Allan Pinkerton and His Detective Agency

Allan Pinkerton (1819-1884) never intended to be a spy. So how did he become the founder of one of the most respected detective agencies in America?   Immigrating to America Born in Scotland, August 25, 1819, Allan Pinkerton was a cooper, or barrel-maker.. He immigrated to the United States in 1842 and settled near Chicago, Illinois. He was an industrious man and quickly realized that working for himself would be a much better proposition for himself and family. After some searching, he moved to a town called Dundee that was in need of a cooper and quickly gained control of the market because of his superior quality barrels and low prices. His desire to continually improve his business actually led him down the path to being a detective. Catching Counterfeiters Allan Pinkerton realized that good quality raw materials for his barrels were easily obtained on a small deserted island close to town. He decided that instead of paying others to provide him with the materials, he would travel to the island and get it himself. However, once he got to the island, he saw signs of habitation. Knowing that there were some counterfeiters in the area, he surmised this could be the hideout that had long eluded officials. He teamed up with the local sheriff to stake out the camp. His detective work led to the arrest of the band. The local townspeople then turned to him for help in arresting the ringleader of the band. His natural abilities eventually allowed him to track down the culprit and bring the counterfeiters to justice. Founding His Own Detective Agency In 1850, Allan Pinkerton founded his detective agency based on his own incorruptible principles. His values became the cornerstone of a respected agency that still exists today. His reputation preceded him during the Civil War. He headed the organization responsible for spying on the confederacy. At wars end, he went back to running the Pinkerton Detective Agency until his death on July 1, 1884. At his death the agency continued to operate and would soon become a major force against the young labor movement developing in the United States of America. In fact, this effort against labor tarnished the image of the Pinkertons for years. They always maintained the high moral standards established by their founder, but many people began to view them as an arm of big business. They were involved in numerous activities against labor and during the late 19th and early 20th centuries. Pullman Strike (1894)The Wild Bunch Gang (1896)Ludlow Massacre (1914) Many labor sympathizers accused the Pinkertons of inciting riots as a means of keeping employment or for other nefarious purposes. Their reputation was harmed by their protection of scabs and business property of the major industrialists including Andrew Carnegie. However, they managed to last through all of the controversy and still thrive today as SECURITAS.

American Sign Language ( Asl ) Is A Visual And Natural...

American Sign Language (ASL) is a visual and natural language. It is used widely by the members of the deaf community in the United States (Valli Lucas, 2000; Andrews, Leigh, Weiner, 2004). About 90% of deaf children are born to hearing parents (DOH) (NIDCD, 2015). 10% of deaf children are born to families with one or both deaf parents (DOD) (Mitchell Karchmer, 2002). Deaf children of DOD will use ASL as their primary language rather than spoken English or a different language such as Spanish, Chinese, or other than English (Mitchell Karchmer, 2002). Deaf families understand the importance of having language access early and their deaf children’s vocabulary will be as big comparable to hearing children who are learning a spoken language (Baker, 2010). Deaf children from DOD have full access to ASL whereas most deaf children from DOH have limited access to ASL. Deaf children of DOH are typically not given the same early opportunity (Baker, 2010). Research suggest ed that the first few years of the deaf child’s life are the most crucial to a child’s development of language skills and for establishing successful communication (NIDCD, 2014). In Texas, there are nine hundred-eighty Early Childhood Education (ECE) programs that offer either full-day or half-day pre-kindergarten programs (LBB, 2007). One of the ECE is the deaf education program for children who are deaf and hard of hearing. One setting in the deaf education program is a public school setting. AShow MoreRelatedEssay about Deaf Movement at Gallaudet University: Deaf President Now1332 Words   |  6 Pagesa powerful and cohesive voice, these students made themselves very visible in the news, and increased Deaf awareness worldwide about a dozen times over. By the time that week was up, their short-lived hearing president had resigned; their hearing, ASL-ignorant, board chair had resigned. They had a new Deaf president a graduate of Gallaudet; they had promises of a restructured board that would be at least fifty percent Deaf in the future. The world had not only heard these students, but, judgingRead Moresign language830 Words   |  4 Pagesï » ¿Sign La nguage 1 [The speaker begins by using Signed English to express the words, â€Å"You are my friend.†] Do you know what I just told you? The message I communicated probably escaped most of you. Communication through hand motions is something we do all the time without even thinking about it. For most of us, it’s a supplement to spoken language. But for many deaf and hearing-impaired people, sign language isn’t just a supplement, it’s a primary mode of communication. 2 I’m not an expertRead MoreThe Development of American Sign Language Essay2934 Words   |  12 Pagesdevelopment of American Sign Language in the United States dates back to as early as the 1600s. On Martha’s Vineyard there was a relatively large Deaf population due to genetics and heredity. This was thought to trace back to the first people of the land, who traveled from Massachusetts and carried this genetic deafness with them. Because there were so many people that were deaf living there, it was extremely common for all people, deaf and hearing, to learn their own version of sign language. This earlyRead MoreCsd 269 Study Guide Week 6 Essay2836 Words   |  12 PagesStudy Guides for Deaf People and Journey Text Readings Week 6 People Chapter 5 1. What kinds of parent-child interactions lead to language learning in babies? pointing, eye gazing, smiles, vocalizations, and engagement in games, nursery rhymes, and songs, family stories, and picture books 2. What categories do children’s first words usually fall into? names of animals, foods, toys, actions adjectives and social words (please, thank you, no, yes) 3. How does a sight-wordRead MoreDevelopment and Deaf Children Essay1360 Words   |  6 Pageschildren who are exposed to language early in the womb, deaf children get their exposure to language at birth (Drasgow 1998). Drasgow explains that studies show the earlier language is developed the higher children excel in language skills (Drasgow 1998). Deaf children born to deaf parents will acquire language as easily as hearing child born to hearing parents develops a spoken language (Drasgow 1998). It is vital for a child receive complete exposure to a natural language within their first twelveRead More Deafness and the Power of Signing Essay examples3577 Words   |  15 Pageseven (some hard-of hearing people speak of the time when they had to decide, deaf or hearing), but never a handicap, never something to be overcome. The sign for people like Miss America is the sign for hearing, with the forefinger circling up by the forehead instead of down by the mouth. She thinks shes he aring, is what it means. There is also a sign for the reverse: some hearing people get so involved in the deaf community that they think they are deaf, like the woman who pretended to be deaf andRead MoreSign Language Is A Complex System Of Communication2007 Words   |  9 PagesThere is not movement that does not speak both a language intelligible without instructions (Mirzoeff 16). Sign Language is a complex system of communication; a language which uses visual gestures and signs made by one’s hands blended with the use of facial expressions, body positions, and other gestures. Sign Language has played a signiï ¬ cant role in deaf and hard of hearing culture and is the major communication alternative for those whom are deaf or hard of hearing with a beautiful history of originRead MoreA Jerney in to the Deaf World15812 Words   |  64 PagesRoberto grew up differently. His family was all hearing, and their first language was Spanish. His family had a hard time adjusting to the fact that he was deaf. However his mother eventually helped him by learning some signs. Laurel’s story was the most different. Her family was so unset about the fact that she was deaf that they enrolled her in a strictly oral program and she spent most of her life not being able to sign. She explains that she was deprived of being able to communicate for a goodRead MoreDisaster Warnings For The Deaf And Hard Of Hearing2456 Words   |  10 Pages Accessibility of Disaster Warnings for the Deaf and Hard of Hearing In the event of natural disasters like hurricanes, the benefit of warning and preparedness measures cannot be underscored. Alert systems and pagers provide citizens crucial seconds to seek a safe location. Additionally, they can provide important updates on event related weather conditions, road conditions, and evacuation notices.Such information is also often dispersed through televised government proceedings and radio programmingRead MoreLanguage Of Routines And Joint Attention Essay1107 Words   |  5 Pagesintervention, at its core, is â€Å"services provided to infants and toddlers who are at risk for, or showing signs of developmental delays† (Coleman, 1993). The intervention is individualized for each child and family and their specific needs. Thus, when the service providers work with the families, they can â€Å"create optimal environments for language learning† (Moeller, et. al., 2013). Research shows that language of routines and joint attention are two suc cessful evidence based practices families and interventionist

