Majority rule and power essays

Majority rule and power essays When looking at the writings of Martin Luther King Jr. in, A Letter From a Birmingham Jail and Henry David Thoreau in Civil Disobedience, one finds that each man takes a somewhat different approach to delivering a message, but the messages are in fact similar, as both call for a drastic change to majority rule. Both men share the desire for universal justice and they feel majority rule prevents this, as too small of a number of individuals can make unjust laws that affect a large portion of the population. Majority and minority are two terms that King and Thoreau use in their writing's, but their definition of each differs slightly. King sees himself as a part of a minority in the fact that, him being black prevents him from having equal rights under the laws of the United States of America. Thoreau sees himself as a minority because he does not have a say as to the actions of the United States government that is suppose to represent him and he is supposed to support. Both men call for action and use themselves as a model for how to take action. The motive for both Thoreau's and King's writing is based on race and how the United States government does not represent all of its' citizens. The issue of race is more at the forefront of King's writing, while proper (or improper) representation by the government is more of the issue that Thoreau looks at, with race as a key point. One of the few significant differences in both men's attempt to persuade the citizen's of the United States that their government does represent all men, is the level at which each protest. King's protest is grander in the form a large march, while Thoreau prefers to do his protesting on an individual level by not adhering to an unjust law and refusing to pay his taxes. Both men believe in accepting full responsibility for their action and all repercussions that come with their actions. This is evident by the fact that both men spent time in jail for t...

