Explain the role of initial and diagnostic free essay sample

Explain the role of initial and diagnostic assessment in agreeing individual learning goals. Initial and diagnostic assessments should effectively diagnose learners’ strengths and weaknesses. Learners who know what their strengths are and which areas they need to improve are more likely be motivated and â€Å"know what is expected of them† (Gravells, 2012, p. 50) to progress and meet the requirements of a course or programme. In order to determine â€Å"the level and which specific aspects learners need to improve on† (Gravells, 2012, p.50), teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and diagnostic assessments can be used to help learners agree on Individual Learning Plans specifically designed to meet their learning needs. Some learners might have expectations of making rapid progress within a course or programme but unexpectedly experience difficulties due to a la ck of personal or functional skills. We will write a custom essay sample on Explain the role of initial and diagnostic or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Initial and diagnostic assessments should help teachers identify problems early relating to their learners’ personal skills. In certain circumstances, results from initial and diagnostic assessment might indicate that some learners do not have the requisite skills to have any realistic chance of progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand, some learners might have very advanced personal skills or abilities in relation to the minimum core and teachers should be able to ascertain which of their learners would need to feel more challenged during the programme and plan different activities to meet the needs of these learners. Results from initial and diagnostic assessments should be used by teachers to discuss and agree realistic targets with their learners early in the course or programme. 1. 2 Use methods of initial and diagnostic assessment with learners. Having reflected in my previous CTLLS’ assignments on ways to improve my assessment practice, I realised that I needed to devise an initial and diagnostic assessment which provided me with more information on how to help learners progress on the PTLLS’ course. As a result, I devised and administered a questionnaire to my learners at the beginning of the PTLLS’ course which required them to identify and write about one of their interests, hobbies and their specific areas of expertise. The results of these questionnaires enabled me to make a quick diagnosis of learners’ skills in relation to literacy and language. Learners are required to write essays as part of their final or summative assessment to meet the requirements of the PTLLS’ course and it is therefore important that I know that they can effectively express and articulate their thoughts in essay form. Learners also need to specify their areas of expertise and understand that they will have to teach subjects in which they have relevant experience to become lifelong teachers. As a Accounting teacher, I have frequently had to refer learners who did not have the requisite language or reading skills to meet the summative assessment criteria. For this reason, I have devised a mock multiple choice test to administer learners and which more effectively diagnoses their reading and language skills at the beginning of the Accounting course. The test consists of ten multiple choice questions and, although the questions are completely different from what learners will find on their final exams, the format of it is similar. The questions are also devised to specifically assess learners’ attitudes towards Accounting early in the course. This enables me to quickly identify and deal with learners’ misconceptions early in the course as well as learners’ â€Å"previous experience, achievements and transferrable skills† (Gravells, 2012, p. 51). 1. 3 Negotiate and record individual learning goals with learners. As a teacher, I recognise that learners frequently commence a course or programme either not knowing what to expect or with unrealistic expectations. It is important that I diagnose their expectations and/or anxieties early so that I can help them plan to meet the requirements of the course. I recently delivered a PTLLS’ course in which I discovered (following an initial/diagnostic assessment) that a learner was struggling to identify and explain the specific subject she would be teaching in the Lifelong Learning Sector. As a result, I held a professional discussion with her during the assigned lunch break in which we eventually agreed upon an action plan to help improve her chances of progressing on the PTLLS’ course. During this discussion, I asked her what she wanted to specifically teach people. Although she knew what she specifically wanted to teach, she did not know and could not pinpoint a specific subject heading. I explained that she needed to be able to do this in order to have a reasonable expectation of improving her employability prospects as a Lifelong Teacher. The action plan we devised involved her conducting research and then writing an essay of how her interest (improving standards of care) comes under a specific heading in her current employment as a nurse. I made a record of this professional discussion and added it to her Individual Learning Plan. As a result of the research she conducted later, she decided that she was most qualified and interested in teaching Care for the Elderly. I recently had an experience in the PTLLS’ course where a learner questioned the relevance of the initial/diagnostic assessment (writing a few short essays) to what he would be learning. Although I was initially somewhat surprised that he seemed to be challenging the relevance of the activities I had planned at the very beginning of the learning programme, it also gave me an opportunity to diagnose his preferred learning style. Honey and Mumford (1992) as cited in Wilson(2008)suggested that pragmatists learn best by questioning and ascertaining relevance. I explained to him that to meet the requirements of the PTLLS course, he would have to understand generic teaching concepts and make them relevant to his specific area of teaching. I explained that learners on the PTLLS’ course needed to produce evidence of self-assessment and reflection in the essays they wrote. To help him understand what we had discussed, I demonstrated a few more icebreakers which were relevant to my subject and asked that he reflect on and devise one of his own for the next lesson. I made a record of this discussion and placed it into his Individual Learning Plan. 2. 1 Devise a scheme of work which meets the needs of all learners and curriculum requirements. Wilson (2008, p. 10) explains that differentiation occurs when â€Å"a teacher understands what helps a learner to learn, recognises differences in their learners and is prepared to alter their teaching to suit those differences†. As a teacher, I must use different approaches, resources, activities and assessment methods which cater for maximum inclusion of my learners in the class. I must also follow the curriculum requirements and deliver all the information within it in a specified period of time. To help me do this, and to ensure that learning outcomes are SMART (Teacher Vision, 2012), I must be able to devise and write schemes of work for specific courses and programmes I will be delivering. I deliver an intensive Accounting course to learners looking for work in the Accounting industry. The official curriculum of the course and the official PowerPoint is provided by the awarding body. While ensuring that all slides are shown and that all requisite learning outcomes are discussed relating to it, I cannot simply deliver this and expect to meet the needs of my learners. A scheme of work enables me to devise different activities which can help me reinforce Accounting concepts covered in the PowerPoint presentation. For example, planning role-play in the scheme of work would provide opportunities for my learners to practice different skills we had previously discussed. This would cater to learners with a kinaesthetic preferred learning style and reinforce theoretical concepts explored in class. It would also give me an opportunity to assess my learners’ progress within the course on a more holistic level. Planning to use different resources in the scheme of work and showing videos, for example, to learners in the Accounting course reduces frustration and ensures that they do not have to concentrate intensely while taking notes for prolonged periods of time. It also gives me an opportunity to visually demonstrate Accounting concepts and cater to learners with a visual preferred learning style. *(Scheme of work included at the end of this unit) 2. 