Adolescence Free Essays

Adult Development: Early passions and long-term development The Journey through infancy, childhood, and adolescence significantly impacts the development that takes place during a person’s adulthood. There are many aspects in a person’s early life that will carry on to further characterization and identity. Patterns and themes begin to evolve at a young stage in a person’s life and they will often carry on to be their dominant characteristics. We will write a custom essay sample on Adolescence or any similar topic only for you Order Now A dominant characteristic can often be an indication of what someone will be like upon full maturity or adulthood. This explains why it is often beneficial to research a person’s personal background before Judging their future. Judging by my dominant characteristics during my childhood combined with the influence the people whom I am close to am I able to make educated guesses to what I will accomplish in the future. When reflecting on my childhood, I am reminded of the lessons I have learned and each on in its appropriate time. Upon my reflection, I have found that my passions during my younger days have developed into more matured ideas and dreams now. Theorist Erik Erikson contends, â€Å"each stage of life has its own psychosocial task, a crisis that needs resolution† (Myers, 2010, p. 196). During a person’s life, their adolescence is vital in properly maturing. The mind of a youth is constantly questioning where they came from, what is their purpose, and who are they meant to be in the future. Erikson discusses the problems that may have already occurred before someone’s years of adolescence: Trust vs. mistrust, autonomy vs. doubt, initiative vs. guilt, and industry vs. inferiority. If these problems are not addressed before adolescence it ay have a serious toll on that person’s long-term future. I strongly believe that a child’s environment will greatly influence the way they view both the world and themselves. â€Å"Some adolescence form their identity early, simply by adopting their parents’ values and expectations† (Myers, 2012, pg. 197). Without moral stability in their early years, it will not be able to provide a smooth transition from adolescence to adulthood. What enters the brain as a child has been shown to remain with who they will come to be in their matured character. If it is not stable, it will continue on n their life to more inner conflicts that Erikson presents: Intimacy vs. isolation, generativity vs. stagnation, and integrity vs. despair. It is beneficial for a person to learn the necessary lessons at the appropriate time rather than learning it throughout a different life phase where it may not come as easily. Throughout my childhood I had an ability to notice the injustice in the world yet have a deep desire to change it and pursue truth. I have been a dancer since the age of three. I competed at a very high level and I had achieved top rankings in the world hampionships by the time I was eleven. Over the years of my dancing career, the idea of constantly being Judged would scare me. As a young girl, I would cave under any pressure outside of the dance studio due to the slight chance that I would not be good enough. This has always led to me to wonder how others must feel. Do those who are less fortunate feel this way? From an early age I developed a heart for those who teel worthless. I was blessed to nave the confirmation ot those who loved me that they would support me no matter what I did. The influence that my parents had n me taught me that you must love someone for who they are and not what they do; I learned this lesson very early on and it has been extremely beneficial to my adolescent years. Regarding my future, I believe God has called me to be a youth justice lawyer. I want to be a voice to a young broken heart that feels as though they are only being Judged on their actions. I firmly believe that passion for troubled youth comes directly from my childhood heart to seek Justice, truth, and acceptance. Childhood neglect is a very large problem in todays households. How to cite Adolescence, Papers Adolescence Free Essays

Un-Revolution The Collapse of the Soviet Empire free essay sample

This research discusses in detail the reasons for collapse of the Soviet Union and its empire. This research paper discusses the collapse of the Soviet Union and its empire in 1989-91 and the future of Eastern Europe after Soviet domination. The paper concludes that the events of 1989 marked the end of the communist revolution. For more than forty years, the West had contained the Soviet Union behind the Iron Curtain, while the inherent faults of Soviet communism, embodied in the flawed policies of its leadership, brought about the inevitable collapse of the Soviet empire. The author discusses the fall of communism which presented humanity with a historic chance to progress a few feet forward. The author argues that only when democracy and capitalism reach the roots of society, however, can these ideas blossom into true positive change in the post-communist world. From the paper: What happened in 1989 was not a revolution itself, but actually the final nail in the coffin of a revolution. We will write a custom essay sample on Un-Revolution: The Collapse of the Soviet Empire or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The fall of the Soviet Union represented the end of a forty-year challenge to democracy and market capitalism, both of which had already been established as the status quo (at least of Europe, the main battlefield of the Cold War). The revolution of western democracy and capitalism began in 1642 in England where the first popular rebellion against a monarchy brought about the execution of King Charles I. Less than a decade later, Thomas Hobbes, at least partially inspired by the upheaval in England, published his famous work Leviathan. Although he advocated submission to the absolute supremacy of the state, Hobbes was not concerned whether that state was ruled by a king or a parliament, and this non-commitment to monarchy laid the intellectual foundations for the development of democratic political theory. John Locke soon bridged the gap between Hobbes realism and what would become liberalism with the ideas of majority rule, natural rights, property rights, and the responsibili ty of the state to uphold these ideals. Montesquieu added the issues of separated and balanced governmental powers, and Rousseau defended self-determination and civil liberty. Adam Smith introduced the world to comparative advantage and put forth the belief that the ability of every citizen to make his own economic choices created the most prosperous economy. The ideas of these philosophers, along with Madison, Jefferson, Ricardo, and the rest, inspired more revolutions in America in 1776, France in 1789, across Europe in 1848, and again in American in 1860.

Hip-Hop Nation Report Essays - African-American Culture, Hip Hop

Hip-Hop Nation Report ENGLISH WRITING FOLIO EXPOSITORY TEXT FEATURE ARTICLE: HIP-HOP NATION WRITER: CHRISTOPHER JOHN FARLEY In the case of one expository text demonstrate critically how the author exploits language, tone, structure and emotion to promote a specific perspective or attitude to the reader on the subject. It's hard to stop a Cultural Revolution that bridges people together. This is a quote from a famous 'Rapper' who has been behind the Hip-Hop revolution since the start. He is Chuck D; the creator of Public Enemy, one of the biggest Hip-Hop acts ever. This quote condenses what the writer of the article is trying to promote to the reader in just a few words. For the last 25 years the conservative masses have been trying to stop, ignore and turn a blind eye to the Hip-Hop revolution, mainly because of its origins and political stances. Unfortunately for some this has failed miserably with Hip-Hop being the strongest it has ever been at the present. But people are now starting to accept it somewhat; for example record companies have been cashing in on its popularity for some time now. The writer of the Feature Article Hip Hop Nation Christopher John Farley is not a Rapper himself, rather an open minded person who has written a article to increase awareness to the masses of the culture of this phenomenon. PARA1 Hip-Hop is not about living on the range where the buffalo roam; it is not about meeting the perfect girl. It's about the good times and the bad; it's about winning and loosing, it is real. Rap songs are about what people see in their lives and there are no lies. This music is about living in the 'urban jungle.' The writer has shown this by discussing the inspiration of the many artists. The writer is also keeping it real by not just focusing on the big stars. He talks to people who are Hip-Hop, the people on the street. The writers has included quotes from them for example I'm Hip-Hop every day declares 28-year-old Marlon Irving? He also explains how two keen kids hover over a computer creating some beats for a rap song they are writing. I going to change rap! one of them exclaims. This is all well and good but the reality is that Hip-Hop music is now the biggest selling music in the world. The writer has included figures that prove this. In 1998 it sold 81 million albums in America alone to County music's 72 million. If trends continue this will further increase. The article is the main feature of the February 8, 1999 issue of the Australian edition of Time magazine. The front cover features the Hip-Hop diva Lauryn Hill and the caption 'The music revolution that has changed America.' The article is stressing the point that this type of music is not just a fad but it is real and it is now dominating the music scene. This is further emfacised by statements such as after two decades, it has transformed the culture of America or And how will we remember the last days of the '90s? Most likely, to the rough-hewn beat of rap. The article spans twelve pages and includes a timeline of major events in Hip-Hop over the last twenty years. This shows that this music has been around for some time and it has had some big successes. The most important aspect of Hip-Hop is the message it is expressing to the observer. The article demonstrates this by including lines from influential or popular Rap tunes such as you might win some but you just lost one- Lauryn Hill or F___ tha police. Comin' straight from the underground-N.W.A. (Niger's With Attitude). Possible the two biggest Rap acts at the moment are Lauryn Hill and Puff Daddy. The writer has included a profile on both of the artists, which gives an insight to the types of people leading the scene. The two artists are quite different, as Puffy is a businessman with a Howard University degree and his own record label where as Lauryn Hill is into politics and fighting for the rights of people. The Article is concluded with an essay by Chuck D. entitled The Sound of Our