How to Create Successful Community Service Projects

How to Create Successful Community Service Projects SAT / ACT Prep Online Guides and Tips Have you considered doing somecommunity service work during high school but can't find anything that fits your interests? Do you want to have more ownership over what kind of service work you do? If so, then making your own community service project may be the right idea for you. Read on for a step-by-step guide that will tell you everything you need to know to completeasuccessful community service project. Why Should You Do Community Service? Community service work can be a great way to spend some free time in high school, but did you also know that it can also be a big help when you apply to colleges? Colleges like seeing community service work as an extracurricular activity because it shows that you are actively involved in something that will better yourself and the world. By doing community service, you show that you have a real interest in making a positive change in your community. Community service shows admissions officers that you have a number of the "intangible" qualities that they're looking for in students. For example, through service work, you can show yourability to balance a lot of different activities at once while also maintaining your course load.This shows that you can stay organizedand take initiative. Finally, community service can help with some of the more concrete aspects of your college applications as well. The work you do can be great subject materialfor an application essay, can lead to good letters of recommendation, and - perhaps most importantly - can lead to scholarships! For more benefits of doing community service, see our guide. Why Should You Starta Community Service Project? If you're ready to start doing some community service work, you may want to considerstartingyour own community service project. Usually, students will choose to volunteer their time for a pre-established organization. However, creatingyour own community service project gives you the opportunity to have greater control over what you want to work on and what you want to achieve. Community service projects are different from traditional community service work because they areusually focused around one event or one goal and havedistinct end points. For example, you may decide to host a race to raise money and awareness for a certain disease, or you could plan a blood drive to help out after a disaster. These kinds of projects require a lot of planning and careful execution, so they're best attempted by students who have confidence in their ability to follow through in those areas. Though planning community service projects can be considerably more difficult than traditional community service work, it can also pay off in big ways, especially when considering your college applications: It shows leadership skills. This is a big thing that colleges want to see in your extracurricular activities. According to a DoSomething.org survey, over 50% of admissions officers agree that being a leader in a project or running your own project isthe best way to learn from community service experience. Why do admissions officers love leadership? Remember, they are on the lookout for the leaders of tomorrow. Show them now that you have the gumption to be one! It shows the ability to plan and organize. While leadership can refer to an intangible ability to inspire others, the planning and organization skills it takes to pull off a successful community service project are noteworthy in their own right. To run a large-scale event, you will need to coordinate many people, accurately predict expenses, and create a timeline. All of these are important skills that will help you in college and the future. It shows your ability to work with others. Most community service projects will be undertaken with a group. By organizing one, you are showing that you have great people skills. You can recognize different people’s talents and understand how to use them to maximum effect. You will show initiative and innovativeness. You saw a problem and decided that you were going to be the one to fix it. Moreover, nobody else told you how you were going to go about doing that. This shows great critical thinking and problem-solving skills that colleges love to see. Now that you know some of the reasons for making the effort to do a community service project let's go through the steps of successfully planning a project. 10Steps for Startinga Successful Community Service Project Step 1: Find Out What Is Needed in Your Community There are many ways to do this. Start out by asking your friends and family members if there are things that they have seen that need a solution. Talk to neighbors. Engage in a community discussion board such as Nextdoor.com. Talk to community officials (local government) and police officers, and speak with non-profit groups in the area. Once you have an idea of the issues present in your area, spend some time researching them. What is the history of the issue? Is it a new thing or has it been around a long time? What realistic steps can be taken to address it? What, if anything, have other groups done in the past to fixthe issue? It’s also a good idea to research what kind of events have taken place in your community in the past. What projectswere successful? What sort of activities had nobody show up? You can do this by talking to your local city government or local non-profit groups that have held events. You may also know from personal experience of events that you have attended. Which were the most engaging and resonated with your community? Step 2: See What You Have the Ability to Do It's time to start asking yourself the tough, specific questions. Remember to be honest and realistic as you answer them: What skills and talents do you have? How many people do you realistically think you will be able to get to help you? What skills and talents will they have? How many hours per week can you devote to the project? How soon do you want to do the project? What is a realistic amount of money you will be able to raise for the project? Do you have any materials at hand that will be helpful? Step 3: Choose a Project List your activity ideas. If you have a group of people you're going to work with, allow them to help yourank the ideasfrom most to least important. Vote on or decide which activity you want to do. Make sure it is reasonable, within your means, and that you can actually make an impact. Be honest with yourself and your group when assessing how to make the most impact. For example, imagine that you have decided to build a home for a homeless family. Would the experience of building the home yourselves add any value for the homeless family? On the flip side, could it cause any harm? Would it be more efficient and beneficial for the family if you simply raised the money for the home and allowed professionals to do the work? Be realistic withyour expectations and honest about the best way to reach your end goal. Step 4: Develop a Plan To start, write down exactly what you are hoping to accomplish. This will includea big-picture goal as well as the specific smaller tasks that you will need to doin order to get to that main goal. You also need to go into the practicalities of the project. How much equipment will you need? How many people will you need to successfully complete each part of the project? How much time can each person commit to the project? How will you organize different volunteers? Remember that you're responsible for the success of the project and one large part of that is that it takes place safely and legally. Do some background work to check out your liabilities and research the potential complications that can arise from the project you're planning. Step 5: Recruit Your Volunteers If you don’t already have a group of people helping you, now is the time to get some people involved. You can advertise in