2 Devise session plans which meet the aims and needs of all learners. To write session plans to meet the needs of my learners, I must reflect on previous sessions and analyse the effectiveness of my teaching approaches, resources, assessment methods as well as my ability to deliver learning outcomes within a measurable timeframe. Following David Kolb’s, model of Experiential Theory (Wikipedia, 2012)after each teaching session has enabled me to reflect on what happened within it, why and how my teaching methods were effective or not and plan improvements to my future teaching sessions which more specifically meet the needs of my learners. Session plans follow a similar format and principle to schemes of work in that they help teachers plan specific learning outcomes, resources, activities and methods of assessment to meet the needs of all their learners. One of the main differences between the two, however, is that session plans should provide more detail on what and how teachers deliver and assess very specific aspects of a subject within a course or programme. As a teacher, I have been conscious of the fact that I need to try to ensure that all my learners obtain the basic knowledge of the concepts I teach in my sessions while also ensuring that I provide opportunities for other learners to expand and develop their understanding to more advanced levels. Writing session plans has enabled me to provide opportunities to meet the needs of learners who all possess different levels and abilities. Reflecting on my learners’ different abilities when writing session plans has helped me devise activities to meet all their needs. For example, by devising a session plan, I can make sureall learners are able to â€Å"identify important concepts relating to Politics† by asking them to repeat information discussed in class. Some learners might want to explore the subject more and I can encourage them to â€Å"explain the importance of Accounting concepts in relation to the work environment†. For learners who need further exploration, I can ask them toâ€Å"provide relevant examples of how they would implement and use Accounting concepts in different work-related scenarios†.(Session plans included at the end of this unit) 2. 3 Explain how the choice of teaching methods meets the needs of all learners. As a teacher in the Lifelong Learning Sector, I follow the guidance I was given to ease learners into the beginning of a course or programme. I introduce myself and the subject, deliver a health and safety briefing, and provide opportunities for learners to introduce themselves. I also negotiate ground rules, and discuss learning outcomes before starting to teach the formal curriculum of the course. As a PTLLS’ trainer, I have to teach my learners how to do this when they are introducing themselves to new learners and I use a training model similar to Allen’s (1919) Explain, Demonstrate, Imitate and Practice, â€Å"originally devised for training shipyard workers in the United States† (Gravells, 2012, p. 95) to help them learn this new skill. After I have performed my introduction and familiarised learners with the course, I then explain that they should follow a similar format when greeting new learners and talk them through each step of the process. I write this information down on a flipchart â€Å"introduce self and subject, deliver health and safety briefing, etc. † to help reinforce learning and give learners opportunities to use a read/write learning style. After learners have had opportunities to digest what they saw, discussed, read and wrote in relation what I did at the beginning of learning, I give them opportunities to practice their introductions later in the day when they are feeling more comfortable. This teaching method has enabled me to implement VARK and cater to a range of my learners’ preferred learning styles in the PTLLS’ course. One of the main challenges I face as a Accounting teacher is keeping learners motivated and engaged during the long days they spend in the classroom. The Accounting course I am required to deliver is intensive and learners are required to spend 30 hours in the classroom over a 3 or 4 day period. I most use multiple teaching approaches in this course to have any realistic chance of keeping learners interested and involved in my lessons. Another challenge I face is that it is very important that I demonstrate my credibility as an experienced Accounting operative at the earliest opportunity within the course. Learners frequently challenge the relevance of what they are learning to everyday life and lose interest if I cannot prove it. I, therefore, have had to devise various other teaching methods to reinforce concepts I discuss in the official PowerPoint presentation to keep my learners engaged in lessons. I have to give learners a point of reference and time to put all that they have learned into context. While delivering the official Accounting PowerPoint presentation, I make sure to point out specific information and relate it to my own personal experiences in Politics. This practice helps me to establish my credibility as a Accounting teacher and, as a result, learners are more likely to model my practice and agree with my endorsement of the official Accounting presentation. I engage learners in discussions, and provide them with opportunities to express their different points of view, particularly after showing them videos involving Politics. This activity is particularly useful for helping me assess learners’ attitudes. It also gives me the opportunity to provide feedback and to specifically emphasise the importance of carefully evaluating situations to avoid using â€Å"unreasonable or unnecessary force†. Learners are also given opportunities to apply new skills and knowledge they have learned in different work-related scenarios. I set ground rules for these activities and strictly supervise to ensure that there is no touching and that no comments of a personal nature are made to each other. This activity helps energise participants and observers and serves to put what they have learned into context. It also gives me opportunities to praise my learners’ efforts and fine tune their knowledge and skills. 2. 4 Identify ways in which session plans can be adapted to meet the individual needs of learners. Teachers should take time to reflect on what happened in their lessons and make suitable changes or adaptions to their lesson plans to meet the individual needs of their learners. If, for example, a teacher finds that a learner is completing gapped hand-outs more quickly than other learners then more challenging â€Å"backup† hand-outs can be incorporated into the planning of future lessons. If teachers observe low levels of motivation in a particular lesson, then time should be spent evaluating methods to engage learners and increase their levels of motivation. Perhaps more discussion of a particular topic and â€Å"thought showering† activities would serve to increase group participation and rapport. In one of my recent PTLLS’ classes, a learner asked me and her fellow learners for advice on ways she could have dealt with a teacher who she felt had intentionally taken opportunities to put her down. Although I was conscious of my responsibilities in providing â€Å"pastoralsupport† to this learner, I was also conscious of the time constraints of the lesson and of the group’s learning needs. I also did not want to provide her superficial advice or guidance on such a deeply personal issue. I expressed these concerns to her but informed her that I would allocate time to this topic in the next lesson. Having given myself time to reflect on ways my learner could have handled this particular situation after class, I was able to adapt my lesson plan to meet her individual needs and simultaneously plan to meet the needs of the group. In the next lesson, gave my learners hand-outs which outlined rules to help the teacher deal with disruptive behaviour. Providing learners with these hand-outs and discussing is already part of the curriculum I teach as a PTLLS’ Trainer, but I changed the timing of this activity in my lesson plan to help me meet the needs of my learner. This learner was particularly grateful after this activity as she was able to put herself in former teacher’s shoes and surmise that from reading the hand-out I provided that her teacher had not followed these rules or behaved professionally. As a teacher, I have realised that I can teach the same subject in many different ways. Giving myself time to reflect after each lesson on the effectiveness of different resources, teaching approaches and assessment methods I have used in different situations has helped me focus on individual learner’s needs. I have implemented this into my teaching practice and enjoy finding new ways to adapt my lesson plans to meet individual learning needs. 2. 5 Identify opportunities for learners to provide feedback to inform inclusive practice. From my experience as a teacher, I have realised that learners frequently have a completely different outlook or perspective to my own when it comes to evaluating the effectiveness of my lessons. I previously delivered a lesson in Accounting where I finished class feeling satisfied that things went as well as they could have. To my surprise, I was later informed by a member of the administrative team that a few learners in that lesson had experienced difficulties keeping up with me and understanding what I had been saying. Conversely, I have delivered another lesson where I felt it was a struggle to retain learner motivation and found, to my surprise, that learners were very satisfied with the quality and effectiveness of my teachings. As a result, I quickly learned the value of providing learners with opportunities to provide feedback to inform my inclusive practice. I do not just give learners end of course evaluations but now provide them with end of day questionnaires in which I ask them to rate the effectiveness of different classroom activities. I also ask them to identify their favourite activities and explain what they enjoyed about them. If, for example, the majority of a group of learners express a preference for watching videos, I might plan more visual learning opportunities in subsequent lessons. Using feedback from the same group of learners, I might have also learned that some of them had listening and speaking learning preferences. To make sure that these learners felt involved and also had opportunities to use their preferred learning styles, I could engage the group in a discussion about the video. To ensure that learners resolve â€Å"burning issues† and that they have understood the key concepts of a lesson, I encourage them to take notes and underline topics which they would like clarified at the end of a lesson. This stops learners â€Å"from interrupting the flow of the lesson† (Wilson, 2008, p. 180)and helps them to continue to concentrate on new information even when previous information has not been fully understood. I also provide learners with regular opportunities to provide informal feedback. Encouraging them to share what they have learned in the course or programme gives me opportunities to evaluate the effectiveness of my lessons. 