USS Kentucky (BB-66) in World War II

USS Kentucky (BB-66) was an unfinished battleship that was started during World War II (1939-1945). Originally intended to be the second ship of the Montana-class of battleship, Kentucky was re-ordered in 1940 as the sixth and final ship of the US Navys Iowa-class of battleships. As construction moved forward, the US Navy found that it had a greater need for aircraft carriers than battleships. This led to designs to convert Kentucky into a carrier. These plans proved impractical and work resumed on the battleship but at a slow pace. Still incomplete at the end of the war, the US Navy then considered a variety of projects for converting Kentucky into a guided-missile battleship. These also proved fruitless and in 1958 the ship was sold for scrap.      A New Design In early 1938, work began on a new battleship type at the request of US Navy General Board chief Admiral Thomas C. Hart. First seen  as a larger version of the earlier  South Dakota-class, the new battleships were to carry twelve 16 guns or nine 18 guns. As the design evolved, the armament changed to nine 16 guns. In addition, the class anti-aircraft complement underwent several alterations  with the majority of its 1.1 weapons being replaced with 20 mm and 40 mm guns. Funding for the new ships came in May with the passage of the Naval Act of 1938. Dubbed the  Iowa-class, building  of the lead ship,  USS  Iowa  (BB-61), was assigned to the New York Navy Yard. Laid down in 1940,  Iowa  was to be the first of four battleships in the class. Fast Battleships Though hull numbers BB-65 and BB-66 were originally intended to be the first two ships of the new, larger  Montana-class, the approval of the Two Ocean Navy Act in July 1940 saw them re-designated as two additional  Iowa-class  battleships named USS  Illinois  and USS  Kentucky  respectively. As fast battleships, their 33-knot speed would permit them to serve as escorts for the new  Essex-class  carriers that were joining the fleet. Unlike the preceding  Iowa-class ships (Iowa,  New Jersey,  Missouri, and  Wisconsin),  Illinois  and  Kentucky  were to utilize all-welded construction which reduced weight while enhancing hull strength. Some conversation was also had as to whether to retain the heavy armor arrangement initially planned for the  Montana-class. Though this would have improved the battleships protection, it would also have greatly lengthened construction time.   As a result, standard  Iowa-class armor was ordered.   Ã‚   USS Kentucky(BB-66) - Overview Nation:  United StatesType:  BattleshipShipyard:  Norfolk Naval ShipyardLaid Down:  March 7, 1942Fate:  Scrapped, October 31, 1958 Specifications (Planned) Displacement:  45,000 tonsLength:  887.2 ft.Beam:  108 ft., 2 in.Draft:  28.9  ft.Speed:  33  knotsComplement:  2,788 (Planned) Guns 9 Ãâ€" 16 in./50 cal Mark 7 guns20 Ãâ€" 5 in./38 cal Mark 12 guns80 Ãâ€" 40 mm/56 cal anti-aircraft guns49 Ãâ€" 20 mm/70 cal anti-aircraft cannons Construction The second ship to carry the name USS Kentucky, the first being the Kearsarge-class USS Kentucky (BB-6) commissioned in 1900, BB-65 was laid down at the Norfolk Naval Shipyard on March 7, 1942.   Following the Battles of the Coral Sea and Midway, the US Navy recognized that the need for additional aircraft carriers and other vessels superseded that for more battleships. As a result, construction of Kentucky was halted and on June 10, 1942, the bottom section of the battleship was launched to make room for Landing Ship, Tank (LST) construction. The next two years saw designers explore options for converting Illinois and Kentucky into carriers. The finalized conversion plan would have resulted in two carriers similar in appearance to the Essex-class. In addition to their air wings, they would have carried twelve 5 guns in four twin and four single mounts. Reviewing these plans, it was soon found that the converted battleships aircraft capacity would be less than the Essex-class and that the construction process would take longer than building a new carrier from scratch. As a result, it was decided to complete both vessels as battleships but very low priority was given to their construction.   Moved back to the slipway on December 6, 1944, construction of  Kentucky slowly resumed through 1945. With the end of the war, discussion ensued regarding completing the vessel as an anti-aircraft battleship. This led to work halting in August 1946.   Two years later, construction again moved forward though using the original plans. On January 20, 1950,  work ceased and Kentucky was moved from its dry dock to make space for repair work on Missouri.    Plans, But No Action Moved to the Philadelphia Naval Shipyard, Kentucky, which had been completed to its main deck, served as a supply hulk for the reserve fleet from 1950 to 1958. During this period, several plans were advanced with the idea of converting the vessel into a guided missile battleship. These moved forward and in 1954 Kentucky was renumbered from BB-66 to BBG-1. Despite this, the program was cancelled two years later. Another missile option called for the mounting of two Polaris ballistic missile launchers in the ship.   As in the past, nothing came from these plans. In 1956, after Wisconsin suffered a collision with the destroyers USS Eaton, Kentuckys bow was removed and used to repair the other battleship. Though Kentucky Congressman William H. Natcher attempted to block the sale of Kentucky, the US Navy elected to strike it from the Naval Vessel Register on June 9, 1958. That October, the hulk was sold to the Boston Metals Company of Baltimore and scrapped. Prior to disposal, its turbines were removed and used aboard the fast combat support ships USS Sacramento and USS Camden.

Descriptive Essay - Original Writing - 938 Words

When I wake up, my head is screaming. There is a shrieking, a noise beyond loud, coming from somewhere nearby, but that’s not the worst part. My head itself is pounding. The searing pain is so bad that spots of black dance in my vision. I can make out the sound of my name, being called out over and over again. Tessa, Tessa, Tessa. Where am I? The ground seems to be shaking. I’m lying on the cold, hard, cement. I open my eyes, the pounding is letting up, at least a little. The shrieking is coming from a huge machine that seems to be flying past me. Suddenly, a familiar face is standing above me. â€Å"Tessa?† he asks, quieter now. His ebony hair creates a shadow over his eyes as he looks down at me. The dark lighting makes his usually pale skin even lighter. The left side of his face is covered in a web of scars, starting near his hairline and running down to the corner of his eye. â€Å"Saxton,† I groan. Talking definitely doesn’t help my head. â€Å"What are you doing here? It’s the middle of the night.† I try to shake my head, but that’s worse. â€Å"I- I don’t know.† He reaches for my hand and helps me up. My body aches from laying on the cement for so long, and my knees are weak. He drapes one of his long, slender arms around me, to hold me up. Looking around now, things start to make a little sense. We are standing on a train platform, a train has just passed. That explains all the terrible noise. â€Å"Let’s get you home,† Saxton whispers to me, and we take off. It takes what seems likeShow MoreRelatedDescriptive Essay - Original Writing1110 Words   |  5 PagesI don’t know how I got to where I am, but I’m here now, and I have to win if I want to live. I am in a game, and in order to live, I have to escape. That’s the thing, though: I don’t know how to escape. I was running for my life around this old house that looked like it came straight out of a horror movie. I doubled over and held my head in pain as I saw the static, which meant it was coming. 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We end up talking for a while and I asked him if he had ever left this city. He tells me of all these stories of the places where he s been, the distant lakes and mountains, and in valleys oh so green. I can see it in his eyes, he really has beenRead MoreDescriptive Essay - Original Writing974 Words   |  4 Pages I was used to moving round, having a mother who liked to travel more than making roots was something I had gotten used to. Still, I had never gotten used to the loneliness of an empty house when she was out exploring, or the feeling of leaving behind someone who could have meant something to me. Our most recent move was Oregon. It was pretty, and I didn’t mind it, but it was much different than Florida. Not only was it opposite sides of the country, it felt as if it were opposite worlds. InRead MoreDescriptive Essay - Original Writing1012 Words   |  5 Pageshave plenty of time in the next month to think about my feeling in regards to Kendrick. 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I had the bottom two drawers. Andy had the middle two, and Caireann had the top. I pulled open the drawers, pulling on a colorful tank top and a grayRead MoreDescriptive Essay - Original Writing1345 Words   |  6 PagesLater that night, I was behind the wheel of my G-Wagon with Melissa in the passenger seat. She didn’t feel like driving since she was on the road all day and I understood so I didn’t mind when she asked me to. I had been tight-lipped. She kept eyeballing me as if she detected that something was bothering me but I just kept singing to my India Arie as if I was carefree. â€Å"So are you going to tell me what’s going on or no† Melissa said disrupting my own personal concert. I stopped singing and tookRead MoreDescriptive Essay - Original Writing1085 Words   |  5 PagesI WAS SITTING IN a taxi, wondering if I had overdressed for the evening, when I looked out the window and saw Mom rooting through a Dumpster. It was just after dark. A blustery March wind whipped the steam coming out of the manholes, and people hurried along the sidewalks with their collars turned up. I was stuck in traffic two blocks from the party where I was heading. Mom stood fifteen feet away. She had tied rags around her shoulders to keep out the spring chill and was picking through the trash

