. (2000). 4. How does a new species evolve from a pre-existing species? Include a briefShow MoreRelatedBig Data Analysis Using Soft Computing Techniques3016 Words   |  13 Pagesclustering approach and Differential Evolution algorithm. Index Terms—Big Data, K-means algorithm, DE (Differential Evolution), Data clustering Introduction Day by day amount of data generation is increasing in drastic manner. Where in to describe the data, for zetta byte, popular term used is â€Å"Big data†. The marvelous volume and mixture of real world data surrounded in massive databases clearly overcome old-fashioned manual method of data analysis, such as worksheets and ad-hoc inquiries. A new generationRead MoreNfpa 100630569 Words   |  123 Pagesutilize breaking and cutting tools to create safe openings in masonry, concrete, and wood structures. 3.3.20 Buoyancy Control Device. Jacket or vest that contains an inflatable bladder for the purposes of controlling buoyancy. 3.3.21 Cave. A natural underground void formed by geologic process. 3.3.22 Cave-In. The separation of a mass of soil or rock material from the side of an excavation or trench, or the loss of soil from under a trench shield or support system, and its sudden movement intoRead MoreNfpa 100630576 Words   |  123 Pagesthat utilize breaking and cutting tools to create safe openings in masonry, concrete, and wood structures. 3.3.20 Buoyancy Control Device. Jacket or vest that contains an inflatable bladder for the purposes of controlling buoyancy. 3.3.21 Cave. A natural underground void formed by geologic process. 3.3.22 Cave-In. The separation of a mass of soil or rock material from the side of an excavation or trench, or the loss of soil from under a trench shield or support system, and its sudden movement intoRead MoreReading Comprehension Case Study14945 Words   |  60 PagesPerfect† called â€Å"You’re Gonna Miss Me.† In addition to horseback riding and the movies, Lucy described her perfect Saturday as watching TV, preferably Animal Planet, and chewing bubble gum all day. Answering questions about her favorite things came natural to Lucy, but she did have trouble coming up with an actor/actress. Just as excited Lucy was to talk about her interests outside of school, she was just ask excited to talk about school, how she has â€Å"never missed one day,† and â€Å"always gets good gradesRead MoreOperations Management23559 Words   |  95 Pagesprocess improvement 1 -4 Chapter 1 Introduction to Operations and Supply Chain Management Operations Management Roberta Russell Bernard W. 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He also noted that for the literature review, â€Å"quality means appropriate breadth and depth, rigor and consistency, clarity and brevity, and effective analysis andRead MoreOrganization Restructuring26680 Words   |  107 PagesPrinciples and practices of tqm. Wisconsin: ASQC. Clark, S., (2000). Decades later, TQM is still key to success. Memphis Business Journal, 21,19-20. Creech, B., (1994). The five pillars of tqm. NewYork: Dutton. Dahlgaard, S., (1999). The evolution patterns of quality management: some reflections on the quality movement. Total Quality Management, 12, 473-485. Deming, W. E., (1986). Out of Crisis. Cambridge, MA: MIT press. Hackman, J. R. and Wageman, R. (1995). Total quality management.Read MoreFundamentals of Hrm263904 Words   |  1056 PagesLEGAL AND ETHICAL CONTEXT OF HRM Equal Employment Opportunity 56 Employee Rights and Discipline 84 PART 3 Chapter 5 Chapter 6 Chapter 7 STAFFING THE ORGANIZATION Human Resource Planning and Job Analysis 110 Recruiting 132 Foundations of Selection 154 PART 4 Chapter 8 Chapter 9 TRAINING AND DEVELOPMENT Socializing, Orienting, and Developing Employees 182 Managing Careers 208 PART 5 Chapter 10 Chapter 11 Chapter 12 Chapter 13 MAINTAINING HIGH PERFORMANCE Establishing the PerformanceRead MoreProject Mgmt296381 Words   |  1186 Pagesbaseline schedule (1.3.5) [8.1.3] 6.5.2.3 Critical chain method Chapter 9 Chapter 10 Reducing Project Duration Leadership Chapter 2 Organization Strategy and Project Selection 1.4 Projects and programs (.2) 1.4.1 Managing the portfolio 1.4.3 Strategy and projects 2.3 Stakeholders and review boards 12.1 RFP’s and vendor selection (.3.4.5) 11.2.2.6 SWAT analysis 6.5.2.7 Schedule compression 9.4.2.5 Leadership skills G.1 Project leadership 10.1 Stakeholder management Chapter 11 Teams ChapterRead MoreLibrary Management204752 Words   |  820 PagesConclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 . .6 . .6 . .8 . .8 . 10 . 12 . 13 . . . . . . . 16 . . . . . . . 17 2—The Evolution of Management Thought . . . . . . . . . . . 19 Management in Ancient History . . . . . . . . . . . . . . . . . . . 20 The Effects of the Industrial Age on Management . . . . . 22 Classical Perspectives . . . . . . . . . . . . . . . . . . . . . .

History American Foreign Relations

Question: Discuss about theHistoryfor American Foreign Relations. Answer: Introduction Since times immemorial, it has often been seen that want of supremacy over the other has always excited human attempts to make one more powerful. Centuries back historians have stated how Aryans was the race that believes in defeating other powers to make them more powerful. A similar such belief has been found to harbor among the great power of the world. Different nations have always tried to achieve more power, militarily, geographically and economically that would assure them to be safe from attacks of other countries and keep the other countries under control so that they cannot attack back. These have often leaded to many power struggles and loss of lives but this belief of anarchy has often ruled the heart of the powerful nations. A number of objectives can be noted in order to explain why the greater powers required more power to stabilize them. Besides surviving, one of the main motive that urges them for more power is regional hegemony and in turn global hegemony. Nations believe by regional and global hegemony they can make their nation safer and enjoy a very prestigious position in international politics. Regional hegemons ensure that the nations they are dominating would not have the scope to challenge their interests which otherwise might be different if they were free nations. Often this attitude of the nations increases for more power gradually expanding their power and strength to overseas (Daniels, 2012). The Spanish-American-Cuban-Filipino War in 1898 was based on similar such mentality of the United States. After declaring a war on the Spain, they defeated and crushed the Empire even destroying the fleet that remained there in Santiago harbor in Cuba. Definite strategies were put forward by US which helped them to win the war. The main motive behind the war was to capture the grip on the Caribbean that not only helped to build a naval base in the Caribbean but also to annex Puerto Rico (Paterson et al., 2014). This victory also ensured USs extension in the influences in the the Pacific through annexation of two important nations of Philippines and Guam. By this attempt, they clearly stated to the world that the new navy has power enough to deter opportunistic states that would help to protect US interests across both oceans. Basically it helped their own nation in terms of influence, trade and security. Another objective that the great powers possess in order to increase the power is the economic stability that would help them to be victorious nation even if they face different political issues or economic crisis or even preparing a vast military when attacked or pressurized by other nations (Rivoli, 2014). The British kingdom has tried to expand its power to different south East Asian countries and different countries of Africa for colonization in the areas. Although they began with overseas possessions and trading posts by England, their main aim was to make their own country economically prospering. British held sway over 412 million people in the year 1913 that accounted for about 23 % of the world population and became the foremost power globally. Their colonizing rule covered such a large area of that it was said by the historians to be the empire where sun never sets mainly because of its vast expansion (Viswanathan, 2014). They mainly exploited the nations where they colonized and the entire economy of the nations was utilized within their own country thereby making Britain financially prosperous. Strategized trade policies, Investment of British capital in the indigenous consumer goods, various financial transactions of the colonized nations through malpractices, financing wars , expeditions and even the maintenance of the armies drained money from the nation and made Britain more powerful. In the urge for more powers, they have often exploited a large number of nations to make themselves stable and safe. Researchers have noted that in the 1800s, China along with facing various internal conflicts also faced pressure from Western imperialism. The latter possesses a military power that the China could have never matched. Similar exploitation also took place in China, which converted Chinas image, and position in the world from a successful efficient nation to a torn civilization within just a few years period from 1840 (Duus, Myers Peattie, 2014). Experiencing dominancy over China made the West secured and safe at the expense of the complete economic outflow of China. Japan taking this opportunity of China being weakened declared a war on china that continued from 1894 to 1895 over the possession of South Korea thereby making Japan a supreme power in East Asia (Mares, 2012). This resulted in greater economy that benefited Japan largely at the cost of economic and militar y drain of China. Hence, it can be seen that it was a growing practice in the era of 1790 to 1920 and within this era great powers were seen to compete among themselves for the thirst of more powers due to military or economic benefits often defeating other nations at the cost of lives and economic drain. However History has seen similar evidences even before the mentioned era and is even now continues but more diplomatically. References: Daniels, R. (2012).Asian America: Chinese and Japanese in the United States since 1850. University of Washington Press. Duus, P., Myers, R. H., Peattie, M. R. (Eds.). (2014).The Japanese informal empire in China, 1895-1937. Princeton University Press. Mares, D. R. (2012). Middle powers under regional hegemony: To challenge or acquiesce in hegemonic enforcement.International Studies Quarterly,32(4), 453-471. Paterson, T., Clifford, J. G., Brigham, R., Donoghue, M., Hagan, K. (2014).American Foreign Relations: Volume 2: Since 1895(Vol. 2). Cengage Learning. Rivoli, P. (2014).The Travels of a T-Shirt in the Global Economy: An Economist Examines the Markets, Power, and Politics of World Trade. New Preface and Epilogue with Updates on Economic Issues and Main Characters. John Wiley Sons. Viswanathan, G. (2014).Masks of conquest: Literary study and British rule in India. Columbia University Press.