3. 1 Explain how minimum core elements can be demonstrated in planning inclusive learning and teaching. In order for teachers to plan inclusive learning and teaching sessions that meet the needs of their learners, they must be competent within all areas of the minimum core. Learners should be given opportunities to use and practice their functional skills in class. Planning is required if teachers want toâ€Å"use subtle activities† (Gravells, 2012, p.78) which both embed elements of the minimum core and remain relevant to the subject. Writing lesson plans has helped me reflect on ways to teach my specialty subject and simultaneously give learners opportunities to use their functional skills. For example, I can plan an activity in which I give learners opportunities to read and summarise extracts from the flipchart, PowerPoint presenta tion or from their own textbooks. This activity not only gives learners opportunities to feel involved in the lesson but gives them opportunities to practice their language and literacy skills. I could help them develop these skills by asking closed and probing questions and by providing feedback. I have to know my subject thoroughly and have a mastery of the minimum core to help learners read, identify and summarise concepts in relation to their subject. To meet the needs of learners and ensure that they all have opportunities to use their preferred learning styles, I need to plan and use different resources in my lessons. Many learners will now be accustomed to learning from PowerPoint presentations. As a teacher, I frequently have to create and use PowerPoint presentations. I also write and create hand-outs for learners using word-processing software and must ensure that I use correct grammar, punctuation and spelling as learners will automatically assume that it is correct and model my practice (Wilson, 2008). Having basic numeracy skills would help me with something as simple as knowing how many hand-outs I need to print for learners. Additionally, preparing mock exams for learners and telling them how many questions they had to get right out of 20, 30, 40 etc.to make the minimum requirement of 70% for example would demonstrate elements of the minimum core when planning inclusive learning. 3. 2 Apply elements of the minimum core in planning inclusive learning and teaching. As a PTLLS’ Trainer, I have to explain and demonstrate to teacher trainees how to apply elements of the minimum core within their respective areas of teaching. To help me do this, I planned an activit y in which I demonstrate to PTLLS’ learners how teachers can embed functional skills in their learners at a very stage in the learning programme. After devising and negotiating a set of numbered ground rules for the PTLLS’ class and writing them on the flipchart, I ask individual learners to tell me which number rule is their favourite, to read it out and explain why they think it is important. I explain to trainee teachers that planning this type of activity into my sessions enables me to embed numeracy, literacy and language in my learners. I also explain to trainee teachers that this type of activity could give them opportunities to assess their learners and get them more involved at an early stage of a course. I have to use ICT to devise hand-outs which explain different concepts in the PTLLS’ course. I try to make sure that my hand-outs do not contain too information and that I enhance their effectiveness by using different borders, fonts, bullet points, etc. (Wilson, 2008). I made sure to use correct grammar, spelling and punctuation to make sure that my learners would not copy any mistakes. I use Microsoft Word to write and/or make corrections to my lesson plan. When delivering my lessons, I always ensure that I have a printed copy available in class so that I or my fellow teachers can refer to it. I wrote one gapped hand-out recently to test Accounting learners’ knowledge on the elements of communication. Wanting to make the activity fun and inclusive, I planned to divide the class of 12 learners into 4 groups of 3. The hand-out required learners to come up with percentages for each of the 3 elements of communication. The 3 elements when added up had to equal 100 %( Body Language= 55% of communication; Tone of Voice=38% of communication; Words=7% of communication). Planning and using this activity in the Accounting course helped get learners more involved and seemed to put them more at ease. It also introduced a healthy dose of competition into the class which I felt had previously been missing. 4. 1 Reflect on own practice in planning to meet the needs of learners. Since working as a teacher and trainer in the lifelong learning sector, I have had many opportunities to reflect on my own practice in planning to meet the needs of learners. One of the biggest improvements I have made since originally starting out as a teacher and trainer is that I have now devised effective ways to diagnose and initially assess my learners’ needs at the beginning of a course or programme. Using the results from diagnostic and initial assessments has enabled me to pinpoint learners’ strengths and weaknesses in relation to the minimum core, their preferred learning styles and assess their different levels of knowledge, skills, and attitudes. This has subsequently enabled me to write and adapt session plans which meet specific learning needs. For example, results from a diagnostic assessment might give me reason to plan more opportunities for learners to engage in more or less visual, aural, reading/writing or kinaesthetic activities. While teaching the Preparing to Teach in the Lifelong Learning Sector course, I have specifically learned the value of giving my learners opportunities to provide feedback on the effectiveness of my teaching approaches in meeting their needs. I have used learner feedback to inform my practice and to plan more inclusive teaching and learning approaches to meet the needs of my learners. As a result, I now ensure that I provide PTLLS’ learners with opportunities to practice the introductions of their presentations in class to help them overcome their nerves and prepare for final examination conditions. I have discovered a lot of my most effective teaching approaches, assessment methods, and resources and had not necessarily planned them into the lesson plan originally. By reflecting on different teaching approaches, assessment methods and resources which engaged learners in different lessons and implementing these into lesson plans and subsequent lessons, I have improved my effectiveness as a teacher. 4. 2 Identify ways to improve own practice in planning to meet the needs of learners. One of the most challenging aspects of teaching in the Lifelong Learning Sector for me has been continuously engaging and motivating learners while also ensuring that I adhere to the curriculum requirements of a course or programme. Very often, I deliver intensive courses in which a lot of information has to be delivered in a relatively short period of time. I also need to make sure that I plan plenty of icebreaking activities and energisers to retain learner motivation. It is, therefore, very important that I write even more detailed session plans and that I adhere to their timings. I want to continue to provide my learners opportunities to provide me with feedback to help inform and improve my practice. As a teacher, I should know how the learner feels about what they are learning and how they feel they are progressing within their chosen course or programme. In hindsight, I should devise more questionnaires and ensure that learners have opportunities to provide feedback on their learning experiences towards the end of each day they spend in class. This would help me review my teaching methods and subsequently plan improvements to my future teaching sessions so  as to meet both individual and group learning needs. On some level, I have made significant improvements in making early assessments of learners since originally starting work as a teacher in the Lifelong Learning Sector. Perhaps, in hindsight, I could devise an assessment which would give me more information on the different personal skills my Accounting learners possess in relation to the minimum co re. There are other activities which I could plan into these lessons which could help my Accounting learners learn by doing (Wallace, 2008).

