Marketing Analysis Abercrombie Stitch - 2730 Words

Abstract Consulting Creative has been approached with the task of transforming a company into a creative hub. Abercrombie Stitch, an all-American clothing company is facing many challenges related to its culture, policy on diversity, and organizational values, which disrupt its potential to be creative and collaborative. The establishment of a creative hub needs to encompass the elements of creativity and collaboration. Creativity is the generation of new and valuable ideas and collaboration is the connectivity of creative resources. Brainstorming techniques and organizational encouragement to be creative are suggested as implementations. The major emphasis of the implementation focuses on collaboration including training leaders to be collaborative, creating a collaborative community, choosing the most appropriate collaborative style for AS, and lastly using technology to connect AS with others. Dear Abercrombie Stitch, Thank you for the opportunity to work with you and your brand to establish a culture of creativity and transform your organization into a creative hub. We, at Consulting Creative, understand that Abercrombie Stitch (AS) creates a timeless and authentic brand that prides itself in designing and producing the highest quality all-American attire. Considering the economically challenging market and need for innovative business strategies we intend to aid AS in establishing creative and collaborative business practices that do notShow MoreRelatedThe Emergence of the Fast Fashion Business Model and Imposed Quick Response Challenges for Chinese Fabric Manufacturers14773 Words   |  60 Pagesbasis of calendars similar to that shown in Fig. 2. In contrast, fast fashion retailers maintain a leading edge in the highly competitive clothing industry by implementing classic QR strategies, prompt and direct development with suppliers, and keen marketing sensibilities to mass-produce ontrend, ine xpensive collections in record time with global distribution (BBC 2007; Bruce and Daly 2006; Ruddock 2007). The quick replenishment of products through frequent, smaller, repeat orders to suppliers is more

Marjane Satrapis Persepolis - 3668 Words

In the 1970s a great power struggle began in Iran, leading to a profusion of civil unrest and mass emigration. In 1941 Iranian monarch Reza Shah, was removed from power by the United States and replaced by his son, Mohammad Reza Shah Pahlavi, who Westernized the highly conservative and religious nation. He continued implementing the Westernized laws set by his father, which were known to discouraged democratic political expression in the public sphere and condemned Islamic fundamentalism (Khosrokhavar 3). The largely conservative citizens of Iran protested the alterations in multiple movements in response to the westernization, financial failures, and perceived belief that the Shah was being controlled by Western powers for†¦show more content†¦Babak Elahi mentions that â€Å"the link between ethno-national identity and language can be experienced symbolically, [†¦] as a reflection of identity[†¦] of ethnocultural uniqueness and existence† (Elahi). Marjane Satrapi depicts her life as an Iranian child growing up during the revolution, moving from Iran to Austria and how her ideologies change in response to the Islamic Revolution and the war. Along with many other Iranian womens memoirs regarding similar experiences in Iran, Satrapi reflects on the burden of using memory to represent experiences a large group of people lived through. She depicts the experience, common to all emigrants, young and old, of being seen as a foreigner in her new home country and in her home country once returning. For example, when Marjane alters her whole appearance in Austria and begins to deny her Iranian heritage, she overhears a few of her peers talking about her at the local cafe: ...she never talks about either her country or her parents she lies when she says that shes known war. Its all to make herself seem interesting to which she replied I am Iranian and proud of it! (Satrapi 196-197). Her attempt to assimilate into the punk culture in Austria is received by rumors being spread by peers, leaving her as an outsider. Similarly, when she is conversing with her old friends in Iran aboutShow MoreRelatedMarjane Satrapis Persepolis 2059 Words   |  9 PagesMarjane Satrapi’s graphic novel Persepolis is an expressive memoir of her growing up in Iran during the Islamic Revolution, the fall of the Shah’s regime and the Iran-Iraq War. The dictionary definition of a memoir is, the description of one’s personal life and experiences, and most writers use the conventional text format to write theirs but Satrapi has contributed to a whole new way of writing memoirs that may last for many generations to come. Unlike conventional memoirs, she uses the black-and-whiteRead MoreMarjane Satrapis Persepolis1238 W ords   |  5 PagesPersepolis Review â€Å"One can forgive but one should never forget† is one of the quotes that Marjane Satrapi says in her memoir titled Persepolis. The memoir tells the story of Marjane when she was ten years old during the Islamic Revolution in the Middle East, specifically in her home country Iran. Most people evacuated the country because they knew there was not going to be a safe, prosperous future for their children. Due to Marji’s development from youth to maturity, she undergoes teenage rebellionRead MoreMarjane Satrapis Persepolis Essay1403 Words   |  6 PagesWestern culture has often misperceived the east and the way that their society functions. In Marjane Satrapi’s Persepolis, Satrapi uses graphic novels as a way to demonstrate to the western culture how the east has been misrepresented. The use of media helps to depict to the west how their views of the east may have been unfairly formed in the past. The media has only revealed limited knowledge that only shows par tial perspectives because it is difficult to get perspectives of the minorities althoughRead MoreCultural Acceptance in Marjane Satrapis Persepolis1616 Words   |  7 Pagesï » ¿Whitfield Logan English 102 Ighade 4-7-14 Cultural Acceptance in Persepolis Marjane Satrapi‘s graphic novel Persepolis  is an  autobiography that  depicts her childhood up to her early adult years in  Iran  during and after the  Islamic revolution.  Throughout the novel Satrapi incorporates character development, religion, and the conflict of freedom vs. confinement in order to develop a greater appreciation between two opposing eastern and western cultures. When analyzing the current relationshipRead More The Veil in Marjane Satrapi’s Persepolis Essay1296 Words   |  6 PagesMarjane Satrapi’s Persepolis introduces the Islamic veil as an attempt by the Iranian government to control women. Islamic radicals promised safety and security for those who abided by their rules. Rebels who refused to wear the headscarf were threatened with beating, rape or death. These modern women who fought against religious oppression met the minimal requirements of the government rules to safely live in the hostile environment. Through being forced to wear the veil, the control of the IslamicRead MoreMarjane Satrapi’s Challenging of Stereotypes in Persepolis1059 Words   |  4 PagesMarjane Satrapi’s Challenging of Stereotypes in Persepolis In Marjane Satrapi’s graphic novel Persepolis, Satrapi states that her goal in writing the book was to dispel many of the hasty generalizations made by the Western world about Iran, a principal sentiment being that the country is little more than a nation founded by fundamentalists and home to terrorists and extremists. To combat the misconception, Satrapi enlists the assistance of examples from her adolescence of barriers and dissent towardsRead MoreMarjane Satrapi’s Challenging of Stereotypes in Persepolis Essay example1112 Words   |  5 PagesIn Marjane Satrapi’s graphic novel Persepolis, Satrapi states that her goal in writing the book was to dispel many of the hasty generalizations made by the western world about Iran, a principal sentiment being that the country is little more than a nation founded by fundamentalists and home to terrorists and extremists. To combat the misconception, Satrapi enlists the assistance examples of barriers and dissent towards the new conservative regime in Iran from her adolescence. By employing eventsRead MoreMarjane Satrapis Persepolis: A Personal Version and Vision of the Iranian Revolution1341 Words   |  5 PagesPersepolis: Marjane Satrapis personal version and vision of the Iranian Revolution Marjane Satrapis Persepolis is a graphic novel that suggests that there is a sharp discrepancy between the world of the Iranian Revolution, as depicted in the Western media, versus how many Iranians experienced it in the context of their own lives. Satrapi was the product of a liberal home environment. Behind closed doors, the life the young Marjane led was often very different from the images of burka-wearingRead MoreEssay on The Role of Women in Marjane Satrapis Persepolis 1111 Words   |  5 Pages Throughout Persepolis, Marjane Satrapi displays the vital role that the women around her have in developing her character and becoming the woman she is today. Women such as her mother, her grandmother, her school teachers, the maid, the neighbors, and even the guardians of the revolution influenced Marjane and caused her to develop into an independent, educated, and ambitious woman. Throughout the novel, Marjane never completely conforms or lets go of her roots, this is prima rily due toRead MoreOppression on Women in Margaret Atwoods the Handmaids Tale and Marjane Satrapi’s Persepolis966 Words   |  4 PagesOppression on Women in Margaret Atwoods The Handmaids Tale and Marjane Satrapi’s Persepolis Persepolis, by Marjane Satrapi, is memoir of a little girl growing in Iran. She refers to a secular pre revolutionary time through contrast, the oppressive characteristics of the fundamentalist government upon women in particular. Her work is a lot similar to Margaret Atwoods, A Handmaid’s Tale, in which the protagonist Offred reflects upon her former life’s freedom, cherishing her former name and in doing