What Is SAT Evidence-Based Reading and Writing

What Is SAT Evidence-Based Reading and Writing SAT / ACT Prep Online Guides and Tips Makers of the new SAT have decided that the Reading and Writing sections go together like peanut butter and jelly. Insteadof treatingthem separately, College Board now takesReading and Writing together to give you one Evidence-based Reading and Writing score. This guide will go over exactly how these two sections merge and how this new formataffects your test prep. To begin, let’s define this new category on the SAT. What Is Evidence-Based Reading and Writing? Ah, the million dollar question! Evidence-based Reading and Writing, which we can abbreviate as EBRW, refers to both the Reading and Writing sections of the SAT together. "But these two sections are separate!" you might have just declared at your computer screen. You wouldn't be wrong, and I applaud your passion for SAT accuracy.When you take the test, youdotake these two sections individually. When you get your scores back, though, you’ll just get one EBRW score between 200 and 800. The other half of your total score will be your math score, which will also fall somewhere between 200 and 800. Add your EBRW score and math score together, and you’ll get a total score somewhere between 400 and 1600. On the old SAT, Reading and Writing were scored separately, resulting in a maximum possible score of 2400. In those days, theverbal sections (technically called Critical Reading and Writing) made up two-thirds of your total score, while math only made up one-third. Not the ideal make-upfor students who werestronger inmath, but English-oriented kids were sitting pretty. Now, half your score is verbal, and the other half is math. They’re equal! Similarly, your performance on both the Reading and Writing sections factor equally into your combined EBRW score, even though the Reading section’s almost twice as long as the Writing section. To give you a clear view into where your EBRW score actually comes from, I'll go over the process in the steps below. Where Does Your Evidence-Based Reading and WritingScore Come From? On the SAT, you’ll first take the 65-minute Reading section. Then you’ll move onto the 35-minute Writing and Language section. Even though Writing’s a lot shorter than Reading, it counts equally toward your combined Reading and Writing score. If you’ve scored any of your own practice tests, then you may be familiar with the scoring process. First, you add up your raw score in each section, giving yourself one point for every right answer and zero points for wrong or skipped answers. Then you use the provided conversion chart to convert both raw scores into scaled scores between 10 and 40. The exact conversion might differ slightly based on how students perform on a given administration, but here’s a representative sample chart: After you convert your raw scores to a scale of 10 to 40, then you simply add them together and multiply by 10. That equation will get you your final EBRW score between 200 and 800. For Example:Let’s say you got a raw score of 31 in Reading and 28 in Writing and Language. Your Reading score gets scaled to a 30 and your Writing and Language score gets scaled to a 28. Add them together and multiply by 10: 30 + 28 = 58 x 10 = 580 Your final EBRW score’s a 580. Similarly, you can see how to perfect scaled scores get you an 800. A perfect scaled score of 40 in Reading + 40 in Writing = 80. Multiply by 10 and you get 800. Even though the two sections are scored together, they’re still presented as separate sections on the SAT. At the same time, they feature some overlap in content and skills beyond a strong grasp of the English language. To give you a sense of their similarities and differences, let’s explore the content of both sections, starting with Reading. Gather round! It's reading hour. SAT Reading: An Overview SAT Reading is always your first section on the SAT. It tests your reading comprehension skills by asking you to read passages and one or more graphics and to answer questions about them. Below you’ll find an overview of the Reading section’s format and question types. SAT Reading Format Time Number of Questions Time/question 65 minutes 52 questions 1 minute, 15 seconds All of the questions in the Reading section are multiple choice with four possible answer choices, A, B, C, and D. This section contains five passages, or technically six, since â€Å"one† is a set of paired passages. One of these passages come from World Literature, two come from History or Social Studies, and two come from Science. One or more passages will be accompanied by a graphic, like a chart, table, or graph. SAT Reading Content The Reading section tests your skills to comprehend passages from various genres. It wants you to examine both big picture ideas and little picture details, as well as to manage your time efficiently. Since you just get one big block of time in this 65-minute section, it’s your job to divide it roughly equally among the five passages. Some elements that the Reading section asks about are main idea, important details, and vocabulary in context. By analyzing the text, we’ve actually picked out eight main types of Reading questions. They are big picture/main idea, little picture/detail, inference, vocabulary in context, function, author technique, evidence support, and data interpretation. For a detailed breakdown of each question type, along with sample questions of each, check out our full guide to the SAT Reading section! For now, let’s take a look at the structure and content of Writing and Language. The Writing section's like the Reading section, except the passages are all messed up. You get to fix them! SAT Writing and Language: An Overview SAT Writing and Language asks you to be an editor. You’ll read passages that have errors of grammar and punctuation, as well as unclear organization. Then you’ll identify the errors and provide suggestions for how to fix them. Before getting into the question types, consider this section’s overall format below. SAT Writing Format Time Number of Questions Time per Question 35 minutes 44 questions 47-48 seconds All 44 of the Writing questions are multiple choice and based on passages. You’ll get four passages, each followed by 11 questions. These passages will come from four distinct areas: Careers, Social Studies, Humanities, and Science. Like in the Reading section, one or more of these passages (often the Science one) will be accompanied by a graphic, like a scatterplot, bar graph, or chart. SAT Writing Content As you read above, Writing and Language questions ask you to edit and revise words, sentences, and paragraphs. You might replace a word, fix a mistake in grammar or punctuation, rearrange sentences, or even add or delete details to improve organization and clarity. College Board categorizes 24 questions as Command of Evidence, Words in Context, and Expression of Ideas. These questions ask about how ideas develop or get supported, the proper use of vocabulary, and organization. The remaining 20 questions ask about Standard English Conventions. These include questions about sentence structure, usage, and punctuation. These questions tend to get down to the nitty-gritty of sentence mechanics and little details like comma and apostrophe use. You can find a full breakdown of the skills tested in Writing and Language in this comprehensive guide. As you can see, Reading and Writing both test your verbal skills, but they do so in distinct ways. So does the fact that they’re now combined into one score affect your prep at all? Reading and Writing have distinct differences, but these next five study tips focus on where they overlap. Prepping for Evidence-Based Reading and Writing: 5 Tips Reading and Writing require their own approaches to prep, but they have enough of an overlap that some of your prep will help in both sections. The five tips below focus on the ways that Reading and Writing intersect. Read on for five essential pieces of advice that will help you get ready for both Reading and Writing at the same time - and thereby boost your EBRW score! #1: Focus on Command of Evidence If you look at the way College Board describes its question types, it uses the category, â€Å"Command of Evidence,† for both Reading and Writing questions. For both sections, you need to base your answers on evidence from the text. This â€Å"eye for evidence† is a key skill in both sections. However, Reading and Writingevidence-based questions look a little different. The Reading section has explicit evidence-based questions that ask you about your reason for an answer to a previous question. Here’s one example of a Reading Command of Evidence question. The Writing section tests your Command of Evidence slightly differently. It typically asks whether you should make a specific revision to a passage and why, like in the following sample question: While Reading and Writing have their differences, they both call for a strong command of evidence. To improve your EBRW score a whole, you should hone this skill. Make sure you practice close reading and base your answers entirely on the text. Don’t get distracted by previous knowledge of a topic. You should be able to back up all of your answers with evidence directly from the passage if asked. As you can see from the above sample questions, you very well may be asked to do just that! #2: Study Words in Context Another similarity between Reading and Writing is that they both ask about words in context. As all of the questions are passage-based in both sections, all of the vocabulary questions require you to understand how a word is being used in context. Here’s a typical example of a vocabulary questions in the Reading section. It refers to a passage from SAT Practice Test 3. In Writing, you’ll get the passage alongside the questions so you can refer right back to a specific word or line. In the example below, #25 asks if the vocabulary word being used is the correct one. To prepare for these questions in both sections, you should make sure you understand how the meanings of words shift depending on their contexts. The words might not be especially advanced, but they often are ones that can have multiple meanings. Focus on these kinds of mid-level, multiple meaning words as you study for EBRW. Take a close look at graphs and charts to boost your EBRW score. #3: Practice Data Interpretation Questions As you read above, both sections ask you to interpret data from charts, tables, and/or graphs. These graphs will relate back to a passage. Here are examples ofdata interpretation questions from the Reading section. Since the Writing section features passages with errors, it tends to ask whether the data in a graphic is being accurately represented in its corresponding passage. If the answer’s no, it may ask you about the correct way to describe it. To prepare for Evidence-based Reading and Writing, you should practice data interpretation questions. Strengthen your skills at interpreting and describing data in graphs and charts, and keep an eye on the relationship between a passage and its corresponding graphic. Your SAT prep materials should have sample questions for you to use, and you might also practice with data interpretation questions from the Science section of ACT practice tests. #4: Read and Write Widely You just saw three specific ways that Reading and Writing questions overlap. On a more big picture level, these sections are similar because they test your understanding of the English language. By practicing reading widely and writing often, you can greatly improve your skills. As you saw, both sections select passages from various genres, mainly those that are nonfiction and argument-based. To prepare, therefore, you should practice reading not just prose, but also works from history and science. There are specific methods you can use to break down the structure of an argument or analyze an author’s word choice. When you’re not taking such an analytical approach, though, you shouldpractice reading and writing as often and possible. Over time, you'llsee gradual improvementin your reading comprehension and writing skills. #5: Be Strategic About Your Scores One final tip: remember that your final scores will be half math and half verbal. You can’t consider the Reading and Writingsections as unrelated, as your performance on both sections will affect your overall verbal score. Alsoremember that both sections contribute equally to your EBRW score. If you’re scoring consistently strong in Reading, then you might want to put more of your energy toward Writing, or vice versa. Figure out where your strengths and weaknesses lie and what question types you can study to improve your combined score. There are other important strategies you can use to study for each section individually, but these five tips are the most important ones to remember when considering the sections together as Evidence-based Reading and Writing. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! In closing, let’s review the key points you need to remember about EBRW and your SAT verbal score. Evidence-Based Reading and Writing: Final Thoughts If you take anything away from this guide, it should be this: Evidence-based Reading and Writing refers to the Reading section and Writing and Language section together. You'll get one EBRW score between 200 and 800 that makes up half of your total SAT score. Both of these sections require their own approach to prep. Reading asks about reading comprehension, while Writing asks you to be an editor and fix mistakes in grammar, organization, and punctuation. Skills and questions in both sections have some overlap, though. They’re all passage-based and emphasize command of evidence, an understanding of words in context, the ability to interpret data, and, of course, your overall English language skills. Finally, as you prep, remember that both Reading and Writing and Language factor equally into your verbal score. They’re both equally importantsections thattogether make up half of your total SAT score. What’s Next? Would you like to learn more about the Writing and Language section? Check out this guide for a full overview of the Writing section of the SAT. SAT Reading has changed a lot this year. This guide goes over the five key changes that you need to know. Do you feel like you get what the verbal sections are all about? To learn more about the Math No Calculator, check out this comprehensive guide. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Humanities Ethics Coursework Example | Topics and Well Written Essays - 1250 words - 1

