The Growth And Poverty Improvement Of A Country Essay

CHAPTER 1 1.1.1 INTERNSHIP INTRODUCTION Finance is assumed to be one of the most important tools for the growth and poverty improvement in a country. Financial inclusion is a vision for every country to achieve so that it can provide quality services to its citizens. Govt. Has introduces many schemes to achieve the aim of Inclusive growth and abandoned access to Financial services. Many initiatives, schemes and reforms have been put into the place after independence. Many Cooperative Banks where introduced to supply credit for farming purpose and for this cooperative banks came into existence immediately after Independence and further it was followed by the nationalization of many banks and priority sector lending and subsequently. Indian shifted from an agriculture economy to Industrial economy and later to Services sector Economy, but center of attention shifted from subsidized credit and to important sector lending to enterprise driven. But in this journey of economic development poor and disadvantaged people were not ignored in this journey of economic growth and economic stability. But Post liberalisation India (1991 onwards) saw numerous changes in the financial area; interest rate free licensing, de-regulation, privatization has opened india to the world. Keeping its socialist goals in wits Government of India took various steps after 1991 i.e (post-liberalisation) that the growth in the economy is not biased so that theShow MoreRelatedIndi Poverty And Inequality1308 Words   |  6 Pageslow and a high income within an economy. Poverty is defined as being in the state of extremely poor. India is well renowned for having two classes, those living well above the poverty line, and those living well below. Currently, India is promoting strategies to decrease their percentage of people living under the poverty line. In 2012 the World Bank conducted some research to find out that 21.9% of the countries 1.295 billion, are living under the poverty line. As of 2014, the GNI per capita in IndiaRead MoreThe Social Problem Of Poverty1173 Words   |  5 PagesNowadays, one of the most important associated topic in people’s live is poverty. The definition of poverty is a social condition where individuals do not have financial means to meet the most fundamental standards of the life is a acceptable by the community. Individuals experiencing poverty do not have the means to pay for basic needs of daily life like food, clothes and shelter. According to Lansley, (365) â€Å"Poverty is humiliation, the sense of being dependent on them, and of being forced to acceptRead MoreDescription Of A Quest For Quality851 Words   |  4 Pagesimportance of growth accompanied by the improvement of the social conditions, as also, an explanation about of the QGI index, as well, a comparison between QGI, HDI and SPI indexes, supporting a briefly analysis, the results and opportunities to enhance living condition s. Growth has to improve social outcomes. Looking for better conditions to the society, the article stated that a high growth does not mean an improvement in social outcomes. The authors brought the information that many countries in theRead MoreFactors Determining The Developmental Pace Of A Country976 Words   |  4 PagesMultiple factors determine the developmental pace of a country. One important factor that has determined the development of America is its economy. Unemployment rates, inflation, and rise in poverty are just a few economic indicators that a country is not developing properly. Cutting poverty in order to help the poor and enlarge the middle class is a major goal the U.S. is trying to achieve. According to The State of Working America, the rise in poverty is clearly depicted following the most recent AmericanRead MorePoverty Inequality And Economic Growth1466 Words   |  6 Pagespurpose of this essay is to investigate the extent in which poverty, inequality and economic growth are related. These three di mensions are regularly perceived as indices of the complex and multidimensional concept of ‘economic development’. This term is not black and white however: it is a concept that is more than just merely income analysis. Poverty can be broken down into two separate definitions: absolute and relative. Absolute poverty describes the position of an individual who is living on lessRead MoreHow Globalisation has affected developing countries in the Asia - pacific region1609 Words   |  7 Pagesopen to the flows of the world economy. China, which is one of the developing countries, is said to be the next economic super power. Many guru economists such as Lawrence Summers predict that in the opening decades of the 21st century, china will match the US and Japanese economies. China currently ranks seventh strongest economy on a global scale. China s economic success has not been confined to raw economic growth, especially with a huge trade surplus of over 40 billion according to world guideRead MoreMain Characteristics Of The Republic Of Philippines1275 Words   |  6 PagesPhilippines Main Characteristics The Republic of Philippines is an emerging economy. It is a newly industrialised country and its economy has been transitioning from one based upon agriculture to an economy with more emphasis upon services and manufacturing. The Philippines, in its desire for development, embraced the World Trade Organization and its call for open markets and trade liberalization in 1995. According to 2013 World Bank statistics, The Philippine economy is ranked the 39th largestRead MorePoverty : A Economic Disparity Between The Rich And Poor1361 Words   |  6 Pages but more than 20 percent of the population lives in crippling poverty (Baker, 2013). Poverty is usually defined in either absolute or relative terms. Absolute poverty refers to the standard of living, which is reflected in satisfying the needs for basic survival (Rahim, Abidin, Ping, Alias, and, Muhammad, 2014). Relative poverty is reflected in the income gap between the rich and the poor (Rahim, et al., 2014). The study of poverty i s often linked to globalization, and the effect of globalizationRead MorePoverty in Pakistan: Causes and Consequences1610 Words   |  6 PagesPoverty, a multidimensional global phenomenon, as defined by World Bank is an income level below some minimum threshold deemed necessary to achieve basic needs. This minimum level is usually called the â€Å"poverty line†. The things required to satisfy basic needs are highly time and society dependent. Therefore, poverty lines vary from country to country as each country defines and sets the poverty line limit according to its own level of development, societal norms and values. But the contents of theRead MoreGhan A Prosperous Country1452 Words   |  6 Pages Imagine your country has the model economy desired for an African country. Your country has also been a free democracy since 1982, which is uncommon for your nearby countries to be. Your country has more of a free economy compared to the rest of the countries in its region. T he World Bank has helped your country cut down poverty by 20% in recent years. Your country has a recently increased in urban population by 350%. This country is Ghana, leading the world with the largest hydroelectric power