Central Theme in Demian Free Essays

In Herman Hesses’ novel, Demian, he constantly makes the point in having self acceptance. Self acceptance is a value that someone holds in which they are happy with who they are and it is sometimes referred to as self love. Herman illustrates his own journey through the character, Sinclair, on his conquest to obtain this value of self acceptance. We will write a custom essay sample on Central Theme in Demian or any similar topic only for you Order Now Through the incidents that happen in Sinclair’s life, he eventually under goes the process of being able to accept him self for who he is. Once this has happend he finds an inner harmoney that could only been reached through self acceptance. His novel begins with a troublesome event that causes Sinclair to acquiesce and sumbit to an older kid. This causes him to lose his morals and values and caues an inner turmoil in his character. This is when two realms are pointed out veiwed by this character as â€Å"night and day†. Night can be referred to as â€Å"love and strictness, model behavior and school†. As night can be refereed to as the darkside which it â€Å"promised and demanded different things†. Sinclair talks about how these two realms can easily overlap one another if your not careful with your actions and behavior. Growing up in a some-what put together household with religion and good education, he realizes that it is very easy to cross into the these two realms; â€Å"day and night, two different worlds†. These realms are at two opposite ends in which he describes in detail how good it is to be in ‘day’ and how scary it is to be in ‘night’. Sinclair does not like to put himself into the situation of actions that would be considered night. Although at times he does think about the actions and inherit consequences of being in the darkness he would not even attempt to participate and do such a thing. When Sinclair meets Demian he is amazed by how mature and responsible and sophisticated he is. He is not one who conforms his beliefs with society and will tell you how he sees and thinks it. As they have just met, Demian immediately starts to talk to Sinclair on a Biblical lesson they had learned in school. He tells him how he has interpretated it and Sinclair is very astonished to have learned a new way of seeing the story of Cain and Abel. In fact, Demian sees the story the complete opposite way as to the rest of how the class and teacher veiws it because he has put a philosphical and questionable idea behind it. He wants to talk to the kid more about what he thinks on other things in life. Demian helps Sinclair and gives him advice on how to stop being tractable to Franz, the older kid, in a way relating the Biblical story. Demian opens up the ‘darkside’ to Sinclair. He begins to think about being more of an independent person, more say, then just continuing to follow his authoratative figures. By thinking more for himself, he feels that the ‘darkside’ is growing onto him and beginning to open up to him. After quickly growing a relationship with Demian, he realized that he use’s a psychological act to give him power. SinClair does not understand how he is able to do such a thing in order to get his way from people, by performing hand movements and staring them down. Demian gives a little moral lesson to SinClair on how one must â€Å"desire it strongly enough so that his/her whole being was ruled by it. † SinClair though is not able to fully fulfill Demians words and does not accomplish what he wants to do making him very frustrated. Once again, Demian advises Sinclair in another one of his interpretations on theology; this time being about Crucifixion. Standing up for what you believe in is one of the processes for obtaining self acceptance. SinClair understands what Demian is implying and realizes that in order to be who he truely is, he must figure out what he believes and disbelieves to find himself along with his morals and values- once more a process to obtain self acceptance. For SinClair, it seems that a light has come through into his world as he sees a girl he names Beatrice. He decides to go and paint her but finds that it looks more like Demian. SinClair was able to see the light coming throught to him but no paying attention to the other side, it was ignored. Hesse uses Sinclair’s painting as a metaphor for his inner thoughts and desires. At first he realizes that his painting is beautiful because it is of the girl that his eyes have fallen in love with (desires) but he does not recognize that it is Demian (inner thoughts). He is, however, unsuccessful until he allows himself to give into his â€Å"imagination and intuition that arose spontaneously†¦ † When he does this, his painting seems to differentiate male and femal, light and dark. SinClair, hanging out with men who go to bars to get drunk does not confide into going to have one night stands. He veiws his sexual desire much more then a one time deal as it means love and has strong feelings and veiws towards it. It was the image of an angel and Satan, man and woman in one flesh, man and beast, the highest good and the worst evil. † Sinclair begins to love himself completely. . Sinclair was finally able to come into recogniztion with self love and loving what he truely liked and believed. â€Å"I wanted only to try to live in accord with the pro mptings which came from my true self. Why was that so very difficult? † Eventually, in doing so, his fear took over and he was not able to continue his self acceptance. Walking home from a church, SinClair had always stopped by church to sit and listen to an organist while he plays. This helps him think about himself as the music is not considered good or bad or part of ‘night’ or ‘day’. He states that it’s â€Å"music that seemed to listen to itself† and that is what SinClair has been trying to do his whole life- find his self acceptance. . Herman Hesse uses the character of Sinclair to give the illistration that one must over come his or her troubles and find their inner self and inner harmony to find their individuality . However, through this, the reader should ask their self â€Å"How well do they know their self? Do they accept their self? and What must they do to finally love their self? â€Å" How to cite Central Theme in Demian, Papers

Project Report free essay sample

The implementation of encoder-decoder involved conversion of the Fixed point number to Standard Logic vector. After the encoding and decoding process the Slandered Logic vector is converted back to Fixed point number then back to Real Number representation. Quantization error is calculated form the difference between input and output real numbers. We have utilized Xilinx ISE simulator and IEEE proposed Fixed Point package during execution of the projects. Figure 1 shows the block diagram representation of the proposed system. INPUT (Type: Real) Sample Values Real To Fixed Point Conversion Signed Quantization Level (3 downto -4) Resolution (0. 0625) Fixed Point to IEEE Standard Bit Vector Conversion Hex Encoding Binary to Octal Encoding / Encryption Hex Encoding Octal to Binary Decoding / Decryption Hex Encoding IEEE Standard Bit Vector to Fixed Point Conversion Fixed Point To Conversion Real Type Conversion Conversion Error Calculation Figure 1: Block Diagram of Complete Simulation Model 1. 1 Fixed Point Package : Fixed point is a step between integer math and floating point. We will write a custom essay sample on Project Report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This has the advantage of being almost as fast as numeric_std arithmetic, but able to represent numbers that are less than 1. 0. A fixed-point number has an assigned width and an assigned location for the decimal point. As long as the number is big enough to provide enough precision, fixed point is fine for most DSP applications. Because it is based on integer math, it is extremely efficient, as long as the data does not vary too much in magnitude. This package defines two new types: â€Å"ufixed† is the unsigned fixed point, and â€Å"sfixed† is the signed fixed point. 1. 2 IEEE floating-point representations of real numbers No human system of numeration can give a unique representation to every real number; there are just too many of them. So it is conventional to use approximations. For instance, the assertion that pi is 3. 14159 is, strictly speaking, false, since pi is actually slightly larger than 3. 14159; but in practice we sometimes use 3. 14159 in calculations involving pi because it is a good enough approximation of pi. One approach to representing real numbers, then, is to specify some tolerance epsilon and to say that a real number x can be approximated by any number in the range from x epsilon to x + epsilon. Then, if a system of numeration can represent selected numbers that are never more than twice epsilon apart, every real number has a representable approximation. For instance, in the United States, the prices of stocks are given in dollars and eighths of a dollar, and rounded to the nearest eighth of a dollar; this corresponds to a tolerance of one-sixteenth of a dollar. In retail commerce, however, the conventional tolerance is half a cent; that is, prices are rounded to the nearest cent. In this case, we can represent a sum of money as an whole number of cents, or equivalently as a number of dollars that is specified to two decimal places. Scientists and engineers long ago learned to cope with this problem by using scientific notation, in which a number is expressed as the product of a mantissa and some power of ten. The mantissa is a signed number with an absolute value greater than or equal to one and less than ten. So, for instance, the speed of light in vacuum is 2. 99792458 x 10^8 meters per second, and one can specify only the digits about which one is completely confident. Using scientific notation, one can easily see both that 1. x 10^-2 is more than twice as large as 6 x 10^-3, and that both are close to 1 x 10^-2; and one can easily distinguish 4 x 10^-3 and -7 x 10^-4 as small numbers of opposite sign. The rules for calculating with scientific-notation numerals are a little more complicated, but the benefits are enormous. The three things that vary in scientific notation are the sign and the absolute value of the mantissa and the exponent on the power of ten. A system of numeration for real numbers that is adapted to computers will typically store the same three data a sign, a mantissa, and an exponent into an allocated region of storage. By contrast with fixed-point representations, these computer analogues of scientific notation are described as floating-point representations. The exponent does not always indicate a power of ten; sometimes powers of sixteen are used instead, or, most commonly of all, powers of two. The numerals will be somewhat different depending how this choice is made. For instance, the real number -0. 125 will be expressed as -1. 25 x 10^-1 if powers of ten are used, or as -2 x 16^-1 if powers of sixteen are used, or as -1 x 2^-3 if powers of two are used. The absolute value of the mantissa is, however, always greater than or equal to 1 and less than the base of numeration. The particular system used on MathLAN computers was formulated and recommended as a standard by the Institute of Electrical and Electronics Engineers and is the most commonly used numeration system for computer representation of real numbers. Actually, their standard includes several variants of the system, depending on how much storage is available for a real number. Well discuss two of these variants, both of which use binary numeration and powers of 2: the IEEE single-precision representation, which fits in thirty-two bits, and the IEEE double-precision representation, which occupies sixty-four bits. Well begin with single-precision numbers, since it is this representation that is used in HP Pascal for values of the Real data type. In the IEEE single-precision representation of a real number, one bit is reserved for the sign, and it is set to 0 for a positive number and to 1 for a negative one. A representation of the exponent is stored in the next eight bits, and the remaining twenty-three bits are occupied by a representation of the mantissa of the number. The exponent, which is a signed integer in the range from -126 to 127, is represented neither as a signed magnitude nor as a twos-complement number, but as a biased value. The idea here is that the integers in the desired range of exponents are first adjusted by adding a fixed bias to each one. The bias is chosen to be large enough to convert every integer in the range into a positive integer, which is then stored as a binary numeral.

My Good Friend, Willy Shakes free essay sample

I am a literature nerd – were like math geeks but without the lucrative career options. I collect books like North Korea collects nuclear weapons, like the United States collects debt, like Tiger Woods collects women. I am the bookworm to whom English teachers automatically look during awkward lulls in class discussions. My literature addiction is the primary reason for my messy room: J.D. Salinger and Herman Melville have taken up residence in my dresser drawers, forcing my clothes onto the floor. I am the girl bookstore employees greet by name, the girl who will trade her lunch money for the newest David Sedaris book, and the girl who is ineffably excited about spending the next four years studying English. But, unlike your typical bookworm, I have been hiding a secret shame: I abhor William Shakespeare, the beef of literature stew. I realize that saying you want to major in English but hate Shakespeare is as blasphemous as saying you are a Christian but hate Jesus. We will write a custom essay sample on My Good Friend, Willy Shakes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But, you see, I do not understand the Bard and his language. Frankly, he makes me feel stupid. And to further my feelings of inferiority, there are Shakespeare proselytes everywhere spewing quotes with elitism so thick, they are one Othello reference away from choking on their own egos. I think its the footnotes that really kill me. Open any edition of â€Å"Romeo and Juliet,† and you are inundated with footnote after footnote. And theyre all necessary for understanding the text. Every pun, turn of phrase, and reference must be explained or I will completely misinterpret it, which is aggravating, since I like to consider myself literate. I was hesitant when I discovered my AP literature teacher is a quintessential Shakespeare groupie who believes that asking students to name the act, scene, importance, and speaker of a multitude of insignificant quotes is a perfect assessment for understanding Shakespeares plays. My apprehension should have been relieved when I received the highest grade on the â€Å"Macbeth† test, but my joy was tempered by the fact that I had scored a 64. My entire class failed; I had just failed the least. Thanks to high grades on essays and an extra-credit project, my hard-earned GPA was not in danger. My pride, however, was. Throughout high school, I have struggled with William Shakespeare. He has been a cloud looming over my head, constantly haunting me and threatening my future collegiate career. Honestly, his â€Å"thees† and â€Å"thous† and â€Å"wherefores† doth make me want to punch him in thy face. But assuming punching a skeleton in the face is neither socially acceptable nor particularly satisfying, I decided I was finally going to conquer Shakespeare and his perplexing puns in time for the upcoming â€Å"Hamlet† test. In true nerd fashion, I immersed myself in Shakespeare. I read between classes, in the bathtub, and at stop lights. I made flash cards and scribbled annotations. Im not sure precisely how this metamorphosis came about – perhaps it was due to the delirium of lack of sleep and human contact – but I found myself enjoying Shakespeares most heralded play. I became enamored with iambic pentameter. I found that beneath the dense language, â€Å"Hamlet† actually has all of the  ­elements of literature I covet: teen angst, metaphysical struggles, potential for psychoanalytic and feminist analyses, and drama. But, perhaps most importantly, I was beginning to appreciate the style. I have always been more concerned with the themes and the messages underlying literature, but â€Å"Hamlet† was making me laugh at previously indecipherable puns, call my friends â€Å"fishmongers,† melt over eloquent soliloquies, and fall in love with words and wordplay. I received a hard-earned 92 on the â€Å"Hamlet† test, and my ego was saved. I am now a devoted Shakespeare fanatic. I revere his sonnets, his plays, and his genius. I am as excited about studying him and other literary greats as Republicans would be over legislation banning universal health care. Having such challenging tests and a literature teacher who refused to spoon-feed us Shakespeare has reaffirmed my work ethic. I am glad I did not quit or concede to a failure that seemed inevitable, but instead rose to the challenge and conquered one of my long-standing obstacles. I know that college will be filled with much more trying challenges, both academically and personally, but I know I will not back down from them either. Plus, I now have my good friend Willy Shakes to turn to when I need a laugh.