Culture Of India Essay Research Paper Culture free essay sample

Culture Of India Essay, Research Paper Culture of India About one sixth of all the human existences on Earth live in India, the universe # 8217 ; s most thickly settled democracy. Officially titled the Republic of India, it? s 1,269,413 sq. myocardial infarction. prevarication in South Asia, busying most of the Indian subcontinent, bordered by Pakistan ( W ) ; China, Nepal, and Bhutan ( N ) ; and Myanmar ( E ) and Bangladesh forms an enclave in the NE. Its boundary lines encompass a huge assortment of peoples, practising most of the universe # 8217 ; s major faiths, talking tonss of different linguistic communications, divided into 1000s of socially sole castes, and uniting the physical traits of several major racial groups ( Compton? s ) . The modern state of India ( besides known by its antediluvian Hindi name, Bharat ) is smaller than the Indian Empire once ruled by Britain. Burma ( now Myanmar ) , a chiefly Buddhist state lying to the E, was administratively detached from India in 1937. We will write a custom essay sample on Culture Of India Essay Research Paper Culture or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ten old ages subsequently, when Britain granted independency to the peoples of the Indian subcontinent, two parts with Muslim bulks # 8211 ; a big one in the north-west ( West Pakistan ) and a smaller one in the nor-east ( East Pakistan ) # 8211 ; were partitioned from the preponderantly Hindu countries and became the separate state of Pakistan. East Pakistan broke away from Pakistan in 1971 to organize the independent state of Bangladesh. Besides surrounding India on its long northern frontier are the People # 8217 ; s Republic of China and the comparatively little lands of Nepal and Bhutan. The island democracy of Sri Lanka lies merely off India # 8217 ; s southern tip ( New World Encyclopedia ) . Much of India # 8217 ; s country of about 1.3 million square stat mis ( 3.3 million square kilometres # 8211 ; including the Pakistani-held portion of Jammu and Kashmir ) is a peninsula protrusion into the Indian Ocean between the Arabian Sea on the West and the Bay of Bengal on the E. There are three distinguishable physiographic parts. In the North the high extremums of the Himalayas prevarication partially in India but largely merely beyond its boundary lines in Nepal, Bhutan, and Tibet. South of the mountains, the low-lying Indo-Gangetic Plain, shared with Pakistan and Bangladesh, extends more than 1,500 stat mis ( 2,400 kilometres ) from the Arabian Sea to the Bay of Bengal ( Compton? s ) . Finally, the peninsular plateau, mostly the Deccan, together with its next coastal fields, makes up more than half of the state # 8217 ; s country. In general, India # 8217 ; s clime is governed by the monsoon, or seasonal, rain-bearing air current. Most of the state has three seasons: hot, wet, and cool. During the hot season, which normally lasts from early March to mid-June, really high temperatures are accompanied by intermittent air currents and occasional dust storms ( Concise ) . Strong, humid air currents from the sou-west and south normally lasts from early March to mid-June, really high temperatures are accompanied by intermittent air currents and occasional dust storms. Most of the far nor-east ( north and E of Bangladesh ) , northern West Bengal, and the West seashore from Cochin to somewhat north of Bombay acquire more than 80 inches ( 200 centimetres ) of rainfall yearly. This is normally plenty to maintain the dirt moist throughout the twelvemonth. The natural flora associated with these parts is an extremely varied, broadleaf, evergreen rain forest, typically tall and dense. Much of the rain wood, nevertheless, is in hilly parts that have been repeatedly burned over and cleared for slash-and-burn agribusiness, a type of farming peculiarly associated with India # 8217 ; s tribal population. As a consequence, the dirt has become less fertile. Where the wood has grown once more, it is by and large lower and less unfastened than the original flora ( New World Encyclopedia ) . It is non certain which racial group foremost occupied India. The premise is frequently made that the first dwellers had features in common with the small-statured, dark, Aboriginal population of Australia, every bit good as with other tribal groups still found in stray, forested parts of Southeast Asia. Therefore, the term proto-Australoid has been applied to the racial type represented by a figure of folks still populating in India, chiefly in the provinces of Bihar, Orissa, and Madhya Pradesh. Other early reachings were the ascendants of the peoples, now populating chiefly in southern India, who speak linguistic communications of the Dravidian household. The Mongoloid peoples have besides been in India a long clip. Their contemporary posterities include several tribal groups populating along the frontiers with Myanmar, China ( Tibet ) , Bhutan, and Nepal. Linguistic differences are much clearer than those of racial groupings. Two lingual groups, the Indo-european and the Dravidian, history for all but a bantam proportion of the population ( Compton? s ) . Of the Indo-european linguistic communications, Hindi, the official national linguistic communication, is the most of import. In its criterion signifier and its many idioms, it is spoken by about 43 per centum of the population and is understood by a big figure of others. It is prevailing in the northern and cardinal parts. Included among the Hindi fluctuations is Urdu, referred to until 1947 as Hindustani or Khari Boli, which is recognized as a separate # 8220 ; official # 8221 ; linguistic communication in the Indian fundamental law. Urdu is besides the official linguistic communication of Pakistan and is spoken by most Indian Muslims ( except in the far south and east ) . Other of import Indo-european linguistic communications are Bengali ( the official linguistic communication of the province of West Bengal and besides of Bangladesh ) , Panjabi ( the official linguistic communication of the province of Punjab and the most widely spoken linguistic communication of Pakistan ) , and Marathi, Gujarati, Oriya, Assamese, and Kashmiri ( severally, the official linguistic communications of the provinces of Maharashtra, Gujarat, Orissa, Assam, and Jammu and Kashmir ) . Two other linguistic communications of the Indo-european household are among the 15 regarded as official linguistic communications by the fundamental law: Sanskrit, a classical literary linguistic communication, and Sindhi, spoken mostly in the Sind state of Pakistan and besides by Hindu refugees who came to India after divider in 1947. The list of official linguistic communications includes four Dravidian linguas: Telugu, Tamil, Malayalam, and Kannada, which predominate, severally, in the southern provinces of Andhra Pradesh, Tamil Nadu, Kerala, and Karnataka ( Compton? s ) . English is understood by most educated individuals. While it is non one of the 15 linguistic communications, it is officially recognized and is used, for illustration, for correspondence between Hindi-speaking and non-Hindi-speaking provinces. It is besides the linguistic communication shared by the Dravidian-speaking South and the Hindi-speaking North. Of the tonss of linguistic communications non officially recognized, many are spoken about entirely by tribal peoples, known jointly as Adibasis ( New World Encyclopedia ) . Though a figure of faiths flourish in India # 8217 ; s tolerant societal clime, four fifths of the people are Hindus. Hinduism evolved from Vedism, the faith of the early Aryan encroachers. While it recognizes countless Gods, they are widely regarded as diverse manifestations of one great cosmopolitan spirit. Hinduism has no standard Orthodox signifier. It is, in consequence, what people who call themselves Hindus do in transporting out their Dharma, or spiritual duties. This varies well from one part and societal group to another. The societal groups with which Hindus identify most strongly are their jatis, or castes. A caste is a familial group whose members intermarry merely among themselves. Each has its ain beginning myth, traditional business, regulations associating to kinship, diet, and assorted signifiers of behaviour. Castes are graded in a societal and ritual hierarchy in which each expects regard from inferior groups and gives regard to superior 1s. While evidently making disparities, the caste system is non regarded by most Hindus as unjust. Harmonizing to by and large accepted beliefs associated with reincarnation, or metempsychosis after decease, the caste into which one is born depends on one # 8217 ; s karma # 8211 ; that is, one # 8217 ; s accumulated good and bad workss in old beings. The manner to accomplish higher position in future embodiments is to accept one # 8217 ; s station in life and unrecorded consequently. This is the way that may finally take to redemption, called moksha, freedom from the uninterrupted unit of ammunition of metempsychosiss ( New World Encyclopedia ) . Moslems, who constitute 11 per centum of the population, are the largest spiritual minority. Many of these followings of the monotheistic religion of Islam are posterities of encroachers from the Middle East and Cardinal Asia who began come ining the subcontinent every bit early as the eighth century. Most, nevertheless, are posterities of converts from Hinduism and other religions. The bulk belong to the Sunnah subdivision of Islam, though the Shi # 8217 ; ah religious order is good represented among Moslem merchandising groups of Gujarat. Although Islam, unlike Hinduism, stresses the equality of people, the establishment of caste is so strong in the subcontinent that it has affected the communities professing Islam and most other religions. Therefore, most Indian Muslims intermarry within graded, castelike groups, many of which have traditional businesss. Muslims form a bulk of the population in Jammu and Kashmir and significant minorities in the provinces of Uttar Pradesh, West Bengal, Assam, and Kerala. Sikhs, with 2.6 per centum of the population, are prevailing in the province of Punjab. Their religion, which day of the months from the early sixteenth century, combines facets of Hinduism, such as belief in reincarnation, with thoughts borrowed from Islam, in peculiar rigorous belief in merely one God. A hawkish brotherhood, they are recognizable by their typical face funguss and turbans. Sikhs form a outstanding portion of India # 8217 ; s ground forces and are influential in many professions and in authorities ( Concise ) . Families frequently consist of more than one married twosome. These joint households are normally headed by a senior male, whose married woman, female parent, or another related senior female assigns domestic jobs to the adult females and misss. By and large the drawn-out household may include his single kids, his younger brothers and their married womans and single kids, his single sisters, and his married boies and grandsons and their married womans and single kids. In pattern, nevertheless, brothers normally separate and form new families shortly after the decease of their male parent. Over most of India ( though non in the South or nor-east ) , a miss marries outside her small town, normally while still in her teens. Even where a female marries within the small town, she moves to the hubby # 8217 ; s family. Widow remarriage is frowned upon. Married couples expose a pronounced penchant for male kids. Male childs are desired non merely because of their awaited part to the household income but besides because boies are needed to execute certain rites at a parent # 8217 ; s cremation. Girls, on the other manus, are seen as a liability because they require expensive doweries when they are married. Assorted province authoritiess have tried to deter this pattern, but frequently households still go into debt to supply doweries ; a household with several girls and no boies may confront fiscal catastrophe. Boys are expected to aid in the Fieldss and misss in the place. The freedom that misss enjoy is restricted after they reach the age of pubescence ; in northern India, even among the Hindus, female privacy is common ( New World Encyclopedia ) . Most villagers are husbandmans. The bulk own some land, normally in scattered packages, but a significant figure must lease all or portion of the land they farm, either for hard currency or for an agreed-upon portion of the crop. The sum depends on whether the agriculturist or the landlord pays for seed and irrigation H2O, and on who provides the animate beings for ploughing. Shares typically range from one tierce to one half the crop. Many households, particularly among the scheduled castes, have no land at all, and both grownups and kids must sell their labour to the larger husbandmans. The simple tools used by most Indian husbandmans are by and large made in the small towns. Plows are wooden, with short Fe tips. They furrow but do non turn the dirt. Draft animate beings are