Chapter 1 Essays (1413 words) - Amphetamine, Bioethics, Cheating

Chapter 1 thursday september 7,2017 How much would you give to win? Is it justified by our society? is it okay for someone to do anything as long as they are a champion? even if people say things that are wrong, are being racist, or violent it doesn't matter as long as they win, as long as they do well. Monday, September 11, 2017 Amateur someone who plays a sport just for the sport and receives no money from anyone used to be known as someone who is white Indian people were not considered amateur because they were labour workers so they had an unfair advantage to the white people who worked in an office everyday sports were only for men not woman People of colour participating in sport created conflicts because they believed it was unfair when black athletes started participating in sports there were still laws that coloured people still had to ride in a different bus and stay in a different hotel black people are considered animals Racism doesn't just talk about people of colour but of the undesirable Donald sterling 2014 Doesn't want o have any association with back people he uses them as his property and doesn't want to be associated with them in any other way don emus 2007 Radio host describes the Rutgers university woman s basketball team as "nappy-headed hos" Rectified the use of this word by saying that it is used in rap songs all the time so there is no difference. John rocker 1999 spoke about how New York was the most hectic city with all the asians , Koreans, Vietnamese, Indians, Russians and Spanish were there ending with "how the hell did they get in this country?" Native American mascots Collective consciousness of identity of the organization Local history Native americal steriotypes Indian warrior Western mythology Barbarism, conquest, servitude Europeans We colonized the land, we took it over even though it was not ours We thought that natives were savages and that they needed to be trained and taught our ways. The Indian act the Canadian government thought that they needed to be taught the right ways. They were taken from their families and brought to residential schools where they were taught to be more WHITE they were beaten,raped ,starved,emotionally and physically abused there is now lost culture, their connection is lost with their family and their ways of life So many people have feelings of being lost and not knowing who they are and where they belong Chief Wahoo 1914 contest was held in Cleveland to name the team Indians " honours " louis Francis sockalexis Penobscot indian from old towne , Maine was the first American Indian to ever play in the major leagues Novel marketing 1874 " redman " was the best advertised player in the business they did this out of curiosity Jim Thorpe Member of the sac and fox nation 1st native American to win a gold medal for the united states in 1912 Playedsemi -professional baseball-1983 reinstated Tom longboat Six nations reserve near brantford Won the around the bay race in 1906 at age 19 in 1907 he won the Boston marathon record time of 2:24.24 1908 collapsed during the olympic marathon they were called lazy because people didn't understand his training habits Aboriginal athletes Waneek horn-miller George armstrong Jordin tootoo mary spencer Sharon and Shirley firth Cody jamieson Carey price Steve collins Therein flurry Carolyn darbyshire-mcrorie Joseph benjamin keeper Spetember,14,2017 Despite what words mean now, they have history(you cant call your kid hitler in Germany) Mexico 1968 Vietnam war There were coloured people fighting in the war but they didn't understand why they would fight the people of Vietnam if they weren't even respected in their own country oMohammed ali thought this 1960s ocivil rights movement- wanted to be treated as humans and people oblack and white kids were not allowed to go to the saem schools othey were fighting to have rigths and to be treated as human beings othey had the right to refuse to serve people because of their colour they had different washrooms, different bus sections, different movie theater seats that were for whiteand coloured people 1968- the Olympics ohosting