Rainbow Six essays

Rainbow Six essays I chose Rainbow Six for my leadership book review because there are effective leaders within the story, and because of the real life leadership application (and fiction is more fun to read). By this I mean that its not a book discussing the theories on what makes an effective leader, but more of an illustrative example of an effective leader leaving the readers to reflect on why. Some of the traits and examples that I have picked out may also overlap with current leadership theories, and some that do not. However its my personal opinion on why the character was an effective leader and I would welcome any discussion on it. Story Summary (dont read if you dont want to know the ending): Tom Clancy continues the saga of John Clark, an ex-CIA, ex-Seal operative, who is the head of an anti-terrorist special task force called Rainbow. This international group is composed of the best military operatives from around the world, specializing in covert operations, technology, and combat. In a trail by fire, Rainbow Six is confronted with a chain of seemingly unrelated terrorist events, initiated by an ex-KGB intelligence officer, Popov. But the ex-KGB officer is actually working for a wealthy biomedical company with a sinister plan in mind. It turns out the terrorist events were a cover to win a security contract for a access to the audience at the 2000 Sydney Olympics game, which meant access to over 100,000 virus carriers. The biomedical company is actually a radical environmental group bent of ending the majority of the human race, save a small band of environmentalist, through the use of a super virus called Shiva. But thanks to one of Rainbow Six team, led by Dom ingo Chavez (Ding), the extremist were stopped, and the world was saved. Overall this was a pretty interesting novel, and I enjoyed the development of certain characters. However the ending was abrupt and uncl ...

EMBA 530 initial post week 9 Essay Example | Topics and Well Written Essays - 500 words

EMBA 530 initial post week 9 - Essay Example One important factor is the use of participative decision making involving all the family members led by the senior members – i.e., the parents in a nuclear unit. This means that family meetings are held on most vital matters, and there is a generally liberal attitude in these collaborations. This factor was linked specifically to the longevity and success of the business (Fahed-Sreih & Djoundourian, 2006). A second important factor in successful family businesses is a resistance to institutionalization (Ayranci, 2010). This does not mean opposition to professionalism, because many of these firms are succeeded by younger family members who have obtained MBAs and formal training. What the family business resists is the formalization of procedures which many call bureaucracy. Family members prefer to maintain a level of informality where they could talk to each other simply and directly despite the difference in their position in the hierarchy. A third factor is ownership preferences, pertaining specifically to higher degrees of ownership concentration in successful family businesses (Hoopes & Miller, 2006). As mentioned earlier, the family business is not necessarily one which is wholly owned by one family; in some cases, those organizations referred to as family business may simply be majority-owned, and some not. Successful family businesses, however, have a higher concentration of ownership held within the family, and the more the ownership is held by family members, the more focused the firm’s strategy is and the more successful it becomes. The fourth important factor is the family’s commitment to change (Davis, 1983). In this rather dated article, a timeless observation was made that family businesses tended to be of two types – those which placed an emphasis on the way things had been done in the family business for decades and would not want to change them, and those which are keen on the changes

Personal Work Experience Assignment Example | Topics and Well Written Essays - 1500 words

Personal Work Experience - Assignment Example Since I was still new in the organization, I did not want to get into conflict with anyone, hence, the reason I would accept work from other people without objection. That notwithstanding, if I tried to report that matter to my boss I would create a misunderstanding with the concerned individuals, thus, resulting in workplace conflicts that are not ideal for my stay in the new job. Technically, I was in a dilemma but I pretended that things were moving on well by straining so much to accomplish tasks from my boss and the extra ones from my colleagues. Soon the vigor and excitement that I had about the job slowly but surely vanished since I would not long for the next morning given the kind of pressure that I was going to experience at the office. Ideally, as days went by I felt more overwhelmed by the job since my arrogant boss continued to introduce new tasks for me which she expected me to complete within the usual deadlines. At some point, I tried to explain to her how overwhelmin g the job was given the short and strict deadlines that she usually set but she rudely interjected yelling at me saying that if I cannot cope with the job I should find another one that suits me.

Factors that effect college learning Research Paper

Factors that effect college learning - Research Paper Example This paper attempts to explore all these factors with the help of credible research and then relate the ideas unfolded by research to the process of learning initiated by joining colleges. It should be understood how the negative practice of seeing students as customers only and not knowledge seekers by many college administrators is responsible for decline in college learning and how very demanding parents or students who have their interests based on vocational training alone also interfere with the true spirit of learning process. Understanding the role played by different factors is important as even â€Å"high-achieving students seem less able to grapple with issues that require them to think across disciplines or reflect on difficult questions about what matters and why† (Wilson). The colleges should guarantee such education that students could enlighten the world later on with their charismatic leadership and high moral behavior. â€Å"Students and others pay us lots of money, and we should try treat them respectfully, efficiently, and in a way that satisfies them† (Levine). This practice of seeing students only as customers who could be manipulated and used for the benefit of the administrators by asking them to make big commitments in terms of money on part of the colleges and the practice of viewing colleges solely as vocational training providers on part of students and parents should be abandoned as both these features collectively form a very negative influencer of good learning. Students turn to business schools so that they could be treated there as future business leaders and those schools â€Å"should not, in the words of one of my colleagues, plop students down as pre-M.B.A. goo and then orchestrate an experience from which good customer f eedback is sought† (Snyder, cited in THE EDITORS). It is a deplorable reality and a matter of great concern that the type of undergraduate