chiefly oxen in the desiccant parts and H2O American bison in the wetting agent, rice-growing countries. Both cowss and H2O American bison are milked, but outputs are low. Conveyance is still mostly by oxcart or buffalo cart, though the usage of trucks is deriving as a consequence of route betterment. Tract or cultivation is rare except in Haryana and the Punjab ( Compton? s ) . Goods and services that are non available locally are obtained from nearby small towns, at hebdomadal outdoor markets, in towns and metropoliss, and at carnivals, normally held in connexion with spiritual vacations. Payment for goods and services provided within the small town may be either in hard currency or in sort. The latter type of payment, normally a part of grain at the clip of crop, used to be the customary regulation. Most specialized-caste households catered to a peculiar set of frequenter households, known as jajmans, with whom they were linked by familial ties. This jajmani system is interrupting down over most of India, but patron-client confederations among assorted castes remain a common characteristic of village life. Most small towns have at least a primary school offering up to six old ages of direction. Some besides offer grownup instruction categories in the eventide. While few small towns can back up a well-trained physician, many have practicians of traditional medical specialty. Government-aided dispensaries are progressively common. For amusement work forces join their fellow caste members or those from castes at degrees near to their ain to go through the eventide hours smoking and chew the fating. Womans and misss talk at the small town good and may fall in groups to sing spiritual vocals. Male young persons sometimes form athleticss nines or play groups. Village-owned wirelesss set up in public infinites are common, but telecasting is rare. Traveling narrators, instrumentalists, acrobats, and snake smoothies relieve the dowdiness of life, as do nuptialss, spiritual jubilations, trips to local carnivals, and occasional spiritual pilgrims journeies. India # 8217 ; s present fundamental law went into consequence on Jan. 26, 1950. At that clip, the state changed its position from a rule to a federal democracy, though it remained within the Commonwealth. The governor- general, appointed by the British Crown, was replaced by a president, chosen by an electoral college. The president is the official head of province, but the office is mostly ceremonial. Village authorities is in the custodies of a democratically elected council, known as a panchayet, presided over by a small town headsman. In former yearss virtually all panchayat members were work forces of the upper castes, normally those who owned the most land. Now many provinces require that a certain figure of adult females and members of scheduled castes be included. Increasingly, elections are held by secret ballot. The panchayets are expected to work closely with the government-sponsored Community Development Program, which has divided the full state into community development blocks, averaging about a hundred small towns each. Village-level workers within each block are the main links between the authorities and the villagers. They bring intelligence to the villagers of developments that might profit them and describe back the sentiments of the people ( Concise ) . The artistic and literary heritage of India is exceptionally rich. Probably most renowned are the state # 8217 ; s architectural chef-doeuvres. These day of the month from many different ages. The ancient Buddhist domed tope, or shrine, at Sanchi was likely begun by the emperor Asoka in the mid-3rd century BC. The Kailasa Temple at Ellora was carved out of solid stone in the eighth century. The tremendous, intricately sculptured Sun Temple at Konarak day of the months from the thirteenth century, and the Minakshi Temple in Madurai, with its striking outer towers and interior Hall of 1,000 Pillars, from the sixteenth century. The empyreal Taj Mahal at Agra was built in the seventeenth century by the Mughal emperor Shah Jahan as a mausoleum for his favourite married woman. Every major part and spiritual group of India has produced plants of extraordinary virtue. Hindu and Jaina temples are normally amply embellished by sculpture. Because of the Islamic resistance to representative art, mosques are relatively severe and rely for adornment mostly on inlaid stonework, cosmetic tiles, geometric designs in rock, plaster, or wood, and ornate penmanship ( Compton? s ) . Painting is comparatively less developed, and much of the work of the yesteryear has fallen victim to conditions. However, the well-preserved, sensuous cave pictures at Ajanta, dating from the first century BC to the seventh century AD, demonstrate great proficient proficiency at an early day of the month. Altogether different is the lyric and romantic manner of the assorted schools of illumination picture that flourished in the tribunals of the Mughals and the Rajput princes in the 16th and subsequent centuries. Modern picture, inspired by both European and Far Eastern theoretical accounts, has had several internationally recognized advocates. Classical Indian music, dance, and play are closely linked. Their roots travel back about 2,000 old ages. Their command calls for great subject and intensive pattern. Each has a conventionalized # 8220 ; linguistic communication # 8221 ; that demands considerable edification on the portion of the audience. As with architecture, a figure of regional manners have developed. Folk music and dance besides show broad regional fluctuations ( Compton? s ) . The literature of India screens many Fieldss of cognition, but spiritual and philosophical texts are peculiarly legion. The oldest spiritual texts, the Vedas ( get downing with the # 8216 ; Rig-Veda # 8217 ; around 1500 BC, were transmitted merely by word of oral cavity for many centuries before being committed to composing. For most Hindus the two best-known texts are the great heroic poems, the # 8216 ; Ramayana # 8217 ; and the # 8216 ; Mahabharata # 8217 ; , composed approximately 2,000 old ages ago. The former recounts the escapades of the god-king Rama and provides theoretical accounts of proper behavior for both work forces and adult females. The latter, the longest verse form of all time written, relates a great fabulous war affecting all the peoples of ancient India. The most of import part of that heroic poem, the # 8216 ; Bhagavadgita # 8217 ; , is the chief Hindu piece of land on morality and moralss ( Compton? s ) . Indian Muslim literature covers a broad scope of practical topics. However, the authorization of the Koran, Islam # 8217 ; s holy book, leaves small room for spiritual guess. Poetry is peculiarly admired. Plants Cited India. Compton? s Encyclopedia Online. 1 November 1999 hypertext transfer protocol: //comptonsv3.web.aol.com/ceo99-cgi/article? # 8217 ; fastweb? getdoc+viewcomptons+A+3993+35++India # 8217 ; . hypertext markup language India. Concise Columbia Electronic Encyclopedia, Third Edition. 1 November 1999. India. New World Encyclopedia. New York: Pelican, 1995. MLA. Modern Language Association. 23 October 1999 hypertext transfer protocol: //www.mla.org/set_stl.htm. Fact Summary Official Name: Republic of India. Capital: New Delhi. India: Indus, from Sanskrit Sindhu mentioning to Indus River. National Emblem: Adapted from Sarnath Lion Capital of Asoka in 1950. Four king of beastss ( one of which is concealed from position ) standing back to endorse with wheel in the centre of the abacus ; a bull on the right, a Equus caballus on the left, and the lineations of the other wheels on the utmost right and left. The words Satyameva jayate ( Truth Alone Triumphs ) are inscribed below the wheel in the Devanagari book. Anthem: # 8216 ; Jana Gana Mana # 8217 ; ( Lord of the People, of Society, and of the Mind ) . NATURAL FEATURES Boundary lines: Coast, 3,533 stat mis ( 5,686 kilometres ) ; land frontier, 9,425 stat mis ( 15,168 kilometres ) . Natural Regions: Himalaya ; Indo-Gangetic Plain ; Deccan. Major Scopes: Himayalas, Karakoram, Vindbya, Aravalli, Satpura, Western and Eastern Ghats. Major Extremums: Nanda Devi, 25,646 pess ( 7,817 metres ) ; Kamet, 25,447 pess ( 7,756 metres ) ; Anai Mudi, 8,842 pess ( 2,695 metres ) . Major Rivers: Ganges, Yamuna ( Jumna ) , Brahmaputra, Narbada, Mahanadi, Godavari, Kaveri. Noteworthy Lake: Wular. Major Islands: Andaman, Nicobar, Lakshadweep. Climate: Three seasons for most of the state # 8211 ; cold season from November to February ; hot season from March to June ; rainy season from June to October. THE Peoples Population ( 1996 estimation ) : 952,969,000 ; 733.1 individuals per square stat mi ( 288.8 individuals per square kilometre ) ; 26.8 per centum urban, 73.2 per centum rural ( 1995 estimation ) . Critical Statisticss ( estimated rate per 1,000 population ) : Births, 26.5 ; deceases, 9.8. Life Expectancy ( at birth ) : Males, 58.7 old ages ; females, 59.8. Major Languages: Hindi ( functionary ) , English ( functionary ) , Telugu, Bengali, Marathi, Tamil, Urdu, Gujarati, Malayalam, Kannada, Oriya, Punjabi, Assamese. Major Religions: Hindooism, Islam, Christianity, Sikhism, Buddhism, Jainism, Zoroastrianism. Major CITIES ( 1991 estimation ) Bombay ( 9,925,891 ) Major port and fiscal and commercial centre of India ; capital of Maharashtra province ; good known for cotton-textile, movie, and printing industry ; Victoria Gardens, Brabourne Stadium, and Marine Drive. Delhi ( 7,206,704 ) Capital of India ; political, educational, cultural, and transit centre ; Red Fort, Cardinal Secretariat, Parliament House, Rashtrapati Bhavan, Qutab Minar, and the National Gallery of Modern Art. Calcutta ( 4,399,819 ) Major port, capital of West Bengal province ; cultural, commercial, spiritual, educational, and political centerError! Bookmark non defined.. Madras ( 3,841,396 ) Major port and capital of Tamil Nadu province ; educational, transit, cultural and traditional handcraft centre ; the Indian Institute of Technology, University of Madras, the Madras Government Museum, Napier Park, Marina beach, and the Corporation Stadium. Bangalore ( 3,302,296 ) Capital of Karnataka province ; taking cultural, educational, industrial, publication, and transit centre of south India ; Vidhana Saudha, Mysore Government Museum, Lal Bagh, and Hesaraghatta Lake. Hyderabad ( 3,145,939 ) Capital of Andhra Pradesh province ; educational, cultural, industrial, commercial, and handcraft centre ; the Char Minar, Mecca Masjid, Salar Jung Museum, and racetrack. Ahmadabad ( 2,954,526 ) Industrial, commercial, fiscal, and educational metropolis ; major cotton-textile centre, Lake Kankaria, Gandhi Ashram, Jama Masjid, Tin Darwaza ( Three Gates ) , and the Tomb of Ahmad Shah. Kanpur ( 1,879,420 ) Industrial and commercial metropolis ; rail and lead junction ; Kanpur University, the Indian Institute of Technology, and a Hindu glass temple, camp, and Sati Chaura. Nagpur ( 1,624,752 ) Transportation system, industrial, educational, agricultural, and cultural centre ; British Fort, Ambajheri Tank, Bhonsla Palace, Kasturchand Park, and Secretariat. Lucknow ( 1,619,115 ) Capital of Uttar Pradesh province ; transit, commercial, educational, cultural, and handcraft centre ; Hazratganj, Great Imambara, Rumi Darwaza, Residency, botanical and zoological gardens. Pune ( 1,566,651 ) Educational, cultural, commercial, and industrial centre ; Empress Gardens, Wellesley Bridge, Deccan College, Statue of Shivaji, and Shanwar Wada ( Saturday Palace ) . Economy Chief Agricultural Products: Crops # 8211 ; sugar cane, rice, wheat, maize ( corn ) , sorghum, millet, Mangifera indicas, bananas, oranges, lemons, calcium hydroxides, apples oil-rich seeds, pulsations, coconuts. Livestock # 8211 ; cowss, caprine animals, H2O American bison, sheep. Chief Mined Merchandises: Limestone, Fe ore, bauxite, manganese, Cr, Zn, Cu, lead, gold, diamonds, coal, petroleum crude oil, natural gas. Chief Manufactured Products: Cement, finished steel, steel metal bars, refined sugar, fertilisers, paper and poster board, bikes, bikes and scooters, cotton fabric. Foreign Trade: Imports 59 per centum, exports 41 per centum. Chief Imports: Fuel oil and refined crude oil merchandises, chemicals, fertilisers, Fe and steel, machinery, vegetable oils, unsmooth diamonds, conveyance equipment, electrical machinery, groceries. Chief Exports: Handicrafts, technology goods, tea, fish, fruits and veggies, java, fabric narration and cloths, vesture, leather, cherished and semiprecious rocks, Fe ore, route motor vehicles, plants of art, baccy, Fe and steel. Chief Trading Spouses: United States, United Kingdom, Japan, Germany, Saudi Arabia. Monetary Unit of measurement: 1 Indian rupee = 100 paisa. Education Public Schools: Lower primary ( age 6-10 ) is free throughout India ; secondary ( age 11-17 ) is free in most countries. Compulsory School Age: From 6 to 14 in all provinces except Nagaland and Himachal Pradesh. Literacy: 52 per centum. Leading Universities: More than 100 ;