local newspapers, online forums, or websites like VolunteerMatch.org. Also, ask friends and family if they know people who would like to be involved. For each person, make sure that you have their contact information (email and phone number), as well as what areas they are best able to help in (making food, publicity, etc.). Get specific time commitments from your members. How much time can they contribute every week? How much time can they contribute on the day of the event? Make sure they are realistic and don’t commit more than their schedules will allow. Step 6: Make a Budget Now that you know your goals, you have to get specific with how much money is going to be needed to make your plan come to life. There are severalprograms out there that can help you make organized, detailed budgets. You can also do this in Excel or Word. Make sure you list the type of items that you need – be specific! How many will you need of each item? What is the cost per item? What is the total cost? Don’t forget that your budget has to includemore than just the physical items involved in your project. If you need a license to have an event or if you are going to pay someone to make an appearance, that will need to be factored into the budget as well. Finally, be sure to consider practical needs, like the cost of transportation and food on the day of the event for your volunteers. Step 7: Make a Timeline You should already have a rough idea of how long your project will take, but now you need to narrow it down to the specifics. Pick an end date for your project that will give you enough time to put it together. Make sure that the date is approved by all necessary authorities. Make specificschedulesfor each of your volunteers basedon how much time each can contribute. This is important – you don’t want to end up having to do everything yourself at the last minute because you assumed that people would be putting in more hours than they actually can! Try to be realistic with your expectations of what can be accomplished every hour. Markspecific goals on your timeline. By a certain date, a certain amount of the project should be completed, etc. Make note of specific things that are critical to success. What are the dates of fundraising events? When will yousend press releases to the media? Step 8: Raise Money There are a number of ways to raise money: street collection, organized events like raffles or an auction, direct mail donations, asking for contributions through church newsletters,and more. Increasingly, people are raising money through crowdfundingwebsites, such as GoFundMe, CrowdRise, DonorsChoose, or Kickstarter. See if any of these are viable options for your plan. You can also contact local businesses for sponsorship. Offer them some sort of advertisement in return. Whatever you choose to do, you will need to develop a strategy. Decide what your plan of attack will be to raise the amount needed. Top Tips for Raising Money: Get in touch with local officials to see if they have any tips, advice, or restrictions on how you can raise money Check into grants. Many charities will give money to projects that benefit their causes. Try to get money from a variety of sources so that you're not too reliant on just one if it happens to fail. Always have a backup plan. Step 9: Get Publicity Make a list of contacts at TV stations, newspapers, blogs, magazines, and radio stations. You are generally looking for journalists and editors. There are a number of ways you can get in touch with people who might be interested in covering your story. Start by looking for journalists who have written about similar causes or events in the past. You may be able to find an email address or other contact information by looking atpreviously-published articles. You should alsocheck local papers to see if there is information about whom to contact for local stories. Finally, you can search websitessuch as LinkedIn, much of which can be accessed even if you don't have an account. Initial contact can be made through social media (such as Twitter), or you can try to call or email the right people. You'll want to talk with them both about the specifics of the project, and why you're doing it. Make sure you let them know who is going to benefit from your project. Once you have your contacts and they're on board with advertising your project, make sure you stick to your schedule. Send out press releases at the appropriate time. Also, keep your contacts updated with any exciting milestones or achievements (such as reaching your fundraising goal). You can also easily advertise on your own. Set up a social media account (Facebook and/or Twitter) for the event. Make up a catchy hashtag you can use when talking about the event, and try to get others to use it as well. Step 10: Do the Project Now it's time toexecute all of your planning! On the Day of Your Event It may seem like the hard work is done at this point, but the actual event needs to go off without a hitch! The first step is to make sure that as much as possible is done and set up the day before the event. Don’t stress yourself out more than you need to on the day of! It’s also good to send out lots of reminders the day before to volunteers, participants, media,and anyone else whois important. Make sure you have a detailed schedule for what you will do the day of the event.Also, make a list of volunteer contact info, vendor contact info, and who will help in emergencies. Keep this with you at all times. Try to enjoy yourself, but stay on top of how things are progressing! Don’t forget to take pictures and stay active on social media during the event. Congrats on finishing your project! What to Do Afterward Once your project is over, you hopefully have experienced and learned new things. Take some time to reflect on this on your ownand also get feedback from the volunteers and participants. What didn’t go to plan? Consider how you could have done things differently and avoided problems. What went well? Why were those things successful? What have you learned about yourself? This can be many things like teamwork, leadership, or planning skills. Also, make sure you stop andconsider if you actually were successful in your goals. Did you help your target group? How can you tell that you have made progress and an impact? Take notes of these things. Finally, take some time to celebrate. You’ve just undertaken and accomplished something that many people would shy away from. 3Tips to Make Your Project Easier If the abovesteps seem daunting, try some of these tips to help make your project a success: Try setting up your project through your school. This may make it easier for you to recruit fellow students to volunteer for your event, and it can also give you a convenient place to meet to work on theproject. Reach out to a wide range of helpers to work on your project. You can do this by advertising in local newspapers, newsletters, through your city government, or on local websites. When your volunteers have a wide range of skills, it canmake certain tasks - like contacting the media or making a budget - easier because there is a good chance that someone will have done it before. Partner with a local charity or non-profit if you have a mutual cause. The charity may already have registered volunteers so you will have to recruit fewer people, and it may be able to either donate money to your projector have ideasthat will make your fundraising easier. What’s Next? If you would like some inspiration for choosing a community service project, see our list of community service ideas. If you want to learn more about why volunteering might be a good choice for you, check out the benefits of community service for teens. Already done a community service project? Learn how to write about your extracurriculars on your college application. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Housing Prices Essay Example | Topics and Well Written Essays - 1000 words