Whole Language Or Phonics Approach English Language Essay

Whole Language Or Phonics Approach English Language Essay Critically analyse and discuss the benefits and shortcomings in teaching reading through a phonics approach in comparison to a whole language methodology. What are your views about each approach? Support your arguments with references from related literature. Teaching students to read is a vital educational aim. Reading gives opportunities and opens up new worlds. Learning to read, will enable students gain new knowledge, enjoy texts, and do everyday life things. The phonics and the whole language approaches are two main methods to reading, a debate that still rages among educators, parents, and experts. Which approach to teaching reading works best? Whole language approach Teachers using the whole language approach are expected to provide rich environment texts for students combined with speaking, listening, reading and writing. This approach emphasise the meaning of texts over the sounds of letter and phonics instruction. Krammer and Holland found out that the whole language approach is considered a top down approach meaning the reader use his prior knowledge to interpret and construct his personal meaning of the text he is reading. In my opinion I think that this approach provides a better understanding of the text and a more interesting and creative approach to reading but it may come at the expense of accuracy and correctness. Phonics approach The phonics approach has five key elements to teaching. These are: Learning the letter sounds Learning letter formation Blending Identifying sounds in words Spelling the tricky words (Jolly Phonics: Lloyd, S.) Kelly believes that good phonic skills will help students become better readers. It provides a secure grasp of the essential sound and spelling patterns that words are composed of. There are 44 key phonemes in the English language. Some of these are single alphabet sounds such as s-a-t-p-i-n, but others may be combinations of letters like sh, ck or ie. (Kelly, 2009) Now, I will discuss the benefits and drawbacks in teaching reading through a phonics approach in comparison to a whole language methodology. Benefits in teaching reading through a phonics approach Using the phonics approach to reading helps the reader to build better the pronunciation and word recognition (Krammer and Holland). When an individual starts to pronounce words correctly, it also starts to build confidence to speak up more often (English for Life, 2008). Improved decoding success creates a secure reader. Facility and ease in identifying polysyllabic words, and in inferring their meanings from a knowledge of prefixes, suffixes, and roots, help students with comprehension (Chall, J. Popp, H.). Teaching phonics can help students develop the skills to read smoothly and accurately. When faced with a new word, a student will have an arsenal of tools with which to puzzle it out and call it by namerecognizing familiar letter combinations and accessing their recollection of similar words. Students who are secure in their ability to figure out unfamiliar words are more eager to read new and longer texts. (Matthews, 2010) Readers cannot rely only on the use of context and picture clues. Wiley Blevins stated that students need to have a repertoire of strategies to draw on to become skilled, fluent readers. Phonics approach helps with the spelling far more than the memorisation and guess work of the whole language approach (Krammer and Holland). A person will be able to pronounce and spell correctly when he hears words. For this reason, phonics will help him improve his reading and writing skills (English for Life, 2008). Drawbacks in teaching reading through a phonics approach Although the phonics approach might work for some students, it may not work equally well for others. This is due to diverse individual learning abilities. For example: Students with hearing challenges may find it difficult to connect sounds and letter groups. Students with dyslexia often reverse groups of letters, causing confusion with phonetic learning. Besides that, some children learn to read more easily using other methods. For instance, the whole language approach teaches children to recognise entire words, rather than individual sounds (Enne, V.). I agree with Krammer and Holland that when it comes to reading using the phonics approach a child may have difficulty understanding the full meaning of a text, due to the constant breaking down of words into parts. This will also bring boredom; children would not be able to enjoy the text contrary to the whole language approach. Fleury declares that phonics does not connect the children with literature, as the whole language approach does. The connection to literature helps to make reading more interesting. It is true that phonics helps children to sound out many different words but there are other words that do not follow simple phonetic rules. These words, called outlaw words, will still need to be memorised. Nearly 50 percent of all English words are outlaw words. (Available from: http://www.ehow.com/list_6856037_drawbacks-teaching-phonics_.html) Should you categorise students and push one teaching method? In my opinion I think that I balanced approach should be used in teaching reading. The National Reading Panel determined that phonics instruction is only one part of a complete reading program for beginning readers. Effective beginning reading programs should also emphasize reading fluency, vocabulary development, and text comprehension. (Available from: www.univo.edu.sv:8081/tesis/019961/019961_Cap2.pdf) In 1996, Honig, stated that a balanced approach is needed to teach reading. He described it as an approach that combines the language and literature-rich activities associated with whole language activities aimed at enhancing meaning, understanding, and the love of language with explicit teaching skills as needed to develop fluency associated with proficient readers. In the article Curriculum: Whole Language and Phonics: Can They Work Together? written by Cromwell, S. (1997) says that Supporters of the whole language approach think childrens literature, writing activities, and communication activities can be used across the curriculum to teach reading; backers of phonics instruction insist that a direct, sequential mode of teaching enables students to master reading in an organised way. There is an ongoing debate on which is the best way to teach a child how to read. Phonics helps children to pronounce better and recognise the words. It helps them far more than memory and guess work used in the whole language approach. Formulas learned in phonics can be applied repeatedly. On the other hand, using the whole language approach helps children to understand better different types of texts. It is much more interesting and creative to reading rather than the phonics approach. Whole language approach emphasises on meaning and comprehension. Children memorise large numbers of sight words and learn to read by reading. I do not have enough experience but I can speak from my 3 years of teaching practice. I believe that both approaches must be used hence using a balanced reading approach. Most children learn through an amalgamation of skills. Each method offers different strategies. One has to remove the idea of one size fits all and keep in mind that every child is different. There is no one best method to teach children. Educationworld.com says that Many combinations and permutations are necessary to provide an optimal learning environment for an entire class of readers A teacher must be careful when teaching reading keeping in mind the different abilities of his students and focusing on literature and fun. After all, it is the teacher who makes the difference in the learning process. I believe that a teacher should provide time to read to his students often, choral read with them and also give them time to read both alone and in pairs. I remember that when I used to teach phonics through word games, to year 2 students, it used to work. Students where learning by having fun. Spending only a brief time each day on phonics and doing no more than one worksheet daily I eliminated boredom. It is important to try other reading approaches for students who are not able to learn phonics easily. Through research, I found out that recorded books or story writing might help. I make it a point that in my classroom I have a library. Unfortunately I have been in some schools where school libraries are not available. Students who have social problems how can they be exposed to literacy? It is highly important to expose children to books. It is important to have books in classroom so that students can browse, read and discuss them. Krammer and Holland state that when using a balanced reading approach, a teacher should provide as much structure as possible and some step-by-step skill work, especially for analytic students, while emphasising literature and fun. Also, a teacher should provide sufficient tools for decoding words, using small amounts of direct instruction in phonics for auditory and analytic learners. Tape-recording phonics lessons will help students to work independently to improve their skills. Visual learners tend to benefit from the whole language approach while auditory learners rely more on phonics since they hear the sound of letters and identify words. A balanced reading approach will probably be most beneficial! Finally I conclude using a balanced approach to teach reading will probably be most beneficial. IAE (2003) discovered that both research and classroom practices support the use of a balanced approach in instruction. The motive for this is because reading depends on efficient word recognition and comprehension. I agree that therefore instruction should develop reading skills and strategies, as well as build on the learners knowledge through the use of authentic texts. (Bernhardt, 1991; Bernhardt, 2000; Hulstijn, 1991; Kamil, Mosenthal Pearson, 2000; Snow Burns Griffin, 1998)

Parliamentary Reform between 1830 and 1832 in Great Britain Essay

There were many reasons why between 1830 and 1832 parliamentary reform became a big and unyielding issue on the political landscape. The industrial revolution was in full swing, discontent was rife and consequently revolutionary ideas were materialising. But how did the parliamentary reform gain momentum and become such a significant matter among so many other pressing conflicts and issues? The Tory party were in office prior to parliamentary reform and for years they had time and again strenuously refused to widen the electorate, arguing what made the British political system so very successful was due to the fact that their was more emphasis on the landowning than the sheer numbers of electorate. The Tory party dominated British politics with the support of royals such as George III and George IV. However, by 1830 divisions in the party began to form and came to prominence. The cause of these divisions was the issue of Roman Catholic Emancipation which led to Tory hardliners threatening to support reform in order to ensure a wider electorate that would throw out any idea of emancipation with fervour. This split in the Tory government eventual became so bitter that the Tory government eventually collapsed in November 1830. Simultaneously, the Whig party were facing a resurgence of support and fortune. The Whig party were keener on the idea of cautious reform and believed that through reform key aspects of the political system had to be preserved. Such democratic ideas were bourn from Whig MPs who were more in tune with society at the time since some MPs were not from aristocrat families but from the middle classes- those at the forefront of the industrial revolution. Previously, the Whigs had attempted at sponsoring reform ... ...During this time a closer relationship was built between the middle and working class. The trigger for this new partnership was a Birmingham banker by the name of Thomas Attwood. Attwood created the group General Political Union which campaigned for reform. This was an example of a flourishing pressure group by raising the profile of their cause through petitions, rallies and peaceful protest. Grey however had the intention of splitting this alliance by promising the middle classes moderate reform. Overall, the most important reason for parliamentary reform becoming a promising issue was because of the collapse of the Tory government. Without the collapse of the Tory government the consequential events could not have occurred such as the Whig party gaining momentum and support from the people of Britain which eventually led to the out-dated system being reformed.

Serial Killer “Richard Chase”

As a young boy he didn't show any odd behavior until he turned the age of ten. At the age, often in 1960 he started killing and torturing animals including cats. Then by some years passed it was 1964 an he started attending Mira Lama High School, obtained grades of Co's, Ad's, and If's, but still managed to complete high school an get his diploma. While he was in school his sophomore year he was arrested for possession of marijuana ordered by Juvenile court work on weekends, and as his time as an teenager he became a very Intense drug user and regularly exhibited symptoms of delusional thinking.January 5, 1978 Chase started his life of legal problems from small crime of stealing a four- mouth old puppy, shooting it in the head and proceeded to drink the blood or to his random violent acts like on the date January 11, 1978. On the 1 lath of January 1978 chase attacked a neighbor after he asked for a cigarette then restrained her units she turned over the entire pack. 2 weeks later, he broke into a house, robbed it then urinated inside a drawer containing infant clothing and defecated on the bed in a child's room. Interrupted by the owners return, chase was attacked but managed to escape.An chase continued to search for unlocked doors of homes to enter. He believed a locked door was a sign that he was not wanted, however an unlocked door was as Invitation to enter. Social problems Richard Chase had many of them; suffering mental disorders which made It had for him In his social life. Richard Chase himself managed to maintain a small social life, however his relationships with women would not last long. This was because of his bizarre behavior and because he was impotent. An event that happened would prove his mind state when he moves out his mother house thinking she was trying to poison him.He had rented an apartment with some friends. Chaise's roommates' complained that he was constantly intoxicated alcohol, marijuana, and LSI. Chase would also walk around the apartment nude, even in front of company. Chaise's roommates demanded that he move out. When he refused, the roommates moved out instead. Education and Jobs, all though Richard Chase never had a Job, his education was on the side of a little below average with an IQ of 95. During, the spring of 1968 he enrolled In American River College, maintained grades of Co's, consistently used drugs, and briefly seen a psychiatrist.Physical problems he suffered from constant paranoid episodes and would often end up at the hospital emergency room in search for help. He was psychiatric observation, but shrinking, Chase felt he had found the cure. He would kill and disembowel small animals and eat the various parts of the animals raw. 1975, Chase suffering from blood poisoning after injecting of rabbit blood into his veins, was involuntary hospitalized with schizophrenic. An his sexual was not very well written out cause his relationships never lasted long because of his bizarre behavior, and the fact that he was impotent.He was killed with a direct gunshot wound to his head. Evelyn and Jason were found in Evelyn bedroom. Jason had been shot twice in the head. The depth of Chaise's insanity was clear when investigators went over the crime scene. Evelyn corpse had been raped and solemnizes multiple times. Her stomach had been cut open and various organs were removed. Her throat was cut and she had been customized with a knife and there was a failed attempt to remove one of her eyeballs. Then, Richard Trenton Chase was captured by police after leaving several hand and shoe prints in blood at is last victims' residence.They found even more blood caked evidence in his apartment. In 1979 Chase stood trial on six counts of murder, his attorneys tried to avoid the death penalty by going the insanity route†¦ The plea was rejected. On May 8th, the Jury found Chase guilty on all six counts and he was sentenced to the gas chamber. While in prison, Chase had been seeing a doctor wh o had prescribed him with antidepressants that he hoarded for weeks. He was found dead on December 26, 1980 of an apparent overdose-suicide, taking all the pills he had been saving.