Do You Need to Take Both the ACT and SAT

Do You Need to Take Both the ACT and SAT SAT / ACT Prep Online Guides and Tips As a high school student, I took both the SAT and the ACT. I’d been taking the SAT every couple of years since I was in middle school, so I planned to focus primarily on it. However, as a public school student in Colorado, I was required to take the ACT by my school. My scores on the two tests were relatively similar and I ended up submitting both. Taking both tests, whether because of school requirementsor personal preference, has become an increasingly common choice for students, especiallythose applying to top colleges. Though itisn’t necessary to take both the ACT and SAT, doing somight be the right plan for you. This guide will walk you through the pro and cons of taking both tests. Key Fact: Schools Only Require the ACT or the SAT,Not Both No school will require you to submit scores from both tests, so you definitely don’t need to take both the ACT and the SAT. Keep in mindthat, regardless of what you might have heard to the contrary, all schools accept both the ACT and the SAT. Though in the past selective colleges on the coasts generally preferred the SAT, this hasn't been the case for decades. I would say that for most students it’s not worth the time investment to prepare for both tests,but read on for all the information you need to make the best decisionfor yourself. 4 Reasons You Might Want to Take Both Tests There are four potential benefits to taking both the ACT and the SAT: you'll have an extra chance to excel, prepping for one can help you do better on the other, some schools might appreciate seeing both scores, and you'll get more test dates to choose from. #1: You'll Have More Opportunities to Do Well The most common reason students take both the ACT and the SATis in case they can score much better on one than the other. The majority of students will score similarly on both tests,but it can be tricky to determine whether you're one of the exceptions without trying both tests. Nonetheless, there are some general patterns to which students prefer which tests. Students who have a strong affinity for the ACT generally: Aren't stressed by time pressures Excel at skimming passages for information Enjoyscience, or at least aren't intimidated by it Are comfortable with geometryand trigonometry Students who prefer the SAT, on the other hand, usually: Aren't confused by complicated question phrasings Can do basic calculations by hand Can easilyexplain the logic behind their answers One benefit of this approach is that if you do score much higher on either the ACT or the SAT, you can always choose to send only the scores fromthetest you did better on- even if a school doesn't use SAT/ACT Score Choice. #2: The Tests Are Similar, so Preparing for One Will Help You on the Other The SAT redesign madethe two tests more similar than ever. Because there's a lot of overlap between content and strategies for the ACT and the SAT,prepping for one willhelp you on the other as well. For example, studying for the ACT Science section will help you hone graph-reading skills that will come in handy on the SAT's quantitative reasoning and data representation questions. On the other hand, reviewing the grammar rules you need for SAT Writing will be equally good preparation for ACT English. However, if you do plan to prepare for both, be sure to start studying well ahead of when you want to be done with testing.You'll need to spend some extra time learning about whichever test you decide to take second. #3: Taking Both Tests Can Provide Extra Information for Schools As I mentioned above, most students who take both tests are applying to more selective schools, which sometimes appreciate the extra information. Doing extremely well on both tests is slightly more impressive than doing equallywell on just one. Janet Rapelye, Princeton's dean of admissions, told the New York Times that submitting both tests isn't necessary but can be helpful: "For us, more information is always better. If students choose one or the other, that’s fine, because both tests have value. But if they submit both, that generally gives us a little more information." Though the tests are very similar, and treated the same by admissions committees, they do test slightly different ideas and concepts. Taking both gives schools the fullest sense of your capabilities; however, keep in mind that any advantage submitting both tests gives you will be relatively minor. #4: You'll Get More Test Dates to Choose From The SAT and ACT are each offered seven times a year but on different dates. Thus, by taking both tests,you'll essentially get double the number of test dates to choose from. This can be helpful if you're worried about finding time to take a test and have a pretty stringent schedule at certain times of year. For example, if you're super busy in the winter and would rather take a test in the spring or early summer, this gives you three SAT dates (March, May, and June) plustwo ACT dates (April and June) to choose from. 2 Reasons TakingBoth TestsMight Not Be Worth It While there are some potential upsides to taking both the SAT and the ACT, there are also some pretty significant drawbacks. #1: You'll Need More Prep Time If you want to prep for both the ACT and the SAT, you’ll have to spend a fair amount of extra time preparing. Even with the overlap between the tests, you’ll need to take a few practice tests for the second test you focus on, and take the time to make sure you fully understand the differences between the two tests. This will amount to roughly 10-20 hours of extra test prep. These hours might be better spent pursuing an activity you're excited about or working on your college essay. #2: Trying to Do Both Can Be Overwhelming and Confusing The tests are similar, but not the same. As such, trying to prepare for both can end up being very overwhelming if you're the type of person who has trouble juggling a lot of different ideas at once. Ultimately, for some students,trying to studyfor both the ACT and the SATcan lead to lower scores than focusing on just one test would. How to Choose Betweenthe SAT and the ACT: 4 Factors If you do settleon taking just one of the tests, there are four factors you'll want toconsider when deciding between them. #1: Do You Have a Particular Affinity for the SATor the ACT? As I mentioned above, most students score similarly on both tests, but some find one significantly easier than the other. In additionto the brief guidelines I've laid out in this post, you can use this guide to determine whether you’re likely to have strong preference for the ACT or the SAT. You might also try taking a practice test of each and comparing your scores- this approachis more accuratebut also more of a time commitment. #2: Are You Required to Take One of the Tests at School? Roughly half of the states in the US will require all public school juniors to take either the ACT or the SAT. If your school requires you to take one of them, you might benefit from focusing on the required test. What's more, your school might offer free or discounted test-prep resources, ultimately making you more familiar with just one of the two tests. #3: Does One Test Better Suit Your Strengths? Though the SAT and ACT have a lot in common these days, they still have a few big differences that you can use to determine which test might be a better fit for your particular strengths. Some of the biggest differences between the two tests are as follows: Science Section? % Geometry Qs on Math Section Avg Time per Question No-Calculator Section? Math Formulas Chart? Grid-in Math Qs? SAT No 10% 1 minute Yes Yes Yes ACT Yes 35-45% 1 minute No No No As you can see, if you're not too good at geometry and need more time per question, the SAT will likely be a better fit for your skills. On the other hand, if you hate doing math without a calculator but love science, the ACT might work better for you. Look atwhat's on each test and then decide whether one might be a better fit for you.And don't just think about your strengths- consider your weaknesses, too. For example, if you're not good at grid-in math questions, you might have a better shot at getting a high Math score on the ACT than you would on the SAT. #4: Which Test Offers More Convenient Test Dates? The last big factor to consider is which test offers more convenient test dates that work with your schedule. As I mentioned above, both the SAT and ACT are administered seven times a year (excluding school-day testing); however, these test dates are not the same. The chart below shows what months the SAT and ACT are administered each school year: Testing Month SAT ACT August X September X October X X November X December X X January February X March X April X May X June X X July X As the chart indicates, some months offer both the SAT and ACT while others only offer one or the other (note that January is the only month that offers neither test). Ultimately, it's important toconsider whichtest can give you more flexibility and fits better with your schedule. For example, if you have the whole summer to study, you might want to take the SAT since it offers an August test date. Or, if you have winter to study and want to get the test over with before spring activities start, the February ACT might be an ideal fit. Still Want to Take Both the ACT and SAT? 3 Tips If, after lots of consideration, you still want to take both the ACT and SAT, you'll need to know how to prepare accordingly so that you don't get overwhelmed or make any mistakes on test day. Here are our top three tips for keeping your brain in check as you prep for the SAT and ACT. #1: Focus on One Test at a Time The most important point is to focus on one test at a time in your prep. This means you shouldn't take both tests in the same month or even in back-to-back months, as doing this can confuse and overwhelm you. Ideally, you'll take one test and then the other at least three months later.We typically advise prepping for at least three to six months before the SAT/ACT, so giving yourself this amount of time in-between test dates should allow you to take one test and then completely transition your mindset to prepping for the other. Taking both the ACT and SAT around the same time might sound like a smart idea, but in the end all it's going to do is mix up information in your head and exhaust you. So take our advice and spread out your dates! #2: Use Resources Specific to Your Test While some resources can work for both the SAT and ACT, most target just one of the two tests. As a result, don't try to use SAT resources for your ACT prep, or ACT resources for your SAT prep. Doingthis will ultimately end up confusing you, and you'll learn the wrong strategies and content. Instead, separate your resources into two piles: one for the SAT, and one for the ACT. For tips on what prep books to use for the SAT and ACT, check out our individual guides. The only high-quality resource I recommend using for both tests isKhan Academy. This free website has partnered with the College Board to offer tons of video tutorials and official SAT practice questions. While it doesn't specifically cater to the ACT, it's got a lot of helpful strategies and explanations for math, reading, and writingthat you can apply to your ACT prep as well. #3: Come Up With Separate Study Plans Lastly, you'll need to spend some time coming up with two separate study plans for the SAT and ACT. Even if you plan to give yourself the same amount of time to study for both tests (say, four months for each test), how you spend that time will likely vary slightly depending on which test you're taking. The main reason for this is the content differences on the tests. Remember, the ACT has a whole section the SAT doesn't have- Science! That fact alone should be reason enough to come up with a different study schedule. Another reason is your own goals. What score are you aiming for on the SAT? The ACT? Where are you currently scoring on each test? Once you've answered these questions, you can begin to figure out how to structure and customize your study schedules. For tips on how to build the best SAT or ACT study plan for you, take a look at our guides. What's Next? When studying for the ACT or SAT, it's helpful to have a specific goal in mind.Learn how to determine what a great score for you will be on the SAT or the ACT. If you have more questions about the redesigned 2016 SAT,check out our full breakdown of the test. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Multivariate Techniques Assignment Example | Topics and Well Written Essays - 500 words

Multivariate Techniques - Assignment Example This technique actually examines the relationship between a single dependent variable and more than one independent variable. It is the most common type of method used. It shows a linear relationship holding the lowest sum of the squared variances. The assumptions such as normality, equal variance and linearity and finely and clearly examined by the researcher. A coefficient knows as beta are taken which is the marginal impacts of each variable. This technique is usually used by the firm for its forecasting. This technique is actually the variation of multiple regressions and allows the firms to predict different events. The technique used non-metric dependent variables and the actual objective of the technique is to achieve eve probabilistic assessment of binary choice. The independent variable used by the researchers is either continuous or discrete. Later, a contingency table is formed holding the classification of observations and the observations and predicted results are matched. Then the researcher sum the events that are predicted to occur and they actually occur and sum the events that the researcher predicted not to occur and they actually do not occur. These two sums are added and divided by the total number of events. This shows the effectiveness of the model and helps to predict the choices.