Housing Prices - Essay Example As it takes time for new housing to be constructed (in case of no overbuilding left from previous periods and thus existing housing stock being insufficient to meet the newly increasing demand) the supply cannot react fast to the demand shocks and thus increased prices will stay for some time until the supply is sufficient. Increased prices motivate construction firms to increase their output levels dramatically as the profit margins to be received from housing due to these high prices are expected to be high. That is why the real estate market is prone to known "hog cycles" or "herd behavior"2 where the construction companies overestimate the market demand and thus are myopic and construct too much supply. Other theories claim that actions of constructors to thoughtfully produce more than can consumed over short span of time are rational acts and are based on their trying to take advantage of economies of scale in production and thus economize on each unit of housing to be produced. Also, it is not irrational to have expectations of the economic upswing to be followed by some structural economic changes which will further lead to economic development or increase in the total population of the region due to this better economic conditions of living. Economic development is cyclical and the influence of the factor that lead to economic upturn has its' term. After the factor is not in power any longer, the economy starts stabilizing with real purchasing power not growing any longer. This is usually the time when the majority of the new housing supply comes on the market and it will be absorbed slowly with the prices dropping and vacancies occurring. The downward pressure on the market will sustain until the next economic upturn or until all the overbuilt housing supply is consumed. The biggest problem is that very often construction firm being overoptimistic about the housing or in general real estate prices develop land by using borrowed money. Once they bring on the market their product, the cycle is already in another stage which makes difficult for companies to generate enough income to pay back their loans. The highest risk of overproduction exists in real estate segments where the construction terms are the longest, demand is most uncertain and construction is irreversible. That is why some developers try to eliminate the risk and deliver to the market not niched products but ordinary housing. This further aggravates the crisis as the stock becomes not varied and overproduction is especially significant within some segments of the market. The similar situation was observed during famous real estate which lead to banking crisis in Sweden in 1991 and was also considered a global real estate crisis with numerous international investors being in the market. The theory behind the occurrence of International housing cycles is the interrelationship of overall economic development in the different global regions and due to this increased interrelationship between economies investors find

GRAMMAR PROJECT 3 - designing a variety of materials that focus Research Paper

GRAMMAR PROJECT 3 - designing a variety of materials that focus learners' attention on and practice a specific grammar point. (p - Research Paper Example In this case, the patient is described as item or person that is subjected to action. This differs from the active voice where the subject is presented to bear the role of the agent. The utilization of passive and active voices is aimed at creating flexibility in the construction of sentences (Azar 2005, p 34). The utilization of passive voice creates an allowance for speakers to organize discourse stretches through placement of the figures, instead of agents, in the position of the subjects. Passive voice is also utilized to deliberately avoid specification of the action or the agent. Clearly, passive voice occupies a pivotal position in grammar. This material is set to guide and focus the learners’ attention towards mastering passive voice. Proposed Learning context This material is suitable for learners in the ages between 15 and 16. It is most appropriate for learners in the intermediate stages, where learners have mastered basic vocabulary and can construct simple sentenc es effectively. For these learners, learning English grammar will involve constructing sentences from active to passive voice. Prerequisite The only prerequisite skill that students should possess is to know the verb, object, subject structure entailed in a simple sentence. Areas of Focus There are various aspects that are central to processes of understanding passive voice, as a grammar point and which learners will need to know. The aspects of particular interest include definition of passive voice, the basic structure of passive voice sentences and the context of application of passive voice. Thus, this material acknowledges that grammar, fluency/meaning and pragmatics/context are crucial and would be given uttermost consideration. CHAPTER 2: LEARNING PASSIVE VOICE Understanding passive voice In these sessions, learners are supposed to understand the meaning of passive voice. At the end of the session, learners should be in the position to distinguish between passive and active v oice through basic definition. Underlying vocabularies, such as passivization, would be introduced. Passivization is the process of converting an active sentence into a passive one. There are other pivotal elements that need to be covered under the definition of passive voice and this include the basic structure of passive voice sentences and the context of application of passive voice. Common problems in Learning Passive It is imperative to single out common challenges encountered in the learning passive voice so that learners can note and overcome. Students will have problems in the use of passive form in production practical. There are three dimension of passive voice learning challenges; form (grammar), meaning (fluency), use (pragmatics/ context). In particular, one of the main challenges that should be singled out is the use of form, considering that formation of passive voice sentences is mechanical. There is always the difference in focusing between passive and active voices , but the meaning often remains the same. Another problem that should be single out is that students might be inclined to placing the subjects of the passive sentences following the participle as they have been conditioned to considering objects to come after the verb. Learners may also have a hard task in to distinguish passive voice from present perfect active. Learners may alternate /d/ for /t/ in certain participle finishing with verbs