Tom Woodruff Wrote An Article, Federal Surplus wish Lists’

Tom Woodruff wrote an article, Federal Surplus wish lists dont add up. With budgets leftovers pegged at $4.4 trillions, republicans propose across the board tax cuts, while the president eyes Social Security. A compromise seems possible. Call it the new math, D.C. style. Washington politicians are struggling with a crisis that no one has experienced before. How to spend a surplus in the federal budget that is now estimated to be about $4.4 trillion over the next 15 years. That works out to be about $2500 per taxpaying unit (families and individuals) each year. With that kind of money at stake, the White House and the Republicans in Congress have set some ambitious goals. Woodruff reports that these arent real numbers, which will be explained shortly, and the mathematical acrobatics underscore how figures are tossed around nonchalantly, is so hard for most people to comprehend the true costs of new programs or tax cuts. Republicans have proposed that the bulk of any budget surplus should go to reduce taxes. In addition Senate Finance Committee Chairman William Roth, has proposed an expansion of the 401k and others retirements saving programs that would result in reduced taxes for savers. Clinton announced a plan to set aside $2.78 trillion (about 62%) of the projected surpluses for a cash transfusion into the Social Security Trust Funds over the next 15 years. This would be a major break with the historical concept behind Social Security. Since its inception, employer and employee payroll taxes, not general tax revenue, have funded Social Security. Since 1983, these taxes currently at 12.4% of covered payroll are designed to pay current benefits to retirees and the some. The tax actually exceeds whats needed in the near term to cover Social Security benefits, even without the Clintons transfusion. That changes, of course, once baby boomer retirements start occurring. When they talk about the federal budget surplus in Washington, the annual buildup in Social Security Trust Funds is included. Over the next 15 years, according to the intermediate assumptions used by social Security trustees, these trust funds are supposed to increase by $1.1 trillion. That money is already promised to pay for Social Security benefits. So the real surplus is just $3.3 trillion over the next 15 years, or about $1900 per taxpayer (families and individuals) each year. Clinton actually is proposing to reallocate $2.78 trillion of additional tax dollars over the next 15 years, or about $185 billion a year, into Social Security. That works out to about $1580 per taxpayer. Clinton wants most of this to go into the trust funds in form of government IOUs, and some to go into stock market investments. If this goes through, 84% of the surplus is already gone. In addition, over the next 15 years, Clinton wants to dedicate another $700 billion for Medicare. Thats about $47 billion a year, or a little under $ 400 per taxpayer. If Clintons Social Security transfusion is approved, only $520 billion of the surplus would be left. He plans to use the IOUs, those special Treasury securities in the Social Security Trust Funds, to pay for this and other government spending. If Clintons proposal were approved, we would be borrowing $12 billion a year from the Social Security Trust Funds, or about $103 per taxpayer. Clinton wants to dedicate another $500 billion for Universal Saving Accounts, new 401k accounts to be added on top of Social Security. Thats about $33.3 billion a year, or about $285 per taxpayer per year. Under this plan, subsidies would be provided in form of direct tax credits for individuals to set up these 401k accounts. Roth already has introduced legislation, the Personal Retirement Accounts Act of 1999 that would implement this type of account by providing budget surplus subsidies for a period, but not for the full 15 years of Clintons plan. The surplus is now gone, and this would be financed out of the IOUs in the Social Security trust funds. Now were borrowing about $45 billion a year from the Social Security IOUs, or about $388 per taxpayer. The current Republican leadership proposal is for an across the board 10% cut in income tax rates. According to the senate Finance Committee, this would mean tax saving of

Racial Identity Development Personal Essay †Sociology Paper

Racial Identity Development Personal Essay – Sociology Paper Free Online Research Papers Racial Identity Development Personal Essay Sociology Paper My name is Hakyoon Anfo. I am 22 year olds and I am Korean. I just immigrate 3 years ago. Actually I grew up in Korea, so I can not speak in English. I did what I want to do when I was in Korea because there are 100% pure Koreans live in Korea and I am male, so nobody care what I want to do. I was the dominant group of majority,sexuality and most of categories, but it completely changed. After I immigrate here, I could not be majority or dominant group anymore. There are four categories of Identity development which are the White racial, Minority racial/Ethnic, Black racial and Biracial Identity development. (Poston) I am belonging to minority racial/ethnic identity development, so I do not have many disadvantages than native born or white people. One of disadvantages is ignoring or makes fun of me when I ask something to native born people. That happen makes me uncomfortable. My dad also had one of disadvantage happen last time. Actually previous owner used that heater, and he never used heater which is in his office, but ‘Puget sound energy’ charged my dad to pay previous payment. According to one of my math classmate Sun-Jae said, â€Å"I had disadvantage on buying my car!† Sun-Jae went to dealer to buy his car, and he did not get any profit and then they charged him to pay high interest and tax, but he did not know about that because he could not speak in English at that time. Also one of my classmates Josh said that he saw some bad situation that Asian his friends can not go inside the club because they are just Asian. I have some advantages too. It does not matter who is white or Asian or whatever other race people. Male can walk around the street or campus during the night time. That is what I did when I was in Korea too. Another advantage is my parents allow me to meet girl friend, even my mom love to see my girl friend, but my parents never allow let my sister have or meet any boy friend. I think most of parents want their daughter not to meet boy friend. The thing is that I have many disadvantages than what I have advantage after I immigrate here. I learned 4 categories of racial identity development and 4 stages of each category. Especially I memorized minority racial/ethnic category, but I do not think I changed my social life positively. I knew all the information that I can change my social life but it is really hard to overcome cultural conflict between Korea and the United States. I am always reminding those stages but sometimes I just lost my reason when minority situation came up to me, but now, way better than before I take this Intra America History class. It is going to be better and better so on. â€Å"It’s always been this way, and it always will† (Johnson, 142). This is one of his Myths in his chapter entitled: â€Å"What can we do?† I disagree with some parts of his words and I totally agree with some parts of his words. I do not like this passage that it’s always been this way, and it always will. Do we have to let it go same as what it did? I think we have to change if we can. Everything is process, the space between one point and another, the movement from one thing toward another, just like this century also one of step for the future. I totally agree with Johnson’s argue. There are so many different racial people or groups in the world, and they have different culture and customs each of them. So there are many problems, conflict between each other. The Johnson’s second Myth is Gandhi’s paradox and the myth of no effect, this myth story’s point is really similar with Korean Proverb Proverb. â€Å"If people in one united body, they will survive but if they separate by each one of them, they will die† (Korean proverb). That means if we respect each of different racial people or groups, we could live perfect world that does not have ‘ism’. So we must stop waiting wonderland and we should change our destiny. Research Papers on Racial Identity Development Personal Essay - Sociology PaperAnalysis of Ebay Expanding into AsiaHonest Iagos Truth through DeceptionBook Review on The Autobiography of Malcolm XHip-Hop is Art19 Century Society: A Deeply Divided EraPersonal Experience with Teen PregnancyThe Hockey GameResearch Process Part OneCapital PunishmentThe Masque of the Red Death Room meanings

The Role and Duties of Canadian Members of Parliament

The Role and Duties of Canadian Members of Parliament Beginning with the October 2015 federal election, there will be 338 members of parliament in the Canadian House of Commons. They are elected in a general election, which is usually called every four or five years, or in a by-election when a seat in the House of Commons becomes empty due to resignation or death. Representing Constituents in Parliament Members of parliament represent the regional and local concerns of the constituents in their ridings (also called electoral districts) in the House of Commons. Members of parliament solve problems for constituents on a wide variety of federal government matters - from checking on individual problems with federal government departments to providing information on federal government programs and policies. Members of parliament also maintain a high profile in their ridings and take part in local events and official functions there. Making Laws While it is public servants and cabinet ministers who have direct responsibility for drafting new legislation, members of parliament can influence legislation through debates in the House of Commons and during all-party committee meetings to examine legislation. Even though members of parliament are expected to toe the party line, both substantive and fine-tuning amendments to legislation are often made at committee stage. Votes on legislation in the House of Commons are usually a formality following party lines but can be of significant strategic importance during a minority government. Members of parliament can also introduce legislation of their own, called private members bills, however it is rare that a private members bill passes. Watchdogs on Government Canadian members of parliament can influence federal government policy by participating in House of Commons committees which review federal government department activities and spending, as well as legislation. Government members of parliament also raise policy issues in caucus meetings of members of parliament of their own party and can lobby cabinet ministers. Members of parliament in opposition parties use the daily Question Period in the House of Commons to raise issues of concern and bring them to the attention of the public. Party Supporters A member of parliament usually supports a political party and plays a role in the operation of the party. A few members of parliament may sit as independents and do not have party responsibilities. Offices Members of parliament maintain two offices with corresponding staff - one on Parliament Hill in Ottawa and one in the constituency. Cabinet ministers also maintain an office and staff in the departments for which they are responsible.