How Many Questions Can You Skip for a Good SAT Score

How Many Questions Can You Skip for a Good SAT Score SAT / ACT Prep Online Guides and Tips Every year students fight to get the SAT score they want. For manystudents, completing all the questions before running out of time is a serious challenge. If you're one of those who struggles to finish the test in time, skipping can be a real asset. But how many questions can you skip for a good score on the SAT? In this article, I’ll let you know how many questions you can skip or get wrong for 1280 out of 1600. I qualify 1280 as a good score since it is approximately between the 81st and 85th percentile for all test-takers. However, exactly what a good score is for you depends on what college you hope to attend. For guidance on how to determine what SAT score you should shoot for, check out our guide to calculating your target score. Even if your goal isn't exactly 1280, this guide can help you understand how many questions you can afford to skip to achieve the score you want. How Is the SAT Scored? To calculate how many questions you can skip for 1280, you need to know how the SAT is scored.Below, I’ll provide a short explanation, but if you’re interested in reading a more in-depth explanation, check out our guide tohow to calculate SAT score. NOTE: The essay is not factored into your composite SAT score (400-1600 scale), so I will not discuss it further in this article. However, for more information on the new SAT essay, read our other guide. On the new SAT, there is no penalty for incorrect answers (no minus points), so skipping or answering a question incorrectly results in the same score. You get one point for every right answer since there is no wrong answer penalty, soyou should bubble something in for every question. When Idiscussskipping in this article, I really mean guessing randomly because you should not leave any bubble blank. For the Math section, you simply get a raw score, which is just the number of questions answered correctly (if you answered 40 correctly, your raw score is 40). For the Evidence-Based Reading and Writing section, you get two raw scores: one for the Reading portion and one for the Writing and Language portion. Again, your raw scores are just the number of questions answered correctly. Each raw score is then converted into a scaled score- the exact conversion varies by test date. However, the College Board provides this example chart from their SAT practice test as an estimate: Once you convert your Math raw score to scaled score using the conversion chart, you have your final section score. For example, if you got a raw score of 53 in Math, your final section score would be 740. Evidence-Based Reading and Writing is slightly more complicated. You first need to convert your two raw scores into scaled scores using the chart. For example, if you had a raw score of 44 in Reading and 41 in Writing, your scaled scores would be 35 and 37, respectively. You then take these scaled scores add them together and multiply by tento get your section score: (35 + 37) x 10 = 72 x 10 = 720 Now that we have covered the basic scoring, let’s return to the original question. Bonus: Want to get a perfect SAT score? Read our famous guide on how to score a perfect 1600 on the SAT. You'll learn top strategies from the country's leading expert on the SAT, Allen Cheng, a Harvard grad and perfect scorer. No matter your level, you'll find useful advice here - this strategy guide has been read by over 500,000 people. Read the 1600 SAT guide today and start improving your score. How Many Questions Could You Skip/Get Wrong and Still Get 1280 if You Got All of the Others Right? NOTE: As I mentioned earlier, since there is no penalty for wrong answers, skipping or answering a question incorrectly results in the same score. Therefore, you can skip or answer incorrectly the same number of questions to receive 1280. Also, as I said before, each test date has a unique conversion scale from raw to scaled score, meaning each test date has a different answer, so the answer to this question is not exact. To find the typical number of questions you can skip for 1280, I analyzed eight real SAT practice tests and found the number of questions you could skip to get 640 in each section. I put my findings in this table: Section Math Reading Writing Total Test 1 15 13-14 9-10 37-39 Test 2 18 12-13 9 39-40 Test 3 19 13-14 43-44 Test 4 21 -12 10- 42-44 Test 5 16 10- 10- 36-38 Test 6 16 10 37 Test 7 14 -12 9-10 34-36 Test 8 18 9-10 9 36-37 From the above table, the average number of questions you can skip/get wrong to get 1280 is 38. However, it is important to note that the number of questions you can skip/get wrong to get 1280 depends on the section in which you are skipping the questions. For Evidence-Based Reading and Writing, you can skip/answer incorrectly on average 9 questions on the writing portion and 12 questions on the reading portion. For Math, you can skip/answer incorrectly on average 17 questions between the calculator and no-calculator sections. REMEMBER, this is if you got every single other question correct, which is very difficult. I don’t recommend you skip this many questions, as you can’t guarantee you get every other question correctly. I’ll explain more about this strategy below. What Does This Indicate About Skipping/Answering Questions Incorrectly? If you’re not seeing improvements in your SAT prep and are barely finishing the sections in time, just bubbling in random answers for certain questions may be a better strategy for you. You also can create an exact plan of attack according to your strengths and weaknesses. For your unique plan, consider what section you are struggling the most in whether it is Math, Reading, or Writing. Try to skip the maximum number allowed in that section. Make sure you always bubble in a random guess for those questions (you’re not penalized for guessing, and if you randomly guess right, you get free points!). Make sure you plan to skip/bubble in the harder questions in that section: If you struggle in Math, you should know on the Math section that the multiple-choice questions are ordered from easy to hard, and the grid-ins restart with easy questions and then move towards harder questions at the end of the section. You should try to spend your time trying to answer the easier questions in Math correctly (the beginning questions of the multiple-choice and grid-ins), and consider just bubbling in a random answer for the harder questions (since you’re not penalized for guessing). Make sure if you use this strategy that you’re answering enough questions to get your score desired score. For example, if you’re aiming for 1280 (640 in Math), I’d recommend answering at least 50 questions and then bubbling in random answers for the other eight questions. This way you give yourself a cushion; you can answer five questions wrong and still get 640. As I said, answer the easier questions, and bubble in the harder questions (end of multiple-choice) and consider skipping the end of the grid-ins (since you won’t be able to guess on those since they’re not multiple choice). On the Reading test, you should spend your time trying to answer easier questions correctly and consider just bubbling in a random answer for the harder questions. Make sure if you use this strategy that you’re answering enough questions to get your score desired score. For example, if you’re aiming for 1280 (640 in Evidence-Based Reading and Writing), you can afford to skip five hard questions and just bubble in random answers for the harder questions. If you answered four or five incorrectly, you’d still get a 640. On the Writing test, you should also spend your time on easier questions first and bubble in at least a few of the harder questions randomly, rather than spending the time to think them through. If you use this strategy, you need to double check that you’re answering enough questions to get your score desired score. For example, if you’re aiming for 1280 (640 in Evidence-Based Reading and Writing), you can afford to skip four hard questions and just bubble in random answers. Even if you answer three or four other questions incorrectly, you’ll still get a 640. WARNING: You need to incorporate this strategy into your preparation! Do not just plan to skip the day of the exam without practice. In your practice, start by trying to skip/bubbling in randomly the maximum number allowed and see how it affects your score. If the first result is positive, and you see score improvement, simply continue skipping that amount of questions. If at first you get a lower score, try skipping half the number of questions allowed and see how that shifts your score. Keep adjusting until you find the maximum number you can skip to get your desired score. Focus on getting the questions you do answer right! If your section score is under 500, it’s well worth skipping a substantial chunk of questions. Want to improve your SAT score by 160 points or more? We've put our best advice into a single guide. These are the 5 strategies you MUST be using to have a shot at improving your score. Download this free SAT guide now: What’s Next? Trying to get a perfect score? You should check out our SAT study guide. Taking the test in the next month and need to improve your score in a hurry? Read our cramming guide. Aiming for the Ivy League? Read our guide to getting in! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Jan Brueghel the elder- Looking at his flowers essays

Jan Brueghel the elder- Looking at his flowers essays The artist I am going to look at is Jan Brueghel the elder. Brueghel was, born in Brussels. As the most talented son of Pieter Brueghel the elder, he devoted his early career to flower painting and still lifes and his suave renderings earned him the nickname Velvet Brueghel. Brueghel achieved fame for his beautifully detailed landscapes, peopled with biblical and mythology figures. He also painted landscape settings for numerous portraits, notably the Flemish master Peter Paul Rubens. Jans best works include The battle of Arbela and Bowl with jewels. Jan Brueghels work falls into the renaissance period. Brueghel followed in the footsteps of Hieronymus Bosch , just like his father, Pieter Brueghel. Bosch was an artist who was far more original, and less dependent on traditional Flemish paintings. All his pictures were wildly unconventional. The Garden of Earthly Delights (1510-1515? Prado), an elaborate fantasy of sin and redemption, shows an imaginary, surreal world where the past, present, and future unfold in nightmarish images. Such extreme originality led to the art of Pieter Brueghel the Elder, well on in the 16th century. Brueghel demonstrates the powerful influence of Bosch in its phantasm imagery. At a time when many of his contemporaries were imitating Italian solutions, Brueghel continued an allegiance to the earlier style of Netherlandish and Flemish painters in his own paintings and engravings, which often are illustrations for folk proverbs. Comparing Jan Brueghels painting with Georgia OKeefes work it was fascinating to see how different and independent each of the artists style of work is, although they are of the same subject matter. It can be described as a tapestry, which leads the eye around the piece but I find this can also be confusing. Whilst analyzing this piece, I noticed that the ...

Greenhouse Effect and Global Warming Essay Example | Topics and Well Written Essays - 750 words

Greenhouse Effect and Global Warming - Essay Example Some of the radiation is altered by the ozone layer, which inhibits ultraviolet radiation from passing directly to the surface to the earth. Much of the radiation that makes it to earth is absorbed and stored as heat in oceans and other large bodies of water. Radiation that strikes portions of the earth with a high albedo, such as solar ice caps and glaciers is reradiated back out into space. In fact, ultimately, the vast majority of solar radiation that enters the atmosphere is destined to be reradiated back into space. But a small percentage of that radiation gets trapped in the atmosphere as it tries to bounce back into space. Certain gasses, such as carbon dioxide and methane act to trap the radiation, causing the atmosphere to retain the radiation as heat. This warming of the earth’s atmosphere as a result of trapped radiation is called The Greenhouse Effect. Gasses such as carbon dioxide and methane are called greenhouse gases, due to their tendency to trap radiation, wh ich causes the atmosphere to stay warm. Without The Greenhouse Effect, life on earth would be very different and impossible for humans. The Greenhouse Effect is directly related to the phenomenon known as Global Warming or Global Climate Change. The earth’s atmosphere is constantly changing. ... Humans are the first species in the history of earth to burn massive amounts of fossil fuels such as coal, oil and natural gas. Burning these fuels puts carbon dioxide into the atmosphere. In recent years, the average global temperature has risen dramatically. Changes in global temperature usually happen very gradually, so many people are concerned that a rapid change in temperature will lead to destructive weather patterns, crop failures, increased spread of disease and insect pests (Roberts, 1994). Many scientists feel that this will lead to extinction on a mass scale and major disruptions to human activities. The continued introduction of greenhouse gasses such as carbon dioxide and methane that results from agricultural, manufacturing and transportation activities will surely result in a warmer global climate and stress on nearly all natural systems that sustain life on our planet. There are courses of action that can be taken to reduce or even reverse the warming trend that eart h is now experiencing. One of the most immediate things we can to is to reduce the amount of greenhouse gasses we are putting into the atmosphere. Much of this comes from the transportation we use every day. Cars burn gasoline, which greatly contributes to the amount of carbon dioxide in the atmosphere. Driving less, or not at all, is one way we can slow global warming. Many people are living in communities that give them easy access to public transportation and to workplaces. More civil planners are providing spaces for walking paths and bicycle lanes in their plans. This means people have carbon free ways to get to work. Using alternative fuels and increasing fuel efficiency in cars is another way to prevent