Policy Issue and the Three Branches of Government Essay Example for Free

Policy Issue and the Three Branches of Government Essay In a news article written by Deborah Hastings entitled â€Å"Carded at polls: No photo ID, no vote,† it was shown how the three branches of the government works, which are the executive, legislative, and judiciary, on aspects of law for the country.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The issue elaborated on the news article was about the voter’s ID card. It pressed problems for people living in certain states, one of which is Indiana, who prohibits people wit no voter’s ID card to vote (Hastings, 2007). The requirements for the document to be presented are a) voter’s photograph; b) the voter’s name which should be similar to the name indicated on the voter’s registration record; and c) a current expiration date (Hastings, 2007). However, a considerable number of people in Indiana do not have these requirements and are, thus, ineligible to vote (Hastings, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the news, it has been shown that it is the legislative branch of the government who takes the task of formulating the laws. The legislative branch is responsible for creating and proposing laws with the aim of making a better society for all. The second branch, the executive, has the responsibility of implementing the laws and policies. It has the veto power which gives the executive branch the chance to make advice and changes on the law proposed by the congress. In addition to this, the executive branch has quasi-legislative power, such that, as needed and with certain conditions, it can formulate policies without having to go through the normal process of the legislative branch. Included here are administrative and executive orders. The third branch, the judicial branch, serves as a check and balance for the legislative and the executive branch. The judiciary ensures that the acts of the other two branches are within the framework of the Constitution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is hard to conclude that they have equal roles, nor is it fair to say that they do not posses equal roles. This is for the reason that their responsibilities are practically different from one another. One can not simply conclude that three persons do equal tasks when the natre of their tasks and duties are different. However, it can be said that they are equal in terms of the level and that no branch of the government is a subordinate of the other. This is clearly stated in the Constitution (Baker, 2007). It is very important to note, after having discussed the roles of the three branches of the government, that they contribute to the functioning of the society and the country. References Baker, J. H. (2007). United States Government.   In Microsoft ® Student 2008 [DVD]. Redmond, WA: Microsoft Corporation. Hastings, D. (2008). Carded at polls: No photo ID, no vote. Retrieved January 23, 2008, from http://news.yahoo.com/s/ap/20080123/ap_on_el_ge/voter_id;_ylt=AkLkJaWl5i_WdCIhdDjIpxhvzwcF.

communication report :: essays research papers

Communication Report Effective Communication Changes the World This flowing report takes a look at some of the methods of communication observed at Liberty Bell Component Inc. over the past seven weeks. The report may discuss three communication models: 1) an external email message from LBC’s sales department. LBC use email to communicate with their customer mentioned that they were offering a discount on marketable products, 2) a fax message from sales manager. LBC use fax message to complaint about the late delivered, and 3) an external letter from LBC’s sales manager. LBC invited their business members to join the Component Convention in 2005. Each communication model may include three subjects: models’ describe, analyze and recommendation. The report may describe each model in great detail, and analysis the communication with the information necessary for assessing the effectiveness. Describe and analyze the communication model of E-mail message *Please see Appendix I This is an external email message from LBC to the U.S. manufacture’s company. The email subject is â€Å"discount on marketable products†. In this email, LBC offered a special offer of a10% discount on all their products to their customers for only a month. They mentioned the products were very marketable, and it is their final stock and is now out of production. They highly recommend their customers take advantage of this offer and make large order. The tone of the message gave stress the benefits for the reader. In the end of the paragraph, LBC using highlight on the sentence to remind their customers LBC cannot accept the order once they have elapsed. Finally, LBC provided their contact information which including the phone number, fax number, email address, contact person, and company’s address. As we know the email service is always automatic showing the sender, the receiver, and the received day. Therefore, the receiver can clearly understand the sender is and when is the due day for the LBC discount. In this new electronic world, Email is an effective communication model for business to business. I believe strongly in the value of electronic mail in corporate. Email is cheaper and faster than a letter, less intrusive than a phone call, less hassle than a FAX. Using email, differences in location and time zone are less of an obstacle to communication. There is also evidence that email leads to a more egalitarian information structure. Email is more conversational than traditional paper-based media because the turnaround time can be so fast.