Patient safety in hospitals Research Paper Example | Topics and Well Written Essays - 500 words

Patient safety in hospitals - Research Paper Example Abbas, A. E. A., PhDN is an Assistant Professor in the Nursing Administration and Education Department, King Saud University, Saudi Arabia. Bassiuni, N. A., PhDN, MSN, BScN is also an Assistant Professor in the Nursing Administration Department, Alexandria University, Alexandria, Egypt. Baddar, F. M., PhDN, MSN, BScN is an Assistant Professor in the Nursing Administration and Education Department, King Saud University, Saudi Arabia. The review of literature (ROL) conducted by the study shows that in the healthcare field there is growing realization that under the influence of several factors the culture in healthcare organizations is not conducive to patient safety. The factors involved are productivity, efficiency, and cost controls. Though a universal agreement on what constitutes a safety culture for health organizations is yet to emerge, there are clear indications of what these dimensions should be. The safety culture of an organization involves individual and group values, attitudes, perceptions, and behavioural patterns of commitment towards safety management in the organization. Most of the efforts in providing an understanding safety culture have been focused on healthcare systems and patient engagement within these systems, with particular emphasis on such understanding in the Middle-East. There has been limited research into the handling of patient safety issues in terms of the perceptions of the fro nt-line healthcare providers, leaving a gap in the body of knowledge on the subject. The authors justify this study on the basis of attempting to reduce this gap in the body of knowledge. The difference in perceptions on patient safety of frontline healthcare providers in a clinical and the whether there was any association between these perceptions and the variables of job category, years of experience, and work setting were the research questions. The hypothesis was that there would be a difference in perception on patient safety between

Fast Food Essay Example for Free

Fast Food Essay Market and environmental analysis is an essential part of an organization’s External Analysis. The main objectives of a market analysis are; a)To determine how attractive a market is. b)To understand the dynamics of the market and amend strategies accordingly. Here we apply the dimensions of a Market Analysis to McDonalds corp. 1)Emerging submarkets; McDonalds failed to recognize the changing trend in customer’s preferences to better tasting, fresher food. This trend led to new sub markets emerging for tastier, fresher and fast food perceived as healthier. A few of the smaller/privately owned competitors (Cosi and Quizno’s) were able to operate in niche markets selling gourmet sandwiches and salads. The emergence of smaller restaurants offering easy access to exotic foods such as sushi and burritos created a more specialized niche market. 2)Size and Growth; With the emergence of these sub-markets and niche markets, McDonalds started losing market share. It now had to share its fast-food mass market with these newly created markets. Even though these restaurant chains were small in size, their growth opportunities presented a potential threat to McDonalds. They operated on service that was better than McDonalds at the same time providing better tasting food, which led to an increase in its sales. This sector was in the early stages of growth where as McDonalds was past the maturity stage. 3)Profitability; McDonalds profitability can be gauged by using Porters 5 factor model. a)Intensity of competition among existing customers was relatively high. Direct competitors like Wendy’s and Chik-Fil-A were able to out perform McDonalds based on service quality by providing quicker service. In comparison McDonalds had a large number of franchises, but will falling service time. b)Threat of new entrants: Other market niches like quizo’s, cosi and small restaurants offering exotic foods also provided a high degree of competition to McDonalds by offering food that appealed to changing customer preferences. The only barrier to entry that McDonalds used was to open a large number of franchises and offer an inexpensive menu; this is however changing as franchisees are leaving McDonalds, lowering the barriers to entry. c)Substitute products would include fast food options available in leading supermarkets, and cafe’s offering exotic foods like sushi. d)Bargaining power of customers. Customers are the main source of income for McDonalds. Customers were not happy with the menu offered at McDonalds and hence took their custom to other restaurants, leading to a drop in sales. e)Bargaining power of suppliers: McDonalds aimed to keep their menu prices low (source more details about suppliers) 4)Cost structure McDonalds strategic focus was on cost and service. In order to raise service quality new kitchens were installed. However, this installation was done for some franchises that did not need it and where the new additions did not help improve business. In order to keep the price of its burgers low, it asked the franchises to sell at a loss. Example: Promoting a $1 burger when the cost to make it was $1. 07. This lack in foresight resulted in rising costs to franchise owners who responded by leaving McDonalds and going over to competitors. This snowballed into falling investor confidence resulting in falling equity. Another cost issue was investing in too many takeovers which it couldn’t handle at the same time as improving service quality and revamping the menu. 5)Distribution Systems McDonalds distribution system was the large and growing number of franchises. However not many of the franchises were posting profits and as per Exhibit 1, more than 500 would have to be closed. One of McDonalds strengths is its distribution system, where in customers come in and have the same experience that they have at any other store. However, this can also be a weakness as providing a consistent experience soon becomes ordinary. 6)Market Trends The fast food casual market was quickly breaking up into fragments. With the rising immigrant population customers now had a choice of items. McDonalds realize this too late and try to counter this effect by introducing new burgers. However, the testing of the new menu does not gauge strongly enough the changing customer preferences and this poor planning led to its failure. Internally changing trends were also blindsided. Franchisees who were the closest to customers were not included in decision making and were thus disgruntled. Here was the need to change the management style from top-down to bottom-up. This would have solved some of the issues plaguing McDonalds, by providing data on what customers want and what products would have a greater chance of success. 7)Key success Factors McDonalds did have some strengths or key success factors; a)Large number of franchises that led to economies of scale. This however contrasted to the ‘small is beautiful’ concept of the niche markets. b)Complete training for franchisees to begin and run their own McDonalds proved to be a good team building exercise. c)Cost of food was low due to economies of scale and economies of size. Moreover, McDonalds was able to negotiate a reasonable price for high quality food products. McDonalds failed to realize the changing trends in the casual fast food markets, as a result of which, a large part of the market share was taken over by existing brands like Wendy’s and new players like Panera bread co. The company also failed to acknowledge competition from the niche markets serving gourmet and exotic foods. This lack in analysis led to lowering of entry barriers for new entrants, loss of market share to competitors (Wendy’s, Chick-Fil-A. ), disgruntled franchisees, and a drop in sales leading to a fall in equity value. Environmental Analysis 1)Political: 2)Economic: 3)Socio-Cultural: There are three cultural forces that influence marketers: a) persistence of cultural values, b) subcultures and c) shifts in secondary cultural values. Of the three, secondary cultural values carry the largest influence on the fast-food market. When the market is interested in convenience, they are more likely to buy fast food; if the markets secondary values shift and become interested in fitness and health, they will be less likely to buy fast food. (Monash university, 2006) The case shows this shift to gourmet and healthier foods. 4)Technological: McDonalds had begun to notice the importance of technology. The organization was looking at new technological solutions like ERP to improve their supply chain (Newman, 2002) 5)Environmental: 6)Legal: References: Monash university, 2006, Briohny’s Report, Language and Learning Online, Retrieved on 06 May 2008. http://www. monash. edu. au/lls/llonline/writing/business-economics/marketing/3. 3. 2. xml Newman, K, 2002. McDonalds seeks closer electronic relations, iStart. com:Technology in business, www. istart. co. nz, retrieved on 06 May 2008. http://www. istart. co. nz/index/HM20/PC0/PVC197/EX245/AR22537.