Nord-Pas-de-Calais essays

Nord-Pas-de-Calais essays Nord-Pas-de-Calais is situated on the northern border of Belgium. It is one of the smallest regions of France (12,412 km2) (Discover France, notecard #1). North-Pas-de-Calais is split into two departments. Its a region of contrasting landscapes: forests and woods ; gentle meadows and marshlands ; rolling hills; a varied coastline that stretches for miles and miles ;and wide-open spaces of unspoilt countryside. Nord-Pas-de-Calais is split into two departments: Pas de Calais and Nord. This province has the densest population after Ile de France, the most populated French province. Population of Nord-Pas-de-Calais is almost 4,000,000 people, and the density of population is 322 people per km2 (Discover France, notecard #1). Tere are a lot of great restaurants in Nord-Pas-de Calais. They offer either a taste of regional specialities or the sort of good food and drink you could find almost anywhere in France. There are a number of dishes to look out for including: Tarte Gros bords (open-top sweet custard tart), Andouillettes( small sausages made from chitterlings [offal] and served with chips or mashed potato). Try also Anguilles au vert (eels cooked with spinach and sorrel leaves in white wine; garnished with herbs and served hot or cold on fried bread), and Flamiche (Either a sweet or a savoury tart). Nord-Pas-De-Calais shares its border with Belgium and so there is a strong Flemish influence. For example, many people drink beer instead of wine and prefer to speak not French but Flemish. If you go to this province, you will probably want to go to the Cte d'Opale (Coast of Opals), which stretches as far south as Boulogne in Pas-de-Calais. This coast is at the narrowest stretch of La Manche (the English Channel). . You can find sandy beaches at Sangatte and Wissant and, if you are ready to dig deeper into the countryside, you'll discover r...

Public Finance and Public Policy by Jonathan Gruber Essay

Public Finance and Public Policy by Jonathan Gruber - Essay Example 1.Productivity If a higher level of education will make a person more productive, then the society could benefit from education in terms of higher living standards due to the increased productivity. 2.Citizenship Education makes citizens more informed as well as active voters, which in turn has positive benefits for other people through the quality improvement of the democratic process. 3.Credit Market Failures The families’ inability to borrow to finance education is another market failure that would justify the government’s intervention. 4.Failure to maximize Family Utility The government may feel that loans are not a good solution to credit market failures because it is concerned that parents would still choose appropriate levels of education for their children. 5.Redistribution In a privately funded education model, as long as education is a normal good, wealthy families will provide more education to their children than the low-income families. 11.2 How Is The Government Involved in Education? 1.Free public Education and Crowding Out 3.olving the Crowd-Out Problem: Vouchers -Consumer Sovereignty One benefit of vouchers is that they allow individual to match closely their choices to education with their tastes. -Competition Another benefit of the vouchers is that they allow the education market to take advantage of the pressures of competition that enable the private markets to operate efficiently. 4.Problems with Educational Vouchers -Vouchers Will Lead to Segregation

Buddhism and Hinduism Essay Example | Topics and Well Written Essays - 1750 words

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Weekly Class Members Responses - Assignment Example The way the writer has composed the replies reflects his/her strong writing skills. The writer has answered all questions properly and has explained the replies in a revealing manner. The writer has not left any of the questions unanswered or unexplained. The only problem I see in the replies is the informal structure of some sentences. However, that is just a minor issue that cannot overshadow the composition, knowledge, and writing skills of the writer. The writer has compared both letters very well. For example, the writer has classified the letters in terms of formal and informal letters. Moreover, the writer has written about the feelings of Oprah in both letters. The writer seems to be acknowledging the writing style of the sender in the second letter. In the end, the writer has mentioned the actions that both Oprah and the CEO can take to change the product

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The Real Causes Of Nationalism And Imperialism History Essay Generally, war is the result of a national entity wishing to improve the standard of living for its people. A major second cause is when a nation perceives a possible reduction in a current standard of living and fights to protect what it at ready has. War is a behavior pattern exhibited by many primate species including human most basically and other species in the other hand like ant species. The primary feature of this behavior is a certain state of organized violent conflict that is engaged in between two or more separate social entities such conflict is always an attempt at altering either the psychological hierarchy or the material hierarchy of domination or equality between two or more groups. In all causes; at least one participant (group) in the conflict perceives the need to dominate the other participant. 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Economic and imperial competism and fear of war prompted military alliances and an arms race which will further escalate the tension contributing to the outbreak of war What really causes war are:- Nationalism Imperialism Bismarck and Alliance Collapse of Bismarck an Alliance Arms Race Crisis in Africa Nationalism At the settlement of the Vienna congress in 1815, the principle of nationalism was ignored in failure of keeping the peace. Germany and Italy were left as divided states, but strong nationalist movements and revolutions led to the unification of Italy in 1861 and Germany too in 1871. Another result of the Franco Prussian war of 1870-71 was that France was left of tumid the nation seethed with suppressed revolutionary activity over the loss of Alsace-Lorraine to Germany and Revanche was a major goal for the French Nationalism posed a problem for Austria-Hungary and the Balkans area in Germany comprised of many conflicting national groups. The ardent pauslavism of Serbia and Russia willingness to support and contribute to its Slavic brother conflicted with Austria-Hungarys pan-Germanism. Imperialism The factor which contributed to the increase in rivalry in Europe was imperialism, because of the competition between these countries; Great Britain, Germany and France because they needed foreign markets after the increase in manufacturing caused by the industrial revolution. These countries were competing for economic expansion in Africa, although Britain and France resolved their differences in Africa, several crises fore-shadowing the war involved the clash of Germany against Britain and France in North Africa. In the Middle East, the crumbling Ottoman Empire was alluring to Austria-Hungary, the Balkans and Russia. BISMARCK AND ALLIANCES World War I was caused in part by the two opposing alliances developed by Bismarckian diplomacy that was after the Franco-Prussian war, and in order to diplomatically isolate France, Bismarck formed the three Emperors league in 1871 an alliance between Germany, Austria-Hungary, Russia. When the French occupied Tunisia, Bismarck took advantage of the Italian indignation and resentment toward France and created the Triple Alliance between Germany, Italy and Austria-Hungary in 1882. In exchange for Italys agreement to stay neutral, no distinctive quality or characteristic or type if war broke out between Austria-Hungary and Russian. Austria-Hungary and Germany would protect Italy from France. Russia and Austria-Hungary grew suspicious of themselves over conflict in the Balkans in 1887, but Bismarck repaired the damage to these suspicious to his alliances with a reinsurance Treaty with Russia, allowing both the two powers to stay neutral if the other was at War. COLLAPSE OF BISMARCKIAN ALLIANCES Bismarck was fired by Kaiser William II in 1890, the tradition dislike and dont like the idea of slaves kept Bismarcks successors from renewing the agreement with Russia. France took opportunity to get an ally-to place in a friendly association, as by treaty or to unite or connect and the Franco-Russian entente was formed in 1891. The Kruger Telegram William II sent to congratulate the leader of the Boers for defeating the British in 1890 and he gave the German soldiers instructions to behave like Huns in China during the Boxer Rebellion and particularly the large-scale navy he was Building all contributed to British distrust of Germany. As a result of that, Britain and France overlooked all major impenalistic conflict between them and formed an Entente coordinate in 1904. Russia formed an Entente with Britain in 1907 after they reached an agreement with Britains ally Japan and William II had further alienated Russia by supporting Austrian ambitions in the Balkans. The Triple Entente, an informal coalition between Great Britain, France and Russia now countered the Triple Alliance. International tension was greatly increased by the division of Europe into two armed camps. ARMS RACE The menace (something that threatens to cause evil, harm, injury or a threat) of the hostile division led to an arms race, another cause of World War I. Acknowledging that Germany was the leader in military organization and efficiency the great powers of Europe copied the universal conscription, large reserve and detailed planning of the Prussian system. Organizational and Technological developments led to the formation of general staffs with precise plans for mobilization and attack that often could not be reversed once they were begun. The German Von Schlieffen plan to attack France before Russia in the event of the war with Russia was once such complicated plan that attracted and drew more countries into war than necessary. Armies and Navies were greatly expanded. The standing armies of France and Germany doubled the size between 1870 and 1914. Naval expansion was also extremely competitive, particularly between Germany and Great Britain. By 1889, the British had established the p rinciple that in order to maintain naval superiority in the event of war, they would have to have a navy two and a half times as large as the second-largest navy. This motivated the British to launch the Dreadnought, invented by Admiral Sir John Fisher in 1906. The Russo-Japanese War of 1904-1905 had demonstrated how effective these battleships were. As Britain increased their output of battleships, Germany correspondingly stepped up their naval production including the Dreadnought. Although efforts for worldwide disarmament (the act of laying down arms especially the reduction or abolition of a nations military forces and armaments) were made at the Hague conferences of 1899 and 1907 international rivalry caused the arms race to continue to feed on itself. CRISIS IN AFRICA The friction (the rubbing of one object or surface against another conflict, as between persons having dissimilar ideas or interest) of an armed and divided Europe escalated into several crises in Morocco and the Balkans which nearly ended in war. In 1905, Germany announced its support of independence for Morocco, the African colony which Britain had given France in 1904. The British defended the French and war was avoided by the international conference in Algeciras in 1906 which allowed France to make Morocco a French protectorate. BOSNIAN CRISIS OF 1908 There was conflict incited by the Austria-Hugarian annexation of the former Turkish province of Bosnia in 1908. The Greater Serbia threatened war on Austria-Hungary. Russia had pledged their support to Serbia, so they began to mobilize, which caused Germany, allied with Austria-Hungary, to threaten war on Russia. The beginning of World War I was postponed when Russia backed down but relations between Austria-Hungary and Serbia were greatly strained.