From good to evil in The Lord of the Flies Essay

The Lord of the Flies by William Golding is tale of a group of young boys who become stranded on a deserted island after their plane crashes. Intertwined in this classic novel are many themes, most that relate to the inherent evil that exists in all human beings and the malicious nature of mankind. In The Lord of the Flies, Golding shows the boys’ gradual transformation from being civilized, well-mannered people to savage, ritualistic beasts. From the time that the boys land on the island, both a power struggle and the first signs of the boys’ evil, Piggy’s mockery, occur. After blowing the conch and summoning all the boys to come for an assembly, an election is held. â€Å"‘I ought to be chief’ , said Jack with simple arrogance, ‘because I’m chapter chorister and head boy'†(page 22). This represents the beginning of civilization in all of the kids (which is changed later. ) After Ralph is Chief, Jack envies his position and constantly struggles for power with Ralph throughout the rest of the novel, convincing the rest of the boys to join his tribe rather than to stay with Ralph. Also, soon after the boys arrive at the island, Piggy, a weak character, is mocked by the other boys. After trying to recount all of the liluns’ names, Piggy is told to â€Å"Shut up, Fatty,† by Jack. Ralph remarks by saying, â€Å"He’s not Fatty. His real name’s Piggy. † All of the boys on the island, except for Piggy, laugh and make themselves more comfortable at Piggy’s expense. â€Å"A storm of laughter arose and even the tiniest child joined in. For a moment the boys were a closed circuit of sympathy with Piggy outside†(page 21). That quote shows that they are starting to become uncivilized. The boys become more comfortable with one another after Piggy’s mockery and create a bond, leaving Piggy on the outside. Along with inherent evil, man is also capable of being good and kind. While Jack and Ralph are exploring the island, they encounter a piglet which Jack supposedly attempts to kill. After gaining the courage to kill the baby pig, Jack talks about it by saying â€Å"I was just waiting for a moment to decide where to stab him (page 31). † This event clearly illustrates the good in Jack, since he is hesitant to kill something. Jack almost couldn’t kill the pig, because he felt bad doing it.. Jack’s mercy is short-lived, however, and when they encounter another pig, Jack and his hunters are relentless. They return to beach ritualistically chanting â€Å"Kill the pig. Cut her throat. Spill her blood,† where they excitedly explain the details of the hunt. â€Å"I cut the pig’s throat,’ said Jack, proudly, and yet twitched as he said it (page 69). Jack is internally struggling between his civilized teachings and savage instincts in this example, in which he both proudly exclaims his murder and twitches while doing so. Another example of the boys’ inherent evil is the brutal murder of the sow. Without any regard for the sow’s newborns, Jack commands his tribe to attack it. The boys â€Å"hurled themselves at her. This dreadful eruption from an unknown world made her frantic; she squealed and bucked and the air was full of sweat and noise and blood and terror† (page 135). The weird behavior of the boys in this example show that evil is starting to drive into them. After the death of the sow, the boys play with its blood and ritualistically celebrate their kill. The boys show no mercy for the sow and behave like savages. The murder of the sow allows the boys to revert back to their evilness and lose all traces of guilt and conscience. Ralph shows fatigue, a good causer of anger and dislike. He momentarily forgets the reasons why the signal fire is so important. â€Å"He tried to remember. ‘Smoke, he said, we want smoke. Course we have. The smoke’s a signal and we can’t be rescued if we don’t have smoke. I knew that! ‘ shouted Ralph† (page 172). Ralph begins to lose his initial cheerfulness and enthusiasm and replaces it with disinterest and hate. Piggy and Ralph separate themselves from Jack and his tribe. However, when Jack and his tribe kill a pig and invite Ralph and Piggy to join their feast, the two accept and cannot resist the temptation of the meat. Later on in the celebration, Jack and his tribe perform a ritualistic dance, in which Piggy and Ralph later join. â€Å"Piggy and Ralph, under the threat of the sky, found themselves eager to take a place in this demented but partly secure society† (page 152). They realize that the dance fueled the boys to murder Simon, and later deny their participation in it. â€Å"We left early, said Piggy quickly, because we were tired† (page 158). Ralph and Piggy recognize the evil in the dance, and know that if the others found out about their participation in it, then the boys would claim that Piggy and Ralph would be going against their own beliefs. Also, by not admitting their partaking in the dance, Piggy and Ralph are denying their involvement in Simon’s murder and their inherent evil. They do not believe that evil exists within them and believe that it will â€Å"disappear† if they do not believe in it. Simon and Ralph represent goodness and reason, and both encounter the Lord of the Flies. The Lord of the Flies is the head of a pig which is sacrificially given to the beast in order to preserve the boys’ safety. Simon is the first to talk with the Lord of the Flies ,and when he does, he learns that the beast (evil) is not in an animal out in the woods, but in the boys themselves. â€Å"Fancy you thinking the Beast was something you could hunt and kill. You knew didn’t you? I’m part of you,† (page 143) says the Lord of the Flies to Simon. The Lord of the Flies even says that the Beast is part of Simon, the symbol of goodness, suggesting that all human beings are born with both some evil and goodness. Later on while Ralph is fleeing from Jack and his tribe, he stumbles upon the Lord of the Flies. â€Å"Little prickles of sensation ran up and down his back. The teeth grinned, the empty sockets seemed to hold his gaze masterfully and without effort† (page 185). Soon after, Ralph hits the pig’s head and smashes it into pieces. By destroying the Lord of the Flies, Ralph denies his internal evil and primitive instincts. The difference between Ralph’s and Simon’s encounter with the Lord of the Flies is that Simon accepts The Lord of the Flies and listens intently to what it is saying to him. However, Ralph destroys it and then walks away from it. Both Ralph’s and Simon’s experience with the Lord of the Flies states that all men are capable of evil, and that evil is in all humans. â€Å"The Lord of the Flies† illustrates the capabilities of evil in all things. All of the boys on the island are tempted by evil, but not all of them give in to the craving. However, along with the evil that lies within all people, there is also a little bit of goodness, suggesting that all people have the free will to choose their destiny. The book clearly shows how people can turn into savage beasts.

The Door

A positive outcome takes initiative. In his poem, ‘The Door’, Miroslav Holub commends us to initiate change by symbolically opening the door. Recognising the importance of change Holub repeats his command several times in the poem, ‘Go and open the door’. To inspire us to accept change he lists possibilities you can find on the other side of the door. Magic city is purely imagination. Holub is persisting us to be in a positive mental state once we initiate change. In his poem, ‘The Door’, Miroslav Holub encourages you to seek and welcome any kind of change in your life.By initiating change, you encounter different obstacles and even if it is just small Holub believes it will still enhance your life. Even if it is barely anything such as ‘hollow wind’, the intention of making a change will make a difference. No matter what, Miroslav Holub motivates us to take the chance. There will possibly be a ‘The Door’ gives you assu rance that beyond the obstacle you face there will be better outcomes as long as you allow yourself to progress and think positively. ‘If there is a fog, It will clear up. ’Once the fog clears up Miroslav Holub inspires us by listing possibilities that may be waiting for on the other side of the door. ‘a tree, or a wood, A garden, Or a magic city’ A magic city is imaginative. Holub motivates us to ‘Go open the door’. He commands us to ‘Go open the door’ because he believes the change in our life will benefit us. Even if there is just ‘hollow wind’, it will still benefit us. He reassures us that the ‘fog will clear up’ and the ‘darkness will tick by’ and positive change will be be waiting on the other side of the door for you, as long as you allow yourself to open the door.