Project halim Assignment Example | Topics and Well Written Essays - 1750 words

Project halim - Assignment Example The main function of the encoders and decoders is to convert parallel data to series data. Design of the control circuit The function of the control circuit will be to give an alarm to indicate the departure of the child. The communication process that will be employed is the RF communication because it is the most accepted and affordable cost solution. In the RF module, both transmitter and receiver pairs are essential because the communication uses the principle of serial communication. The module of operation demands a component that converts the n-bit data to serial data. The RF module can, therefore, employ Serial encoders or decoders (HT12D and HT12E) to convert the data or task. RF communication block diagram The block diagram of the RF communication illustrated above employs the encoders/decoders that are TTL compatible. Therefore, the input levels are depicted in a TTL Logic level. To solve the problem, the TTL input must be changed into serial data input. To have a serial d ata input, an encoder must be used because; it can be read directly by the RF transmitter performing the amplitude Key shifting (ASK) modulation, and further transmitting the data via antenna. At the receiving end, modulated signal by the antenna is received; the RF Receiver carries out the filtering, demodulation and processing of the transmitted data. The data obtained at the end is a serial data that is converted to a TLL level logic data. The RF Module The module comprises of an RF receiver and transmitter. The two operate at a frequency of 434MHz. The transmitter obtains serial data from the encoder and transmits it using a wireless platform provided by the antenna attached to the pin 4 (data). The transmission speeds are between 1Kbps and 10Kbps. The RF receiver operated at the same frequency as the transmitter to obtain the data transmitted. In most cases, the RF module is used beside coupled with a pair of encoder HT12E and Decoder HT12D. The encoder is useful in encoding pa rallel data for transmission while the receiver send the required signal to the decoder for decoding. Features Range frequency of the TX: 433MHz Supply voltage of the TX: 3V ~ 6V Coverage in open space (standard Conditions): 100 Meters Receiver Frequency (RX): 433 MHz Operating voltage of RX: 5V Supply current of the RX: 3.5 mA RX IF Frequency: 1MHz Low Power consumption Easy Application HT12E and HT12D The decoder (HT12D) is ICs comprising a series of CMOS for remote control applications. The IC is paired with an encoder HT12E with the HT12D main role is the conversion of the serial input to parallel output. The HT12D decodes the serial addresses and data that are received by the RF receiver, which in turn sends the parallel data to the output pins after processing. For successful operation, the paired decoder and encoder must have the same number of address and data format selected. The serial data and address from matching encoder, received by the decoder, is transmitted by a car rier employing the RF transmission medium providing output to the output pins. Consequently, the HT12E encoder IC is also a series of CMOS specifically for Remote Control applications. The purpose of its use is interfacing the RF. The suitability of the encoder is restricted to 12 bit information consisting of N data bits and address bits. The encoder converts the parallel input from the

Public shipping Law Case Study Example | Topics and Well Written Essays - 2000 words

Public shipping Law - Case Study Example The influence of the judiciary decisions and the various regulatory organizations in the framing of these principles are also considered briefly. For this, the International law is understood and its issues are considered briefly. Further, the sources of the International law framework and the general principles in practice are studied. The integration of the human rights and labor rights into the framework is also understood with particular reference to the employment at sea. Principles governing the law relating to the high seas along with the issues or rights and obligations of the states within the maritime zones relating to territorial sea, internal waters, exclusive economic zones, etc. are explored. As the different states have different practices, the freedom of navigation for merchant as well as naval vessels raised the issue of innocent passage and the principles relating to the same are also considered. Shipping is the largest trade accounting to almost 95% of world trade by weight (Rajadurai, 2004, p 83). This trade is truly international and has importance to any business irrespective of the state of origin or operation. Since, shipping is a necessity by businesses across the world, there is also a need for uniformity in practices to make it safe and accessible. Also, since there are inherent dangers in terms of security in any trade, more so in shipping as it involves maritime transport in dangers waters with almost no monitoring or safety from perils or disasters, there is even more need for a common regulatory framework and enhanced operational safety. As McConville, et al (2005) observe that "regulations in shipping must necessarily be developed at the global level and since it is international and has the potential to offer a uniform platform to maritime players, there is a need for a uniform regulations on matters such as construction standards, navigational rules and stand ards of crew competence" (p 249). There are various conventions, laws, treaties, etc. and the issues relating to the different nation's rights and responsibilities towards each other are laid in the International law and the various states which constitute the shipping industry decide to abide by its rules. The International law's oldest discipline is the law of the sea and it draws from various sources for its regulations. Custom is seen as the most important of sources with tradition as another important source of the law of the sea (Dupuy, Vignes, 1991, p 60). There are also the Hague rules which were consolidated in three conventions and which related to issues like principles of freedom of navigation, the juridical nature of territorial waters and the rights of the coastal states over same the, the defining of baselines, the regulations of innocent passage by ships, with significance of the contiguous zone and the issues of breadth of territorial waters among others (Dupuy, Vignes, 1991, p 68). Since the sea wa ters of the Asian and African continents were being

A manager and a leader Essay Example for Free

A manager and a leader Essay The difference between a manager and a leader is that the former ensures control and rationality, her/his focus is on day to day problem solving, best means in achieving results for staff to continue to contribute to the organisation (Zaleznik,1992) . While a leader uses power to influence actions and people, focusing more on outcomes and impact, where this action has inherited risks such as the risk of losing self- control in the need for power (Zaleznik,1992). While leaders and managers have common traits such as sound communication skills, work ethics, integrity, key technical competencies, etc, yet there are some differences. These differences can be summarised as follows: Risk taking: Manager are regulators of affairs in an organisation, getting rewards from collective achievements . Therefore, to be a good manager, it requires persistence, patience, intelligence, analytical skills, and goodwill. Leaders think out of a box and work with high risk initiatives. While managers, unlike leaders, tend to solve problems in a more conservative way and tend to tolerate mundane and practical work (Zaeznik,1992). Leaders on the other hand are risk takers. Relationships: Manager work with people to implement initiatives, solve problems, by focusing staff on policies and procedures and not on content (Zaleznik,1992). They are engrossed in how to make decisions, but not what are the rights decisions to make. While leaders attract strong feelings of identity and difference. Their human relationship might seem turbulent, intensifying motivation and often resulting in unanticipated results (Zaleznik, 1992). Sense of self-worth: managers’ sense of self-worth is secured by ensuring and strengthening existing institutions. While leaders feel separate from their institutions, their perception of identity is different (Zaleznik, 1992). They may work in an organisation and never have a sense of belonging, always seeking opportunities for change. Vision versus objectives and goals: Managers take the short view, focus on objectives, targets, implementation and monitoring and evaluation while leaders take the long view, focusing more on a clear vision, a clear sense of purpose, and a passion to pursue that vision while aligning the organisation its vision (Allio, 2012). Manager Leader Ensures control and follows day to day work implementation of an action plan (day to day work) Sets a vision A problem solver Uses power to lead and influence action Not a risk taker Willing to take risks (balance between change and stability) Follows rules and regulations High levels of creativity, always thinks out of a box Implementer Leads, inspires and motivates Strong sense of belonging to organisation May and may not have a sense of belonging to organisation Works in a comfort zone Always embracing change management, seeking new opportunities. In health care, the Minister of Health in the State of Palestine is a leader, while the director generals, directors of various departments are managers. The former is the person who sets out the vision for the ministry, partnering with other stakeholders (UN organisations, private sector, and others) for instance in advancing the public health sector. This resulted in a reduction in infant and under five child mortality rates over the past five years. While director generals and directors are consumed with implementing the inputs needed to achieve the overall vision set out by the Minister. Thank you. References: Allio, R.J., (2012), ‘Leaders and leadership – many theories, but what advice is reliable?.’ Strategy and Leadership. [Online], 41, (1), pp. 4-14. Available online from: http://www.emeraldinsight.com.ezproxy.liv.ac.uk/doi/pdfplus/10.1108/10878571311290016 (Accessed on: 19 January 2015). Zaleznik, A., (1992), Managers and leaders: Are they different?’ Harvard Business Review. [Online], 70 (2), pp 126-135. Available from: http://eds.a.ebscohost.com.ezproxy.liv.ac.uk/eds/pdfviewer/pdfviewer?vid=3sid=ef29e84c-a001-4d56-9f66-b5f4a202c402%40sessionmgr4001hid=4202 (Accessed

john kemeny :: essays research papers

JOHN KEMENY: MATHEMATICIAN   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  John Kemeny was born on May 13, 1926, in Budapest Hungary. He attended primary school in Budapest. He came from a Jewish family and in 1940, due to the Holocaust, Kemeny’s father moved the family to the U.S. Kemeny’s family moved to New York, and John attended school in New York City. He attended Princeton University where he studied mathematics and philosophy. He took a year off during his undergraduate course to work on the Manhattan project in Los Alamos. John’s boss was Richard Feynman and he also worked with Von Neumann.   Ã‚  Ã‚  Ã‚  Ã‚  He returned to Princeton, and graduated with a B.A. in 1947. He then worked for his doctorate under the supervision of Alonzo Church. Kemeny received his doctorate in 1949 for a dissertation entitled Type-Theory vs. Set-Theory. He was appointed as Albert Einstein’s mathematical assistant while he was still a doctoral student. John continued to study both mathematics and philosophy, and became a professor of philosophy at Princeton in 1951. In 1953 he was appointed to the mathematics department at Dartmouth, and in two years he became chairman of the department. He held his position until 1967. He was president of Dartmouth between 1970, 1981, and 1982. He soon returned to be a full-time teacher.   Ã‚  Ã‚  Ã‚  Ã‚  Kemeny co-invented the Basic(Beginners All-Purpose Symbolic Instruction Code) computer code. It was in 1963 that John and Thomas Kurtz decided that they wanted to give students easy access to computing. They designed the first system so that many students could use a single computer at the same time. It was designed to allow students to write programs easily. The first Basic program was run at Dartmouth at 2am on May 4, 1964. Kemeny also introduced a new teaching innovation. He developed a Finite mathematics course including topics that we still use today. Some of the topics were logic, probability and matrix algebra.