Brazil Essay -- History

Brazil Stretching over 2,500 miles form east to west and 2,700 miles from north to south, Brazil is the world’s largest tropical country. The only nations that are larger are the lands of Russia, Canada, China and the United States. Brazil has more then 150 million people spread unevenly over its huge land area, making it the fifth most populated country in the world. (Encyclopedia.com) More then two thirds of Brazil’s people live in the cities and towns and more then 29 percent of them are in the ten cities with more then a million people. These include the metropolitan area of Sao Paulo with more then 15 million people and Rio de Janeiro with more then 9 million people. The rural population is mostly concentrated on the East Coast or in the highlands of the more southern states. Settlement however among the other states is sporadic through the other sectors of the country, but no matter where the majority may reside or continue to move, one unitary government still shelters them under the flag of Brazil. The Spanish navigator Vicente Yanez Pinzon was the first known European in the region now constituting Brazil and with this discovery placed the newly discovered land in the hands of Portugal. In April 1500, the Portuguese navigator Pedro Alvares Cabral also reached the coast of present-day Brazil and formally claimed the surrounding region in the name of Portugal. The territory was named Terra da Vera Cruz, Portuguese for "Land of the True Cross"). An expedition under the command of the Italian navigator Amerigo Vespucci was sent to Terra da Vera Cruz by the Portuguese government in 1501. In the course of his explorations Vespucci named many capes and bays, including a bay which he called Rio de Janeiro. He returned to Portugal with a cargo of brazilwood, and from that time forward Terra da Vera Cruz bore the name of the valuable wood Brazil. (Encyclopedia.com ) Later through the passing years Brazil has undergone a series of political rulers from the autocratic rule of Pedro I and II to the militaristic regime of Manuel Deodoro da Fonseca. In November of 1889, A republic was proclaimed, with Fonseca as head of the provisional government. Separation of church and state and other republican reforms were swiftly decreed. The drafting of a constitution was completed in June 1890. Similar to the Constitution of the United States, it was adopted in Febr... ... observe the government in action, such as constructions and other political activities. Everything at this time is done and concluded to guarantee the new election. In the interests of the regions, it means that the effectiveness of the government concluded some activities vary in political interests. As an example the distribution of the federal budget in the southern regions receive more benefits because it is more politically strong, and it is more populous and can guarantee more advantages in new elections. The difference between the north and south Brazil is that in the south they are more effectiveness like many developed countries because it is a rich industrialized region. But on the north region the activities take a long time to be approved or put in action, because it is a poor economic region. (Katz) Bibliography http://www.encyclopedia.com http://www.cnn.com/ http://darkding:woregon.edu/sergiok/brnews.html#history http://www.odci.gov/cia/publications/factbook/br.html#gov Economy (Brazil, China, and Venezuela) The Economist, February 20, 1999. Vol 350 pg. 102 Katz, Ian. Brazil: Still on the Edge of a Cliff. Newsweek. February 1, 1999. Issue # 3615 Page 59 Brazil Essay -- History Brazil Stretching over 2,500 miles form east to west and 2,700 miles from north to south, Brazil is the world’s largest tropical country. The only nations that are larger are the lands of Russia, Canada, China and the United States. Brazil has more then 150 million people spread unevenly over its huge land area, making it the fifth most populated country in the world. (Encyclopedia.com) More then two thirds of Brazil’s people live in the cities and towns and more then 29 percent of them are in the ten cities with more then a million people. These include the metropolitan area of Sao Paulo with more then 15 million people and Rio de Janeiro with more then 9 million people. The rural population is mostly concentrated on the East Coast or in the highlands of the more southern states. Settlement however among the other states is sporadic through the other sectors of the country, but no matter where the majority may reside or continue to move, one unitary government still shelters them under the flag of Brazil. The Spanish navigator Vicente Yanez Pinzon was the first known European in the region now constituting Brazil and with this discovery placed the newly discovered land in the hands of Portugal. In April 1500, the Portuguese navigator Pedro Alvares Cabral also reached the coast of present-day Brazil and formally claimed the surrounding region in the name of Portugal. The territory was named Terra da Vera Cruz, Portuguese for "Land of the True Cross"). An expedition under the command of the Italian navigator Amerigo Vespucci was sent to Terra da Vera Cruz by the Portuguese government in 1501. In the course of his explorations Vespucci named many capes and bays, including a bay which he called Rio de Janeiro. He returned to Portugal with a cargo of brazilwood, and from that time forward Terra da Vera Cruz bore the name of the valuable wood Brazil. (Encyclopedia.com ) Later through the passing years Brazil has undergone a series of political rulers from the autocratic rule of Pedro I and II to the militaristic regime of Manuel Deodoro da Fonseca. In November of 1889, A republic was proclaimed, with Fonseca as head of the provisional government. Separation of church and state and other republican reforms were swiftly decreed. The drafting of a constitution was completed in June 1890. Similar to the Constitution of the United States, it was adopted in Febr... ... observe the government in action, such as constructions and other political activities. Everything at this time is done and concluded to guarantee the new election. In the interests of the regions, it means that the effectiveness of the government concluded some activities vary in political interests. As an example the distribution of the federal budget in the southern regions receive more benefits because it is more politically strong, and it is more populous and can guarantee more advantages in new elections. The difference between the north and south Brazil is that in the south they are more effectiveness like many developed countries because it is a rich industrialized region. But on the north region the activities take a long time to be approved or put in action, because it is a poor economic region. (Katz) Bibliography http://www.encyclopedia.com http://www.cnn.com/ http://darkding:woregon.edu/sergiok/brnews.html#history http://www.odci.gov/cia/publications/factbook/br.html#gov Economy (Brazil, China, and Venezuela) The Economist, February 20, 1999. Vol 350 pg. 102 Katz, Ian. Brazil: Still on the Edge of a Cliff. Newsweek. February 1, 1999. Issue # 3615 Page 59