Learning Theory Application in Classroom Essay Example

Learning Theory Application in Classroom Paper PSYCHOLOGY OF TEACHING AND LEARNING (ED504) MODULE 2: MAIN ASSESSMENT QUESTION 2: Imagine you are on your break hour at school and you walked into the staff lounge to discover Piaget, Vygotsky, Erikson and Kohlberg are there. Their conversation is about learning and development. Write a paper tracing the conversation between each of these theorists. Be sure to accurately reflect the stance that each theorist would take. What would be the implications of any one of the theorist as a teacher and how could the theory be applied to the classroom? VTDI) This Paper is in Partial Completion Fulfilment of a POST-GRADUATE DIPLOMA IN EDUCATION AND TRAINING Date: October 13, 2011 Piaget, Vygotsky, Erikson and Kohlberg individually expounded their views on learning and development as outlined below. Piaget’s Cognitive Development Theory consists of four stages of intellectual development. Stage 1—Sensorimotor Stage. Birth to age 2. The child recognises self as agent of action and begins to act intentionally. The child realises that things continue to exist even when no longer present to the sense. Stage 2—Preoperational Stage Age 2-7. Learns to use language and to represent objects by images and words. Children learn through imitation and play during this stage. They begin to use reasoning; however it is mainly intuitive, instead of logical. Stage 3—Concrete Operational Stage Age 7- 11. Can thinks logically about objects and events. However this is confined to their level. Stage 4—Formal Operational Stage Age 11-adulthood. Can think logically about conceptual scheme and test hypotheses systematically. Erikson’s psychosocial theory of development shows that personality emerges from a series of conflicts. We will write a custom essay sample on Learning Theory Application in Classroom specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Learning Theory Application in Classroom specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Learning Theory Application in Classroom specifically for you FOR ONLY $16.38 $13.9/page Hire Writer These conflicts arise at eight stages over the entire life cycle. These crises if resolve or unresolved can result in a greater sense of self or can lead to maladjustment respectively. Below is an outline of the steps and psychosocial interactions involved. Basic Trust vs. Mistrust (Birth to Year). Children develop a sense of trust when caregivers provide reliability, care, and affection. Autonomy vs. Shame (2-3 years). Children need to develop a sense of personal control over physical skills and a sense of independence. Initiative vs. Guilt (Preschooler , 4-5years). Children need to begin asserting control and power over the environment. Industry vs. Inferiority (School-Age Child, 6-11years). Children need to cope with new social and academic demands. Identity vs. Identity Confusion (Adolescent, 12-18 years). Teens need to develop a sense of self and personal identity. Intimacy vs. Isolation (Young Adult 18-35 years). Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Generativity vs. Stagnation (Middle-aged Adult, 35-65 years). At this stage the middle adult needs to work to establish stability and attempt to produce something that makes a difference to society. Integrity vs. Despair (Older Adult, over 65years). Older adults need to look back on life and feel a sense of fulfilment. Lawrence Kohlberg concludes that morality develops in stages. Kohlbergs six stages can be more generally grouped into three levels of two stages each which are outlined below. Level 1 (Pre-Conventional). This is generally found at the elementary school level. Stage 1: Obedience and punishment orientation. People behave according to socially acceptable norms. This obedience is forced by the threat or application of punishment. Stage 2: Self-interest orientation. This stage is characterized by a view that right behaviour means acting in ones own best interests Level 2 (Conventional). This is generally found in society. Stage 3: Interpersonal accord and compliance, is regarded as an attitude which seeks to do what will gain the approval of others. Stage 4: Authority and social-order maintaining orientation. This stage is one adjusted to abiding by the law and responding to the obligations of duty. Level 3 (Post-Conventional). It is felt that this is not reached by the majority of adults. Stage5. Social contract orientation. Is an understanding of social support and a genuine interest in the welfare of others. Stage 6. Universal ethical principles. Is based on respect for universal principle and the demands of individual conscience Vygotsky’s Social Development Theory Vygotsky focused on the connections between people and the sociocultural context in which they act and interact in shared experiences (Crawford, 1996). His major themes are outlined below: 1. Social interaction plays a fundamental role in the process of cognitive development.. He states: â€Å"Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). † (Vygotsky, 1978). 2. Anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept can serve as a guide to support cognitive growth. 3. According to Vygotsky, the Zone of Proximal Development is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. Vygotsky believes, learning occurred in this zone. The implications of Vygotsky’s theory for the teacher are that it promotes learning in the contexts where students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning development in students. Knowing both levels of Vygotsky’s zone of proximal development is useful for teachers, for these levels indicate where the child is at a given moment as well as where the child is going. According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others (Karpov Haywood, 1998). Vygotsky’s theory can be applied in the classroom. Vygotsky’s theory does not mean that anything can be taught to any child. Only instruction and activities that fall within the zone promote development. For example, if a child cannot identify the sounds in a word even after many prompts, the child may not benefit immediately from instruction in this skill. Practice of previously known skills and introduction of concepts that are too difficult and complex have little positive impact. Teachers can use information about both levels of Vygotsky’s zone of proximal development in organizing classroom activities in the following ways: †¢Instruction can be planned to provide practice in the zone of proximal development for individual children or for groups of hildren. Scaffolding (Wood, Bruner, Ross, 1976) is a tactic for helping the child in his or her zone of proximal development in which the adult provides hints and prompts at different levels. † (Wood, Bruner, Ross, 1976). For example In a high school laboratory science class, a teacher might provide scaffolding by first giving students de tailed guides to carrying out experiments, then giving them brief outlines that they might use to structure experiments, and finally asking them to set up experiments entirely on their own. Cooperative learning activities can be planned with groups of children at different levels who can help each other learn. I can be conclude therefore, that a careful application of the theories put forward by these researchers will greatly enhance learning in the classroom References Atherton J S (2011) Learning and Teaching; Piagets developmental theory [On-line: UK] retrieved 8 October 2011 from http://www. learningandteaching. info/learning/piaget. htm Crawford, K. (1996) Vygotskian approaches to human development in the information era. Educational Studies in Mathematics. (31) 43-62. Karpov, Y. , Haywood, H. C. (1998). Two ways to elaborate Vygotskys concept of mediation: Implications for instruction. American Psychologist, 53(1), 27-36. Learning Theories Knowledgebase (2011, October). Erikson’s Stages of Development at Learning-Theories. com. Retrieved October 8th, 2011 from http://www. learning-theories. com/eriksons-stages-of-development. html Learning Theories Knowledgebase (2011, October). Social Development Theory (Vygotsky) at Learning-Theories. com. Retrieved October 8th, 2011 from http://www. learning-theories. com/vygotskys-social-learning-theory. html Robert N. Barger, Ph. D. (2000) A Summary of Lawerence Kohlbergs, Stages of Moral Development retrieved October 7th, 2011 from http://www. csudh. edu/dearhabermas/kohlberg01bk. htm . Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Wood, D. J. , Bruner, J. S. , Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17(2), 89-100