The Arguments For And Against Globalization Economics Essay

The Arguments For And Against Globalization Economics Essay Globalization is a modern phenomenon, which can be analyzed from various points of view. Roughly, we might say that globalization is integration of regional economies, societies and cultures in a globe-spanning network of communication and trade. This term is part of a historical process of capitalism which is a new international order in the context of a single world. Globalization is sometimes used to refer specifically to economic globalization. This topic will be developed along the essay. However, as once was expressed by the ex-secretary of the United Nations Brutos Gali, there is no only one globalization, there are many globalizations such us technological, sociocultural, political, biological An example of that not only the economic globalization exists is the creation of the International Penal Court, since the human rights are starting feeling the effects of the globalization and it is necessary uniform and universalize the recognition of the fundamental rights of the citizenship. Globalization also refers to a process of interaction between societies and local cultures in a global culture to what we would call sociocultural globalization. Different definitions The word globalization is defined by different authors, official institutions and dictionaries according to their point of view. Therefore, there is not only one precise meaning of this term universally accepted by everybody. On the one hand, United Nations (UN)  [1]  has defined it as an event, unavoidable in our history. It makes one world through the exchange of goods, products, information, knowledge and culture. This is a result of the step forward in the field of communications, transport, technology and industry. According to the World Bank Group (WBG)  [2]  , the most utilized meaning for globalization is an intercontinental economic activity, which has increased sharply. In this activity they include Foreign Direct Investment (FDI), International Commerce and Capital Flow. However, the International Monetary Fund (IMF)  [3]  has combined both the United Nations and the World Bank Groups definition. It also talks about globalization in terms of FDI, Capital Flow, International Commerce and the surprising evolution of communication and technology. Furthermore, IMF specifies that sometimes globalization makes it necessary for the workforce and knowledge to have to move to another country. But, these kinds of institutions are not the only ones who want to give their own definition of globalization. A wide range of authors have given their opinion on the topic. For example, David Dollar  [4]  , in an interview published in the World Bank Group Web, said that the economic globalization, or as he would rather use, the economic integration takes place when a country reduces or eliminates the commercial barriers such as custom duty, and they accept investments and trade from the rest of the world. However, Leslie Sklair  [5]  thinks that it should be seen as a new phase of capitalism, one that transcends the unit of the nation-state. His college, Anthony Giddens  [6]  , does not think in the same way as him. In this case, he talks about globalization as a transformation in the global market, the evolution in the communication and trade between nation-states in physical commodities, information and currency. Evolution from two different points of view Theodore Levitt  [7]  was the creator of the word globalization. He used it for first time in his book called The Globalization of Markets to describe the transformation of the international economy which had been taking place since 1960. However, its evolution is not clear enough. Some people say that it started in 1980s and others are in favour of 1870s. But in either case, the bases of globalization are three specific ideas, according to the Washington Consensus: a severe fiscal system, privatization and the relaxation of the restrictions on economy  [8]  . The World Bank Group talks about four steps in Globalizations evolution. Whereas, Leandro Sà ¡nchez Zepeda, in his doctoral thesis, explains that there are five different stages. I do not have enough knowledge to decide which is more appropriate, so in the following paragraph I am going to give details about the development of both thoughts. According to the WGB  [9]  , these are the steps: From 1870 to 1914: this period was characterized by the step forward in transport and the elimination of commercial barriers. The amount of exports augmented almost 8% and 10% of the total population moved to another country. From 1914 to 1950: the situation was as before 1870, marked by protectionism. From 1950 to 1980: during those years, the process evolved to an economic integration between rich countries. Moreover, Europe, North America and Japan opened their markets. From 1980 until 2009: in this time, manufacturing increased to 80% worldwide. Some countries, such as Brazil, India and Vietnam, improved their international commerce and the globalization made developing countries improve. On the other hand, Leandro Sà ¡nchez Zepeda  [10]  has put forward a different opinion in his doctoral thesis: From 1870 to 1913: this period was marked by a peak in commerce due to an increase in capital and labour force. From 1913 to 1950: due to the Great Depression, the First and the Second World War international commerce decreased. From 1950 to 1973: thanks to the Bretton Woods system, global integration was strengthened. From 1973 to 1990: during these years the amount of public companies which became private increased, the financial system started to be more open to the world, communication and transport advanced and it became international. From 1991 until today: there are more free-trade areas, such as ALADI, NAFTA and ASEAN, and the economic integration has become stronger. In contrast to previous periods, the workforce moves less and capital and information are crossing borders. GLOBALIZATION Globalization itself is a continuous and dynamic process that challenges the laws of the countries in how they regulate the operation of enterprises and economic behaviour of individuals at the international level, who can give employment to workforce unemployed and also benefit from remaining irregularities and weaknesses in a particular country. It is a complex phenomenon; therefore it should not surprise us that it causes different reactions in different individuals or groups. Some consider that threatens the framework of the nation state, national identity and the modern concept of democracy. For some, it promises a new era of riches for all, for others, it is the seduction of a consumerism that will bankrupt morally and economically the majority. In favour of globalization Why economic globalization is a good system? Advances in communication and transportation technology, combined with free-market ideology, have given goods, services and capital unprecedented mobility. For example, Northern countries want to open world markets to their goods and take advantage of abundant, cheap labour in the South. To do this, these countries use international financial institutions, such as, the International Monetary Fund and the World Bank Group, and regional trade agreements  [11]  to compel poor countries to integrate by reducing tariffs, privatizing state enterprises and relaxing environmental and labour standards. Globalization is a phenomenon that is important to the develop of the economy in every country, due to the general opening of markets for goods and capital suggests the end of trading blocs, regional treaties and economic independence of countries but also facilitates the ability to solve economic needs that local players have been unable to satisfy. It makes easy the commerce between different countries and decreases the difference between developed and underdeveloped countries. Some factors in favour of globalization are: Global economy and market, which can lead to a better utilization of resources. Greater ability to maneuver compared to fluctuations in national economies. New opportunities of develop markets. Using economies of scale, it can reduce cost. International cooperation. Growth and mergers between companies. Privatization of public companies. International financial deregulation. Development of means of communication and transport. The free movement of capital allows a more efficient allocation of global savings and provides to emerging economies the resources to develop and promote the consolidation of a sustained and balanced growth. Globalization opens up opportunities for developed economies to improve their efficiency and productivity and allows economies in developing to improve the living standards of its population. Against of globalization When globalization was defined, it tried to minimize the impact of negative points and reinforce positive points. Some factors against globalization are: Lack of control over markets and multinational enterprises. Increased economic social and territorial imbalances. Concentration of richness and increased social inequality. Non-fulfilment of minimum labour standards. Full employment, a priority until recently, was postponed. The work has to behave as a commodity, subject to the laws of supply and demand and the production needs, without laws that safeguards smooth minimum rights. Damage to the environment. Threat to biodiversity and cultural heritage. Dominance of financial-speculative economy over real economy. Increase exploitation of child labour Controversy The liberalization of international trade means more economic growth and welfare, such as the example of China, where foreign capital has invested heavily and the country has emerged remarkably by the effect of globalization. But if we go to Africa, we can see that its people are sinking ever deeper into poverty and degradation of economic, social and political life. There, no one invests and the one thing that Africa is used by Occident is for the arms business and to recover the debts they owe to developed countries. It is true that globalization encourages free trade among countries, but there are also negative consequences because some countries try to save their national markets. Companies are buying goods and services from foreign countries. Workers, who were sacked, are forced to work into the service sector, where wages and benefits are lower. This has contributed to the deterioration of the middle class, who have been relegated to lower positions. People in the lower class have to make more efforts to climbing out of poverty due to the absence of the middle class as a stepping stone. THE PROBLEMS OF GLOBALIZATION Globalization is the shortest and most viable way for the developing world to achieve political, social and intellectual modernity. Globalization is said to be the best and most effective means for the developing world to achieve comprehensive development, because it is the sole way to progress for this world economically. Changing the world to the better is through applying globalization. There are problems in the process of globalization: if other countries produce goods better than other, maybe a lot of citizens from this last country will be sacked; if one state collects less tax, companies could go there to get more profit. The process of globalization entails adjustments in national and international economies, to which countries must adapt. Income distribution: in many cases goods are produced in a nation through the importation of them is less restricted. The removal of import barriers may cause a substitution of goods produced within the country by others imported. This way, domestic manufacturers are affected. However, the elimination of trade barriers can make a product cheaper, which is an advantage for consumers because they can buy more with the same funds. On the other hand, globalization promotes the concentration and the emergence of large multinational companies. The possibility of selling its products worldwide and reduce production costs through exploitation of economies of scale, cause that small businesses reducing their sales potential. This can result in the reduction of global competition and that one or a few companies dominate the market. Evade national law: the possibility of settling in any country encourages companies to look for those where production costs are lower. As the laws of many countries may increase costs for businesses, they seek countries which have less legal regulation. In fact, there are territories in which companies dont pay taxes for the profit. They prefer to settle there, due to they can pay higher returns to their shareholders.