The ability to formulate concepts ad think abstractly disappears

Alzheimer’s disease is a progressive, irreversible, degenerative neurologic disease that begins insidiously and is characterized by gradual losses of cognitive function and disturbances in behavior and affect. Alzheimer’s disease is not found exclusively in the elderly; in 1 % to 10% of cases, its onset occurs in middle age. A family history of Alzheimer’s disease and the presence of Down syndrome are two established risk factors for Alzheimer’s disease.Of family members have at least one other relative with Alzheimer’s disease, then a familial component, which non- specifically includes both environmental triggers and genetic determinants, is said to exist. Genetic studies show that autosomal- dominant forms of Alzheimer’s disease are associated with early onset and early death. In 1987, chromosome 21 was first implicated in early-onset familial Alzheimer’s disease. Soon after, the gene coding fro amyloid precursor protein or APP was also found to be on chromosome 21.Not until 1991 was an actual mutation in association with familial Alzheimer’s disease found in the APP gene of chromosome 21. For those with this gene, onset of Alzheimer’s disease began in their 50’s. Only a few of the cases of familial Alzheimer’s disease have been found to involve this genetic mutation. In 1992, chromosome 14 was found to contain an unidentified mutation also linked to familial Alzheimer’s disease. Since 1995, molecular biologists have been discovering even more- specific genetic information about the various forms of Alzheimer’s disease, including genetic differences between early- and late- onset Alzheimer’s disease.These genetic differences are helping to pinpoint risk factors associated with the disease, although the genetic indicators are not specific enough to be used as reliable diagnostic markets. A. Causes/ Risk Factors Symptoms of AD are usually subtle in onset and often progress slowly until they are obvious and devastating. The changes characteristic of AD into three general categories: cognitive, functional, and behavioral. Reversible causes of AD include alcohol abuse, medication use, psychiatric disorders, and normal- pressure hydrocephalus.Increasing age is the leading risk factor of people getting Alzheimer’s disease. II. Symptoms, Changes by Psychological and Behavioral A. Dementia Symptoms are usually subtle in onset and often progress slowly until they are obvious and devastating. The changes characteristics of dementia fall into three general categories: cognitive, functional and behavioral. In the early stages of Alzheimer’s disease, forgetfulness and subtle memory loss occur. The patient may experience small difficulties in work or social activities but has adequate cognitive function to hide the loss and can function independently.Depression may occur at this time. With further progression of the disease, the deficits ca n no longer be concealed. Forgetfulness is manifested in many daily actions. These patients may lose their ability to recognize familiar faces, places, and objects and may get lost in a familiar environment. They may repeat the same stories because they forget that they have already told them. Trying to reason with the person and using reality orientation only increase the patient’s anxiety without increasing function. Conversation becomes difficult, and there are word- finding difficulties.The ability to formulate concepts ad think abstractly disappears; for instance, the patient can interpret a proverb only in concrete terms. The patient is often unable to recognize the consequences of his or her actions and will therefore exhibit impulsive behavior. For example, on a hot day, the patient may decide to wade in the city fountain fully clothed. The patient has difficulty with everyday activities, such as operating simple appliances and handling money. Personality changes are also usually evident. The patient may become depressed, suspicious, paranoid, hostile, and even combative.Progression of the disease intensifies the symptoms: speaking skills deteriorate to nonsense syllables, agitation and physical activity increase, and the patient may wander at night. Eventually, assistance is needed for most ADL’s including eating and toileting, since dysphagia occurs and incontinence develops. The terminal stage, in which the patient is usually mobile and requires total care, may last for months or years. Occasionally, the patient may recognize family or caretakers. Death occurs as a result of complications such as pneumonia, malnutrition, or dehydration.

Free Essays on Internal Analysis

1. Mission and Objectives The Revlon Company’s goal is to provide glamour, excitement and innovation to consumers through high quality products at affordable prices. Lately the company has been experiencing many challenges to their success. Some of these challenges are global economic problems, increasing competition, and debt concerns from within the company. Despite all of these challenges Revlon has seen some strong growth but have also been experiencing some strong challenges. Revlon has many different categories of which it sells products and they are skincare, cosmetics, personal care, fragrance, and professional products. Revlon has many recognizable names within these categories and the company’s ultimate goal is to emerge as the dominate cosmetics and personal care firm through the twenty-first century. 2. Current Corporate and Business Strategies A. Corporate Strategies Revlon’s believe is in individual values and the integrity of the firm and its actions. The company established a strong team of experienced managers that work to achieve leadership in the cosmetics and skincare industry. The company established the Revlon Learning Center and training programs to communicate its principles to employees. This helps ensure the company’s teamwork approach stays effective I. Concentration / Related or Conglomerate Strategy Revlon has a related strategy in that all of its businesses are not the same but are all towards personal care or cosmetics. Revlon has products in theses business categories: cosmetics, skincare, fragrances, personal care products, and profession products. II. International Strategy Revlon is prominate in many foreign markets which include China, Spain, Mexico, Ireland, Venezuela, New Zealand, Brazil, Argentina, Italy, Russia, South Africa, and France. In 1999 Revlon’s foreign sales were a little more than forty-three percent of their total sales. Revlon’s foreign Net Sa... Free Essays on Internal Analysis Free Essays on Internal Analysis 1. Mission and Objectives The Revlon Company’s goal is to provide glamour, excitement and innovation to consumers through high quality products at affordable prices. Lately the company has been experiencing many challenges to their success. Some of these challenges are global economic problems, increasing competition, and debt concerns from within the company. Despite all of these challenges Revlon has seen some strong growth but have also been experiencing some strong challenges. Revlon has many different categories of which it sells products and they are skincare, cosmetics, personal care, fragrance, and professional products. Revlon has many recognizable names within these categories and the company’s ultimate goal is to emerge as the dominate cosmetics and personal care firm through the twenty-first century. 2. Current Corporate and Business Strategies A. Corporate Strategies Revlon’s believe is in individual values and the integrity of the firm and its actions. The company established a strong team of experienced managers that work to achieve leadership in the cosmetics and skincare industry. The company established the Revlon Learning Center and training programs to communicate its principles to employees. This helps ensure the company’s teamwork approach stays effective I. Concentration / Related or Conglomerate Strategy Revlon has a related strategy in that all of its businesses are not the same but are all towards personal care or cosmetics. Revlon has products in theses business categories: cosmetics, skincare, fragrances, personal care products, and profession products. II. International Strategy Revlon is prominate in many foreign markets which include China, Spain, Mexico, Ireland, Venezuela, New Zealand, Brazil, Argentina, Italy, Russia, South Africa, and France. In 1999 Revlon’s foreign sales were a little more than forty-three percent of their total sales. Revlon’s foreign Net Sa...