Humanities Ethics - Coursework Example On his premises, he developed a peculiar understanding of the human nature with regard to the moral choices that the human made. 2. What human actions are considered moral? Three examples were given by Hume to illustrate the moral position on human action and these sentiments are the major drivers of moral application. These included incest, murder and ingratitude. He sought to emphasize the reason why incest is perceived to be wrong with humans, while the same action when replicated in animals is not wrong (White, 31). To illustrate his point, Hume argued that there are no ideas or fact that support why incest is wrong in humans but the same action in animals is perceived normal. Referring to incest, He noted that there is no difference between human beings and animal actions, but only that the human being can disprove this claim. He also used deliberate murder, whether it is right or wrong and whether there are ideas or facts that support the wrongness of an action. He said that mu rder is wrong and that is a fact, but people dismiss that fact and intentionally murder. Concerning ingratitude, he argued that it is a crime, which lacks observable facts or any set of relation to ideas, but a conflict and a conviction of the mind. It is the feeling of indifference or ill will after being ungrateful. 3. What actions are often considered to lead to moral or immorality? After dismissing morals as products of facts or ideas but mere sets of sentimentalism, it is therefore clear that Hume’s way suggests that human actions are majorly guided by sentiments in as far as morality is concerned. It further asserts that reasons cannot be applied to undertake a moral action because the two (morals and Reasoning) are completely unrelated (White, 31). Contributing to Hume’s concerns on morality and human, James stipulates that â€Å"if morality had naturally no influence on human passion and action.† Moreover, he claimed, â€Å"it would be in vain to take s uch pains to inculcate it and nothing would be more fruitless than that multitude of rules and precepts with which moralists abound† (White, 31). He notes that as a practical division, morality is supposed to play an integral role in directing the human passion and action. He reiterates that because of morality the human beings, they are governed by their duties, deterred from certain actions due to the feeling of injustice and compelled to undertake certain actions as matters of obligation. 4. What actions that influences morality Acknowledging that human actions are influenced by their morals, it is infallible to depict reason as the causal subject. These premises justify that human actions are seldom determined by reason but rather sentiments. Morals have a peculiar way of exciting or stimulating human action, which results from doing the action or stopping it. James then states that conclusions cannot be extracted from the rules of morality. In line with Hume’s argu ment, James also observes that most of the human action and the outcome of such actions are elements of fact or reasons. He used willful murder as an example to establish if there exists a fact in human action. For instance, if the action is examined in all aspects there is no matter of fact or any real existence that may qualify the action as a vice. In response, only motives, passion, volitions and thoughts are present in this aspect (White, 31). In most cases, things

A Change Management Issue Term Paper Example | Topics and Well Written Essays - 2500 words

A Change Management Issue - Term Paper Example Such organizations spent years to develop and establish their business traditions – the traditions they believe have led them to their current position and the ones they are not always willing to alter. However, the conditions of doing business change continuously, and the postmodern business reality imposes new diversity demands on organizations and businessmen. For many of them, to become more diverse means to produce a profound shift in organizational mentality, consciousness, and culture. Yet, once implemented, diversity has the potential to move the organization further to its performance and organizational highs. As long as I can remember myself working for that organization, our staff had been mostly comprised of white males working for the financial department and dealing with the most controversial issues in the field of organizational finance. I must say that the organization had spent years in the market and had been able to achieve considerable success and organizational stability. Its name was well recognized by customers and competitors, whereas its financial staff was believed to be at the core of the organization’s continuous success. The company was extremely careful about all staff members’ following the organization’s cultural and business traditions, and its success and competitiveness in the market made it increasingly reluctant to change anything in its attitudes toward diversity and hiring. However, the business realities were changing, demanding similar changes in our finance department. Our organization had to hire new people, including two black women and one Asian man. All three displayed remarkable performance results but they seemed to experience serious difficulties in their striving to adjust to the new conditions of work.  