Establish a Safe and Supportive Learning Environment

Unit 1 Preparing to teach in the Lifelong Learning Sector Theory assessment level 4 Question 1 Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. The role, responsibilities and boundaries of a teacher are ever changing a teacher can inspire greatness in a learner. It is however, possible to teach without the learner actually learning anything, a teacher can have a great in-depth knowledge of their subject yet if they can not inspire or engage the learner their knowledge may not be passed on.I believe for myself, as an instructor it will be key in my job role to be a facilitator and establish an atmosphere in which the learners feel comfortable, where they are not threatened by external factors, this humanistic approach is mainly based around the theory of facilitative learning by Rogers (1983). Carl Rogers theory argues that people have a natural eagerness to learn and that through learning people change their percept ion of themselves. The theory recognises that the facilitator should focus on the relationship between teacher and learner not merely the teaching.Open discussion with students should be encouraged to prevent conflict, as it is recognised that resistance can be common in learning as the student in some cases is giving up what they previously thought to be true. The main aspect of this theory is that the most important part if learning is the change in the learners concept of self. Gravells (2008) describes teaching as a cycle, which can start at any point. The teacher’s roles, responsibilities and boundaries in terms of the teacher/training cycle are made up of 5 points Identify needs and planning, designing, facilitating/deliver, assessing, and evaluating.A teacher can start at any point of the cycle, it is however argued that for learning to be effective the cycle must be complete. The 5 stages are further discussed below. Identify needs As an instructor my role would be to refer to my company’s goals ensuring I am aware of what the learner is required to gain from being in my class. I will be teaching NVQ level 2 in electrical and mechanical maintenance so it is key that the needs of the learner are met to the required governing body EMTA standards.A criticism of this is there are boundaries set by EMTA which I can not deviate from; there is a strict learning practice and syllabus that must be adhered to. Within my role I will also be required to consider the learners learning styles, it is extremely important to be aware of each learners learning style to ensure they can learn effectively. Fleming (1987) describes 3 main learning styles, visual, auditory and kinaesthetic. It is recognised that most people will have a preferred learning style, however most people learn through more than only one style.For all the syllabus is set it is my responsibility to ensure the lessons are engaging and suitable for the learners depending upon their learni ng styles. Some aspects of the syllabus are required to be taught in a specific way, however this does not prevent me from including additional teaching. Such an example of this will be having to practically demonstrate a wiring process, alongside this set out aspect of the session I could design handouts and hold group discussions about safety aspects.Including varied teaching methods will hopefully help to engage all learners regardless of their preferred learning styles. The teaching style can also be approached from different angles, I can change my teaching style be it pedagogical, andragogical or didactic depending upon the lesson content. The style I will commonly be required to use, most certainly at the beginning of the course, will be andragogical as there are health and safety issues and laws and legislations to adhere to. Another important factor I must consider when identifying the needs of my earners is their learning process. A commonly used theory of learning process is that of Kolb (1984) who describes 4 different stages of the learning process. Concrete experience, observation and reflection, abstract conceptualisation, and finally active experimentation, once again just like the teaching cycle, the learning cycle can start at any stage and is continuous. This theory particularly emphasises the importance of varied teaching methods and teaching the same concept but through different means to ensure learners have a full understanding. Plan and designPlanning and design of the lesson will require myself to study the set learning criteria set by EMTA and from that create lesson plans to and engage the group of learners and keep the group interested and wanting to learn more. Once again I must adhere to the laws and legislation whilst doing this as the lesson been carried out involves the learners actually doing the work themselves which is andragogical teaching method. Further more as the class is hands on I must make sure that the equipment nee ded for the course is available, and there is an internal verifier to sign off the work completed during the course.Deliver Once I have identified the needs of the learners and planned and designed my course I can now deliver my course the first thing I would do is to complete an ice breaker, maybe have a game of human bingo. This would allow myself to get to know the learners and allow the learners to get to know each other, making a more relaxed environment. Then from there I can go about setting ground rules, the group will be aged from 16 to 21 so I wouldn’t want to patronise them, I would negotiate the rules with the group, but some rules would be set in stone specifically laws and regulations for their own safety.To deliver the course my teaching style would be mainly andragogical as been an apprentice is a hand’s on role, this will allow the learner to carry out the task therefore learning the theory and learning how to carry out the task for them selves. In ter ms of learning styles I would try deliver all 3 styles visual, audio and kinaesthetic I would deliver the theory, view videos and show practical examples and give the learner the opportunity to carry out the task themselves. AssessAssessments are carried out over the course of the syllabus this would make sure the learner is actually learning and gaining the required knowledge from the course. These are non-negotiable assessment which would be carried out in their NVQ portfolios which involves practical and theory assessments. At the end of each class I would also aim to have a quick questions session, allowing myself to ask the learners questions relating to the lesson plan, thus ensuring all aspects which I intended to teach have been understood.This process would also allow me to identify any areas which are not understood, allowing me to recap or teaching differently in a future session. Evaluate In terms of evaluating teacher training cycle at the end of every course unit I wou ld have one to one interview with my learners and discuss if objectives were meet not only to help the learner but also to help me with my teaching so I can always endeavour to improve. Another method to evaluate how the course went would be to ask the learners to complete a questionnaire allowing for more truthful responses as these could be filled in independently and without the learners name.Evaluation is a hugely important part of the process specifically for myself as this would allow me to identify any weakness and help me improve for the following modules. For all I will be asking for the course to be formally evaluated at the end of each module, I would make my learners feel confident that if there is any improvements they think I could make within the duration of the course they can approach me and make suggestions. Evaluation should be constant during the teaching process to ensure I am teaching to the best of my ability and the learners are learning to the best of theirs .