Free Essays on Huckleberry Finn

In The Adventures of Huckleberry Finn, Mark Twain designates Huck as an outsider in order to supply him with an honest perspective on the early nineteenth century American society’s position on issues involving slavery. Twain initially reveals society’s stance on slavery through the outcast by presenting Huck’s misgivings about assisting Jim to freedom. Therefore, Huck’s convictions reveal that society instilled the notion that slaves were property and should not escape to freedom. Also, Huck comments that he would rather go to hell than turn Jim over to the authorities, furthermore revealing the idea promoted by civilization that helping a slave was a moral issue resulting in eternal damnation. Additionally, Huck has difficulty humbling himself and apologizing to Jim after the separation in the fog. This dramatic scene highlights the early 19th century doctrine that slaves were foremost property and subsequently human beings. Moreover, as Huck apolo gizes to Jim, he breaks every societal code or standard regarding the treatment of slaves by humbling himself before a nigger. Also, Huck is surprised by Tom’s willingness to aid him in the rescue and release of Jim. Huck’s reaction continues to display the societal beliefs pertaining to slavery, because Huck expects from Tom as from the rest of civilization to receive condemnation for his actions. However, it is later revealed that Tom committed to aid Huck based on the knowledge that Jim was already a free man by Miss Watson’s will, thus demonstrating that society would disapprove of Huck’s assistance to Jim. Twain uses Huckleberry Finn’s interactions with Jim on the Mississippi River to reveal society’s perspective on slavery.... Free Essays on Huckleberry Finn Free Essays on Huckleberry Finn Essay 1. Huck was raised in the south where blacks aren’t free and racism is taught, but despite all this Huck turned out to be a boy who doesn’t fully believe in racism, because his friendship with a black man, Jim let him look past race. 2. Quotes a. â€Å"It made me feel so mean I could almost kissed his foot to get him to take it back. It was fifteen minutes before I could work myself up to go and humble myself to a nigger – but I done it, and I warn’t ever sorry afterwards, neither. I didn’t do him no more mean tricks, and I wouldn’t done that one if Id known it would make him feel that way,† (pg. 95). b. Jim warn’t on his island†¦the raft was gone! My souls, but I was scared! I couldn’t get my breath for more than a minute. Then I raised a yell†¦Ã¢â‚¬â„¢Good lan’ is dat you, honey? Doan’ make no noise.’ It was Jim’s voice – nothing ever sounded so good before. I run along the bank a piece and got aboard, and Jim he grabbed me and hugged me,† (pg. 128). 3. Explanation a. â€Å"It made me feel so mean I could almost kissed his foot to get him to take it back. It was fifteen minutes before I could work myself up to go and humble myself to a nigger – but I done it, and I warn’t ever sorry afterwards, neither. I didn’t do him no more mean tricks, and I wouldn’t done that one if Id known it would make him feel that way,† (pg. 95). i. Huck thought that playing tricks on a black man was funny, but he didn’t take into account that blacks are human too, and they have feelings that can get hurt like anyone else. In this passage Huck feels horrible because he played a really bad trick on Jim; he made Jim think that he was lost and dead. When Jim realizes that it was all a joke he gets upset because Jim really cares for Huck, he loves him like a son. Because of the way that Huck was brought up, it takes a lot for him to get enough courage to apologize to a black person. After he does apologi... Free Essays on Huckleberry Finn In The Adventures of Huckleberry Finn, Mark Twain designates Huck as an outsider in order to supply him with an honest perspective on the early nineteenth century American society’s position on issues involving slavery. Twain initially reveals society’s stance on slavery through the outcast by presenting Huck’s misgivings about assisting Jim to freedom. Therefore, Huck’s convictions reveal that society instilled the notion that slaves were property and should not escape to freedom. Also, Huck comments that he would rather go to hell than turn Jim over to the authorities, furthermore revealing the idea promoted by civilization that helping a slave was a moral issue resulting in eternal damnation. Additionally, Huck has difficulty humbling himself and apologizing to Jim after the separation in the fog. This dramatic scene highlights the early 19th century doctrine that slaves were foremost property and subsequently human beings. Moreover, as Huck apolo gizes to Jim, he breaks every societal code or standard regarding the treatment of slaves by humbling himself before a nigger. Also, Huck is surprised by Tom’s willingness to aid him in the rescue and release of Jim. Huck’s reaction continues to display the societal beliefs pertaining to slavery, because Huck expects from Tom as from the rest of civilization to receive condemnation for his actions. However, it is later revealed that Tom committed to aid Huck based on the knowledge that Jim was already a free man by Miss Watson’s will, thus demonstrating that society would disapprove of Huck’s assistance to Jim. Twain uses Huckleberry Finn’s interactions with Jim on the Mississippi River to reveal society’s perspective on slavery.... Free Essays on Huckleberry Finn Superstitions in Huckleberry Finn In the novel The Adventures of Huckleberry Finn by Mark Twain, there is a lot of superstition. Some examples of superstition in the novel are Huck killing a spider which is bad luck, the hair-ball used to tell fortunes, and the rattle-snake skin Huck touches that brings Huck and Jim good and bad luck. Superstition plays an important role in the novel Huck Finn. In Chapter one Huck sees a spider crawling up his shoulder, so he flipped it off and it went into the flame of the candle. Before he could get it out, it was already shriveled up. Huck didn't need anyone to tell him that it was an bad sign and would give him bad luck. Huck got scared and shook his clothes off, and turned in his tracks three times. He then tied a lock of his hair with a thread to keep the witches away. "You do that when you've lost a horseshoe that you've found, instead of nailing it up over the door, but I hadn't ever heard anybody say it was any way to keep of bad luck when you'd killed a spider."(Twain 5). In chapter four Huck sees Pap's footprints in the snow. So Huck goes to Jim to ask him why Pap is here. Jim gets a hair-ball that is the size of a fist that he took from an ox's stomach. Jim asks the hair-ball; Why is Pap here? But the hair-ball won't answer. Jim says it needs money, so Huck gives Jim a counterfeit quarter. Jim puts the quarter under the hair-ball. The hair-ball talks to Jim and Jim tells Huck that it says. "Yo'ole father doan' know yit what he's a-gwyne to do. Sometimes he spec he'll go 'way, en den ag'in he spec he'll stay. De bes' way is tores' easy en let de ole man take his own way. Dey's two angles hoverin' roun' 'bout him. One uv'em is white en shiny, en t'other one is black. De white one gits him to go right a little while, den de black one sil in en gust it all up. A bo... Free Essays on Huckleberry Finn The Adventures of Huckleberry Finn: Homework Assignment Chapters I to IV 1. Even though Tom feels that Huck is not â€Å"respectable,† Huck is likeable, even admirable in many ways. We get certain impressions of Huck’s character in the opening chapters of the book. It seems Huck is used to caring for himself most of the time, but is now living with Widow Douglas. Widow Douglas and her sister, Miss Watson, try to â€Å"civilize† Huck, and educate him. Yet almost from the beginning of the book, Huck clearly doesn’t seem to have any interest in education, religion, or being civilized in general. Another important trait of Huck‘s that we learn about quickly is that he is superstitious. â€Å"’I got into my old rags and my sugar hogshead again, and was free and satisfied.’† and â€Å"’I didn’t need anybody to tell me that that was an awful bad sign and would fetch me some bad luck†¦Ã¢â‚¬â„¢Ã¢â‚¬  are examples of his rejection to â€Å"civilization† and his beliefs in supe rstitions. 2. Jim is Miss Watson’s slave. My first impressions of Jim are that he is completely uneducated, very easily fooled, and extremely superstitious. Also, when he can’t explain things that’s were his ability to embellish his stories come from, but they make for entertainment to the rest of the slaves that he tells his stories too. Examples: When Jim hears the noise he‘s determined to make sure he hears it again but he falls asleep in just a short 10minutes, that shows that he‘s easily fooled and not that bright. 3. Although we do not meet Huck’s father in these chapters, we do hear some things about him. Pap isn’t a reliable person, and hasn’t been around for over a year. Ben Rogers tells us that â€Å"’He used to lay drunk with the hogs in the tanyard†¦Ã¢â‚¬â„¢Ã¢â‚¬ , which obviously tells us he is a alcoholic with a poor reputation. 4. When Huck wants to smoke, the widow forbids him, saying it is a mean and unclean practice. ... Free Essays on Huckleberry Finn Summary The Adventures of Huckleberry Finn opens by familiarizing the reader with the events of the book that preceded it, Tom Sawyer. In the town of St. Petersburg, which lies along the Mississippi River, Huckleberry Finn, a poor boy with a drunken bum for a father, and his friend Tom Sawyer, a middle-class boy with an imagination a little too active for his own good, found a robber's stash of gold at the end of the earlier book. As a result of his adventure, Huck gains quite a bit of money (held in a sort of trust for him at the bank) and is adopted by the Widow Douglas, a kind but stifling woman who lives with her sister, the self-righteous Miss Watson. Huck is none too thrilled with his new life of cleanliness, manners, church, and school, but he sticks it out at the bequest of Tom, who tells him that in order to take part in his new "robbers' gang" Huck must stay "respectable." All is well and good until Huck's brutish father, Pap, reappears and demands Huck's money. Judge Thatcher and the Widow try to get legal custody of Huck, but the well-intentioned new judge in town believes in the rights of Huck's natural father and even takes the old drunk into his own home in an attempt to reform him. This effort fails miserably, and Pap soon returns to his old ways. He hangs around town for several months, harassing his son, who in the meantime has learned to read and to tolerate the Widow's attempts to improve him. Finally, outraged when the Widow Douglas warns him to stay away from her house, Pap kidnaps the boy, holding him in a cabin across the river from St. Petersburg. Whenever he goes out, Pap locks Huck in the cabin, and when he returns home drunk, he beats the boy. Tired of his confinement, and fearing the beatings will worsen, Huck escapes from Pap by faking his own death. Hiding on Jackson's Island out in the middle of the Mississippi River, he watches the townspeople search the river for his body. After a few days on t...