Science Processes

Module 1 Science Processes Scientific ProcessDefinitionScience Activity ObservingThe process of gathering information using all appropriate senses instruments that extend the senses. Collecting data on classmates, students walk around the classroom and make observations about eye and hair color of their classmates. ClassifyingGrouping objects or organisms according to one or more common properties. Classifying plants by features of plant life. CommunicatingRecord observations in multiple ways and present them to others.Students can record the data found in their observation activity and communicate the eye and hair colors they observed in the classroom. MeasuringMeasure variables using a variety of instruments and standard and nonstandard units. Give students various measuring tools and ask them to measure various things in the classroom. PredictingMake a projection of what the outcome of an investigation will be using data and patterns. Prediction worksheet: look at the pictures on the left side, draw a picture and write about what you predict will happen next.InferringDescribing a potential conclusion based on observation and prior knowledge. Science Mystery Bags: Students are asked to use sense of smell, hearing, and touch to infer what is in each mystery bag. Identifying & Controlling VariablesRecognizing a system’s variables and manipulating the variables to control the system’s outcome. Bread Mold Activity: Students will identify and control the variables that cause bread mold. Formulating & Testing Hypotheses Make a statement to guide and investigation.Test that statement for its truth. Formulate hypotheses for what conditions cause the bread to mold, and then test the hypotheses to see if they are correct. Interpreting DataRecognize patterns and associations within a system of data. Using scientific graphs to share data, as well as understand data represented in graph form. Defining OperationallyCreating a definition by describing an inter action or observation. How can you tell if plants are healthy? Students will define plant health in effective terms. ExperimentingScientific procedure used to test a hypothesis, make a discovery, or determine something. Students can take part in an experiment to see if they can balance eggs using salt. Constructing ModelsBuilding models to represent a mental, verbal, or physical idea or object. Students could participate in a physical science project where they are asked to make a water reservoir. In the chart above defining the twelve scientific processes, I included definitions of each as well as a science activity that students could participate in to support each process.These processes support inquiry learning, because they provide students with the opportunity to use problem solving skills, critical thinking skills, and logical thinking skills all at once. Students are encouraged to apply their prior knowledge to their new problem, experiment, or questions, which incorporates what they are currently learning with earlier experiences. Inquiry learning in science gives students control of their investigation and enhances their interest in the subject. Inquiry learning involves all learning strategies, including but not limited to verbal, written, and hands-on activities.When students are actively engaged in the learning process they are more likely to stay attentive, which allows them to not only gain information, but also helps in retaining that knowledge and understanding. The teacher’s attitude toward science has a major impact on students and how they view science. In order for teachers to get students interested and involved, they must have a positive and inspiring outlook on the subject. When students see and feel that their teacher is excited about a subject and that he or she wants to share their experience, students are more likely to fully engage in learning.Teachers should share their knowledge by motivating students to want to learn scie nce, and getting them excited about learning by introducing science through observation activities and experiments. Students need to see that their teacher is enthusiastic about science, and that science is a learning process that can be fun and enjoyable for the entire class! Lesson Plan: Objectives Students will †¢work in groups to build catapults out of everyday objects (Constructing Models); and †¢Demonstrate their understanding of motion and forces by using the catapults to launch objects. Communicating) Materials †¢Motion, Forces, Energy, and Electric Current video and VCR or DVD and DVD player †¢Pictures of catapults †¢Computer with Internet access (optional) †¢Cardboard shoe box (1 for each catapult) †¢Rubber bands (4 for each catapult) †¢Popsicle sticks (2 for each catapult) †¢Masking tape (one 6-inch piece for each catapult) †¢Plastic spoon (1 for each catapult) †¢Rulers (1 per student group) †¢Scissors (1 per stu dent group) †¢Marshmallows (2 per group) †¢Masking tape (for launching competition) †¢Object of your choice to serve as a target Procedures . Begin the lesson by discussing motion and energy. Ask students: How do objects move? How do we calculate motion? What is acceleration? What is speed? What are some of the forces that act upon objects in motion? (Observing, Predicting, and Defining Operationally). A good way to introduce this information is to view portions of the Motion, Forces, Energy, and Electric Current video. 2. Tell students they are going to work in groups to create catapults out of everyday objects. Explain that catapults were often used as weapons of war during the Middle Ages.Show students some pictures of catapults and discuss how they work, making sure that students understand catapult designs and uses. (Classifying). A good animated illustration of a catapult can be found at http://en. bestpicturesof. com/pictures%20of%20how%20to%20make%20a%20catapu lt 3. Tell students that after building their catapults, they will compete to see whose catapult can fling a marshmallow the farthest and whose catapult can fling an object closest to a target. (Experiment). 4. Divide students into groups of five, and give each group the supplies they will need to make heir catapults (see materials list) as well as any other objects you wish to provide. Tell the groups that they can design their catapults however they please, but they can use only the materials you have provided-nothing extra. Give students time to design and build their catapults, and ask them to name their team. (Constructing Models, Identifying and Controlling Variables). 5. Once students have completed their catapults, clear an area in the classroom that can be used for the launching competition. Using masking tape, mark a starting line.Place the target object about 10 feet in front of the line. 6. One at a time, have the student teams place their catapults on the line and fling a marshmallow at the target-their goal is to hit the target. Mark where each team's marshmallow landed with a piece of masking tape that has been labeled with the team's name. 7. As a class, determine which team was the most successful in accurately hitting (or coming the closest to hitting) the target with its marshmallow. Talk about the design of the winning catapults. Why did this design work the best? Formulating and Testing hypotheses, Interpreting Data, Measuring, Communicating). 8. Have students again place their catapults on the starting line and fire a second marshmallow — their goal, this time, is to achieve the greatest distance. Again, mark where each marshmallow lands with a piece of labeled masking tape. Once all the catapults have been fired have students measure the distance from the starting line to where their marshmallow landed. (Measuring). 9. As a class, determine which catapult was able to launch a marshmallow the greatest distance.Ask students: Why did this catapult work best? What element(s) of its design do you think helped propel the marshmallow farther than the others? (Interpreting Data, Defining Operationally). 10. Have each student write a paragraph that answers the following questions. †¢What was your group attempting to achieve with its catapult design? †¢How did the catapult set the marshmallow in motion? †¢Which challenge did your catapult meet best, accuracy or distance? †¢What could you have done to make the catapult better? †¢What helped the catapult work as well as it did? What did this activity teach you about motion and forces? 11. Ask for volunteers to share their answers with the class. Discuss students' answers and the forces that work on objects in motion. Evaluation Use the following three-point rubric to evaluate students' work during this lesson. †¢Three points: Students actively participated in class discussions; worked cooperatively in their teams; successfully created a tea m catapult; actively participated in the catapult launch; wrote a thoughtful paragraph that answered all six questions. Two points: Students somewhat participated in class discussions; worked somewhat cooperatively in their teams; needed help to complete their catapult; did not actively participate in the catapult launch; wrote an incomplete paragraph that answered only three or four of the six questions. †¢One point: Students somewhat participated in class discussions; were unable to use catapult materials without teacher guidance; created unfinished catapults; did not actively participate in the catapult launch; wrote an incomplete paragraph that answered only one or two of the questions.Credits Tamar Burris, former elementary teacher and freelance education writer References Bass, Joel E. , Contant, Terry L. , & Carin, Arthur A. (2009). Teaching Science as Inquiry, 11th Edition. Pearson Education, Inc. Boston, MA. Burris, Tamar. (2012). Discovery Education. Lesson Plan Libra ry: Motion, Forces, Energy, & Electricity. Retrieved on September 28, 2012, from http://www. discoveryeducation. com/ teachers/free-lesson-plans/motion-forces-energy-and-electricity. cfm.