Acceptance

An acceptance is â€Å"a manifestation of assent to the terms [of the offer] made by the offeree in the manner invited or required by the offer. † In determining if an offeree accepted an offer and created a contract, a court will look for evidence of three factors: (1) the offeree intended to enter the contract, (2) the offeree accepted on the terms proposed by the offeror, and (3) the offeree communicated his acceptance to the offeror. Common Law: Traditional â€Å"Mirror Image† Rule The traditional contract law rule is that an acceptance must be the mirror image of the offer. Attempts by offerees to change the terms of the offer or to add new terms to it are treated as counteroffers because they impliedly indicated an intent by the offeree to reject the offer instead of being bound by its terms. However, recent years have witnessed a judicial tendency to apply the mirror image rule in more liberal fashion by holding that only material (important) variances between an offer and a purported acceptance result in an implied rejection of the offer. Even under the mirror image rule, no rejection is implied if an offereee merely asks about the terms of the offer without indicating its rejection (an inquiry regarding terms), or accepts the offer’s terms while complaining about them (a grumbling acceptance). Distinguishing among a counteroffer, an inquiry regarding terms, and a grumbling acceptance is often a difficult task. The fundamental issue, however, remains the same: Did the offeree objectively indicate a resent intent to be bound by the terms of the offer? Communication of Acceptance To accept an offer for a bilateral contract, the offeree must make the promise requested by the offer. An offeror must communicate the terms of his proposal to the offeree before an offer results. This is so because communication is a necessary component of the present intent to contract required for the creation of an offer. For similar reasons, it is generally held that an offeree must communicate his intent to be bound by the offer before a contract can be created. To accept an offer for a unilateral ontract, however, the offeree must perform the requested act. The traditional contract law rule on this point assumes that the offeror will learn of the offeree’s performance and holds that no further notice from the offeree is necessary to create a contact unless the offeror specifically requests notice. Mailbox rule Under the so-called â€Å"mailbox rule,† properly addressed and dispatched acceptances can become effective when they are dispa tched, even if they are lost and never received by the offeror. The mailbox rule protects the offeree’s reasonable belief that a binding contract was created when the acceptance was dispatched. By the same token, it exposes the offeror to the risk of being bound by an acceptance that she has never received. The offeror, however, has the ability to minimize this risk by stipulating in her offer that she must actually receive the acceptance for it to be effective. Offerors who do this maximize the time they have to revoke their offers and ensure that they will never be bound by an acceptance that they have not received. As traditionally applied by the common law of contracts, the mailbox rule would make acceptances effective upon dispatch when the offeree used a manner of communication that was expressly or impliedly authorized (invite) by the offeror. Any manner of communication suggested by the offeror (e. g. , â€Å"You may respond by mail†) would be expressly authorized, resulting in an acceptance sent by the suggested means being effective on dispatch. Unless circumstances indicated to the contrary, a manner of communication used by the offeror in making the offer would be impliedly authorize (e. . , an offer sent by mail would impliedly authorize an acceptance by), as would a manner of communication common in parties’ trade or business (e. g. , a trade usage in the parties’ business that offers are made by mail and accepted by telegram would authorize an acceptance by telegraph). Conversely, an improper dispatched acceptance or one that was nonauthorized would be effective when received, assuming that the offer was still open at that time. This placed on the offeree the risk of the offer being revoked or the acceptance being lost. The mailbox rule is often applied more liberally by courts today. A modern version applied of the mailbox rule that is sanctioned by the Restatement (Second) holds that an offer that does not indicate otherwise is considered to invite acceptance by any reasonable means of communication, and a properly dispatched acceptance sent by a reasonable means of communication within a reasonable time is effective on dispatch. The Cantu case illustrates the more liberal version of the mailbox rule. Special Acceptance Problem Areas Acceptance in Unilateral Contracts A unilateral contract involves the exchange of a promise for an act. To accept an offer to enter such a contract, the offeree must perform the requested act. As you learned in the last chapter, however, courts applying modern contract rules may prevent an offeror from revoking such an offer once the offeree has begun performance. This is achieved by holding either that a bilateral contract is created by the beginning of performance or that the offeror’s power to revoke is suspended for the period of time reasonably necessary for the offeree to complete performance. Acceptance in Bilateral Contracts A bilateral contract involves the exchange of a promise for a promise. As a general rule, to accept an offer to enter such a contract, an offeree must make the promise requested by the offer. This may be done in a variety of ways. For example, Wallace sends Stevens a detailed offer for the purchase of Steven’s business. Within the time period prescribed by the offer, Steven sends Wallace a letter that says, â€Å"I accept your offer. † Stevens has expressly accepted Wallace’s offer, creating a contract on the terms of the offer. Acceptance, however, can be implied as well as expressed. Offerees who take action that objectively indicates agreement risk the formation of a contract. For example, offerees who act in a manner that is inconsistent with an offeror’s ownership of offered property are commonly held to have accepted the offeror’s terms. So, if Arnold, a farmer, leaves 10 bushels of corn with Porter, the owner of a grocery store, saying, â€Å"Look this corn over. If you want it, it’s $5 a bushel,† and Porter sells the corn, he has mpliedly accepted Arnold’s offer. But what if Porter just let the corn sit and, when Arnold returned a week later, Porter told Arnold that he did not want it? Could Porter’s failure to act ever amount to an acceptance? Silence as Acceptance Since contract law generally requires some objective indication that an offeree intends to contract, the general rule is that an offeree’s silence, without more, is not an acceptance. In ad dition, it is generally held that an offeror cannot impose on the offeree a duty to respond to the offer. So, even if Arnold made an offer to sell corn to Porter and said, â€Å"If I don’t hear from you in three days, I’ll assume you’re buying the corn,† Porter’s silence would still not amount to acceptance. On the other hand, the circumstance of a case sometimes impose a duty on the offeree to reject the offer affirmatively or be bound by its items. These are cases in which the offeree’s silence objectively indicates an intent to accept. Customary trade practice or prior dealings between the parties may indicate that silence signals acceptance. So, if Arnold and Porter had dealt with each other on numerous occasion and Porter has always promptly returned items that her did not want, Porter’s silent retention of the goods for a week would probably constitute an acceptance. Likewise, an offeree’s silence can also operate as an acceptance if the offeree has indicated that it will. For example, Porter (the offeree) tells Arnold, â€Å"If you don’t hear from me in three days, I accept. † Finally, it is generally held that offerees who accept an offeror’s performance knowing what the offeror expects in return for his performance have impliedly accepted the offeror’s terms. So, if Apex Paving Corporation offers to do the paving work on new subdivision being developed by Majestic Homes Corporation, and Majestic fails to respond to Apex’s offer but allows Apex to do the work, most courts would hold that Majestic is bound by the terms of Apex’s offer. Acceptance When a Writing Is Anticipated Frequently, the parties to a contract intend to prepare a written draft of their agreement for both parties to sign. This is a good idea not only because the law requires written evidence of some contracts, but also ecause it provides written evidence of the terms of the agreement if a dispute arises at a later date. If a dispute arises before such a writing has been prepared or signed, however, a question may arise concerning whether the signing of the agreement was a necessary condition to the creation of a contract. A party to the agreement who now wants out of the deal may argue that the parties did not intend to be bound until both parties signed in writing. A clear expression of such intent by the parties during the negotiation process prevents the formation of a contract until both parties have signed. However, in the absence of such a clear expression of intent, the courts ask whether a reasonable person familiar with all the circumstances of the parties’ negotiations would conclude that the parties intended to be bound only when a formal agreement was signed. If it appears that the parties had concluded their negotiations and reached agreement on all the essential aspects of the transaction, most courts would probably find a contract at the time agreement was reached, even though no formal agreement had been signed. Acceptance of Ambiguous Offers. Although offerors have the power to specify the manner in which their offers can be accepted by requiring that the offeree make a return promise (a bilateral contract) or perform a specific act (a unilateral contract), often an offer is unclear about which form of acceptance is necessary to create a contract. In such a case, the offer may be accepted in any manner that is reasonable in light of the circumstances surrounding the offer. Thus, either a promise to perform or performance, if reasonable , creates a contract. Acceptance by Shipment. The Code specifically elaborates on the rule stated in the preceding section by stating that an order requesting prompt or current shipment of goods may be accepted either by a prompt promise to ship or by a prompt or current shipment of the goods [2-206(1)(b)]. So, if Apex Corporation orders 500 IBM personal computers from Marks Office Supply, to be shipped immediately, Marks could accept either promptly promising to ship the goods or by promptly shipping them. If Marks accepts by shipping, any subsequent attempt by Ampex to revoke the order will be ineffective. What if Marks did ot have 500 IBMs in stock and Marks knew that Ampex desperately needed the goods? Marks might be tempted to ship another brand of computers (that is, nonconforming goods – goods different from what the buyer ordered), hoping that Ampex would be forced by its circumstances to accept them because by the time they arrived it would be too late to get the correct goods elsewhere. M arks would argue that by shipping the wrong goods it had made a counteroffer because it had not performed the act requested by Ampex’s order. If Ampex accepts the goods, Marks could argue that Ampex has impliedly accepted the counteroffer. If Ampex rejects the goods, Marks would arguably have no liability since it did not accept the order. The Code prevents such a result by providing that prompt shipment of either conforming goods (what the order asked for) or nonconforming goods (something else) operates as an acceptance of the order [2-206(1)(b)]. This protects buyers such as Ampex because, sellers who ship the wrong goods have simultaneously accepted their offers and breached the contract by sending the wrong merchandise. But what if Marks is an honest seller merely trying to help out a customer that has placed a rush order? Must Marks expose itself to liability for breach of contract in the process? The Code prevents such a result by providing that no contract is created if the seller notifies the buyer within a reasonable time that the shipment of nonconforming goods is intended as an accommodation (an attempt to help the buyer) [2-206(1)(b)]. In this case, the shipment is merely a counteroffer that the buyer is free to accept or reject and the seller’s notification gives the buyer the opportunity t seek the goods he needs elsewhere. Who Can Accept an Offer? As the masters of their offers, offerees have the right to determine who can bind them in a contract. So, the only person with the legal power to accept an offer and create a contract is the original offeree. An attempt to accept by anyone other than the offeree is treated as an offer, because the party attempting to accept is indicating a present intent to contract on the original offer’s terms. For example, Price offers to sell his car to Waterhouse for $5,000. Anderson learns of the offer, calls Price, and attempts to accept. Anderson has made an offer that Price is free to accept or reject