What causes lead to the statistics Essay Example | Topics and Well Written Essays - 500 words

What causes lead to the statistics - Essay Example Chile records high growth in developments in the agricultural sector; the level and number of industries have since grown in Chile. The high economic growth creates opportunity for most citizens improving the income. Education is also a sector in which the Chilean government is keen on. Gender equality is scoring low despite having had a female president; the women get fewer opportunities in job markets and leadership positions. The women fail to take up competitive opportunities like in science and engineering ending up on low salaries. Life expectancy in Mexico sets at 77.5 percent below the OECD standards, and it’s below the level in most countries. The level is dependent on the rate of government commitment to quality health. The Mexican government commits 6.2 percent of the GDP on health services. The standard of obesity and other chronic diseases is at 32.4 percent affecting the Life expectancy levels (World Bank publication 2014 11). Rate of substance abuse is also a contributor. Mexico is one of the largest economies with the purchasing power higher. Mexico has over time invested in industrialization with high diversity, large numbers of manufacturing firms and increases in the level of exports. The high industrialization has improved the gross income rate per individuals because of increased employments. The balance in the educational sector in urban and rural areas shows much parity (Lara 121-132). The government allocations in the education sector have since improved the area. Gender equality has since improved, but there are still high levels of imbalance in leadership, pay gap disparities and levels of domestic violence. Life expectancy is far below the world standard set levels due to the low standards of health service provision in the country. The number of health service facilities available for the population is small. Most rural people have difficulty in accessing health

Weber’s Formal and Substantive Rationality

Weber’s Formal and Substantive Rationality Weber’s Rationality Concepts and Scientific Management and Human Relation Theory Introduction Max Weber (1864-1920) was a German sociologist, philosopher and economist. His work of rationalization and rationality has influenced the entire sociology discipline. His work of rationality introduces four kinds of rationality, including theoretical, practical, formal and substantive rationality. This paper focuses on the formal and substantive rationality. Weber made distinctions between formal rationality and substantive rationality in his works. Formal rationality mainly refers to rational calculation determined by rules, regulations or laws, and the extend to an action occurs as an outcome of quantitative calculations. In terms of formally rational systems, the primary concern within the system is maximize profitability, this often results into disregardful humanity. On the other hand, substantive rationality is defined as choice of means to ends guided by a set of human values. It concerns several criteria of final ends and disregards whatever they are, it measures the outcomes of the economic-oriented action. This paper is to introduce Weber’s formal and substantive rationality concepts, then to analyze how these two concepts are related to scientific management and human relation theory. Formal rationality Weber defines formal rationality as the degree to an action happens as a result of quantitative and appropriate calculations (Weber, 1987). Formal rationality involves the rational calculation of means to ends that are founded on laws, rules and regulations apply in general (Kalberg, 1980). It also relates to a structure including legal, economic, scientific spheres and the bureaucratic domination with industrialization (Karlberg, 1980). Weber suggests an action is rational because it has a consistent structure, all of its elements point at one direction, no one counteracts another. Therefore, there exists a consistency in its structure, and this is aided by formalization. Formalization can render several contradictions visible through a mechanical form of simplification. Thus, formal calculation is a kind of rationalization which focuses on the process not the result, it emphasizes how the decision is being made rather than how the results are achieved (Rona-Tas,2007). Formal rationality exists in large-scale structures such as bureaucracy and capitalist economy. And these structures and their regulations and laws determine the means to ends (Ritzer, 2005). Since formal calculation is determined by rules, regulations or laws, formal rationality often leads to decisions that are without regard of the needs and values of persons, it may imply that substantive rationality is unnecessary (Ritzer, 2005). An action oriented to rules, regulations or laws is a formal calculation in reference to enacted regulations and opposed to decision making in reference to the personal values (Kalberg, 1980). For instance, the needs of a formally rational economic system are emphasized on actors who can outbid others not because their needs are more important or contain more personal values, but because they have lots of money. In this economic system, making money is the major concern rather than humanity concerns (Ritzer, 2005). Weber (1968) argues, â€Å"decisive are the need for competitive survival and the conditions of the labor, money and commodity markets; hence matter-of-fact considerations that are simply nonethical determine individual behavior and interpose impersonal forces between the persons involved (pp. 1186).† Therefore, capitalistic system is a formally rational economic system, as the major concern of an organization within the system is to make profit constantly. The entrepreneurs disregard the workers’ basic human values and dominate them by enslaving them in the formally rational economic system (Weber, 1975). Formal rationality dominated in industrialized, modern and especially Western world. Weber foresaw that formal rationality would replace other kinds of rationality in the Western world. He also argued that substantive rationality would fade away and people would march forward to formal rationality instead. So, people’s actions are no longer guided by personal values but simply follow the regulations, rules and laws (Ritzer, 2005). Substantive rationality Substantive rationality refers to the clusters of values that lead people in their everyday lives, particularly in how they choose the means to ends. It involves the choice of means to ends guided by a set of human values. For example, Calvinism is when one feels one is fulfilling a duty and Calvinism attempts to rationalize the world in ethical ways and consistent with God’s commandments (Weber, 1958). Other examples include friendship, communism, hedonism Buddhism etc (Ritzer, 2005). When the clusters of values are consistent with particular value postulates that actors prefer, they are considered to be rational (Kalberg, 1980). In terms of economy, on the opposed side of formal rationality, Weber sees substantive rationality as an action that emphasizes on outcomes, an action can be rational also because it reaches successful ends. Therefore, substantive rationality means the success or failure that due to actions are driven by economical orientation in order to achieve final objectives that can be economic or non-economic, for instance, justice and equality (Weber, 1987). That is to say, substantive rationality is relevant to economic action in particular. So, substantive rationality involves a choice of means to ends leaded by some larger system of human values (Ritzer, 2005). Substantive rationality orders action into patterns directly on the basis of a past, present or potential value postulate, instead of just a calculation of means to ends and solutions to routine problems (Weber, 1968). Unlike formal rationality which has just a single value, such as making profit or fulfilling duties, substantive rationality relates to a value postulate which connotes clusters of values that are different in terms of comprehensiveness, content and internal consistency. Therefore, substantive rationality is a manifestation of a person’s capacity for value-rational action (Kalberg, 1980). Substantively rational system do not limit itself to purely follow formal and unambiguous fact or act according to goal-oriented rational calculation with the technical method, it concerns several criteria of ultimate ends regardless they are ethical, utilitarian, feudal etc, it measures the outcomes of the economic action, whereas formally rational emphasizes correct calculati on that may against substantive or value rationality (Weber, 1978). However, Weber did not make it clear that whether certain kinds of results might compound formal calculation, or some ends are more tend to be formal rationality than others. Scientific management Formal rationality Scientific management theory was originally proposed in the book of Fredrick Taylor’s (1856-1915), which was published in 1991 and called ‘The Principles of Scientific Management’. The fundamental goal of scientific management was to maximize workers’ productivity and profitability ultimately. This principles of scientific management theory is accordance with Weber’s formal rationality concept. For instance, Taylor (1991) argues workers should be trained and managed under scientific methods, in order to improve their efficiency. Taylor (1991) also explains this scientific management method in details, that is: managers should abandon the old rule of thumb method and adopt a scientific method for every task; they must use scientific method to train workers, and use rules and regulations to ensure workers follow the instructions of the scientific method they develop. Taylor’s scientific management methods can be considered as the concept of Webe r’s formal calculation, and the objective of that concept is to achieve great profitability. Also, Taylor (1991) thinks the best management should be supervised and ensured under regulations and rules. This is also a formally rational system according to Weber’s point of view of formal rationality. In addition, Taylor (1991) assumes that workers can be motivated and only can be stimulated by economic drives. He designed a salary structure and principle, that was to pay a high salary to a worker who accomplishes his work more efficiently or faster. Furthermore, Taylor (1991) suggests to pay a worker with extra bonus or premium, if the worker finishes his work successfully and productively. Henry Ford implemented Taylor’s scientific management methods and developed a model based on economic expansion and mass production with technological mechanisms (Tolliday and Zeitlin, 1987). Therefore, scientific management theory is driven by achieving great profitability, which is aligned with Weber’s formal rationality concept. Weber saw the triumph of formal rationality in the American system of ‘Scientific management’, as Weber (1978) argues, scientific management uses suitable measurement methods to calculate worker’s productivity and maximize profitability, the way these measurements calculate worker’s productivity is like that of any material means of production. He argues that scientific management was based on rational calculation and improvement of work performance with scientific training methods, and the worker is totally adjusted to the demands of the machines and is shorn of his inherent rhythm through creation of an optimal economy of physical effort. Human Relations theory Substantively rational Human relation theory proposes that an organization is a social system, people in an organization are interdependent. Human relation theory argues that best management is to focus on encouraging people to work, to give workers psychological and social needs and comforts, that way, they would work with more efficiency and effectiveness. Human relation theory is substantively rational as it emphasizes to maximize efficiency and productivity through a set of human values. The basic suggestion of human relation theory was developed through experiments and interviews, the most famous researcher is Elton Mayo, who identified the importance of human values in organizations. Through Hawthorne experiment, Mayo found out that the fundamental factor affects productivity and efficiency is the worker. The workers who engaged in the experiment realized they were concerned by managers and colleagues, and that increased their belongingness, this belongingness changed the worker’s entire value concept, encouraged them to improve their working efficiency. Therefore, Mayo suggested that workers also want social needs and interests, and they cannot be seen as being economically motivated anymore as how they were regarded by Taylorism (Rose, 2005). Thus, human relation theory is an implementation of substantive rationality in We ber’s point of view. Then, human relation theory is related to substantive rationality as it suggests that there is informal communication within an organization. In the study of bank wiring room, a small group of male workers were to produce electrical components. That group emerged to set informal norms that were enforced by peer pressure and an informal leader. The study indicates that workers were not only motivated by economic force but also the informal norms and communications within the organization. Thus, it is more important than just following formal side such as regulations, rules and official hierarchy that formal rational system does (Rose, 2005). However, the human relation theory is argued to be formal rationality as well. The initial impetus for the Hawthorne experiments was to improve worker’s efficiency and productivity and its management was to control physical variables, the idea was informed by the tradition of scientific management (Rose, 2005). It is also argued that human relation theories are embedded with connotation of rational organization and preference of scientific method (Ross-Smith and Kornberger, 2004). This could be understood since Weber did not clarify whether certain kinds of results might compound formal rationality. Conclusion This paper explains Weber’s formal and substantive rationality, and uses these two concepts to analyze scientific management and human relation theory. The paper summarizes that scientific management theory is with preference of Weber’s formal rationality concept, as scientific management theory focuses on managing organizations with scientific methods and formal calculations to improve workers’ productivity and to maximize organizations’ profitability. Whereas human relation theory is relevant to both substantive and formal rationality, because human relation theory emphasizes on principles guided by sets of human values such as social needs and psychological comforts etc. In addition, because within organizations adopts human relation theory, there exists informal norms and communications, which are more important than rules, regulations or hierarchy. At last but not least, human relation theory was originally designed to maximize efficiency and producti vity, and to control physical variables, that was in line with the idea of scientific management theory. Reference List: Kalberg, S. (1980). Max Webers Types of Rationality: Cornerstones for the Analysis of Rationalization Processes in History. The American Journal of Sociology, vol. 85, no. 5, pp. 1145-1179 Muchinsky, P. M. (2006). Psychology Applied to Work. Eighth edition. Boston: Cengage Learning. Ritzer, G. (2005). The Weberian theory of rationalization and the McDonaldization of contemporary society. In: Peter Kivisto (ed.) Illuminating social life: Classical and contemporary theory revisited. Sage. Rona-Tas, A. (2007). The Three Modalities of Rationality and Their Contradictions in Post-Communist Consumer Credit Markets. In Jens Beckert, Rainer Diaz-Bone and Heiner Ganssmann eds. Mà ¤rkte als soziale Strukturen. Campus Verlag, Frankfurt/New York. Rose, N. (2005). Human Relations Theory and People Management. European Management Journal, vol. 34, pp. 43-62. Ross-Smith, A., and Kornberger, M. (2004). Gendered Rationality? A Genealogical Exploration of the Philosophical and Sociological Conceptions of Rationality, Masculinity and Organization. Gender, Work and Organization, vol. 11, no. 3, pp. 280-305 Taylor, F. W. (1991). The Principles of Scientific Management. New York, NY, US and London, UK: Harper Brothers Tolliday, S. and Zeitlin, J. (1987). The Automobile Industry and its Workers: Between Fordism and Flexibility. New York: St.Martins Press. Weber, M. (1958). The Protestant Ethic and the Spirit of Capitalism. Translated by Talcott Parsons. New York: Scribners. Originally: (1920) 1972. pp. 1-206 in Gesam- melte Aufsaetze zur Religionssoziologie (hereafter GARS). Vol. 1. Tubingen: Mohr. Weber, M. (1968). Economy and Society. Edited by Guenther Roth and Claus Wittich. New York: Bedminister. Originally: (1921) 1976. Wirtschaft und Gesellschaft. Edited by Johannes Winckelmann. Tubingen: Mohr Weber, M. (1975). Roscher and Knies: The Logical Problems of Historical Economics. Translated with an introduction by Guy Oakes. New York: Free Press. Originally: (1922) 1973. pp. 1-145 in WL Weber, M. (1978). Economy and Society. Berkeley: California University Press