Definition and Examples of Symploce in Rhetoric

Definition and Examples of Symploce in Rhetoric Symploce is a  rhetorical term for the repetition of words or phrases at both the beginning and end of successive clauses or verses: a combination of anaphora and epiphora (or epistrophe).  Also known as complexio. Symploce is  useful for highlighting the contrast between correct and incorrect claims, says Ward Farnsworth. The speaker changes the word choice in the smallest way that will suffice to separate the two possibilities; the result is a conspicuous contrast between the small tweak in wording and the large change in substance (Farnsworths Classical English Rhetoric, 2011). EtymologyFrom the Greek, interweaving Examples and Observations The yellow fog that rubs its back upon the window-panes,The yellow smoke that rubs its muzzle on the window-panes . . ..(T.S. Eliot, The Love Song of J. Alfred Prufrock. Prufrock and Other Observations, 1917)The madman is not the man who has lost his reason. The madman is the man who has lost everything except his reason.(G.K. Chesterton, Orthodoxy, 1908)In the years after World War I my mother had put pennies for Grace [Cathedral] in her mite box but Grace would never be finished. In the years after World War II I would put pennies for Grace in my mite box but Grace would never be finished.(Joan Didion, California Republic. The White Album. Simon Schuster, 1979)For want of a nail the shoe was lost.For want of a shoe the horse was lost.For want of a horse the rider was lost.For want of a rider the battle was lost.For want of a battle the kingdom was lost.And all for the want of a horseshoe nail.(attributed to Benjamin Franklin and others) Effects of Symploce Symploce can add a sense of measured balance to the rhetorical effects achieved through either anaphora or epiphora. Paul demonstrates this in Are they Hebrews? So am I. Are they Israelites? So am I. Are they of the seed of Abraham? So am I. Symploce can also string together clauses to create either a catalogue or gradatio.(Arthur Quinn and Lyon Rathbun, Symploce. Encyclopedia of Rhetoric and Composition: Communication From Ancient Times to the Information Age, ed. by Theresa Enos. Taylor Francis, 1996) Symploce in Shakespeare Most strange, but yet most truly, will I speak:That Angelos forsworn; is it not strange?That Angelos a murderer; ist not strange?That Angelo is an adulterous thief,An hypocrite, a virgin-violator;Is it not strange and strange?(Isabella in William Shakespeares Measure for Measure, Act 5, scene 1)Who is here so base that would be a bondman? If any, speak; for him I have offended. Who is here so rude that would not be a Roman? If any speak; for him have I offended. Who is here so vile that will not love his country? If any, speak; for him have I offended.(Brutus in William Shakespeares Julius Caesar, Act 3, scene 2) Bartholomew Griffin's Perfect Symploce Most true that I must fair Fidessa love.Most true that I fair Fidessa cannot love.Most true that I do feel the pains of love.Most true that I am captive unto love.Most true that I deluded am with love.Most true that I do find the sleights of love.Most true that nothing can procure her love.Most true that I must perish in my love.Most true that She contemns the God of love.Most true that he is snarà ¨d with her love.Most true that She would have me cease to love.Most true that She herself alone is Love.Most true that though She hated, I would love!Most true that dearest life shall end with love.(Bartholomew Griffin, Sonnet LXII, Fidessa, More Chaste Than Kinde, 1596) The Lighter Side of Symploce Alfred Doolittle: Ill tell you, Governor, if youll only let me get a word in. Im willing to tell you. Im wanting to tell you. Im waiting to tell you.Henry Higgins: Pickering, this chap has a certain natural gift of rhetoric. Observe the rhythm of his native woodnotes wild. Im willing to tell you. Im wanting to tell you. Im waiting to tell you. Sentimental rhetoric! Thats the Welsh strain in him. It also accounts for his mendacity and dishonesty.(George Bernard Shaw, Pygmalion, 1912) Pronunciation: SIM-plo-see or SIM-plo-kee Alternate Spellings: simploce

How to Grow Salt Crystals

How to Grow Salt Crystals Table salt, also known as sodium chloride, is a crystal (a symmetrical solid substance made entirely of the same material).  You can see the shape of a salt crystal under a microscope, and you can grow your own salt crystals for fun or for a science fair. Growing salt crystals is fun and easy; the ingredients are right in your kitchen, the crystals are non-toxic, and no special equipment is required.   How to Grow Salt Crystals It takes very little work to start the process of growing salt crystals, though you will need to wait a few hours or days to see the results, depending on the method you use. No matter which method you try, youll need to use a hot stove and boiling water, so adult supervision is advised.   Salt Crystal Materials table salt (sodium chloride)waterclean clear containera piece of cardboard (optional)string and pencil or butter knife (optional) Procedures Stir salt into boiling hot water until no more salt will dissolve (crystals start to appear at the bottom of the container). Be sure the water is as close to boiling as possible. Hot tap water is not sufficient for making the solution. Quick Crystals:  If you want crystals quickly, you can soak a piece of cardboard in this supersaturated salt solution. Once it is soggy, place it on a plate or pan and set it in a warm and sunny location to dry out. Numerous small salt crystals will form. Perfect Crystals:  If you are trying to form a larger, perfect cubic crystal, you will want to make a seed crystal.  To grow a big crystal from a seed crystal, carefully pour the supersaturated salt solution into a clean container (so no undissolved salt gets in), allow the solution to cool, then hang the seed crystal in the solution from a pencil or knife placed across the top of the container. You could cover the container with a coffee filter if you like. Set the container in a location where it can remain undisturbed. You are more likely to get a perfect crystal instead of a mass of crystals if you allow the crystal to grow slowly (cooler temperature, shaded location) in a place free of vibrations. Tips for Success Experiment with different types of table salt. Try iodized salt, un-iodized salt, sea salt, or even salt substitutes. Try using different types of water, such as tap water compared with distilled water. See if there is any difference in the appearance of the crystals.If you are trying for the perfect crystal use un-iodized salt and distilled water. Impurities in either the salt or water can aid dislocation, where new crystals dont stack perfectly on top of previous crystals.The solubility of table salt (or any kind of salt) increases greatly with temperature. Youll get the quickest results if you start with a saturated saline solution, which means you want to dissolve salt in the hottest water available. One trick to increase the amount of salt you can dissolve is to microwave the salt solution. Stir in more salt until it stops dissolving and starts to accumulate at the bottom of the container. Use the clear liquid to grow your crystals. You can filter out the solids using a coffee f ilter or paper towel.

Marketing wk 2 Essay Example | Topics and Well Written Essays - 1250 words

Marketing wk 2 - Essay Example Price: Price plays equally a crucial part in product marketability. Pricing of products depend on their availability. If a product and its types are easily available in the marketplace, its pricing would be elastic, which means the unit sales would rise or fall with the change in its price. In comparison such products that are scare in availability but have robust demand would exhibit inelastic pricing behavior, which means product sale won’t be impacted with any fall or rise in its price (Jones, 2007). Place: A product can be made available through different distribution mediums such as retail outlets, via mail, through download from the internet, on a ship or any easily deliverable platform. The speed of making products available and choices for ordering a product offered to customers can affect the sales volume as per the facilities offered by the seller (Jones, 2007). Promotion: Promotion is related to any medium used for finding market for your products. Advertising, publ ic relations, point-of-sale displays, and word-of-mouth promotion are all different promotional tools. Promotion brings the prospective buyers and sellers closer to clinch the deal. Budget decides a promotional strategy for the kind of product being sold and availability of that promotional medium (Jones, 2007). Understanding the marketing mix is as relevant today as it was in the past. It is the marketing parameter to test the working of all the bases in a marketing initiative (Jones, 2007). Company Introduction Coca-Cola Amatil Limited (CCA) is a big soft drink company in the FMCG industry sector that produces many types of soft drinks in Australia. Its products are Coca-Cola, Diet Coke, Powerade Sportswater, Disney Cordial, Fruita, Fruitopia 100% Fruit Juice etc., including bottled water â€Å"Mount Franklin† that has been available since 1991. Mount Franklin is pure spring water without adding any flavour into the water, taken from beneath the ground, travelling through r ock layers of three natural sources in Australia; 1. Mount Franklin (Victoria) 2. The central Cost (NSW) 3. Perth region (Coca-Cola Amatil Ltd [CCA], 2003). CCA has been using the marketing mix tactics for all products, particularly Mount Franklin. Marketing Mix Tactics of CCA 1.1 Product Tactics 1.1.1 Product Quality The most important tactic, which CCA uses to satisfy their customer, is the product’s quality. As tap water can be used for drinking, and there is a rival such as H2go, CCA has become more alert on their product quality. The benefit of Mount Franklin, which CCA provides to customers, is the quality of still water. It means that customer can be sure on health grounds when they get fresh clean water, which is Mount Franklin (Griffin, 2004). As being fresh, clean and healthy is the significant image of the product, CCA has to ensure the water quality of the source of still water. CCA has appointed a professional hydrologist expert scientist to study the aquifer, th e layer of rock or sediment which carries the water and looking at the quality and quantity of water available (Griffin, 2004). Moreover, CCA is not depending solely on the nature to guarantee the purity of the water. Therefore, Mount Franklin water is passed through

Explain why rising prices do not necesssarily mean declining living Essay

Explain why rising prices do not necesssarily mean declining living standards - Essay Example Some people are intended to spend loads of money and they also easily can do. In the last we will see how rise in prices affect the living standards.2 Before going into the depth of the topic we will discuss concepts of income in detail. It can be defined as the income of the individuals or people after adjusting for inflation. It can be measured by subtracting the inflation from the nominal income. Mathematically it can be written as: Real income is a more useful indicator of well-being; it is based on the amount of goods and services that can be purchased with the income. It involves real variables as real income, real GDP and real interest rates. These real variables can be measured in physical units (standards of measurements of physical quantities). Nominal Income is the income that has not been adjusted against inflation and decreasing buying power. It involves nominal variables as nominal income, nominal GDP and nominal interest rates. These nominal variables are calculated in monetary units (Each Country uses a Monetary Unit of some kind some may use more than one depending on the position and nature of the economy). Although real variables and nominal variables are different with each other and they are influenced by each other. Both are separate in nature and use. Labor is a calculation of the work done by human beings. It is usually contrasted with such other factors of production as land and capital. There are some theories created on this concept called human capital. This refers to the skills those workers own). Other theory is Macro-Economics system theory that thinks human capital opposition in terms. It is defined as a sustained raise in general price levels for some set of goods and services in a given financial system over a period of time. It is measured as the percentage rate of change of a price index. There are so many inflation measures in use as there are different