Informative Spatial cues Essays

Informative Spatial cues Essays Informative Spatial cues Essay Informative Spatial cues Essay Essay Topic: Informative Experiment 5 was conducted to investigate the effect of the introduction of the speech cue in experiment 4. As discussed previously, the introduction of the speech cue may have had some unforeseen influence on the results obtained in experiment 4. Therefore experiment 5 mirrors experiment 3 with the introduction of a spatially informative speech cue instead of the spatially informative pure tone. The results of the experiment supported the earlier findings in experiment 3 wherein, a significant response time advantage was found for valid cues for all SOA conditions in experiment 5. Therefore it can be assumed that the introduction of the speech cue was not the cause of the weakened response time advantage found for SOA of 200ms and 1100ms in experiment 4, and further that the major contributor to this response time advantage reduction is the removal of the spatial component to the cue. It can be said that the spatial cue plays a greater role in covert auditory attention rather than speech cues, although a combination of both would be the most optimal conditions. The factors that influences the localizability of an auditory stimulus is varied and complex. It should be noted that the frequency range of the sound affects both the presence and quality of both interaural time differences (ITD) and interaural intensity differences (IID), moreover, the intensity, duration, rise/fall time and complexity of the sound also affects the detecting of the sound. The lack of spatial cuing decreased the response time of subjects for they did not have basis for localization. Flanagan, McAnally, Martin, Meehan Oldfield (1998) visual search times were reduced when spatially informative auditory information was supplied. They used a spatial localization task in which the search for a visual target was aided by either a visual arrow or an auditory cue. They found both the visual and the auditory cues aided in significantly reducing the search times when compared to unaided search. It is however important that the visual and auditory information presented are detectable and localizable. Hence a signal should be localizable when information presented is critical (i. e. ; location of threats such as enemy fighters, missiles etc.) and that information presented is expected in that location will improve response time and accuracy (Posner, 1980, Spence and Driver, 1996). One interesting observation from experiment 5 was the overall decrease of response times for all conditions. In comparison to experiment 3 overall response times were about 30ms faster in experiment 5. The question raised is could the replacement of the spatially informative pure tone with the spatially informative speech have caused this improvement in overall response time. The introduction of speech alone did not have the effect of reducing response times in experiment 4 where a non-spatial speech cue was used. Hence the combination of the informative speech with the likely spatial location of the target may engage both exogenous and endogenous processes more completely than the just the likely spatial location alone. The essentially â€Å"double-barred† cue of both correct spatial location and the informativeness of a speech confirmation of the spatial location could have the effect of increasing the subject’s confidence and/or efficiency at completing the task correctly. Therefore the reduced response times observed in experiment 5 in comparison to experiment 3 could be as a result of this â€Å"double-barreled† type of cue. Unfortunately, this assumption cannot be made in this case due to the fact that not all subjects who completed experiment 3 also completed experiment 5. Furthermore despite three subjects completing both experiments, the order of completion was the same with experiment 3 completed first, therefore no statistical analysis could be performed on the data due to the possibility of practice effects influencing the result.