Emerging Tourism Markets and destinations ( chosen destination New Coursework

Emerging Tourism Markets and destinations ( chosen destination New Zeeland) - Coursework Example xi). In order to take advantage of this opportunity, the Prime Minister at the time, Helen Clark, made a documentary called New Zealand: the Royal Tour (2002).Suddenly in the spotlight, the nation had the opportunity to increase their tourism, increasing the economic benefits and placing the nation on lists of desired destinations for tourists around the world (IMDB 2013). Prime Minister Clark was able to show her own capacities in being a part of the natural world, providing for eco-tourism enthusiasts to have a unique glimpse of the beautiful and almost untouched landscapes. 2. Overview The geographical landscape of New Zealand is based on two main islands and the surrounding smaller islands in the region (The Official Website of the British Monarchy 2009). The region is a constitutional monarchy which is headed by Queen Elizabeth II, but managed by a Prime Minister who is advised as needed by the appointed Governor General who represents the Queen, but asserts authority rarely, if ever. The Constitution is the core of the governance of the Island state with the nation sitting at 5th for its use of democracy and having one of the most stable governments in the world (The Fund for Peace 2013). The climate in New Zealand can only be described in relationship to the region for which the discussion is being made. Temperatures can range from 10 degrees Celsius in the south to 16 degrees Celsius in the north. The climate is mild for the most part, but remote regions can have either very warm or very cold temperatures, extremes that are dependent upon the location (The New Zealand Encyclopaedia, 2013). The sun shines in the Auckland and Wellington regions on average 2000 hours per year. Cooler climates are found in the south with only having about 1400-1600 hours per year, with the northern parts of the region having the sunniest number of days at 2400-2500 per year (Corrigan 2012, p. 41). The OECD (2009, p. 71) developed a report on the status of New Zealand, inclu ding information on the infrastructure. According to the report, the development of roads, of stable electricity, and of communications has increased rapidly in the last decade. The appointment of a minister to focus on infrastructure has indicated recognition of the need for attention to the facilities within the nation. In addition, a problem was recognized when the 2008 worldwide economic downturn began as a lack of insurance on banking deposits caused financial difficulties as the worldwide banking structures began to fail (OECD 2009, p. 73). English is the primary language in New Zealand, but prior to colonization the Maori language was the primary language. In 1987 the Maori language was recognized as an official language (Bell, Harlow, and Starks 2006, p. 13). The Maori were the first immigrants to the land of New Zealand, travelling in canoes from Tahiti about 1500 years ago. The Maori are now only about 15% of the population with about 500,000 in the population. There are a great many tribes of the Maori, but traditional Maori life is not widely practiced and most have integrated into the post-colonial modern world (Theunissen 2003, p. 5). Like most regions of the world that were oppressed under colonialism, the Maori were discouraged from speaking their own language and to integrate in servitude positions under the British domination. Children in schools under British colonialism were punished severely for speaking

Moral and Ethical Principles in Public Policy Essay

Moral and Ethical Principles in Public Policy - Essay Example Public policy is what our individual representatives in Parliament choose to do, or not to do, about public problems that can have nationwide consequences. There are also public policy advocates that help bring public problems to the attention of Government on behalf of their clients and help Government made sound decisions or try to influence legislation in the favor of their client’s interests. Thus the actors or participants in public policy matters are primarily the Government functionaries, lobbyists and social pressure groups and other autonomous and semi-autonomous agencies. This paper will discuss the importance of public policy, actors in the policy macro-environment and their contributions, influences and value in shaping of public policy for a nation. The Importance of Public Policy A policy is a stated way of getting things done. It gives the procedures to effect a certain task in a given environment. It states rules and regulations under which business is to be co nducted or a course of action is to be pursued. Policies are guides to action. It may also happen that when a certain course of action has been adopted and is followed consistently by a number of people or groups with no adverse consequences noted for quite a while, that in time becomes public policy regarding that matter. Public policy is said to define a way of life for society, in terms of acceptable behavior and rules and norms that become codes of conduct in that particular culture. It reflects what society regards as important to uphold and preserve in its actions and codes of conduct in dealing with others as well as each other. Actors in the Public Policy Macro-Environment Politics, like diplomacy, is the art of the possible. It is the authority and power to do what is right, to follow the will of the mass of the people, in choosing our actions and their legislation. We are what we do, and the same is true of society, as its moral principles are enshrined in its code of cond uct and rules of law. Public policies reflect society’s most important matters and choices. There may also be a conflict of values, in which case a majority vote determines what is to be done or what receives priority over others. Actors in the public policy environment are the policy advocates, representatives at different levels of Government and in committees, commentators, lobbyists and others. At the highest level, it includes the President, the Governors of various States and members of the Legislature. At lower levels, it may involve school boards, the Mayor or the City Council. Of course, the type and number of actors involved in a particular public policy decision depend on its importance and reach- the number of people it is supposed to affect (Howlett, 1991). Do All the Actors Play Out the Roles They are Given Effectively? There has been considerable debate over whether the present procedures for enactment and consideration of public policy initiatives are sufficie nt to meet the purpose for which they were designed. Many a time it has been felt that we are proceeding at a snail’s pace when an important decision needs to be made.

State and federal laws and regulations Essay Example for Free

State and federal laws and regulations Essay Beginning from January 1, 2006, individuals with incomes up to 150% of the federal state poverty level and with limited resources would be eligible for the subsidy. Unfortunately, the MMA also eliminated all Medicaid drug coverage for more than 6 million individuals who are dually-eligible for both Medicare and Medicaid, and required states to pay back to the federal government – through a mechanism known as the â€Å"clawback† – most of the savings that they would otherwise realize from the state. As a result of the legal mandate, states have attempted to respond by implementing their own State Pharmaceutical Assistance Programs (SPAP) to provide cost-sharing and supplemental drug coverage for dual eligibles and other low-income residents. The SPAP makes payments on behalf of a Part D beneficiary, with such payments being counted toward to the beneficiary – true out-of-pocket costs which count toward meeting the astronomical threshold which leads to reduced or eliminated beneficiary cost-sharing (Center for Medicare Advocacy, Inc., 2007). Despite such efforts by the states, however, the Center for Medicare Advocacy (2007) reports that dual eligibles will nevertheless find themselves with less prescription drug coverage under Part D than they had under Medicaid, and with far less protection to challenge denials, and other barriers to coverage. In addition to making co-payments for their prescriptions, dual eligibles also have to deal with predicted yearly increase of these co-payment amounts (Center for Medicare Advocacy, Inc., 2007). As a result of Part D, the stop-gap emergency actions taken by numerous states was estimate to have cost between $500,000 to several million dollars, as it varies per state, and puts those states budgets at risk (Champlin, 2006). Unfortunately, by law, the federal government cannot reimburse the states for the costs they spent in order to fix the problem. Based on the data presented and analyzed in the previous sections, the thesis concludes with the following recommendations to minimize issues identified – the complicated CMS enrollment process, and the lack of information as to the dual eligible beneficiaries right to reimbursement – to the different parties involved, or affected, by Medicare Part D: The Business Environment †¢ Non-insurance companies, regardless of whether in the US or anywhere else in the world, and regardless of type of industry, should run their health care program like other parts of their business. Health care management should be deemed as a key business function as equally important as the other key business functions of the company such as marketing, sales, or operations (Watson Wyatt Worldwide, n. d. ) †¢ Private insurance companies offering Part D should make sure there is exhaustive communication with Medicare representatives in terms of eligibility information, and with companies and beneficiaries themselves. With regard to beneficiaries, private insurance companies should make sure there is full disclosure, and knowledge, as to the plans available to them, and as to the prescription drugs available in the plans they selected. Insurance companies need to work closely with physicians to ensure that the required drugs their beneficiaries need are included in each beneficiarys formulary. There may be a need to develop a formulary which is more flexible in incorporating the individual medication needs of each patient. Private insurance companies should also not bombard their prospective clients with too much plan options, and should perhaps start with what their clients need, instead of presenting them with a set of options, in order to help the beneficiaries determine which plan is most appropriate for their needs. †¢ Physicians and pharmacies should participate in keeping an eye on how private insurance companies implement Part D plans and regulations. Since these are the two parties or sectors which deal directly with the beneficiaries – either on how they get their medicine upon purchase, and in determining what medication they need – physician associations and pharmacies should lobby or solutions to the glaring loopholes of the Part D program. The Employer †¢ Employers have to emphasize employee productivity and overall health as key goals. Not only should they aim for longer-lasting and more efficient health care strategy planning cycles, but they must also engage their employees in health care decision-making (Watson Wyatt Worldwide, n. d. ) For instance, employers can help by including employee self-service features in their health care program, and should empower their employees to take responsibility for health benefits without the employees feeling that they are left on their own. The employer should provide assistance and information in helping their employees to select the best plans they need. To do so, employers should themselves be careful in their selection if the medical vendor they decide to tie up with, or have been tied up with, in providing employee health benefits. The employer has the responsibility to ensure that the insurance company is effectively transmitting eligibility information to Medicare. In other words, the employer should be vigilant for their employees sake †¢ The employer can also make use of information and technology investments to administer benefits and distribute health information to their employee. The Employee †¢ The employee should do his or her research on Medicare, and study carefully the plans available. The employee should figure out how much he or she can afford to spend, and a make a list of the drugs currently taken. For questions, the employee can turn to the Medicare website or call their 1-800 hotline. Some state assistance programs can also help them enroll, and articles and reports, featured online or in newspapers, which investigate the choices available in their local areas may also provide useful information. Should the beneficiary be taking a large number of prescription drugs, he or she should look for a plan that does not have a doughnut hole or get multiple plans to cover the gap, if they can afford it. Lastly, the employee could also try talking to his or her pharmacist, who fills prescriptions every day and may be able to name plans that provide the best coverage (McWhinney, 2006). †¢ The above recommendations are applicable to retirees or plan-holders who may want to shift to another plan. To beneficiaries however who have not yet retired and are still currently enrolled, they should then strive to take a more active part in taking responsibility for their health care. Understanding the ins and outs of their companys health care program is a first step, as is availing of seminars, and other information dissemination campaigns that their organization may offer. In other words, employees should not be merely passive recipients, but should participate as engaged and informed consumers in making cost-effective decisions with their employers about the type and amount of health care that they need (Watson Wyatt Worldwide, n. d. ) The Government †¢ CMS should require PDPs to notify beneficiaries about their right to reimbursement, and monitor implementation of its retroactive payment policy (U. S. General Accounting Office, 2007). CMS should work with state governments in determining where the deficits arise, and in assisting state-sponsored programs to subsidize low-income beneficiaries by reimbursing at least a percentage of what states spend to make up for what Medicare was unable to provide. This may perhaps require an amendment to the actual MMA law, to encourage states to participate more actively in prescription drug subsidies for their low-income constitutions without the fear of depleting their state coffers. CMS should also require PDPs to transmit eligibility information to Medicare within a prescribed period, with a penalty imposed should such information not be communicated, or be wrongly communicated. In the same vein, CMS must ensure that the assignment of dual eligibles into appropriate plans involves communicating to the PDPs of these beneficiaries dual eligibility. The point is that beneficiaries should not be turned away at pharmacies simply because they were not identified or classified correctly by their PDPs. Otherwise, the MMA would not be serving the original objective of the law: to provide prescription drug benefits, and ultimately, to improve the quality of health care in the country. Part IX: References Camillus, J. C. (November 1999). Putting Strategy to work. Praxi, Business Line’s Journal of Management. Vol. 2, No. 4. Center for Medicare Advocacy, Inc. (2007). Medicare Part D. Retrieved May 10, 2007 from: http://www.medicareadvocacy. org/FAQ_PartD. htm Champlin, Leslie. (January 13, 2006). Family Physicians Grapple with Medicare Part D Glitches. American Academy of Family Physicians. Retrieved May 12, 2007 from: http://www. aafp. org/online/en/home/publications/news/news-now/archive/medicarepartd. html Employee Benefit Research Institute. (July 2004). Health Care Expenses in Retirement and the Use of Health Savings Accounts and Appendix. EBRI Issue Brief # 271. Retrieved May 10, 2007 from: http://www. ebri. org/publications/ib/index. cfm? fa=ibPrintcontent_id=3502 McWhinney, Jim.(January 9, 2006). Getting Through The Medicare Part D Maze. Investopedia. Retrieved May 10, 2007 from: http://www. investopedia. com/articles/06/MedicarePartD. asp Medicare-PartD. com. (April 1, 2007). The Background and Basics of Medicare Part D. Retrieved May 10, 2007 from: http://www. medicare-partd. com/PartD-History-MedicarePartD-ProgramPDP. php Rovner, Julie. (January 11, 2006). Problems Plague Rollout of New Medicare Drug Plan. National Public Radio. Retrieved May 10, 2007 from: http://www. npr. org/templates/story/story. php? storyId=5148817 Slaughter, Louise M.(June 1, 2006). Medicare Part D – The Product of a Broken Process. The New England Journal of Medicine, Vol. 354: 2314-2315, No. 22. Retrieved May 10, 2007 from: http://content. nejm. org/cgi/content/full/354/22/2314 Stebbins, Marilyn. (January 20, 2006). Confused by Medicare Part D? UCSF Expert Offers Advice. University of California, San Francisco. UCSF School of Pharmacy. Retrieved May 10, 2007 from: http://pub. ucsf. edu/today/cache/news/200601203. html Watson Wyatt Worldwide. (No date). New Rules for Managing Health Costs – Seventh Annual WBGH/Watson Wyatt Survey Report. Retrieved May 10, 2007 from: http://www. watsonwyatt. com/research/resrender. asp? id=W-532page=1 Wikipedia, The Free Encyclopedia. (2007). Medicare Part D. Retrieved May 10, 2007 from: http://en. wikipedia. org/wiki/Medicare_Part_D U. S. Government Accountability Office. MEDICARE PART D – Enrolling New Dual-Eligible Beneficiaries in Prescription Drug Plans. Testimony by Kathleen M. King, Director, Health Care, before the Committee on Finance, U. S. Senate, May 8, 2007. Retrieved May 12, 2007 from BenefitsLink. com Website at: http://www. gao. gov/new. items/d07824t. pdf.