Total Quality Management Essay Example | Topics and Well Written Essays - 1750 words

Total Quality Management - Essay Example TQM has become part of the organizational culture within the operational environment of the business organization. For instance within the administrative setup of the prison organization, a number of departments interact on a daily basis. As much as a manufacturing or a service organization produces and sells a product for profits, the prison is an organization that delivers a service to the community though the community might not pay directly for the service. Theoretically the concept of TQM has three major principles such as satisfaction of the customer; satisfaction of the supplier; and continuous improvement. The first and major principle of TQM is to satisfy the customer who purchases the product or service. In fact customers always seek value for money when they buy a product or service (Stasiowski, & Burstein, 1993). Thus there are main sub categories under the first principle, i.e. users, company philosophy, internal customers and chain of customers. In the first instance user of the service can be different from the purchaser and therefore both the user and the customer must be satisfied. In the case of the prison management the service rendered to the society at large by efficiently managing the prison would be articulated in terms of the benefits that accrue to the society through such efficient management. For instance a continuous improvement in the quality of the service means that troubles and tribulations of all stakeholde rs including prisoners themselves would be reduced.In the internal organizational context of a prison quality improvement of service would reduce stress on employees and the general administration would improve to reduce the burden on the management. Thus the second sub-principle is centered on repeat sales to customers under TQM. In the prison management context, TQM enables the management to reduce internal conflicts that arise from friction between the management and prisoners. This must be the philosophy of the prison organization.Internal customers' satisfaction is the next sub principle under customer satisfaction is very important in the context of the prison management because managers onwards act as internal customers of services provided by employees. Minor offenders who are spending very short terms in the jail can be enrolled to provide their labor in respect of some services. For example gardeners and office peons are often those minor offenders who might be paid or not for their service (Pilgrim, & Smith, 2000). Customers of such service are primarily the departmental heads such as the meals department. The head of the meals department might co-opt the services of prisoners to clean and cut vegetables, fish and meat. Thus departmental heads might be satisfies with such labor if the latter is performed under efficient management conditions.TQM refers to the chain of customers as a sub category under the main principle of customer satisfaction. In the context of the prison management it is possible to discuss about the existence of an element of customers who purchase prison produce such as handlooms, farm products and agricultural produce made by prisoners. However it depends on the nature of the prison and the prisoners. For example murder convicts and similar major offenders are less likely to be employed on

BAE Automated Systems Research Paper Example | Topics and Well Written Essays - 2000 words - 1

BAE Automated Systems - Research Paper Example In this scenario, if any of the aspects is compromised or limited, the remaining parts of the project will also be affected. This paper presented an analysis of the Denver Airport project which involved the implementation of the Baggage Handling System. This project was initiated to automate the Airport baggage handling. However, all the way through project lifecycle this project suffered a wide variety of issues and problems. This research is aimed at analyzing those issues and aspects. The basic purpose of this paper is to outline some of the major issues and aspects that influenced the successful completion of this project. In this scenario, this research covers basic problems (management failure/problems) and their causes and fixation policy regarding Denver Airport project of Baggage Handling System. In addition, this paper will attempt to explore some of the fundamental aspects of effective project handling and management. The thought of initiating and effectively managing projects is long-term an objective of any project. This paper presents a detailed analysis of Airport Baggage Handling System project. All the way through the lifecycle of this project, it suffered a number of problems which happened because of ineffective management and planning of such new technology-based projects. In fact, the project of Denver International Airport’s Baggage Handling System is believed to be one of the biggest examples of less effective project management that led this project to failure and losses. Without a doubt, it was a new technology-based project which demanded more high-tech technology implementation and management. In this scenario, there was a greater need for the new technology-based support with more accurate and high-level bagging processing capabilities. Hence, in such a huge and critical project there was a dire need for high-level planning and management of issues and other aspects.