17 Amazing Scholarships for Moms and Single Mothers

17 Amazing Scholarships for Moms and Single Mothers SAT / ACT Prep Online Guides and Tips Mothers and single mothers have it harder when trying to get a college education. In addition to balancing a full academic course load, they are also responsible for feeding, clothing, and financially supporting their children. Studies suggest that up to 60% of families headed by single mothers are living in poverty- which makes the idea of spending money on education even more difficult to fathom. Fortunately, there are multiplecompanies who want to help moms and single moms improve their situations through education. Read on to see a list of scholarships directly aimed at mothers who are pursuing higher education. Who Are These Scholarships For? Many organizations want to help mothers get back into the classroom. They believethat if moms are getting college degrees,thenthey will be able to get better jobsand eventually be able toprovide morefor their families. There is a lot of help out there for mothers and single mothers who are ready to put in some hard work. Use this article as a starting point to explore some of the opportunities out there for moms to return to school. I have split the scholarships into two categories: Scholarships for moms returning to college after a break Scholarships for single mothers However, if you're serious about funding your education, don't stop there. There are many other scholarships available that are not aimed specifically at moms, but that mothers who are pursuing degrees can and should still apply for. They're discussed in more detail at the end of this article. Scholarships for Women Returning to School These scholarships are for students who are returning to school after taking a break. If you're fresh out of high school, these are not for you! AARP Foundation Women’s Scholarship This scholarship is aimed at women aged 50+ who want to go back to school. Awards range from $500 to $5,000 and are given to around 350 people every year. Winners must enroll in an accredited university within six months of winning the scholarship. Applicants will have to write a short essay about their educational goals and significant obstacles that they have overcome. AAUW Virginia Beach Branch Scholarship Students who are residents of Virginia Beach and at least 23 years old may apply for this scholarship. You should currently be enrolled in an undergraduate program at an accredited institution and have returned to school after being away. You should have a GPA of 3.0 or higher. Applicants must write a short essay about their career goals and special circumstances. At least one award of $500 will be given. Arizona BPW Foundation Annual Scholarship The Arizona Business and Professional Women's Foundation gives out several scholarships aimed at women who are returning to school to better their career prospects. Applicants must attend a community college or trade school in Arizona and will need to write an essay about their career goals and financial situation. The application deadline is December 10th. Award amount varies. BK Krenzer Reentry Scholarship This scholarship is awarded by the Society of Women Engineers to a non-traditional student who has re-entered education after a break. Students should be studying any kind of engineering and may be college freshmen, sophomores, juniors, or seniors. The award is for $3,250. Dr. Wynetta A Frazier Sister to Sister Scholarship This scholarship is aimed at African American women who are either returning to school after a break or who are starting college for the first time following a break after high school because of family responsibilities or other personal demands. Applicants must be able to confirm acceptance into a college or university to pursue a BA degree, must be at least 21 years of age, and need to write an essay on a given topic. Two awards of $500 will be given. Emerge Scholarship Emerge Scholarships are aimed at non-traditional women students who are going back to school after a break. Applicants must be residents of Georgia who are planning to study in Georgia, be at least 25 years of age, and must express their career and life goals in the application. The number of awards given varies every year; last year 14 were given. The award amount ranges between $2,000 and $5,000. Executive Women International Scholarship EWI offers the Adult Students in Scholastic Transition Scholarship (ASIST) for adults who are facing economic, social, or physical challenges and are looking to improve their lives through education. Students must first apply through local chapters, and then chapter winners will be entered to win at the corporate level. Corporate level scholarships are for amounts ranging from $2,000 to $10,000. There are 13 winners. Jeannette Ranking Women’s Scholarship This scholarship is aimed at women who are 35 years of age or older, low-income, US citizens or permanent residents, and are pursuing their first bachelor’s degree, associate’s degree, or technical degree. Selection will be based on applicants'stated goals and plans for reaching them, and how theyplan to use theireducation to give back to the community. The award amount is around $2,000. Non-Traditional Student Scholarship Applicants must be members of The American Legion, American Legion Auxiliary, or Sons of the American Legion. Applicants should be non-traditional students returning to the classroom after a period of interruption, or be starting education at a later point in life. Winners will be selected based on need, academic achievement, character and leadership, and personal goals. A $2,000 scholarship is awarded in every Auxiliary geographic division. The deadline is March 1st. P.E.O. Program for Continuing Education This grant is intended for women whose educations have been interrupted and who want to return to school to complete a degree or certification. Applicants should be citizens of the USA or Canada and be studying in one of those countries. They should have had at least 24 consecutive months as a non-student in their adult lives and be within two years of completing their desired educational program. Awards are up to $3,000. Society of Women Engineers Olive Lynn Salembier Scholarship and Mary V. Munger Memorial Scholarship Applicants must be members of the Society of Women Engineers and must have been out of the engineering workforce and school for at least two years prior to re-entry. The Olive Lynn Salmbier scholarship awards $2,000 and the Mary V. Munger Scholarship awards $3,000. Scholarships for Single Mothers These scholarships are specifically aimed at single mothers. Helping Hands for Single Moms This scholarship is designed for low-income single mothers who are earning a college degree. Applicants should have US citizenship and live in Maricopa County or the Phoenix metropolitan area. They must also be legally single and not living with a partner, be registered in college with a GPA of at least 2.8, carry at least a 9-credit-per-semester course load, and have at least one child under the age of . The award amount varies. The Patsy Takemoto Mink Education Foundation This Foundation offers five scholarships for moms every year to women who are at least 17 years oldandare mothers with minor children. Applicants should be pursuing an Associate’s degree, Bachelor’s degree, or a vocational degree or certificate, and be low-income. Awards are up to $5,000. WISP: Change Your World Scholarship Applicants must be women who are direct survivors of an abusive partner. You must have been separated from the abusive partner for at least one year. Special consideration will be given to women who plan to use their educations to further the rights of other women and girls. Rosenfeld Injury Lawyers Single Mother Scholarship Rosenfeld Injury Lawyers offers two $1,000 scholarships to single mothers who are looking to go back to school to improve their living circumstances. Applicants must write a 500+ word essay on the advantages of going back to school while caring for their children. They should explain how motherhood has prepared them for the challenges of being a student. Live Your Dream Awards Program These scholarships are for women who provide primary financial support for themselves and their dependents and have overcome obstacles such as poverty, domestic violence, or drug and alcohol abuse. Applicants should have financial need and live within a Soroptimist International member territory. Local-level award amounts vary; local award winners become eligible for regional awards of $3,000 or $5,000, and regional award winners are eligible to win international-level awards of $10,000. The application is open August 1st-November 15th of each year. Ford Opportunity Scholarship The Ford Family Foundation offers scholarships to assist single parents in pursuing a bachelor’s degree. They recognize that as the head of household and without the support of a partner, single parents face many challenges that most students do not face. Applicants must be single parents of dependent children and live in Oregon or Siskiyou County, California. Up to 50 students receive scholarships every year. The scholarships cover 90% of the student’s costs that are not covered by other resources, generally ranging between $1,000 and $25,000. If you're looking for moreways to fund your education, there are many other scholarships available. Read on to learn about some of your other options and how to apply to them. How to Find Other Scholarships No matter what you are studyingor where you plan on attending school, you will likely be eligible for scholarships beyond those that are just for mothers. Finding and applying to these other scholarships is a great way to increase the amount of money you have for school. A good place to start is by looking into scholarships for the areas you want to focus your studies on. Almost all disciplines have a number of scholarships available. Furthermore, if you have chosen to pursue a field in which women are traditionally underrepresented, such as the STEM fields (science, technology, engineering, and math), you will find that there are scholarships specifically set aside for women in these areas. Next, try searching for scholarships that relate to your interests, hobbies, or special circumstances. For example, there are a number of weird, random scholarships out there for people who happen to have certain last names or characteristics (like being left-handed), and there are even more scholarships for people who have more conventional qualities, such as an interest in art or music. Keep searching until you come up with a long list of scholarships that you can apply to. Now that you know about your different options read on to learn how to win these scholarships! How to Win Scholarships Rule 1: Applyto Multiple Scholarships Keep in mind that many scholarships are competitive, meaning there are hundreds- or thousands- of people applying for them. You can greatly increase your chances of winning a scholarship or two by applying for a large number of scholarships.We recommend applying to anywhere between five and 30 scholarships. Rule 2: Be Meticulous Follow the required instructions for every essay and question. Pay particular attention to supporting documents that you will need to send with your applications, and keep on top of deadlines. As mothers, you're short enough on free time as it is- don't make it worse by spending time on incomplete or incorrect applications that will get you nowhere! Rule 3: Keep Applying Don't stop applying for scholarships just because you're in your second, third, or fourth year of college. In fact, there are many scholarships out there that are aimed specifically at students in the final yearsof their education. If you're able to continue bringing in new money sources throughout your academic career, you will end up with much less debt when you graduate. Rule 4: Find Other Support Keep an eye out for any other support that will help you. For example, some parents are eligible for government grants while they're studying. You will likely find that you are not the only parent at your school- see if you can coordinate childcare with others so that you can get the most for your money. Also, see if your school offers any special aid or discounts for parents to provide their children with safe housing and hot meals. You may be surprised by how much your university or college will want to lend a helping hand! What's Next? Now that you know about scholarships for moms, take a chance to learn about other scholarships and how to apply for college. If you want to apply to some great scholarships not listed above, check out our guides to theNational Merit Scholarship,McDonald's Scholarship, andTylenol Scholarship. Did you know that sometimes getting a scholarship is as easy as applying to your school of choice? Check out thislist of schools that automatically offer scholarships based on grades and test scores. Need a letter of recommendation for a scholarship? Here's how to get one. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