Description of Proposed Network Essay

Our proposal includes the development of a LAN able to meet the requirements of your company’s software. The computer network components include the use of a server, a switch, patch panel, and a router for the office. The selected NOS (Network Operating System) is Windows 2000 Server. This operating system provides great conveniences to the installation, configuration, and maintenance of the network. Windows 2000 Server provides the enhanced DHCP, DNS and WINS features allow a network administrator to expediently manage all clients on the network. The data communication media for the networks is UTP CAT5. This cabling follows the Ethernet standards for TCP/IP and ensures decreased propagation and noise. I understand the motivations for creating a network and can apply these technologies to improve communications and access to information, as well as support and maintain the infrastructure. Goals and Products: The following list is networking hardware that can be implemented: *Nortel Networks Passport 2430 Enterprise Router: Offers the features and performance of more expensive routers, but at a much lower price. Also, this unit is known for its quiet operation, and sleek enclosure. *Nortel Networks BayStack 350 Series Switch: supports high-utilization workgroups for high-bandwidth uplinks to servers. *Dell PowerEdge 650 Server: Cost-effective rack server performance, manageability, and serviceability. Easy to mange. Also with tape drive backup support. *Nortel Networks OPTera Metro Cabinet 5200: Free-standing structure which will hold router, switch, server, and patch panel. *16-port Patch Panel Each employee workstation is to be custom ordered from Dell. Each employee will house a Dell computer with the following options: *2 GHz Pentium 4 Processor *256MB RAM *13GB Hard Drive *Netgear FA311 10/100 Network adapters *52X CD-Rom *8 MB Video Card *17†³ Monitor (Can use current monitors if budget is exceeded) *Internal Zip Drive Fast Ethernet is the protocol of choice. The wiring is a higher quality than the Category 3 normally used by Ethernet, therefore is a bit more expensive, but a worthy advantage. Fast Ethernet defines a star topology. There are many advantages in designing a LAN based on a star topology. It allows expansion to the existing LAN without effort or disruption. Troubleshooting, repair, and maintenance can be accomplished to a failed node without holding up or disrupting work on other nodes. The first step of implementing the network involves running drops in two corners of the office. The switch, router, patch panel, and server will be located in a rack closet dedicated to LAN equipment. This rack will be placed in a location for centrality. The entire office will be cabled with category 5 unshielded-twisted pair cable. Wall faceplates to include both drops and a phone jack will be installed. Panels spanning each wall will  house cables to ensure a clean look. As can be expected, the physical cost to install these drops are minimal, the labor is the majority of this expense. The second step of implementing the network involves configuring each piece of networking equipment. The router will be set up to ensure serviceability and reliability between employees and the server. From the router there will be a switch attached. The router will service a protocol (DHCP) which will allow workstations to access the network. The patch panel will be used as a middleman between the user and the switch. 1ft cables will be used to connect the switch and patch panel with also the use of a punch-down block. The third step of implementing the network involves configuring the server. This server will be set up to store crucial data, backup data, directory services (User Management), and file and print services. From the server you will have control and full access to each employee’s machine. Specifications: Hardware plays an important role in reliability of a network. Each workstation is to be custom ordered from Dell. Each employee will house a Dell computer with the following options: *2 GHz Pentium 4 Processor *256MB RAM *13GB Hard Drive *Netgear FA311 10/100 Network adapters *52X CD-Rom *8 MB Video Card *17†³ Monitor (Can use current monitors if budget is exceeded) *Internal Zip Drive In addition the office will house a Hewlett Packard LaserJet 4000N due to estimated heavy printing volume. The network equipment will be housed in a rack mount closet. That equipment will consist of a Dell PowerEdge 650 Server with the following components: *3.06GHZ Pentium 4 Processor 512K internal L2 Cache, *1GB ECC DDR266 Memory, *Netgear FA311 10/100 Network adapter, *16x4GB SCSI Hard Drive’s, *3.5†³ Floppy Drive, CD-ROM, and Internal Zip Drive. The hard drive’s in the server will be partitioned into a public working drive and a back up drive and will also be using RAID 5. Equipment and Labor Costs: Equipment: *Passport 2430 Enterprise Router – $349.99 *BayStack 350 Series Switch – $714.99 *PowerEdge 650 Server – $1499.99 *OPTera Metro Cabinet 5200 – $1299.99 *12-port Patch Panel – $119.99 *Cabling Costs: oUTP CAT5 Cable 650FT (~60ft per workstation) – $500 o(48) RJ-45 Connecters – $200 *(10) Custom Dell Workstations featuring Windows 2000 – $6000 *(11) 17†³ Monitors – $1100 (Save this by using current monitors) *HP 4000N LaserJet Printer – $200 *Looking at a total for equipment just shy of $12,000 Labor: *Flat hourly rate of $90/HR. *Project will take 5 business days (8hr/day limit). *Looking at a total for labor- $3600 An estimated Grand-Total- $16,000* *This figure is based on new state of the art equipment and software. Every item has been carefully examined to ensure it offers the most for the needs of Creative Accounting. Cost may be cut if the need arises, however, efficiency and technology will be sacrificed. All in all, this network has been developed with the sole purpose of satisfying the company’s needs within realistic constraints. Please feel free to contact me with any questions regarding this proposal.

Taoism Applied To Everyday Life Essays - Taoism, Chinese Philosophy

Taoism Applied To Everyday Life Essays - Taoism, Chinese Philosophy Taoism Applied To Everyday Life Taoism applied to everyday life Practice not-doing and everything will fall into place (Chapter 3). In Taoism this is the concept known as wu wei. Wei wu wei is the practice of doing and not-doing. This concept comes from the theory of the Yin and Yang. The Yang, along with wei, is the practice of doing. The Yin, along with wu wei, is the practice of not-doing. One compliments the other, and each cannot exist alone. The Tao tells people to practice not-doing because it will bring happiness in their life. By not-doing, the Tao means not performing actions, which are unnecessary and uncalled for. People should just take things as they come in life and they will live a life full of happiness and pleasure. If you don't interfere with the Tao and let things take their natural course, everything will work out in your life (Chapter 10). If powerful men and women could remain centered in the Taoall people would be at peace (Chapter 32). If you work against your Tao, you will never find happiness. The Sage practices wu wei. He teaches without words and performs without actions (Chapter 43). He knows and therefore does not speak (Chapter 56). Many people mistake conceptual knowledge for the map to the territory. The Sage is our map to the Tao. He points his finger to show us the way, but does not really tell us what to do and how to practice Taoism. Lao Tzu's concepts of the Tao can be a guide to rational living. If one follows these beliefs he is guaranteed happiness in his life. However, it is very difficult to follow the Tao, even though the teachings are said to be easily understood and easily put into practice (Chapter 70). The reason the Tao is so difficult to grasp is because you cannot know that you are practicing it. The Tao is beyond all words. If you give it words, it does not exist. It is unnamable. If you concentrate on the Tao, you will never understand it. You cannot think about it, you must just do it. This is very difficult because people always think about what they do, but this does not work with the Tao (Chapter 1). You cannot look for the Tao; you cannot listen for the Tao. You must just accept the idea that it is always there, omnipresent, and you can't see it. This is all very important because if one cannot understand these first simple steps in Taoism, they will be lost the rest of the way. In personal life, you should never define yourself. When you define yourself, you are actually putting limits on yourself. If a man defines himself as a doctor, he is limiting himself to science. If a man defines himself as a singer, he is limiting himself to music. By limiting yourself, you are not allowing yourself to experience life fully (Chapter 24). Also, you should never define any object because they will always have an opposite. If you define something as good then its opposite is defined as bad, when in reality it might not be (Chapter 2). When a man is about to buy a car, he will want to buy a company with a good name. He has defined one car as good and the rest are bad. When he realizes he cannot afford the good car he is unhappy. He has to buy a bad car. While driving his bad car, he thinks about what people will say. He worries that they will not approve of his new purchase. If the man had not originally set such high expectations of buying a good car, he would not be u pset with his situation. By caring about other people's approval he becomes their prisoner (Chapter 9). If you see things as they are, then you will be happy with whatever you have. If you see things through other's eyes then you will never achieve the high goals you are setting. In family life, be completely present (Chapter 8). All family members should always be there for each other. You should be completely present for the rest of your family, this

Timeline of Queen Annes War

Timeline of Queen Anne's War Queen Anne’s War was known as the War of Spanish Succession in Europe. It raged from 1702 to 1713. During the war, Great Britain, the Netherlands, and several German states fought against France and Spain. Just as with King Williams War before it, border raids and fighting occurred between the French and English in North America. This would not be the last of the fighting between these two colonial powers. Growing Instability in Europe King Charles II of Spain was childless and in ill health, so European leaders began laying claims to the succeed him as the King of Spain. King Louis XIV of France wished to place his eldest son on the throne who was a grandson of King Philip IV of Spain. However, England and the Netherlands did not want France and Spain to be unified in this way. Upon his deathbed, Charles II Named Philip, Duke of Anjou, as his heir. Philip also happened to be Louis XIV’s grandson. Worried about France’s growing strength and its ability to control Spanish possessions in the Netherlands, England, the Dutch, and key German states in the Holy Roman Empire joined together to oppose the French. Their goal was to take the throne away from the Bourbon family along with gaining control of certain Spanish held locations in the Netherlands and Italy. Thus, the War of Spanish Succession began in 1702. Queen Anne’s War Begins William III died in 1702 and was succeeded by Queen Anne. She was his sister-in-law and daughter of James II, from whom William had taken the throne. The war consumed most of her reign. In America, the war became known as Queen Annes War and consisted mainly of French privateering in the Atlantic and French and Indian raids on the frontier between England and France. The most notable of these raids occurred at Deerfield, Massachusetts on February 29, 1704. French and Native American forces raided the city, killing 56 including 9 women and 25 children. They captured 109, marching them north to Canada. Taking of Port Royal In 1707, Massachusetts, Rhode Island, and New Hampshire made a failed attempted to take Port Royal, French Acadia. However, a new attempt was made with a fleet from England led by Francis Nicholson and troops from New England. It arrived at Port Royal on October 12, 1710, and the city surrendered on October 13th. At this point, the name was changed to Annapolis and French Acadia became Nova Scotia. In 1711, the British and New England forces attempted a conquest of Quebec. However, numerous British transports and men were lost heading north on the St. Lawrence River causing Nicholson to stop the assault before it began. Nicholson was named Governor of Nova Scotia in 1712. As a side note, he would later be named the governor of South Carolina in 1720. Treaty of Utrecht The war officially ended on April 11, 1713, with the Treaty of Utrecht. Through this treaty, Great Britain was given Newfoundland and Nova Scotia. Further, Britain received title to the fur trading posts around Hudson Bay. This peace did little to solve all the issues between France and Great Britain in North America and three years later, they would be fighting again in King George’s War. Sources: Ciment, James. Colonial America: An Encyclopedia of Social, Political, Cultural, and Economic History. M.E. Sharpe. 2006. -. Nicholson, Francis. Dictionary of Candian Biography Online. University of Toronto. 2000.