Hijacking Catastrophe: 9/11, Fear & the Selling of American Empire Essa

Directed and produced by Jeremy Earp and Sut Jhally, narrated by Julian Bond, "Hijacking Catastrophe: 9/11, Fear & the Selling of American Empire" is an unrated sixty-eight minute eye-opening documentary released in 2004 by The Media Education Foundation. The film sheds light on the relationship between 9/11 and the invasion of Iraq before the attack on the World Trade Center. Just like every other movie or documentary, this film carries a message; Hijacking Catastrophe provides concise analysis that persuades its audience to take a second look and interpret the connection. It is generally a perceptive documentary full of oppositions against the Bush administration featuring interviews with significant people full of compelling arguments. Hijacking Catastrophe takes its viewers on a journey of all fallacies the Bush administration and radical neoconservatives made to escalate the fear and persuade the American public to strike war on what they called "terror". This documentary contends to represent the political corruption caused by the Bush administration and the right-wing radical neoconservatives. For that reason, the film includes many strategies to help the audience's understanding of the suspected relationship. To begin with, the documentary starts up with the powerful quotation by Herman Goring, "The people can always be brought to the bidding of the leaders. That is easy. All you have to do is tell them they are being attacked and denounce the peacemakers for lack of patriotism and exposing the country to danger," This quote explicitly signifies that George W. Bush along with the neoconservatives lied to make the American public react in a certain way they have planned for their own concealed motives. In my opinion ma... ...a man determined to achieve absolute power over the cost of war tragedies. The film productively works through featuring interviews, displaying news footage and heartbreaking pictures of the after math of the war on Iraq. It specifically proves how the Bush administration provoked the media to convince the people of America to support "war on terror" by creating a non-existent fear. It offers interviews and documentaries that show the hidden motives of the Bush administration kept secret from the American public such as gradually expanding the country's power through extending the military expenditures and power to keep up global hegemony. Finally, if anyone pins the America vs. Iraq war on terrorism and have not seen this documentary they are to a certain extent mistaken hence, it is full of vital facts but with less irony, sarcasm and biases than Fahrenheit 9/11.

Volpone, by Ben Jonson :: Free Essay Writer

Consider the end of the play, the lack of resolution in the Bonario - Celia relationship, the class based difference in the severity of Volpone and Mosca`s punishments, the situation in which Corbaccio, Voltore and Corvino are left. Do you find the ending just and in structure or are the unresolved situations disturbing? In the epistle of the play Ben Jonson states â€Å"it being the office of a comic poet to imitate justice.† It can be said that this is shown in the ending and that it is just and in structure as all the characters are punished in some way for their avarice and the â€Å"innocent† characters Bonario and Celia who in a way provide a contrast to the immoral selfishness, are set free and Celia is given back with three times her dowry money to her father. However there are unresolved issues left at the end of the play concerning these characters. One point of view would be that Celia and Bonario were secondary characters in the play used as virtuous characters to provide a distinction between the corruption and greed of Volpone. Mosca, Corvino, Corbaccio and Voltore, consequently making the problems concerning them as unimportant in context with the punishment or â€Å"justice† served by Jonson to Volpone. But then it is important to bear in mind that as these two ch aracters were so inherently good-natured that the reputation of them and lack of resolution can be regarded as disturbing. Another disturbing injustice can be viewed as the class based difference Mosca and Volpone`s punishments. Volpone is sent to â€Å"Thou art to lie in prison, cramped with irons, till thou be`st sick and lame indeed.† As he is â€Å"By blood, and rank a gentleman.† And is sent to the Hospital of the Incurables. Mosca, â€Å"Being a fellow of no birth, or blood.† Is sentenced to â€Å" first thou be whipped; Then live perpetual prisoner in our gallies.† This inequity can be seen as being based on the fact that Mosca is a parasite, in metaphorical terms a flesh fly who feeds of others: the lowest of the low. However, when one of the avocatore thought Mosca had inherited the money therefore moving up in status, as a clarissimo he had described Mosca as â€Å"A proper man! And were Volpone dead. A fit match for my daughter.† And is called a â€Å"gentleman.† This shows how differences in class make a difference for how the characters are treated i n punishment.