Exotic Animals Essay Example for Free

Exotic Animals Essay The exotic animal trade is a growing industry in which exotic animals are bred, sold, and traded in massive amounts. Millions of exotic animals are being kept in private residences, small roadside zoos, and traveling wild animal exhibits. Sadly, beautiful and majestic animals are being held captive in unfortunate living conditions. They are being deprived the enrichment and companionship that they require to develop and flourish effectively as if they were living in the wild. These mistreated animals can be extremely dangerous to human health, the safety of the public, and the animals themselves. Many exotic animal attacks have been front page news; most recently, the release and killing of forty-nine exotic animals in Zanesville, Ohio, was said to be the worst exotic animal incident in United States history. This dangerous incident and those like it need to be thoroughly investigated, and legislation must be improved to avoid future incidents. Stricter laws will ensure exotic animals are being cared for humanely and the public is protected. Common exotic animals that are being purchased for private ownership or entertainment purposes are large game cats, bears, wolves, zebras, reptiles, birds, and nonhuman primates. The genetic anomalies of zedonks, crossbreeding zebras with donkeys, are even being advertised for sale (Green). All of these exotic animals may seem cute and cuddly in zoos and other exhibits, but they are extremely dangerous if not cared for appropriately. The care of exotic animals can be expensive, and many people will purchase these animals unaware of the costs that are required to maintain the animal’s health and environment. Many investigations into exotic animal attacks have revealed that these animals are not being cared for in humane ways. They were not being fed adequately and have not received appropriate medical care. The conditions these animals are forced to live in can make them violent towards owners or handlers. They become violent because they are hungry or because of health problems they have developed due to their ill-treatment. Exotic animals can carry diseases that can be dangerous to humans and, in some cases, even fatal. The Center for Disease Control and Prevention estimates that seventy thousand people in the United States contract the bacterial disease salmonella from the handling of reptiles, such as snakes or iguanas (Kirpalani). Humans have died from being exposed to diseases like the Monkey B virus carried by nonhuman primates as well as rabies found in many different species of animals. Additionally, humans can pose a threat to the exotic animals when they come into contact with them. Diseases that humans carry, like the herpes simplex virus, if contracted, can be fatal to certain small primates (Parsell). Many people question why there are a great number of exotic animals for sale in the United States. The answer is simple: exotic animal trade has been significantly profitable for those parties involved. The American Society for the Prevention of Cruelty to Animals reports that the illegal trafficking of exotic animals is a twenty-billion dollar industry (Eaton). Even though many states have laws that prohibit the sale and purchase of exotic animals, they continue to be illegally purchased through easy access websites, exotic animal brokers, exotic animal breeders, and exotic animal auctions held at livestock yards. There were even reports of one Texas woman selling tiger cubs from the back of her car in a Wal-Mart parking lot. I recently visited the website ExoticAnimalsForSale. net and discovered over six-hundred advertisements for exotic animals that were being sold. The animals ranged from large game cats to exotic birds and dangerous reptiles. Interested buyers can simply purchase these animals with one click of the mouse. The ease of illegally purchasing exotic animals has made this industry considerably successful. The lack of awareness and ignorance of many people that own exotic animals has been the cause of many incidents or attacks that have occurred. Recently, Terry Thompson, of Zanesville, Ohio, released his fifty-six exotic animals from their secure cages and then took his own life, enabling the animals to dangerously roam the farmland surrounding the moderately populated community. Most of the exotic animals released were extremely dangerous and posed a threat to the public. That afternoon, law enforcement officials were ordered to shoot and kill eighteen Bengal tigers, seventeen lions, six black bears, three mountain lions, two grizzly bears, two wolves, and one baboon. One other primate, a macaque monkey was reported missing, but later the remains were found and had been half eaten by another animal. Zoologist and animal activist were appalled that all the animals had to be exterminated, especially the eighteen Bengal tigers; a species that is currently found on the International Union for Conservation of Nature Red List of Threatened Species (IUCN). Although forty-nine of them had to be killed, only one bear, two monkeys, and three leopards were successfully trapped and transferred to the nearby Columbus Zoo. Investigation later revealed that Thompson was not a sane person. He had past run-ins with the law concerning the welfare of his animals, and he had been convicted of animal cruelty in 2005. Similar incidents have occurred concerning the dangers of exotic animal ownership. Like the couple from Grain Valley, Missouri who were charged with endangering the welfare of a child when their pet ferret chewed off seven of their infant son’s fingers down to the knuckle. The news has reported many other shocking exotic animal incidents that have occurred this year. In Connecticut, a television animal star chimpanzee bit off both hands and mauled the face and of an elderly woman. In Florida, the death of a two year old girl who was squeezed to death in her crib by a pet python raised many concerns with the government officials that enforce animal ownership laws. These incidents, as well as many others, have shown that protective action must be taken immediately by law makers. The leniency in laws that prohibit the sale and purchase of exotic animals does not come without consequences. The Exotic Animal Incidents database compiled by the animal protection agency Born Free USA reports that seventy-five human deaths and over fifteen-hundred non-fatal incidents have occurred over the last twenty-one years (Whyte). As a result of the Zanesville incident, Ohio Governor John R. Kasich issued an executive order requesting state agencies to increase inspections and enforce stricter laws relating to animal health, captivity, and cruelty. The executive order called for The Ohio Department of Health, The Ohio Department of Natural Resources, and The Ohio Department of Agriculture to cooperate in the detailed investigation and additional inspection of private exotic animal owners and their facilities where wild animals are being bred, raised, and exploited. Ownership of exotic animals is legal in nine states, and in thirty other states, exotic animal ownership is legal if permits are simply applied for through state and local organizations (Kirpalani). These states must revise this easy process that they have developed. The laws should make exotic animal ownership harder. The process should weed out those individuals that are not competent enough to care for these animals. Our federal government has only one law in place to regulate the treatment of animals. The Animal Welfare Act, signed in 1996, requires that minimum standards of care and treatment be provided for certain animals bred for commercial sale, used in research, commercially transported, or exhibited to the public (USDA). Exotic animals should never be pets. They are wild animals and should be treated as if they are roaming free in their natural habitat, not at the cost of entertainment and human profits. It is imperative that state lawmakers and government officials take immediate action to pass strong legislation to protect the world’s exotic animals. Without these laws in place, many more animals will be held captive, mistreated, and set up as a danger to the public. Exotic animals should be in legitimate zoos where they can live in appropriate habitats, receive proper veterinary care, and adequate nutrition. Only professionals in a zoo should have the responsibility of providing the care and attention that these innocent animals deserve.

Exploring Why We Enjoy the Anti-Hero Essay -- The Rise of the Anti-Her

There is no doubt that the popularity of the anti-hero as we know it has increased in recent times. With unlikely, yet popular moral gray protagonists like Jack Bauer, Dexter, and Gregory House leading some of the most popular TV shows and characters like James Bond, Lisbeth Salander, Tyler Durden (from Fight Club), and Jack Sparrow being some of the most memorable in movies, it is not surprising that there has been an increased interest to understand what causes this characters to be so popular (Peter Jonason in et al., 193). What is it that makes them as likeable, if not more, than a normal hero? How come we relate to characters that perform actions that, if done in real life, would cause us to see them in a whole different light? My argument is that an increased understanding in the human psyche has enabled us to see through our preconceived moral standards to accept and, in many cases, admire these anti-heros. Under the right circumstances, almost any action is permissible (albeit not necessarily right or wrong). The readers, however, must undergo a process of exposure to the anti-hero and the world she inhabits before they permit her actions. This process of â€Å"disengagement† (presented by Daniel Shafer and Arthur Raney) is what enables the reader to change his preconceived moral standards, at least in the anti-hero’s universe, to actually enjoy the story. Before explaining the big picture, however, I think it is important to understand how the enjoyment of stories can be weighted. The enjoyment of most narratives is measured through the affective disposition theory (ADT). Shafer and Raney explain that: â€Å"ADT is generally considered the most comprehensive theory explaining the process through which enjoyment is derived ... ...mpathy, understand her flaws and what lead her to be the way she is, and feel those appeals to our primitive feelings related to the Dark Triad of personality traits when she kicks some butt, we can finally enjoy the positive emotions which would be condemned as wrong in the real world. Works Cited Funk, C. and Gazzaniga, M. â€Å"The functional brain architecture of human morality†. Current Opinion in Neurobiology 19 (2009): 678-681. Web. Hemley, R. â€Å"Sympathy for the Devil, What to Do About Difficult Characters†. Creating Fiction (1999): Edited by Julie Checkoway. Story Press. Jonason, P. â€Å"The Antihero in Popular Culture: Life History Theory and the Dark Triad Personality Traits†. Review of general psychology 16.2 (2012): 192-199. Web. Shafer, D. and Raney, A. â€Å"Exploring How We Enjoy Antihero Narratives†. Journal of Communications 62 (2012): 1028-1046. Web.