Essay --

Literature review 1) Authors: Dietmar , Rabussay & Denise ,M, Korniewicz Title: The Risks and Challenges of Surgical Glove Failure Source: Aoran Journal, 1997, 66(5): 871-876 Research Question or Hypothesis : What is the relationship between using of same gloves for removal of more than one dirty dressing and the subsequent increasing infection rate in Women’s Surgical Ward? Rabussay, D., & Korniewicz, D. M. (1997).Surgical Glove Failure- Part 2, Nurses as Inventers and Professional Collaboration, Aoran Journal , 66(5), 867-880.Print. Gloving is one of the occupational health and safety standards which exhibit a strong relationship between infection control standards and gloving practices. The risk of a particular transmission depends on level of pathogen resistance to environmental influence and its evading abilities, mode of transmission and barrier effectiveness also plays a major role. Gloves are highly effective barriers against pathogens. Infection is sometimes spread from staff to patients, this result in rise of nosocomial infections. Transmission is the only factor that can be controlled by the staff. The use of gloves as a barrier of protection is unclear. Moreover, failure of gloving protocols leads to infection to occur. A use of glove in infection control is to prevent the spread of infections from patient to patient, is only considered effective when the provided gloves are changed and hands often cleaned. Gloving practices is viewed as an important part of infection control measures and can be an au tomatic habit as a result of constant practice. The authors as stated above identified that when a conscious thought is given to standardized gloving practices and choices and improvements available when deciding o... ...e changed when indicated, that is, gloves are removed after caring for a patient an also when moving from a contaminated body site to a clean body site. Gloves need to be removed properly so that the hands are not contaminated in the process. Also WHO guidelines stated that nurses should wear gloves to protect themselves from acquiring infections from patients as well as to protect patients from acquiring microorganisms that may be on the hands of nurses. WHO also states that a health care worker should remove gloves after caring for a patient and not wear the same pair of gloves when caring for more than one patient. However, wearing gloves does not provide complete protection and also stated that wearing gloves does not take the place of hand hygiene. In addition to monitoring of glove usage should be incorporated in the routine hand hygiene skills and competency.