MOD 3 TD Essay Example | Topics and Well Written Essays - 250 words

MOD 3 TD - Essay Example The company earns high sales when the each of the numerous consumers purchases the goods that they prefer from the company’s online store. The high sales then enhance the company to reap high benefits that enable it to recover from the financial crisis of 2008. The strength of Overstock.com may enable the organization to take advantage of the opportunity that it has of increasing growth. The company may expand into the offline market where consumers purchase goods from physical stores. This is because currently the organization sells its products only to the consumers who buy from its website on the internet (Overstock, 2014). Overstock.com will increase its sales and returns by high margins when it invests in the offline market. This expansion will also enable the company to acquire information systems that will enable the management to store and analyze information. The information system will also enable the company to become more efficient than it is currently (Dess,

Cauda Equina Assignment Example | Topics and Well Written Essays - 500 words

Cauda Equina - Assignment Example Apparently, the Cauda equina syndrome is a neurological disorder which affects the Cauda equina located in the spinal cord of the human body. Evidently, this condition causes acute function loss of the lumbar plexus, in other words, the nervous root of the spinal cord. Notably, the disease has some distinct symptoms for instance back pains, saddle anesthesia among others. Evidently, other etiologies of the caunda equina syndrome are spinal fractures and any compression in the affected nerve root in the spinal cord. However, fractures in the thoracolumbar spine do not necessarily attribute to caunda equina syndrome. In summation, most injuries in the neural spine usually postulate caunda equina condition therefore, any instance of back pain should be examined before it turns into fatal caunda equina syndrome. Notably, we are told that patient was unable to straighten this signifies thatthe Cauda equina infection had spread vastly the vertebral region thus causing the stiffness. Evidently, numbness over the left anterior region served as a vital signature that the Cauda equina syndrome was present in the patient. However, this are some of the significant symptoms that are key markers of the infestation of the disease. Therefore, if the above symptoms were diagnosed much earlier, the condition would have been managed by the uses of medication to prevent further spread. On the same note, the only remedy for the advanced form of this ailment is through surgery. In conclusion, this condition is curable if detecting early enough. However, if detected at an advanced stage it may be fatal since the individual may suffer from spine fractures hence fatal. To this end, it is necessary to go for regular checkup if the symptoms are viewed in an individual in a bid to curb instance of progression of the condition in the

Global Marketing Operations Case Study Example | Topics and Well Written Essays - 750 words

Global Marketing Operations - Case Study Example Samsung has emerged stronger with global image by their innovative strategies that were globally focused, restructured, and streamlined to the target. Samsung achieved 70% of the business from outside Korea. The company remained very much Product- focused with attention on manufacturing. They believed in quality product that could take care itself to establish and to be preferred by consumers. But in today's world of competition this notion was mistaken and they had to change to become market oriented under the able leadership of Mr. Kim. In 2008, Samsung is expected to earn 9.27 trillion won, up from 7.4 trillion won last year, according to Reuters Estimates. The major objective of the company in 2008 is to be top three electronic companies in the world by 2010 with quality products, to double up their 2004 sales achievement of $55 billion by 2010, to have 20 number one market share in the compared to the present eight number one market share products, to identify growth engines of growth and pursue innovation through out its business operations. It is a fact that Samsung Electronics had been more a manufacturing giant than a market entity. In terms of marketing the company has been backward if compared with its rivals in the market such as Nokia and Motorola. The company started its marketing efforts late and yet they could not make highly visible brands particularly in the foreign market. The company is badly in need of signature product that will make its brand name stick in consumers' mind. The company is suffering from identity crisis. For example iPods of Apple is easily identifiable in United States as 'Anycall' phones of Samsung is identifiable in Korea. But this brand has identity problems in other countries. The real challenge is to build Samsung into a beloved brand into the mind of people who would love to have it and recall it any time. Cell phones account for 31% of Samsung's revenue and therefore needs intensive attention from the marketing manager. The company is planning to enter and succeed in emerging markets. The efforts of building the brand image can be resumed in these countries. Emerging markets have become highly competitive and it is very dangerous to take initiative here. But Samsung with its history of doing miracles with its products innovation can do it in marketing as well. In India about six million people are buying new mobile set every month. Nokia and Motorola are well positioned there even at low profit margins. They are active in the market to sell dirt-cheap handsets with hope to take over the high-end market in future. Samsung does not like to market these low-end handsets. They are catering to high end of the low-end market- 'the premier low end' in the price range of $50-$70. Samsung needs differentiation of its brand here in this premier low-end market. There are numerous consumers who bought high-end products in the past but and they are not happy buying the cheap products. Samsung with its superior image of building high quality products can focus its brands of low-end premium products without increasing the