The Laws in the Reconstruction Era and the Civil Rights Movement

The Laws in the Reconstruction Era and the Civil Rights Movement The civil rights movement that started and grew through the years following the Brown v. Board of Education decision of 1954 and with the help of the Voting Rights Act of 1965 (Patterson, 2001) marked an important period that accomplished more than ending segregation in cities and unfair rights; it led to the transformation of American social, cultural, and political life. The civil rights movement did not only demonstrate that the rights of African Americans should not be ignored but also showed how a nation as a whole had the power to change itself. The way the civil rights unfolded, gave others a chance to reach equal opportunity in the future. When one thinks of the words â€Å"civil rights† one often thinks of Martin Luther King’s â€Å"I Have a Dream† speech before the nation’s capital. Many can recall television footage of peaceful marchers being abused by fire hoses and police dogs. These and other images can be seen as a struggle and intense burst of black activists that characterized the civil rights movement of the mid twentieth century. Yet African Americans have always struggled for their rights. Many consider the civil rights movement to have begun not in the 1950s but when Africans were first brought in chains, centuries earlier, to American shores (Gillon & Matson, 2001). In particular, those African Americans who fought their enslavement and demanded fundamental citizenship rights laid the foundation for the modern civil rights movement. The first slaves were brought to America in 1619 ( Gillon & Matson, 2001). Not until the Thirteenth Amendment abolished slavery following the Civil War did blacks gain their freedom (Gillon & Matson, 2001). But the newly freed blacks could not read or write and did not have money or property, and racism and inequality remain, especially in the South, where slavery had predominated for so long. To aid black assimilation into white society, federal and state governments implemented many democratic reforms between the years 1865 and 1875, the Reconstruction era (Gillon & Matson, 2001). The Fourteenth Amendment, for example, guaranteed blacks federally protected equal rights, and the Fifteenth Amendment granted black men the right to vote (Gillon & Matson, 2001). Despite these and other measures to help the former slaves’ rights, the effects of the Reconstruction era were short lived. In the area of extreme southern white society, many did whatever it took to keep blacks from enjoying any of the benefits of citizenship. Some, for example, sought to keep African Americans from equal rights through harassment or intimidation. A number of racist groups, such as the Ku Klux Klan (KKK), used even more cruel methods including lynching and other forms of violence to terrify African Americans seeking to exercise their rights or advance their social position. You can read also  Similarities and Conflicts in † a Streetcar Named Desire† As the constitutional guarantees of the Thirteenth, Fourteenth, and Fifteenth amendments continued to slowly disappear, the Supreme Court struck perhaps the most crippling blow to the black struggle for equality: In 1896 the Court ruled in Plessy v. Ferguson that blacks and whites could be legally separated as long as the facilities for each were â€Å"equal† (Chong, 1991). Facilities for blacks and whites were rarely equal. More importantly, the Supreme Court’s decision, by legally backing segregation, gave white society a powerful tool to keep blacks from enjoying the rights of citizenship. With the Supreme Court now reinforcing the South’s segregation practices, the environment of white racism gave birth to the Jim Crow Laws, southern customs and laws that kept parks, drinking fountains, streetcars, restaurants, theaters, and other public places segregated (Conklin, 2008). In response to Jim Crow, which by 1900 extended into all parts of public life, several leaders in the black community stepped up to debate political strategies to fight injustice and racial inequality. One of the dominant figures of this early movement for civil rights was an intellectual W. E. B. Du Bois, who encouraged African Americans to fight for the rights that they deserved. Du Bois’ crusade led, in part, to the formation of the National Association for the Advancement of Colored People (NAACP), a civil rights organization that brought together lawyers, educators, and activists to collectively fight for black civil rights (Powledge, 2001). Through protests, agitation, and legal action, the NAACP continued a steady campaign to end segregation in housing, education, and other areas of public life. With the outbreak of World War I, well over a quarter of a million black troops joined the military, but were relegated to segregated units (Romano, 2006). At the same time, many blacks traveled north to take advantage of the rapidly increasing defense industries. This massive migration, however, aggravated unemployment and other problems that already plagued the northern urban centers. Racial problems continued. When the United States entered World War II, African Americans were, as before, subjected to discrimination in the defense ndustries and in military units, despite their willingness to risk their lives in combat (Powledge, 2001). These wartime experiences, along with a growth in the African American population resulted in a surge of black protest that brought Jim Crow under national scrutiny. During the 1950s, two incidents brought the issue of civil rights squarely into the public spotlight. On May 17, 1954, the NAACP, which had been steadily chipping away at the legal foun dations of segregation, won an unprecedented legal victory: The Supreme Court unanimously ruled in Brown v. Board of Education that segregation in public schools was unconstitutional (Polsgrove, 2001). Chief Justice Earl Warren presented the Court’s decision, in which he describes why â€Å"separate but equal† in education represents a violation of African Americans’ rights: â€Å"Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law; for the policy of separating the races is usually interpreted as denoting the inferiority of the Negro group. A sense of inferiority affects the motivation of a child to learn. Segregation, with the sanction of law, therefore, has a tendency to inhibit the educational and mental development of Negro children and deprive them of some of the benefits they would receive in a racially integrated school system† (Patterson, 2001). By ruling against â€Å"separate but equal† doctrine set by the case Plessy v. Ferguson, the court had struck a blow to segregation. But still many southern racist practices were still being practiced, and many whites remained opposed to change. With the ruling of Brown, the affects remained slow, if not existing at all. Many school officials refused to comply with the ruling and the threat of harassment; for the ruling had unleashed fierce resistance preventing many black students from enrolling in all-white schools. At the same time, schools for black students remained overcrowded, dilapidated, and, in general, grossly inferior to those that their white counterparts enjoyed (Conklin, 2008). The second incident that captured the public eye unfolded in Montgomery, Alabama, when a woman named Rosa Parks started the spark that would provide the momentum for the entire civil rights movement. On December 1, 1955, the NAACP member boarded a public bus and took a seat in the â€Å"Negro† section in the back of the bus. Later, Parks refused to relinquish her seat to a white passenger, defying the law by which blacks were required to give up their seats to white passengers when the front section, reserved for whites, was filled (Polsgrove, 2001). Parks was immediately arrested. In protest, the black community launched a one-day local boycott of Montgomery’s public bus system. As support for Parks began, the NAACP and other leaders took advantage of the opportunity to draw attention to their cause. They enlisted the help of a relatively unknown preacher, Martin Luther King Jr. , to organize and lead a massive resistance movement that would challenge Montgomery’s racist laws (Kohl, 2005). Four days after Parks’ arrest, the citywide Montgomery bus boycott began (Kohl, 2005). It lasted for more than a year. Despite taunting and other forms of harassment from the white community, the boycotters persevered until the federal courts intervened and desegregated the buses on December 21, 1956 (Kohl, 2005). The Montgomery bus boycott was important because it demonstrated that the black community, through unity and determination, could make their voices heard and effect change. Picketing, boycotting, and other forms of resistance spread to communities throughout the South. Meanwhile, King emerged as the movement’s preeminent leader. His adherence to the nonviolent tactics used by the Indian nationalist Mohandas Gandhi would largely characterize the entire civil rights movement and inspire large scale participation by whites as well as blacks (Sunnemark, 2003). From 1955 to 1960, the efforts of blacks to bring attention to their cause met with some success. In 1957 Congress passed the Civil Rights Act, the first since Reconstruction, to establish a civil rights division in the Justice Department that would enforce voting and other rights (Davis, 2001). Meanwhile, the NAACP continued to challenge segregation, and out of that came numbers of new organizations that where formed. Among these, the Southern Christian Leadership Conference (SCLC), a Christian-based organization founded in 1957 and led by King, became a major force in organizing the civil rights movement (Sunnemark, 2003). An organization called the Student Nonviolent Coordinating Committee (SNCC) grabbed the media spotlight, and started many protests; when it backed four students who launched a sit-in campaign to desegregate southern lunch counters (Conklin, 2008). Not only was the nonviolent sit in technique used to desegregate other public places, but it gave large numbers of African American youths a way to participate in the movement. This helped gain national attention, bringing equal rights demands before the public eye. The protest movement continued to accelerate as different leaders tested new tactics and strategies. Many established community-based projects that sought to combat the barriers that kept blacks from voting. Others targeted the white terrorism that continued to intimidate blacks into submission. King and other leaders launched a massive campaign that brought together thousands of blacks in Birmingham, Alabama, one of the most segregated and violently racist cities at the time (Sunnemark, 2003). Early in the campaign, King was arrested and jailed. From his cell, he penned his famous â€Å"Letter from Birmingham Jail,† which earned him the support of many sympathetic whites (Conklin, 2008). Meanwhile, as blacks continued the desegregation campaign in Birmingham, an event occurred that irrevocably commanded the attention of America and its leaders: In an effort to stop a demonstration, the notoriously racist police Chief Eugene â€Å"Bull† Connor turned vicious attack dogs and fire hoses on the peaceful demonstrators (Sunnemark, 2003). The force of the water slammed women and children to the ground and sent others hurling through the air. Television coverage and other media reports of these brutal assaults shocked the nation and viewers around the world. After a month of this highly publicized violence, city officials repealed Birmingham’s segregation laws (Powledge, 2001). In Birmingham’s aftermath, mass demonstrations continued to spread, as did fierce resistance within the white community. In response to these events, King and other leaders planned a mass gathering on the nation’s capital in the summer of 1963 (Sunnemark, 2003). On August 28, the March on Washington brought an estimated quarter of a million people, black and white, in front of the Lincoln Memorial, where King delivered his now famous â€Å"I Have a Dream† speech (Romano, 2006). This triggered the SNCC to start a wide-scale campaign to bolster voting rights. The group launched a massive voter registration drive throughout the South, concentrating on Mississippi, where less than 5 percent of the state’s eligible blacks were registered to vote (Conklin, 2008). Freedom Summer, as it became known, was marked by episodes of extreme white terrorism. One of the most heinous examples involved three young civil rights workers. The trio was working to register voters when they were arrested and later murdered by the Ku Klux Klan (Patterson, 2001). By 1965 the voting campaign had shifted to Selma, Alabama, where, under the leadership of King, thousands of demonstrators began a fifty-mile trek to Montgomery (Sunnemark, 2003). This time, as the peaceful demonstrators approached the Edmund Pettis Bridge, state troopers used police whips and clubs to halt their progress. The scene blasted into American living rooms via the nightly news. After â€Å"Bloody Sunday,† thousands of people gathered again to complete the march, this time under the protection of the Alabama National Guard (Powledge, 2001). On August 6, 1965, shortly after the highly publicized events in Selma, President Johnson signed into law the Voting Rights Act, which, for the first time since Reconstruction, effectively opened up the polls to southern black Americans (Davis, 2001). By the mid-1960s, many black activists started to lose faith in the civil rights reforms that thus far had targeted only the most blatant forms of discrimination (Chong, 1991). While King’s nonviolent direct action approach had dominated the movement, many people particularly in the North, adopted a more revolutionary stance. As a wave of nationalist sentiment grew within the movement, organizations such as SNCC and CORE took up more militant agendas. SNCC, for example, began promoting a program of â€Å"black power† a term that meant racial pride (Conklin, 2008). The greatest spokesman for Black Nationalism was Malcolm X. With his working-class roots and charismatic style of speaking, Malcolm appealed to a lot of young urban blacks. Malcolm rejected Dr. King’s advocacy of nonviolence and instead urged his followers to secure their rights â€Å"by any means necessary† (Sunnemark, 2003). After Malcolm’s assassination in February 1965, another extremely provocative Black Nationalist group emerged: the Black Panthers, a group that boldly adopted the idea â€Å"by any means necessary† (Sunnemark, 2003). Race riots exploded across America, as blacks trapped in urban slums lashed out against the poverty and racism still rampant in their communities. Not only did the riots devastate ghetto areas that were home to millions of African Americans, including those in the Watts section of Los Angeles, but the racial violence started a separation between those who continued to believe that civil rights could be achieved through peaceful means and those who were more violent . King’s assassination in April 1968 struck a blow to the already fractured civil rights movement. Marin Luther King Jr. became the face of national equality not just for African American but to all those who sought justice and freedom. The American civil rights movement nevertheless left a permanent mark on American society. Most of the forms of racial discrimination came to an end, and racial violence decrease. Today, African Americans can freely exercise their right to vote, and in communities where they were once banned from the polls. Millions of African Americans have been lifted out of poverty as a result of the many economic opportunities created by the civil rights movement. Also important, the civil rights movement served as a model for the advancement of other minority groups, including women, the disabled, Hispanics, and many others. The civil rights movement has left a legacy in which generations after it can learn by reading it and not through experiencing it.