The eNotes Blog The Not Buried Imagination A New Poem by E. E. CummingsDiscovered

The Not Buried Imagination A New Poem by E. E. CummingsDiscovered It is the kind of thing scholars live for, the type of adventure A. S. Byatt wrote so eloquently about in her novel Possession. A few weeks ago, biographer James Dempsey, while working on a biography of Scofield Thayer (publisher of The Dial Magazine), made a remarkable discovery. Going through a file folder containing correspondence between Thayer and Cummings, Dempsey came across a poem he had never seen before. In fact, as he soon confirmed, the poem had heretofore been unpublished. Dempsey dates the poem to about 1916, the naissance of the poets career. E.E Cummings via  The New Yorker Thayer and Cummings had been friends for several years before Cummingss work appeared in The Dial. They maintained a strong friendship for ten years, until Thayer, who suffered from paranoid schizophrenia, became incapacitated. However, until that point, the two collaborated and enjoyed their mutual passion for the arts. That being said, the relationship between publisher and poet was odd, to say the least. According to Dempsey, Thayer gave Cummings a great deal of money to pursue his craft; publishing his work in The Dial gained the poet wide recognition and acclaim. Cummings, for his part, took the money and fame, and also Thayers wife to his bed, and got her pregnant. Thayer, Dempsey says, did not seem to have much of a problem with this turn of events. Scofield Thayer via Literary Manhattan For a full analysis of the relationship between Cummings and Thayer, you can read Dempseys article here as well as the text of the poem (Warning: the poem contains language that may be objectionable to some readers). This is the poem that he found in that yellowing folder. Perhaps there are more to come. Whatever his personal demons, Cummings remains one of the luminaries of modern American poetry and a previously unknown poem is indeed a great discovery. Cummings lost poem via The Awl   To read more about E.E Cummings and his work, check out his biography on .   (Feature image via Komseq)

Project -litterature review Essay Example | Topics and Well Written Essays - 3250 words

Project -litterature review - Essay Example Epstein focused much of her work on homework practices and home-school education, including how parents can monitor and assist at home (Epstein, 1983). The literature review will describe the benefits of parental involvement in terms of achievement of their children at school. In this chapter I will look at successful programmes such as Every Child Matters and Sure Start, models of parental involvement, relations between staff and parents, preparation of children academically, parenting techniques and the link with achievement, and conclude with the summary. The involvement of parents has been effectively linked with children’s academic achievement throughout their time at school. The early years in school can be an exciting and emotional period for children and their parents in meeting the staff in school. Families, like teachers, create homes that promote learning, and reinforce what is being taught at school, and build the values and skills children need to become responsible adults (Henderson, 1995). Most children will take time to settle as it will be difficult to form new bonds of attachment with the staff. As for parents, it will give them the opportunities to talk, discuss many issues surrounding their children as well as to express their wishes and expectations. Abbott et al (1989) claim a parent has a positive interest in, and expectations of, the school which their child attends. To help children take this new experience in their stride, many schools including the school where I work now offer home visits to the families before the child starts school. This will help to build a sense of confidence and a chance to find out more about what to expect and how the school staff will deal with a child who needs time to settle in a new environment. The National Association of Head Teachers (1988), defining and describing a home-school contract of partnership states that this model

Do you have free will or are you determined Essay

Do you have free will or are you determined - Essay Example The paper describes two examples of philosophers (W.T. Stace and Baron d'Holbach), who believe in determinism, but with qualifications. While d'Holbach represents a determinism-only view, Stace offers a view compatible with a free will, and this compatibilist thesis is more correct. Compatibilism, as represented by W.T. Stace, is the view that free will and determinism are compatible without being logically inconsistent. This allows claims about individual autonomy in actions to make sense, whereas under the incompatabilism approach, it is logically inconsistent to speak of the coexistence of free will with determinism. An incompatabilist such as Baron d'Holbach, rules out a kind of metaphysical free will because determinism, the view that all of our actions are the result of antecedent causes, means that no actions are truly free in the sense that the person actually chose to do them. With this foundation, we can differentiate the views of Stace and d'Holbach with respect to freedom of the will. d'Holbach argues that human beings are very similar in nature to a machine, which is created with a very narrow range of functions. In his System of Nature, d'Holbach writes, â€Å"There is no such entity as a soul, but we are simply material objects in motion, having very complicated brains that lead the unreflective to believe that they are free†. In fact, human beings are so complex that they actually believe their actions are free, which is the symptom of religious beliefs, according to d'Holbach. Claiming that all of man’s ideas and senses can be reduced to his physical characteristics, the philosopher believes that these ideas and senses are involuntary and forced upon him. This incompatabilist, hard determinist stance is impossible to prove, which makes it difficult to accept d'Holbach’s arguments (Pojman 335). He argues primarily from analogy to machines and other human artifacts, which seems to undermine the premise that man is incapable o f original, free thoughts. In addition, it is difficult to get past the brute fact that if all of man’s arguments are determined by antecedent causes, then d'Holbach’s claims here are determined and therefore possibly false. In contrast, W.T. Stace offers a compatibilist (or soft determinist) view that upholds the truth of morality. Stace defines an act that was produced from free will as one that is directly caused by a person’s thoughts, emotions, and desires (Roberts). In other words, an act is only free if it is the result of internal mental states, not the outside influences of other antecedent causes. For instance, fasters on hunger strikes do not consume food because it is theoretically within their power to abstain from food, while someone who fasts because he does not have access to food is not doing so according to his free will. Stace defends compatibilism because of how he defines the notion of free will.