The Fields Of Construction And Engineering Construction Essay

The Fields Of Construction And Engineering Construction Essay In the fields of  civil engineering,  construction  is a process that consists of the  building   or assembling of infrastructure. Normally, the job is managed by a  project manager, and supervised by a  construction manager,  design engineer and construction engineer. For the successful  execution  of a  project, effective  planning  is essential. Those involved with the design and execution of the infrastructure in question must consider the  environmental impacts  of the job, the successful  scheduling, budgeting,  construction site safety, availability of building materials and inconvenience to the public caused by  construction delays. TYPES OF CONSTRUCTION PROJECTS UNDERGOING Two types of projects are activated inside campus:- 1. Building construction, 2. Maintenance of roads. BUILDING CONSTRUCTION Several buildings are under construction inside campus to be used as central library, staff residences, educational buildings for B.D.S. and M.B.B.S., shopping mall, boys hostel no.5,hospital, extrusion of built buildings, passage between hostels, footpath repairing , repairing and maintenance, administration building. The contracts are undertaken by different companies in order to have the work done in the shortest possible time. Some of these companies are mentioned below. Building construction of two types:- 1. Framed structure construction, 2. Unframed structure construction. 1. Framed structure is an assembly of slabs, beams, columns and foundation connected to one another so that it behaves as one unit. It is a methodology, which enables the construction of tall buildings and building with stilts. Majority of urban structures and multistoried buildings are built as RCC framed structures. In an RCC framed structure, the load is transferred from a slab to the beams then to the columns and further to lower columns and finally to the foundation which in turn transfers it to the soil. The walls in such structures are constructed after the frame is ready and are not meant to carry any load.   As against this, in a load bearing structure, the loads are directly transferred to the soil through the walls, which are capable of carrying them. A well describing picture of a framed building inside lovely university is displayed on next page. FRAMED STRUCTURE 2.Unframed structures are those in which masonry is done with the help of mortar along with pillars and columns are also extruded.. VARIOUS OPERATIONS CONTINUING The foundation. It is the inferior or bottom part of a building that penetrates the terrain it is on, this carries the weight of the building and supports it. Type of foundations provided that I saw inside the university campus were:- #Spread footing foundations consists of strips or pads of concrete which transfer the loads from walls and columns to the soil or bedrock. Embedment of spread footings is controlled by several factors, including development of lateral capacity, penetration of soft near-surface layers, and penetration through near-surface layers likely to change volume due to frost heave or swell. These foundations are common in residential construction that includes a basement, and in many commercial structures. This type of foundation is provided below the buildings to be used as boys hostel no.5. #Mat-slab foundation are used to distribute heavy column and wall loads across the entire building area, to lower the contact pressure compared to conventional spread footings. Mat-slab foundations can be constructed near the ground surface, or at the bottom of basements. In high-rise buildings, mat-slab foundations can be several meters thick, with extensive reinforcing to ensure relatively uniform load transfer. This type of foundation is provided below the building to be used as central library and staff residence. The walls. The walls of a building   receive the weight of the different ceilings and floors and pass this weight over to the foundation. Masonry has done to construct walls in all buildings inside campus. Masonry is the building of structures from individual units laid in and bound together by mortar; the term masonry can also refer to the units themselves. The common materials of masonry construction are brick, stone such as marble, granite, travertine, limestone; concrete block, glass block, stucco, and tile. Masonry is generally a highly durable form of construction. However, the materials used, the quality of the mortar and workmanship, and the pattern in which the units are assembled can significantly affect the durability of the overall masonry construction Brick masonry is undertaken inside campus. Solid brickwork is made of two or more layers of bricks with the units running horizontally called stretcher bricks bound together with bricks running transverse to the wall called header bricks. Each row of bricks is known as a course. The pattern of headers and stretchers employed gives rise to different bonds such as the common bond, the English bond, and the Flemish bond .Bonds can differ in strength and in insulating ability. Vertically staggered bonds tend to be somewhat stronger and less prone to major cracking than a non-staggered bond. A picture of brick masonry is given below. Concrete blocks masonry is also under process in some parts of LPU. Blocks of cinder concrete, ordinary concrete, or hollow tile are generically known as Concrete Masonry Units (CMU)s. They usually are much larger than ordinary bricks and so are much faster to lay for a wall of a given size. Furthermore, cinder and concrete blocks typically have much lower water absorption rates than brick. They often are used as the structural core for veneered brick masonry, or are used alone for the walls of factories, garages and other industrial style buildings where such appearance is acceptable or desirable. Such blocks often receive a stucco surface for decoration. Surface-bonding cement, which contains synthetic fibers for reinforcement, is sometimes used in this application and can impart extra strength to a block wall. Surface-bonding cement is often pre-colored and can be stained or painted thus resulting in a finished stucco-like surface. The primary structural advantage of concrete blocks in comparison to smaller clay-based bricks is that a CMU wall can be reinforced by filling the block voids with concrete with or without steel rebar. Generally, certain voids are designated for filling and reinforcement, particularly at corners, wall-ends, and openings while other voids are left empty. This increases wall strength and stability more economically than filling and reinforcing all voids. Typically, structures made of CMUs will have the top course of blocks in the walls filled with concrete and tied together with steel reinforcement to form a bond beam. Bond beams are often a requirement of modern building codes and controls. Another type of steel reinforcement, referred to as ladder-reinforcement, can also be embedded in horizontal mortar joints of concrete block walls. The introduction of steel reinforcement generally results in a CMU wall having much greater lateral and tensile strength than unreinforced walls. cmus can be manufactured to provide a variety of surface appearances. They can be colored during manufacturing or stained or painted after installation. They can be split as part of the manufacturing process, giving the blocks a rough face replicating the appearance of natural stone, such as brownstone. CMUs may also be scored, ribbed, sandblasted, polished, striated (raked or brushed), include decorative aggregates, be allowed to slump in a controlled fashion during curing, or include several of these techniques in their manufacture to provide a decorative appearance A COLUMN in structural engineering is a vertical structural member that transmits through compression, the weight of the structure above to other structural element below. Other compression members are often termed as columns due to similar stress conditions. These are designed to and frequently used to support beams and arches on which upper part of walls or ceiling rests. A column might also a decorative member and but need not to support any load. Early columns were constructed of stone, some out of a single piece of stone, usually by turning on a lathe-like apparatus. Single-piece columns are among the heaviest stones used in architecture. Other stone columns are created out of multiple sections of stone, mortared or dry-fit together. In many classical sites, sectioned columns were carved with a center hole or depression so that they could be pegged together, using stone or metal pins. The design of most classical columns incorporates enchases (the inclusion of a slight outward curve in the sides) plus a reduction in diameter along the height of the column, so that the top is as little as 83% of the bottom diameter. This reduction mimics the parallax effects which the eye expects to see, and tends to make columns look taller and straighter than they are while enchases ads to that effect. Modern columns are constructed out of steel, poured or precast concrete, or brick. They may then be clad in an architectural covering or left bare. There are many types of columns such as steel, concrete, wooden etc. but inside lovely professional university, columns preferred are made up of concrete. The high compressive strength of high-strength concrete is especially advantageous in compressed members such as columns, which can be made more slender and, consequently, make economic benefits possible. However, the behavior of high-strength concrete columns is not yet fully understood. This thesis deals with the behavior of reinforced normal and high-strength concrete columns under compressive loading. Numerical results from non-linear finite element analyses were compared with results from columns tested. In the present study, thirty reinforced short stub concrete columns and sixteen reinforced long slender concrete columns have been tested under axial compressive short-term loading to failure. In addition, two long slender columns were subjected to sustained compressive loading. The parameters varied in the study were the concrete strength, stirrup spacing, reinforcement strength, slenderness of the columns, and eccentricity of the axial load applied. The test results for the short stub columns show that the load capacity increased in proportion to the increased compressive cylinder strength. The short stub columns of high-strength concrete exhibited a sudden, explosive type of failure. When the concrete strength of the long slender columns was increased, the maximum load capacity became greater. Although closer stirrup spacing did not provide an increase in load bearing capacity, it did give the columns a more ductile behavior in the post-peak region. The most important parameters for obtaining a ductile behavior were the spacing of the stirrups and the reinforcement configuration. Furthermore, it was observed that the stirrups in the high-strength concrete columns did not necessarily yield at maximum load. Therefore, to estimate the strength correctly it is necessary to use the actual stirrup strain or to design the reinforcement configuration so that yielding is reached at maximum load. Tests showed that the structural behavio r of a reinforced high-strength concrete columns is favorable for sustained loading, i.e., the column exhibited less tendency to creep and could sustain the axial load without much increase of deformation for a longer period of time. The nonlinear finite element analyses show good agreement with the test results. The analyses have been performed with two types of elements, beam elements and three-dimensional solid elements; each type has its advantages. This study has shown that the non-linear finite element method, together with non-linear fracture mechanics, provides a useful tool for the detailed analysis of reinforced concrete structures and contributes to a better understanding of the structural behavior of reinforced concrete columns subjected to axial loading. . 4.The beams. These consist of the horizontal elements that rest over the floor. The beams lean their weight over the pillars and are often times made out of concrete mix with reinforcement. A beam is a structural element that is capable of withstanding load primarily by resisting bending. The bending force induced into the material of the beam as a result of the external loads, own weight, span and external reactions to these loads is called a bending moment. Beams generally carry vertical gravitational forces but can also be used to carry horizontal loads (i.e., loads due to an earthquake or wind). The loads carried by a beam are transferred to columns, walls, or girders, which then transfer the force to adjacent structural compression members. In light frame construction the joists rest on the beam. Beams are characterized by their profile (the shape of their cross-section), their length, and their material. In contemporary construction, beams are typically made of steel, reinforced concrete, or wood. One of the most common types of steel beam is the I-beam or wide-flange beam (also known as a universal beam or, for stouter sections, a universal column). This is commonly used in steel-frame buildings and bridges. Other common beam profiles are the C-channel, the hollow structural section beam, the pipe, and the angle. Most beams in reinforced concrete buildings have rectangular cross sections, but the most efficient cross section for a simply supported beam is an I or H section. Because of the parallel axis theorem and the fact that most of the material is away from the neutral axis, the second moment of area of the beam increases, which in turn increases the stiffness. An I-beam is only the most efficient shape in one direction of bending: up and down looking at the profile as an I. If the beam is bent side to side, it functions as an H where it is less efficient. The most efficient shape for both directions in 2D is a box (a square shell) however the most efficient shape for bending in any direction is a cylindrical shell or tube. But, for unidirectional bending, the I or wide flange beam is superior. Efficiency means that for the same cross sectional area (volume of beam per length) subjected to the same loading conditions, the beam deflects less. Other shapes, like L (angles), C (channels) or tubes, are also used in construction when there are special requirements 5.Shuttering and scarf folding. It can be seen in most of the buildings. Shuttering is filling the concrete mix to construct pillars, beams, roof slabs etc. Scaffolding is done to provide a platform for workers. READY MIX CONCRETE .Ready-mix concrete is a type of concrete that is manufactured in a factory or batching plant, according to a set recipe, and then delivered to a work site, by truck mounted transit mixers . This results in a precise mixture, allowing specialty concrete mixtures to be developed and implemented on construction sites. Ready-mix concrete is sometimes preferred over on-site concrete mixing because of the precision of the mixture and reduced work site confusion. However, using a pre-determined concrete mixture reduces flexibility, both in the supply chained in the actual components of the concrete. Ready Mixed Concrete, or RMC as it is popularly called, refers to concrete that is specifically manufactured for delivery to the customers construction site in a freshly mixed and plastic or unhardened state. Concrete itself is a mixture of Portland cement, water and aggregates comprising sand and gravel or crushed stone. In traditional work sites, each of these materials is procured separately and mixed in specified proportions at site to make concrete. Ready Mixed Concrete is bought and sold by volume usually expressed in cubic meters. Ready Mixed Concrete is manufactured under computer-controlled operations and transported and placed at site using sophisticated equipment and methods. RMC assures its customers numerous benefits. CONCRETE MIX PLANT AT L.P.U Advantages of Ready mix Concrete over Site mix Concrete A centralized concrete batching plant can serve a wide area. The plants are located in areas zoned for industrial use, and yet the delivery trucks can service residential districts or inner cities. Better quality concrete is produced. Elimination of storage space for basic materials at site. Elimination of procurement / hiring of plant and machinery Wastage of basic materials is avoided. Labor associated with production of concrete is eliminated. Time required is greatly reduced. Noise and dust pollution at site is reduced. Reduce cost. Disadvantages of Ready-Mix Concrete The materials are batched at a central plant, and the mixing begins at that plant, so the traveling time from the plant to the site is critical over longer distances. Some sites are just too far away, though this is usually a commercial rather than technical issue. Generation of additional road traffic; furthermore, access roads, and site access have to be able to carry the weight of the truck and load. Concrete is approx. 2.5tonne per m ³. This problem can be overcome by utilizing so-called minimix companies, using smaller 4m ³ capacity mixers able to access more restricted sites. Concretes limited time span between mixing and going-off means that ready-mix should be placed within 90 minutes of batching at the plant. I am looking forward for your satisfaction towards this submission. WITH THANKS REFFERENCE: =Wikipedia =Er. Deepak kumar,J.E., G.S. TRADERS =Self visits on sites =Photography source self captured photos from different sites inside LPU

Early Repolarization Pattern (ERP) Essay -- pattern, leads, conditions

Introduction Early repolarization pattern (ERP) is an enigmatic common electrocardiographic (ECG) finding,occurring in 1% to 2% of the general population (1). ERP prevalence is decreasing with advancing age (2) This ECG pattern is frequently observed in healthy persons,particularly young,male (3,4,5), athletic (6,7), and of African-American origin (4,5,6,7,8).On the 12-lead ECG the ERP is characterized as â€Å"notching† or â€Å"slurring† of the terminal portion of the R wave and beginning of the ST-segment that produces a positive hump known as J wave. The J wave is a deflection with a dome that appears immediately after the end of QRS complex followed by ST-segment elevation ≠¥ 0.1 mV (or 1 mm, varying from 1 to 4 mm) above isoelectric line (relative to the subsequent TP interval) concave upward in at least two contiguous ECG leads. This ECG finding is most frequently seen in the precordial leads from V3 to V5 and often in the inferior leads II, III, and aVF (9) Normal ERP should be differentiated from others conditions with ST segment elevation such as asthenic habitus, acute pericarditis, STEMI,Brugada syndrome (BrS), congenital short QT syndrome(SQTS), and IVF (10,11). Although the condition is usually considered benign, its potential arrhythmogenicity has been suggested by experimental studies.(12) The majority of such sudden cardiac arrests are caused by ventricular tachyarrhythmias, which occur in persons without structural heart disease in 6 to 14% of cases. (13,14) These results were replicated in similar studies and the association with increased arrhythmic risk was subsequently extended to the general population in large cohort studies (16,17). In brief, ER consists of 2 components: prominent J waves and ST-segment elevation.... ... and QT interval association.In the recently study, patients with ERP had shorter QTc interval than subjects with normal ECG pattern. Also statistical results are significantly different about other paratemeters like QT,JT,JTc,QT-apex interval.The previous studies showed ERP and short QT interval relation however subjects had different heart rates.Conversely we showed this association one-to-one matching with heart rates. Study limitations The number of subjects in this study is limited,because as a tertiary center patients with early repolarization pattern referred to our institution were complex and had comorbidities Although the cohort included subjects with strictly defined common features, data collectionwas not uniform among centers. In our study population, we had no subjects with structural heart disease so the results may not apply to these subgroups.