Several Acts and Codes of Education During the Victorian Period

Education during the Victorian Period progressed due to several acts and codes over the years. Voluntary schools, which the Church provided, were founded by the Anglican National Society after the grant of 1833 was proposed. The grant went to religious bodies, which were used to build schools. It was the first acceptance by the government to provide the poor with an education. The grant increased to 30,000 pounds in 1839 and then to 100,000 pounds in 1846. These voluntary schools were paid for by private subscription and were spread out over the country. Gladstone†s Bill of 1870 was the work of W.E. Forster, who was an ardent churchman of Quaker origin. The bill doubled the State Grant to church schools and to Roman Catholic schools so they could become a permanent part of the new educational system. There were seven elite boarding schools that were defined as â€Å"Public Schools† in the 1860†³s by the educational Clarendon commission. They were Eton, Harrow, Westminster, Rugby, Winchester, Charterhouse, and Shrewsbury. They were maintained by private funding and received no profits. The Code of 1890 made it possible to maintain evening continuation schools, which we think are night schools. The new schools were known as Board Schools and they were paid for by local rates, or by the local school boards. Church teaching continued in all national schools. Before this, all the churches had to provide the education. The Roman Catholics and the Anglicans wouldn†t let their children go to these schools, though. They felt that these schools did not adequately teach their religious ideas. Board schools were introduced and the Roman Catholics and the Anglicans agreed that these schools satisfied all their educational needs. The acts of 1876 and 1880 made attendance in schools necessary. During the first few years of Queen Victoria†s reign, 30-50% of the children went to school. The most common schools were Sunday schools. They went there if they weren†t working and while there they learned how to â€Å"read† the Bible. Its primary function was to fit people for their place in the social order. From 1870-1890 the average school attendance rose from 1.25 million to 4.5 million and the money spent on each child was doubled. After the New County Council was established, an effective step towards a system of secondary education was taken Only 8% of male children received any secondary education. After the 1870†³s there were a growing number of girls† public schools. They used older children to teach the younger and the education took place in one large room. This made it possible to have fewer teachers and to have lower building costs. With the passage of two acts, you had to go schools until you were 12 years of age and education was provided for the blind and deaf children. It wasn†t until 1899 and the establishment of the National Board of Education that free public education was available to all children in England. The emphasis on modernizing endowments, making scholarships competitive, providing a non-classical course of study as an alternative to the traditional one that emphasized Greek and Latin, establishing house systems, stressing school spirit, emphasizing muscular Christianity and games like football and cricket as means of improving character, became a model for other Victorian public schools. The whole education process was designed to mold students into young Christian gentlemen and ladies. Education During the Victorian Period Education during the Victorian Period progressed due to several acts and codes over the years. Voluntary schools, which the Church provided, were founded by the Anglican National Society after the grant of 1833 was proposed. The grant went to religious bodies, which were used to build schools. It was the first acceptance by the government to provide the poor with an education. The grant increased to 30,000 pounds in 1839 and then to 100,000 pounds in 1846. These voluntary schools were paid for by private subscription and were spread out over the country. Gladstone†s Bill of 1870 was the work of W.E. Forster, who was an ardent churchman of Quaker origin. The bill doubled the State Grant to church schools and to Roman Catholic schools so they could become a permanent part of the new educational system. There were seven elite boarding schools that were defined as â€Å"Public Schools† in the 1860†³s by the educational Clarendon commission. They were Eton, Harrow, Westminster, Rugby, Winchester, Charterhouse, and Shrewsbury. They were maintained by private funding and received no profits. The Code of 1890 made it possible to maintain evening continuation schools, which we think are night schools. The new schools were known as Board Schools and they were paid for by local rates, or by the local school boards. Church teaching continued in all national schools. Before this, all the churches had to provide the education. The Roman Catholics and the Anglicans wouldn†t let their children go to these schools, though. They felt that these schools did not adequately teach their religious ideas. Board schools were introduced and the Roman Catholics and the Anglicans agreed that these schools satisfied all their educational needs. The acts of 1876 and 1880 made attendance in schools necessary. During the first few years of Queen Victoria†s reign, 30-50% of the children went to school. The most common schools were Sunday schools. They went there if they weren†t working and while there they learned how to â€Å"read† the Bible. Its primary function was to fit people for their place in the social order. From 1870-1890 the average school attendance rose from 1.25 million to 4.5 million and the money spent on each child was doubled. After the New County Council was established, an effective step towards a system of secondary education was taken Only 8% of male children received any secondary education. After the 1870†³s there were a growing number of girls† public schools. They used older children to teach the younger and the education took place in one large room. This made it possible to have fewer teachers and to have lower building costs. With the passage of two acts, you had to go schools until you were 12 years of age and education was provided for the blind and deaf children. It wasn†t until 1899 and the establishment of the National Board of Education that free public education was available to all children in England. The emphasis on modernizing endowments, making scholarships competitive, providing a non-classical course of study as an alternative to the traditional one that emphasized Greek and Latin, establishing house systems, stressing school spirit, emphasizing muscular Christianity and games like football and cricket as means of improving character, became a model for other Victorian public schools. The whole education process was designed to mold students into young Christian gentlemen and ladies.