High School Science Curriculum Plan of Study

High School Science Curriculum Plan of Study High school science typically consists of two or three years of required credits along with additionally offered electives. Two of these credits usually require a laboratory component. Following is an overview of suggested required courses along with electives a student might find at a typical high school. Year One: Physical Science The physical science curriculum covers the natural sciences and nonliving systems. Students focus on learning overall concepts and theories to help them understand and explain aspects of nature. Across the country, different states have different opinions on what should be included in physical science. Some include astronomy and earth science while others focus on physics and chemistry. This sample physical science course is integrated and includes basic principles in: PhysicsChemistryEarth scienceAstronomy Year Two: Biology The biology curriculum involves the study of living organisms and their interactions with each other and the environment. The course provides students with laboratories designed to help them understand the nature of living organisms along with their similarities and differences. Topics covered include: Cellular biologyThe lifecycleGeneticsEvolutionClassificationOrganismsAnimalsPlantsEcosystemsAP biology The College Board suggests that students take AP biology one year after they complete biology and a year of chemistry because AP biology is the equivalent of a first-year college introductory course. Some students choose to double up on science and take this their third year or as an elective in their senior year. Year Three: Chemistry The chemistry curriculum covers matter, atomic theory, chemical reactions and interactions, and the laws that govern the study of chemistry. The course includes laboratories that are designed to reinforce these major concepts. Topics covered include: MatterAtomic structureThe periodic tableIonic and covalent bondingChemical reactionsKinetic theoryGas lawsSolutionsChemical kineticsAcids, bases and salts Year Four: Electives Typically, students take their science elective in their senior year. Following are a sampling of typical science electives offered in high schools. Physics or AP physics: Physics is the study of the interactions between matter and energy. Students who have doubled up in previous years and taken basic physics might choose to take AP physics their senior year. Chemistry II or AP chemistry: Students who have taken their first year of chemistry might continue with chemistry II or AP chemistry. This course continues and expands on the topics taught in chemistry I. Marine science: Marine science is the study of the marine environment including the ecology of the seas and the diversity of marine organisms and ecosystems. Astronomy: Many schools do not offer courses in astronomy. However, the study of astronomy is a welcome addition as a science elective. Astronomy includes the study of the planets, stars and sun as well as other astronomical structures. Anatomy and physiology: This subject involves the study of the structures and functions of the human body. Students learn about the skeletal, muscular, endocrine, nervous and other systems in the body. Environmental science: Environmental science is the study of the interaction between humans and the living and nonliving environment around them. Students learn about the effects of human interaction including deforestation, pollution, habitat destruction and issues surrounding the management of the Earths water resources.

Taylor's Main Principles of Scientific Management in Working Place Essay

Taylor's Main Principles of Scientific Management in Working Place - Essay Example Process are now clearly defined as well as how to do it that does not leave any room for intuitive job functioning. This is also to achieve uniformity and consistency in production and to make quality and output predictable. Scientific Management is an engineering approach to achieve efficiency in the workplace. Where the workplace or organization can be likened to a machine which is composed of several parts that should work together to achieve optimum efficiency. Principles of Scientific Management The first systematic attempt to address this conflict and labor recalcitrance in organization was directed by Frederick Winslow Taylor with his Scientific Management. For Taylor, the key to establishing an efficient and productive workplace required the possession and control of knowledge about the methods of production (Jaffe, 2008). Taylor's (1911) preface to the Principles of Scientific Management makes this quite clear when he stresses for national efficiency... first, it is teleolog ical in its orientation to means: what is important is securing the desired consequences. Second, in Taylor's philosophy, actions can be judged only by their consequences: a dogged empiricism is allied to an unquestioned grasp of the ends to be served. Third, ends are defined in terms of efficiency (primarily for factory owners) but are represented as the common good (Taylor, 1911). In pursuit of optimum efficiency, this Scientific Management engendered the idea of defining and breaking down of functions in narrowly defined tasks. Organization is viewed like a well-oiled machine where its parts, including labor would conform to the predetermined methods already in place. It proposed an engineering solution to a human issue with the objective of minimizing friction brought by human factor that the results of production may be predictable. According to Frederick Taylor, "Scientific Management is a distinctively scientific, since it aims to correlate in factory administration, and to p ush development further in accordance with the principles discovered (Taylor, 1911). According to Taylor (1911), the key features of scientific management are as follows: time study, functional or divided foremanship, the standardization of all tools and implements used in trades, the standardization of the acts and movements of workmen in each class of work, a unique planning function, management by the exception method, the use of slide-rules and other similar timesaving methods, instruction cards for workers, careful task Performance Improvement allocation, bonuses for successful performance, the use of a â€Å"differential rate,† a routing system, and mnemonic systems for classifying products and modern cost systems. The underlying principles of the philosophy are as follows: (a) the development of a true science for each element of a job, (b) the scientific selection and training of the worker, (c) cooperation with the worker to ensure that the job is being done in accor dance with principles of scientific education, and (e) an almost equal division of work and responsibility between workers and management (Wagner, 2007). Section 2. Case: Harvey Fast Food Restaurant I. Shift the decision making responsibility from the workers to managers   Decision making responsibility can be shifted to the managers from the workers when functions are broken down into specific tasks where it can be quantified for the managers to determine objective productivity output. In this way, the determination

REFLECTIVE LEARNING JOURNAL Essay Example | Topics and Well Written Essays - 500 words

REFLECTIVE LEARNING JOURNAL - Essay Example However, I was surprised to realize that it is not the faculty decision to change the evaluation methods. The decision is up to the dean of The Applied Medical Science who is not even a nurse. I think having such a bureaucratic system decreases innovation and creativity in a nursing college. It was great to know that yyyy University has modified its curriculum. More Nursing courses have been added to the program and include Nursing Informatics, Care of Older Adults, Principles of Education for Nurses, Counseling, Epidemiology, Nursing Theory, and Genetics for Nurses. I think adding these courses is a great move forward because it happens after hiring new faculties who get their PhDs in education from developed countries. This change makes me feel better about the future of nursing in Saudi Arabia because there is apt of improvement that just needs passionate personnel. The faculties were very welcoming and they accepted my ideas and me. Additionally, they were very encouraging especi ally because some of them had been my instructors when I was undergraduate student. They were also very proud of my accomplishments. That made me happy and more excited to go back to Saudi and contribute to the improvement of nursing education and ultimately nursing care in my country. I also feel grateful because I contributed to changes at Yanbu College in Yanbu city in Saudi Arabia. My brother is an associate professor at Yanbu Collage and teaches chemical engineering. I discussed with him the teaching pedagogies, the assessment, and evaluation methods I learned at xxxxx. At that time, I realized that having a PhD in a field does not mean that you can teach well. This is because my brother has a PhD in Chemical Engineering but he did not know how to be an effective educator. I was very excited telling him everything I could possibly remember from NUR 504, NUR 528, and NUR 600 courses. He liked the flipped classroom strategy