Religious and Ethnic Diversity Paper Essay

The religious group that I have chosen is Hinduism and the ethnic/racial group that is not my own that I have chosen is Black (African Descent). I have chosen these two to explain how they are similar and how they are different. Hinduism is a religion that most people know nothing about. They are one of the world’s oldest religions as it has no beginning and precedes recorded history. Hinduism is a religion that leads the individual to personally experience the truth within themselves and reach full consciousness where man and God are one. After reading I have found that Hinduism differs from other religious groups because they believe in reincarnation whereas the other religious groups believe that once a person dies they either will go to heaven or hell depending on how they were when they were alive. The experience of Hinduism and others that do not share their beliefs or practices is criticism. They are often judged and criticized because they fail to distinguish between revelations. This religious group has contributed to American culture because they don’t believe in violence. They also contributed to the International Society for Krishna Consciousness. Some examples of prejudice and discrimination against Hinduism would be the Caste system or saying that they all burn their wives as well as discriminate against India where most come from. After reading the information to write this paper I must say it has helped me to understand this religion because I didn’t know that they were so much criticized. From what I read it seems like a very peaceful religion. They believe in reincarnation which I believe is possible, I mean, â€Å"why does a person have to go to heaven or hell†? I think that their religion is against violence which we definitely could have less of. The racial group that I have chosen was Black of African descent. This group differs from others because they have gone through so much over the years. They have experienced slavery which many other religions haven’t as they more so experienced discrimination. Blacks have not had such a great experience with other races because of always being mistreated because of their color. I think that they were brought over for slavery and still experience this even now these days from certain types of other races. Blacks have contributed to American culture though business and through entertainment. Most of the entertainment business is African American as well as sports and now we even have a black president. All very good contributions to American culture. Some examples of discrimination would be things like unequal pay for blacks performing the same work as whites, isolating blacks to only work in certain areas or specific locations, routinely denying black’s promotions, laying off blacks while whites keep their jobs and take on theirs as well. All of these are prime examples of discrimination that blacks go through in the United States. The sources of this discrimination would be whites or other races that were not black. Most of the cases that I read about though were whites still discriminating against black even after all the movements to move past racism. What I learned about this racial group is that even after all these years they are still faced with discrimination more than other racial groups. I can’t really say that I have learned any more than I already knew just because I see this happen regularly. I have a black/Cuban fiance and I have seen jobs do these things to him and now we have 2 boys that are mixed with white and black and have seen them faced with discrimination just because of the color of their skin. In conclusion, I believe that Hinduism and Black (African descent) both experience similar discrimination if the fact that they are perceived by first impressions and by the color of their skin. They are not given the luxury of being spoken with or getting to know them without the preconceived notion of their skin color. Both Hinduism and Blacks contribute to American culture business wise and yet many fail to know that. I can’t really say they are different because these two groups both experience prejudice and discrimination quite often. They are both groups of people that have done nothing wrong and just want to be a part of the world. References – Nine Beliefs of Hinduism. (2013). Retrieved from http://www. himalayanacademy. com/readlearn/basics/nine-beliefs – Hinduism and the Encounter with Other Faiths. (2008). Retrieved from http://www. worlddialogue. org/content. php? id=59 – The Black Factor. (n. d. ). Retrieved from http://theblackfactor. blogspot. com/2008/03/examples-of-discrimination-harassment. html.

Inclusion Equal Opportunities And Diversity Education Essay Essay

In 21st century classrooms, there are more and more children coming from much more diverse backgrounds. Teachers need to teach these children with effective teaching methods and must therefore have pedagogical approaches that deepen their cultural understanding. Many of these children have a range of ability in language, abilities and culture. Centre for Studies on Inclusive Education (CSIE) stated that teachers must employ not only theoretically sounds but also culturally responsive pedagogy. Teachers must create a classroom culture where all children, regardless of their cultural or linguistic backgrounds are welcomed and supported and provided with the best learning opportunity. What is inclusion? Inclusive education is concerning equality and human rights. Inclusion is more than an understanding and a policy requirement. It is on the subject of respect and values which welcomes diversity in the classroom and a wider part of society. The inclusion statement n the National Curriculum (DfEE/QCA 1999) stated that differentiation from a wide variety of needs and the planning of lessons to ensure access and participation was part of normal teaching. This point was further emphasised by Overall & Sangster (2007) saying that it is about meeting the different needs of as many children as possible in mainstream schooling. What are equal opportunities? Equal opportunities are about being inclusive and fair in the way you deal with all children. Treating all children the same is not enough. Overall & Sangster (2007) define fair to be when the teacher meets the needs of every child as far as they can. What is diversity? Diversity is something that is becoming more and more popular in the classroom. In simple terms, diversity just means that are is a variety of different types of children in the classroom. Not only is it a professional standard to develop an understanding of the cultural diversity in their class but it is also a legal requirement (Children Act, 1989, 2004), but are these legal requirements being met? Are these evident in schools? Figures from the Department for Children, Schools and Families show that last year saw the biggest year-on-year increase in pupils from ethnic minorities. Across the country, they accounted for almost 22% in 2007 compared to 20. 6% in 2006. From these figures it is clear to see that inclusion, equal opportunities and diversity are part of the ‘norm’ classroom and need to be therefore addressed appropriately. I will now discuss what it means for a school to be inclusive and if a school is ‘effective’ does it mean that it has to be inclusive as well? I will also look at barriers to learning and how they are overcome. School Inclusion It is important for schools to be inclusive. Hayes (2004) believes that inclusion is best understood as an aim, aspiration or even a philosophy, rather than as a set of techniques that can be applied to a situation. It is important for a school to aim to be inclusive to everyone in the school, whether this is towards children, teachers or other members of staff. Inclusion tends to be regarded as ‘the right thing to do’ and it is this moral imperative than often makes teachers feel guilty about saying anything negative about inclusive policies and practices. It is important to remember that a positive attitude to inclusion has an impact on the process of developing inclusive teaching strategies (Halliwell, 2003). As a trainee teacher, it is important for me to understand that inclusion is a process that is influenced by a number of different factors and has a different meaning for everyone involved. From experience, I have seen inclusion being carried out. This occurred during assembly when the whole school came together for their Friday ‘celebration assembly’. During this assembly, birthdays were announced and the children came to the front. All teachers and children joined in with singing happy birthday while as the same time signing it. This was a lovely experience to observe. The school as a whole were including everyone. Although there are many different indicators of inclusion to reflect on such as policies, practises and experiences of individuals learning, it is also my aim to carry these out. Such policies include Inclusive Schooling (DfES 2001b). This document provides practical advice to schools and LEA’s on the inclusion framework and sets out seven principles of an inclusive education service. The Every Child Matters Policy (DfES 2003, 2004a, 2004b) has according to Arthur, Grainger and Wray (2006) ‘served to set educational inclusion within the broader context of radical change in the whole system of children’s services including explicitly shifting from intervention to prevention with services working together more effectively’. The overall aim of Every Child Matters is to reduce the number of children who experience educational failure, engage in offending or antisocial behaviour, suffer from ill health or become teenage parents (DfES 2003). The Every Child Matters aims are said to be at the heart of Children Act 2004 (Arthur, Grainger and Wray 2006). Finally, according to Overall and Sangster (2007) the idea of an inclusive school is one that will meet the needs of many pupils in a variety of ways; within special classes, through support for individuals, differentiation in the curriculum and carefully thought through teaching, is an exciting idea. This is something that I should really develop as part of my philosophy of inclusive education. Barriers Inclusion is about looking for ways of reducing the barriers to learning that may exist for children who present more challenging circumstances. Prejudice and stereotyping are often significant in creating and maintaining these barriers (Overall and Sangster 2007). Within The National Curriculum (DfEE/QCA 1999) three principles were set out to develop a more inclusive education. Within these principles, the third is to ‘overcome potential barriers to learning and assessment for individuals and group of pupils’. These groups of pupils can range from SEN to EAL to Gifted and Talented. Overcoming barriers is further emphasised in Inclusive Schooling (DfES 2001b) with one of the principles stating ‘schools, local education authorities and others should actively seek to remove barriers to learning and participation’. Overcoming potential barriers to learning and assessment is relevant to all children who have already been identified to have an emotional, mental or physical need. Teachers must plan to meet these needs and also the needs of the rest of the class at the same time. One method of doing this is to pair a pupil with EAL with a pupil who is good at English. Peer encouragement is a great way of encouraging talk. I witnessed an example with an emotionally vulnerable child. This particular child was getting frustrated and upset when they couldn’t do their times tables because other pupils around the table were counting aloud and therefore interfering with this pupil’s train of thought. To resolve this problem, the pupil was sent into a quieter room where there was full concentration of the subject. As a trainee teacher, I need to plan my lessons which overcome barriers which I may face in delivering a lesson or scheme of work. Conclusion Schools should all have an inclusion, equal opportunities and diversity policy in place and one that is being actively carried out by all pupils and members of staff. It is important that I am positive about the right for all children to be valued and to receive the best education available for them. This can be helped by implementing and receiving guidance from local education authorities or attending extra training days. From reading I have learnt to develop my own pedagogy with regard to inclusion, equal opportunities and diversity. As a training professional I have a unique opportunity to contribute to developing my own personal practice and help with developing policies with other colleagues. My aim now is to need all the needs of the children who I will be teaching both on placement now and in the future with my own class of children.