Education for Learners with Special Needs: Introduction to Organization and Planning Essay

In 1990, statistics showed that there were well over 43 million Americans with one or more physical or mental disabilities (Dixon, Kruse, & van Horn, 2003). Historically, society has isolated and segregated these individuals. After the passage of the Rehabilitation Act of 1973 and despite numerous laws and civil rights acts, discrimination against individuals with disabilities continues to be a serious social problem. This lecture briefly discusses the history of the laws and civil rights acts pertaining to Americans with disabilities i. e., how the laws and civil rights acts are being applied to learning in the educational system. Historical Factors That Shaped Special Education Today In 1975, Congress passed the Education of All Handicapped Children Act, now codified as the Individuals With Disabilities Education Improvement Act (IDEA) of 2004. When the Education of All Handicapped Children Act went into effect October of 1977 (after the regulations were finalized), it guaranteed a free, appropriate public education in the least restrictive environment for all special education children and youth between the ages of 3 and 21. The numerous amendments to Individuals With Disabilities Education Act (IDEA) in 1990 expanded incentives for early intervention, preschool special education programs, and transition programs. Currently, IDEA (2004) supports efforts through several programs to provide coordinated service delivery systems for children with disabilities from birth through age 5. The two major programs serving this population are the Early Intervention Program for Infants and Toddlers With Disabilities and the Preschool Grants Program (ages 3 through 5). The Individuals With Disabilities Education Act (IDEA 1997) additionally established the Handicapped Infants and Toddlers Program for children from birth to their 3rd birthday. In the 1990s, Congress passed two important public laws. The first was the Americans With Disabilities Act (ADA) of 1990, and the other was IDEA of 1990. The premise of these laws was to guarantee civil rights for all persons with disabilities. The aim of ADA was to prohibit discrimination against individuals with disabilities in employment, public services, and accommodations (Henderson, 2000). Today this law includes persons of any age having a physical or mental impairment that significantly limits one or more of life’s major functions. These impairments include communicable diseases; health conditions such as diabetes and arthritis; severe asthma or allergies; mental health and behavioral needs; attention deficit disorder; and other physical disabilities. IDEA (1990) not only changed the name of the Education of All Handicapped Children Act to Individuals With Disabilities Education Act, it also changed the word handicapped to disabled. The amendments to IDEA of 1990 guaranteed all children with disabilities available and accessible free appropriate public education designed to meet the needs of students with special needs. The definition of special education was also expanded to include instruction carried out in the classroom, at home, in hospitals and institutions, and other settings. Related services are provided based on the needs of the special education student to benefit from instruction. In 1997, IDEA was amended once again. The amendment strengthened the academic expectations and accountability of children with disabilities. It also bridged the gap between the curricula delivered to children in regular classrooms and the curricula delivered to children in special day classes, with greater emphasis placed on the inclusion of the disabled child in the regular classroom (Hawking, 2004). Organization The category of learning disabilities is a large one, incorporating many diverse types of disabilities. IDEA (2004) defines specific learning disability as: A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in a deficient ability to listen, think, speak, read, write, spell, or do mathematical calculations. This term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. This term does not include children who have learning problems that are primarily the result of visual, hearing, or motor disabilities; intellectual disability; or environmental, cultural, or economic disadvantage (Knoblauch & Sorenson, 1998). Least Restrictive Environment Students with disabilities are entitled to a free appropriate public education in the least restrictive environment (LRE). LRE focuses on the degree of integration with nondisabled peers. Least restrictive includes students from a full-time regular education classroom with a consultant services specialist, to students who are home- or hospital-bound, based on their severity of needs. Most students with LD are serviced in the teacher consultant model, push-in model, co-teaching model, pull-out model, learning center, or special day class. Planning Planning for special education begins with the individualized education plan (IEP) team. The IEP team is composed of parents, school nurse, school psychologist, regular education teacher, special education, and others invited by the school and/or parents to participate. The goal of the IEP, according to the National Information Center for Children and Youth With Disabilities (NICHCY, 1996), is to have a variety of individuals who are knowledgeable about the students and their evaluation and placement options. Conclusion. Many laws and litigations have shaped special education, as we know it today. The process of identification and placement has changed over the years and will continue to evolve as parents advocate for the rights of their children. Most students with LD are serviced in the regular classroom with some degree of support, whether it is consultation or pull-out. The IEP team decides the best services for each child on an individual basis.

A Narrative Report on the Mass Training for Grade Essay

The K-12 Curriculum for the Grade 3 teachers was indeed a very successful one. The training was started with smiling faces shown by each participant. This is a manifestation that the Grade 3 teachers are willing and ever ready to embrace the mission tasked by God; and that is to implement fully the K-12 Curriculum with your minds, hearts, and souls. The Mass Training for GRADE 3 teachers on the Basic Education Curriculum started on May 18, 2014 in the afternoon. Delegates from the different schools in the Division of Tuguegarao City were made to register before the start of the sessions. After which, an opening program was started with a prayer led by Mrs. Juliet B. Alan, Master Teacher 1, followed by the singing of the national anthem with Mrs. Liezel Santos, Master Teacher 1, conducting. An opening program started the one-week long training. see more:narrative report on homeroom pta meeting Dr. Benito Alipio, the Asst. Schools Division Superintendent of the division gave his opening remarks and he emphasized that a twenty -first century teachers must learn, unlearn and relearn the skills needed to produce a twenty-first century learners who are equipped with 21st century skills such as information media and technology skills, learning an innovation skills, communication skills and life career skills. Dr. Gilbert N. Tong, the Schools Division Superintendent, CESO VI, gave also his inspirational message. He really inspired us, teachers, to do our share in developing a 21st century learners who are developed with adequate knowledge and skills that readily translate into performance. Dr. Rommel Costales, the Education Program Supervisor in Filipino, discussed about the K to 12 Curriculum. He introduced the Secretary’s message on K to 12 Updates and he further emphasized on some important issues regarding the curriculum. Mrs. Vilma Darisan, Principal II, of Tagga-Dadda Elementary Schools, was the last speaker and she talked about the â€Å"Assessment†. She discussed comprehensively her topic. We ended the Day 0 full of enthusiasm. Day 1 started with a simple program led by Northeast District. It was started with a prayer then followed by the singing of the national anthem. The delegates in every district introduced themselves with their own creative way of presentation that made the session enjoyable. Dr. Janette M. Dulin, Principal IV of Linao Elementary Schools, lectured on the â€Å"Grade Three Learners.† She gave us informative lecture which made us clearer understanding on the characteristics of grade III 21st. century learners. The participants performed different activities during her lecture. After her lecture, she sub-divided the whole group into 2. Each group went on their respective assignments. Class A started their session on â€Å"Leveling of Expectations† done by Mrs. Lou Marie Miguel, Principal II of Larion Alto. She gave emphasis on the expected attitudes that each participants must possess. On the other group, Class B, was led by Mrs. Liezel Santos and disused the same topic. Mrs. Juliet B. Alan, Master Teacher I of Annafunan Elementary School, lectured comprehensively about the Araling Panlipunan subject. The participants actively participated on the different activities during her session with them. Mrs. Eleanor Cacacho and Mrs. Zenaida Rivamora, EPS I in Science and Social Studies, with Dr. Rommel Costales, EPS II in Filipino witnessed her lecture. Mrs. Lou Marie Miguel, Principal II of Larion Alto, lectured the Science subject. She really gave us a substantial lecture. Mrs. Analyn Quilang, Principal II of Pengue Ruyu, tackled on the â€Å"Edukasyon sa Pagpapakatao.† She delivered also her lecture with enthusiasm. On Day 2, Class A had their MTB with Dr. Janette Dulin as the first speaker while on Class B, Mrs. Catalon, lectured on Music. Both speakers delivered their topic energetically and substantially. On the same day, Mrs. Evangeline Palejo, tackled about the English subject in Class A while Mrs. Analyn Quilang lectured on ESP in Class B with the presence of Dr. Norma Guillermo, Chief Education Program Supervisor in Elementary Division. Dr. Guillermo felt happy with the positive feedbacks she received on the performances of the trainers as well as the participants. Day 3 (May 21, 2014), the session was chaired by the participants of the West District. Same preliminary activities were made to start the day’s session. The first lecturer was Dr. Janette Dulin. She continued her topic regarding the MTB in Class A intelligently as manifested with the active participation of the trainees. On the same time,  Mrs. Vilma Darisan presented her topic in Math. She discussed her topic enthusiastically in Class B. The trainees listened and focused themselves intently during her discussion. After which, Mrs. Catalon, and Mrs Vilma Darisan lectured on Music and Mathematics in Class A and b respectively. With their expertise in presenting their subjects, they and the trainees enjoyed together their sessions. Liezel Trumata, the trainer in Health, then followed by Mrs. Juliet Alan who tackled about the Araling Panlipunan in Class B also discussed their topics intelligently. On the fourth day ( May 22, 2014), the first lecturers are Mrs. Liezel Trumata and Mr. J. Attaban who taught Health and P.E. respectively in Class A and B. Luckily, Mrs. Santos, was observed by Dr. Venturada Durian and Mr. Gayagoy both DepEd officials in the division while Mrs. Evangeline Palejo discussed her topic in English in Class B. Demonstration teaching was done right after the last trainers had done their lectures and it was done in the afternoon and continued on the fifth day. The following demonstration teachers were; Mrs. Emily Guiquing, MTB, Mrs. Emma Calimag, Math, Mrs. Norolaine Cabalos, Araling Panlipunan, Mrs. Salvacion Cabalza, Science, and Mrs. Jane Carino, P. E. All the demonstration teachers performed well and showed their own creative way in teaching their subject matters. The pupils were responsive and actively participated in the different activities tasked by the teachers. After the demo-teaching, a critiquing was made to the teachers with their respective trainers. The training was completed when Dr. Rommel Costales, Education Supervisor II in Filipino, the last lecturer, presented his topic about the ‘Commitment Building.’ He elaborated further his topic by asking the trainees to note down four key words about their leanings on the k to 12 Curriculum with the use of a paper airplane. Everyone enjoyed much the activity. He further strengthened the leanings of the participants through a video clips about a teacher-learner relationships which touched the hearts of each participants. As we went through day by day with this training, we were enriched and enlightened with the new insights and concepts that were needed to achieve the Goal of the K-12 Curriculum and that is to become the 21st Century teachers producing multitude 21st Century learners – the hope of the future generation that could help our department, the Department of Education, be the topmost agency in our country and make  our country progressive, globally competitive and at par with other countries. The training ended with a simple closing program but with full baggage of learning on the part of the trainees as well as the trainers .