Free Essays on Platos Republic

There are three questions that must be answered when talking about the tyrant that is described in Plato’s â€Å"Republic†. First you must explain the character present in the tyrant. Second you must describe the kind of life that a tyrant can be expected to live. The third and final question is why is the philosopher’s life a better life than that of the tyrant. What is the character of a tyrant? This is a question that Socrates answers very decisively. He says: â€Å"namely, that he is inevitably envious, untrust- worthy, unjust, friendless, impious, host and nurse to every kind of vice, and that his ruling makes him even more so. And because of all these, he is extremely unfortunate and goes on to make those near him like himself.†(580a.) Pretty much Socrates just describes the man that no one wants to be ruled by. A tyrant that rules is a man who scares the people he rules because he is a man with no conscious, and that is frightening when the person has so much power. The next question that must be answered is: What kind of life can a tyrant be expected to live? A tyrannical man can be expected to live one of two lives at any point in time. He can be a tyrant who is one of ruled or he can be a tyrant who is a ruler. If he is a type of one that is ruled, he is a man who will probably live his life committing petty crimes and offenses. He will: â€Å"steal, break into houses, snatch purses, steal clothes, rob temples, and sell people into slavery ¼Ã¢â‚¬ (575c) In this type of man’s private life, he is one: â€Å"who associates primarily with flatterers who are ready to obey him in everything. Or if he himself happens to need anything ¼ isn’t he willing to fawn on them and make every gesture of friend-ship, as if he were dealing with his own family.†(576a) So someone of a tyrannical nature is always: â€Å"a master to one manor a slave to another and never gets a taste of either freedom or true friendship.†(576... Free Essays on Plato's Republic Free Essays on Plato's Republic In Plato’s Republic, Socrates, Glaucon, and Adeimantus build and imaginary city. When deciding how to implement this city they realize that they must start with the children. They discuss how the children should be educated through muses, or music, and gymnastics. This leads them to discuss musicians and painters. Socrates discusses a theory of forms which states that the physical aspect of something is a particular, like human beings. But, what it is to be something is its form. In Book X of the Republic, Socrates said, â€Å"the painter, we say, will paint for us a shoemaker, a carpenter, and other craftsmen, although he doesn’t understand the arts of any one of them† (598c). Socrates claims that painters have no understanding of the form or what it is to be a good shoemaker. The ontological criticism of this would be that all painters do is create an image that is three times removed from the form. When a painter paints an object he paints the particular, or what he sees. The epistemological criticism of Socrates’ statement is that image-makers tend to not know the form. For example if a painter were to paint a shoemaker performing his craft of shoemaking he may capture a shoemaker who isn’t very good at his craft or paint a step not need in the shoemaking process. But, in Book V Socrates suggests that it may be possible for an image-maker to create an image close to the true form. He said, â€Å"Do you suppose a painter is any less good who draws a pattern of what the fairest human being would believe and renders everything in the picture adequately, but can’t prove that it’s also possible that such a man come into being†(472d). This suggests that it may be possible for a painter to paint almost perfect forms. If a painter were to paint a man more beautiful than he actually was then he would have painted the man closer to the form of beauty. He would have erased any imperfections of the particular and ... Free Essays on Plato's Republic Plato’s Republic Philosophers, economists, and novelists have written on the subject of the â€Å"perfect society† since the beginning of time. Theories vary greatly, yet some are surprisingly similar. During the late fifth century B.C.E., one of the most influential writers in Western society was Plato, an Athenian philosopher and teacher. Many aspects of modern Totalitarianism and Egalitarianism can clearly be seen in Plato’s Republic. â€Å" If woman are to have the same duties as men, they must have the same nurture and education;† in this manner Plato promotes equal education for all members of a nation, in order to achieve maximum productivity from society. Plato discusses the importance of equality of the sexes and specialized education to the stability and prosperity of the civilization in his dialogue. During Plato’s time, sexual equality in Athens, as well as equality in general, was an unthinkable concept. Men were thought to be superior in most tasks and were treated appropriately by society. â€Å"Full citizenship in Greece was normally confined to adult male landowners,† which excluded a large portion of society that consisted of women, plebs, (common people), slaves and those men who were free but did not own any land. Plato argued for the equality of the sexes on the basis of everyone’s unique contribution to society. â€Å"Are dogs divided into hes and shes, or do they both share equally in hunting.† Plato observes the superior physical ability and endurance of men, which separates the two different sexes. Women’s duties were confined to the house and the nursing of offspring, while the men carried out all other duties. Plato goes on to say that, â€Å"Men and women alike posses the qualities which make a guardian; they differ only in their comparative strength or weakness.† He also points out that not every aspect of society is centered on physical strength and endurance. Asserting that the gifts... Free Essays on Plato's Republic There are three questions that must be answered when talking about the tyrant that is described in Plato’s â€Å"Republic†. First you must explain the character present in the tyrant. Second you must describe the kind of life that a tyrant can be expected to live. The third and final question is why is the philosopher’s life a better life than that of the tyrant. What is the character of a tyrant? This is a question that Socrates answers very decisively. He says: â€Å"namely, that he is inevitably envious, untrust- worthy, unjust, friendless, impious, host and nurse to every kind of vice, and that his ruling makes him even more so. And because of all these, he is extremely unfortunate and goes on to make those near him like himself.†(580a.) Pretty much Socrates just describes the man that no one wants to be ruled by. A tyrant that rules is a man who scares the people he rules because he is a man with no conscious, and that is frightening when the person has so much power. The next question that must be answered is: What kind of life can a tyrant be expected to live? A tyrannical man can be expected to live one of two lives at any point in time. He can be a tyrant who is one of ruled or he can be a tyrant who is a ruler. If he is a type of one that is ruled, he is a man who will probably live his life committing petty crimes and offenses. He will: â€Å"steal, break into houses, snatch purses, steal clothes, rob temples, and sell people into slavery ¼Ã¢â‚¬ (575c) In this type of man’s private life, he is one: â€Å"who associates primarily with flatterers who are ready to obey him in everything. Or if he himself happens to need anything ¼ isn’t he willing to fawn on them and make every gesture of friend-ship, as if he were dealing with his own family.†(576a) So someone of a tyrannical nature is always: â€Å"a master to one manor a slave to another and never gets a taste of either freedom or true friendship.†(576...

bunsen burner essays

bunsen burner essays Materials and Procedure: crucible tongs, striker, safety goggles, index cards, apron, copper wire, steel wire, and glass rod. Prepare all the materials on the lab table. 1. Examine the burner on the lab table. 2. Separate the burner to pieces to study them. 3. Study the parts and observe the gas, and air inlet. If you dont know where they are, then look at the back of laminated procedure sheet to find out where its located. 1. Put the rubber hose into the gas outlet located on the lab table. 3. Using the striker, strike it on the tip of the Bunsen burner to light a flame 5. If you do not have a yellow flame, hold your hand on the bottom of the bases opening. 6. Using the glass rod you prepared, hold it in the yellow flame for few seconds. 7. Observe the changes in the experiment. III. Temperature and the Bunsen Flame 1. Open the air inlet by turning the knob located on the bottom of the Bunsen burner in order to get colorless flame. 2. Hold the tip of steel wire using the crucible tong, and place the other tip of the steel wire in to flame of several points. 3. Make a diagram of the Bunsen Flame. 4. Indicate the appropriate temperature for each points you have selected in the drawing. For temperature, use the guide on the bottom column in laminated procedure sheet. 6. For next experiment using the index cards, ask teacher for guidance. 7. Place the piece of index card horizontally into the tip of the inner flame. 8. Examine and observe the index card, and record it. 9. Place another index card horizontally above tip of the outer flame. 10. If card is caught on fire, pour water on it. 11. After use of Index card, put it in to the large garbage located left corner of the class room. 1. When I was holding the glass rod on the f ...

Personal Finance Concepts Essay Example | Topics and Well Written Essays - 1000 words

Personal Finance Concepts - Essay Example As the report declares a single liability limit on the other hand would not subdivide the coverage that may be claimed in this manner. It will merely specify a total amount that may be claimed towards all the various categories of damages that may occur, including both bodily damage and property damage. The insured amount can be applied towards any category of expense, however the insurer will not pay for a total amount more than that specified. This paper discusses that the amount of personal liability coverage on my policy is not adequate to protect all assets and future income. This is only a token amount that has been allotted since PIP is no longer considered mandatory in most states. It will cover only a few of the incidental expenses that are liable to arise out of an accident. Also, my car is seven years old, yet collision or property damage coverage is required, although the insurance companies pay for damages according to the book value of the car. The amount of deductible will determine the premium and every time a claim is made, the premium increases, so it is worth considering a higher deductible in order to avoid claims. In the case of an older car, it may be less worthwhile paying higher premiums that are good to protect against damages to a brand new car but not in the case of a car that is over seven years old, as in this case. Uninsured motorists coverage is mandatory in most states that require auto liabil ity insurance, in order to allow for expenses that an auto owner may incur through the fault of an uninsured motorist.

Theory of Constraints Research Paper Example | Topics and Well Written Essays - 750 words - 2

Theory of Constraints - Research Paper Example iyahu says that, like a chain at its weakest point in any multifaceted structure at one point, it is only one aspect of the structure that restricts the given system from accomplishing its goal. Moreover, if the system needs to accomplish any noteworthy improvement then the constraint must be acknowledged and put in mind whenever the system is being managed (Dettmer, 1997). According to Ronen, 2005, Theory of Constraints philosophy is built on the premise that any organization faces at least one constraint. A constraint can be regarded as anything that blocks a particular system from attaining its goal. Constraints can show up in many ways, though a core code within the theory is that there is mostly one, which affects the given system. The two types of constraints are internal and external. Internal constraints exist when the produce is less that the market demands. On the other hand, external constraints occur when the market demand is below the systems produce (Bragg, 2007). The Theory of Constraints is made up of split, but related processes, which have dependable concepts. One distinct component is performance measures and five focusing steps. Basically, there are three key performance measurements to estimate, they include operating expense, throughput and inventory whereby the TOC insists on using them since they serve globally as compared to the local measures (Dettmer, 1997). Throughput denotes the speed at, which the system can generate money through sales and not production. In essence, no goods can be said to be assets until they are sold. Inventory is money that has been invested in goods that any firm intends to sell or any material that could be renewed into salable items. Essentially, the concepts of value added and overhead are of less importance in this case. Operating expense consists of all the money firms spend in changing inventory into throughput (Bragg, 2007). The main objective in this particular event is that the firm wants to