Olfactory System - Sense of Smell

Olfactory System - Sense of Smell The olfactory system is responsible for our sense of smell. This sense, also known as olfaction, is one of our five main senses and involves the detection and identification of molecules in the air. Once detected by sensory organs, nerve signals are sent to the brain where the signals are processed. Our sense of smell is closely linked our sense of taste as both rely on the perception of molecules. It is our sense of smell that allows us to detect the flavors in the foods we eat. Olfaction is one of our most powerful senses. Our sense of smell can ignite memories as well as influence our mood and behavior. Olfactory System Structures   Patrick J. Lynch, medical illustrator / Creative Commons / Wikimedia Commons Our sense of smell is a complex process that depends on sensory organs, nerves, and the brain. Structures of the olfactory system include: Nose - opening containing nasal passages that allows outside air to flow into the nasal cavity. Also a component of the respiratory system, it humidifies, filters, and warms the air inside the nose.Nasal cavity - cavity divided by the nasal septum into left and right passages. It is lined with mucosa.Olfactory epithelium - specialized type of epithelial tissue in nasal cavities that contains olfactory nerve cells and receptor nerve cells. These cells send impulses to the olfactory bulb.Cribriform plate - a porous extension of the ethmoid bone, which separates the nasal cavity from the brain. Olfactory nerve fibers extend through the holes in the cribriform to reach the olfactory bulbs.Olfactory nerve - nerve (first cranial nerve) involved in olfaction. Olfactory nerve fibers extend from the mucous membrane, through the cribriform plate, to the olfactory bulbs.Olfactory bulbs - bulb-shaped structures in the forebrain where olfactory nerves end and the olfactory tract begins.Olfactory tract - band of nerve fibers that extend from each olfactory bulb to the olfactory cortex of the brain. Olfactory cortex - area of the cerebral cortex that processes information about odors and receives nerve signals from the olfactory bulbs. Our Sense of Smell Our sense of smell works by the detection of odors. Olfactory epithelium located in the nose contains millions of chemical receptors that detect odors. When we sniff, chemicals in the air are dissolved in mucus. Odor receptor neurons in olfactory epithelium detect these odors and send the signals on to the olfactory bulbs. These signals are then sent along olfactory tracts to the olfactory cortex of the brain. The olfactory cortex is vital for the processing and perception of odor. It is located in the temporal lobe of the brain, which is involved in organizing sensory input. The olfactory cortex is also a component of the limbic system. This system is involved in the processing of our emotions, survival instincts, and memory formation. The olfactory cortex has connections with other limbic system structures such as the amygdala, hippocampus, and hypothalamus. The amygdala is involved in forming emotional responses (particularly fear responses) and memories, the hippocampus indexes and stores memories, and the hypothalamus regulates emotional responses. It is the limbic system that connects senses, such as odors, to our memories and emotions. Sense of Smell and Emotions The connection between our sense of smell and emotions is unlike that of the other senses because olfactory system nerves connect directly to brain structures of the limbic system. Odors can trigger both positive and negative emotions as aromas are associated with specific memories. Additionally, studies have demonstrated that the emotional expressions of others can influence our olfactory sense. This is due to activity of an area of the brain known as the piriform cortex which is activated prior to odor sensation. The piriform cortex processes visual information and creates an expectation that a particular fragrance will smell pleasant or unpleasant. Therefore, when we see a person with a disgusted facial expression before sensing an odor, there is an expectation that the odor is unpleasant. This expectation influences how we perceive the odor. Odor Pathways Odors are detected through two pathways. The first is the orthonasal pathway which involves odors that are sniffed in through the nose. The second is the retronasal pathway which is a pathway that connects the top of the throat to the nasal cavity. In the orthonasal pathway, odors that enter the nasal passages and are detected by chemical receptors in the nose. The retronasal pathway involves aromas that are contained within the foods we eat. As we chew food, odors are released that travel through the retronasal pathway connecting the throat to the nasal cavity. Once in the nasal cavity, these chemicals are detected by olfactory receptor cells in the nose. Should the retronasal pathway become blocked, the aromas in foods we eat can not reach odor detecting cells in the nose. As such, the flavors in the food can not be detected. This often happens when a person has a cold or sinus infection. Smell Disorders Individuals with smell disorders have difficulty detecting or perceiving odors. These difficulties may result from factors such as smoking, aging, upper respiratory infection, head injury, and exposure to chemicals or radiation. Anosmia is a condition defined by the inability to detect odors. Other types of smell defects include parosmia (a distorted perception of odors) and phantosmia (odors are hallucinated). Hyposmia, the diminished sense of smell, is also linked to the development of neurodegenerative diseases such as Parkinsons and Alzheimers disease. Sources: Merkelt, Judith. How the Emotions of Others Influence Our Olfactory Sense. Neuroscience News, 24 Aug. 2017, neurosciencenews.com/olfaction-emotion-7368/. Sarafoleanu, C, et al. The Importance of the Olfactory Sense in the Human Behavior and Evolution. J Med Life, U.S. National Library of Medicine, 15 Apr. 2009, www.ncbi.nlm.nih.gov/pmc/articles/PMC3018978/. Smell Disorders. National Institute of Deafness and Other Communication Disorders, U.S. Department of Health and Human Services, 16 Jan. 2018, www.nidcd.nih.gov/health/smell-disorders.

Dwight Eisenhower Fast Facts

Dwight Eisenhower Fast Facts Dwight Eisenhower (1890 - 1969) was elected to the White House in 1952. He had served as the Supreme Allied Commander during World War II and was a hugely popular figure in the United States. He was able to carry 83% of the electoral vote. Ironically, he never saw active combat despite his many years in the military.   Following is a list of fast facts for Dwight Eisenhower.  For more in depth information, you can also read the Dwight Eisenhower Biography. Birth: October 14, 1890 Death: March 28, 1969 Term of Office: January 20, 1953 - January 20, 1961 Number of Terms Elected: 2 Terms First Lady: Marie Mamie Geneva Doud Chart of the First Ladies Dwight Eisenhower Quote: No people can live to itself alone. The unity of all who dwell in freedom is their own sure. ~Second Inaugural AddressAdditional Dwight Eisenhower Quotes Major Events While in Office: End of the Korean War (1953) Brown v. Board of Education (1954) Interstate Highway System Created (1956)Eisenhower ordered Federal troops to Little Rock, Arkansas to enforce integration (1957)Eisenhower Doctrine (1957) States Entering Union While in Office: Alaska (1959)Hawaii (1959) Related Dwight Eisenhower Resources: These additional resources on Dwight Eisenhower can provide you with further information about the president and his times. Dwight Eisenhower BiographyWant a more detailed look at Dwight Eisenhowers life from his childhood through his time as president? This biography provides detailed information to help you gain a better understanding of the man and his administration. Overview of World War IIWorld War II was the war to end aggression by ruthless dictators. The allies fought for humane treatment of all people. This war is characterized by extremes. People remember the heroes with fondness and the perpetrators of the Holocaust with hatred. Brown v. Board of EducationThis court case overturned the doctrine of Separate but Equal that had been allowed with the Plessy v. Ferguson decision in 1896. Korean ConflictThe war in Korea lasted from 1950-1953. It has been called the forgotten war because of its placement between the glory of World War II and the agony caused by the Vietnam War. Chart of Presidents and Vice PresidentsThis informative chart gives quick reference information on the presidents, vice-presidents, their terms of office, and their political parties. Other Presidential Fast Facts: Harry TrumanJohn F. KennedyList of American Presidents

Schmearton 1 Essay Example | Topics and Well Written Essays - 750 words

Schmearton 1 - Essay Example This means that there are roles that have more necessity than others especially considering their impact to the company and the limited timeframe. A case study of the same can be elaborated as follows. The author may assume the position of the chief executive officer who is managing a manufacturing plant which produces a product by the name travel toothbrush. Normally, when an officer arrives at work, he/she has a work to do list. In this case, this may include meeting a particular supplier to shape up a previous contract concerning toilet papers and other cleaning supplies that are used in the sanitation rooms of the business. Another event could interviewing candidates for an open position that may require an individual who can supervise the production line. The monthly report might be due the next day and should therefore be worked on for submission on time. The last event might be inspecting a critical position within the production line. Nevertheless, emergencies will always come up and need to be handled with urgency. An example of the same could be a report by the vice president of the company that the trucks that are supposed to transport the coming week supplies have not yet arrived. This will mean that the chief executive officer calls the head of the transportation department to enquire about the unprecedented happenings. Following up this case means that it gets added to the work to do list. The officer may realize that he/she can only complete three items at ago and should therefore prioritize on the pending agendas. An understanding on the essence of toiletries will portray the same as not as essential to the production line. Actually, in real terms, the officer is responsible for keeping costs down including those involved in cleaning supplies. They may represent up to one percent of the company’s budget. On the other hand, rescheduling the meeting with the supplier will mean that money will continue to

Leadership + Economics of Regulation + Ethics and Organizational Essay

Leadership + Economics of Regulation + Ethics and Organizational Structure - Essay Example a. Employees typically resist a change that they believe will take away something of value. A proposed change in technology, job design or structure may lead to a real or perceived loss of pay, power, prestige or company benefits. (Daft 381-383) The fear of personal loss felt by employees is perhaps the greatest obstacle to organizational change and since larger organizations have a greater number of employees who feel endangered the resistance to change is far greater than the one usually experienced in smaller organizations. b. Lack of trust and understanding also has a magnified impact in larger organizations. Employees very often do not understand the intended reason behind a change and very often mistrust the intentions behind it (Daft 381-383). Having a greater number of people in this case magnifies the air of mistrust and creates further roadblocks to change. c. The uncertainty that every change brings with itself also plays a major role in the resistance to change displayed by employees of a large organization. For employees change means uncertainty and that bring out in them a fear of the unknown. Employees worry about whether they will be able to meet the demands of a new technology or a new procedure (Daft 381-383). The greater the number of uncertain employees, the greater will be the resistance to change. Leadership plays a very important role in the design and the regular updating of an organization’s organizational architecture. It is the leadership style of the leader that determines the organizational logic and the whole purpose of an organizational structure update is to ensure that the organizational chart of the organization accurate reflects how the stake holders in the organization actually work together. So if the leadership style of the leader is autocratic the organizational architecture should reflect it and if the leadership style of the leader is democratic then the organizational architecture should reflect it as