The Spirit Of Christmas By Charles Dickens - 1498 Words

The True Spirit of Christmas The Spirit of Christmas, Part 1 Text: Luke 2; Matthew 2 Date: November 30, 2014 INTRODUCTION Play intro video during offering — â€Å"Christmas Spirit (The Right Way)† (Show series slide.) Today we begin a Christmas teaching series called â€Å"The Spirit of Christmas.† What do you think the â€Å"Spirit of Christmas† is? (Allow responses) Perhaps it might be best to begin with what the Spirit of Christmas is not: Fully-loaded eggnog or other drinkable â€Å"spirits† The ghost of Christmases past, present and future as portrayed by Charles Dickens Chestnuts roasting on an open fire, Jack Frost nipping at your nose, yuletide carols†¦ The smell of pine, cinnamon or gumdrops Risking your life to hang the Christmas lights on your house Waiting in line for hours so your child can sit on the lap of a complete stranger with bad breath wearing a red suit Hundreds of presents equaling thousands of dollars neatly stacked beneath a parched, highly flammable pine tree Fruitcake Fighting your way through specials and clearance sales at the department stores Eartha Kitt singing â€Å"Santa Baby† Bath-robe clad children singing â€Å"Happy Birthday, Jesus† It is not the belief-inspired ring of a jingle bell, a reformed Grinch, a lamp made out of a leg or an oversized Elf looking for his real dad in NYC Re-gifting fruitcake It isn’t even gift-giving, being with those you love, silent nights and harking angels. The truth is that many people have missed the true spirit of Christmas andShow MoreRelatedCharles Dickens and A Christmas Carol1613 Words   |  7 PagesCharles Dickens and A Christmas Carol: Famed British author, Charles Dickens was born on February 7, 1812, in Portsmouth, England. He was the second of eight children, living in a poor neighborhood in London. His parents were John Dickens, a naval clerk, who always lived beyond his means. Married to his mother Elizabeth Dickens, who aspired to be a teacher and a school director. Dickens went to William Giles’ school in Chatham, Kent, for approximately one year before his father’s money habitsRead MoreAnalysis Of A Christmas Carol By Charles Dickens1395 Words   |  6 PagesMore than Just a Novel for the Christmas Season Christmas, the most joyous season of the year for many Christians. Yet, in the early Victorian era many industry and business leaders started to emerge as people who lacked the spirit of giving of kindness, particularly around Christmas. Charles Dickens, in eighteen forty-three penned a novel that to this day is one of the most beloved books of the Christmas season. Many view the book only as a seasonal novel to read as a young child or even an adultRead MoreThe Life Of Charles Dickens A Christmas Carol1062 Words   |  5 PagesPeriod lasted from 1832 to 1901 under Queen Victoria’s reign. The culture revealed in this era was a time of rapid change, social inequality, industrialization, supernatural and religious beliefs, and was accurately reflected in the works of Charles Dickens, A Christmas Carol. Roles of men and women were strictly defined, as were economic statuses. The hustle and bustle of the streets led to illnesses. Working conditions were destitute and unsanitary . Children often had little to no education, unless veryRead MoreA Christmas Carol (Charles Dickens)1144 Words   |  5 PagesCharles Dickens believed it was up to him to inform the people of Britain of the social problems occurring around Britain. While Dickens was a young man, he suffered from poverty along with his mother and father. His father was imprisoned for dept and Charles wanted to become a social reformer. Dickens used these problems as themes for his book ‘A Christmas Carol. These themes involve poverty, pollution and a changing of ways. Dickens used Scrooge, the main character in the book at first to showRead MoreA Christmas Carol By Charles Dickens1139 Words   |  5 Pages The book I have chosen is A Christmas Carol by Charles Dickens. It has been rewrote few times but I wanted to pick the author that started it all. Charles John Huffman Dickens lived from February 7th,1812 – June 9th,1970 making him 58 when he died. He was buried Westminster Abbey. His mother and father were John and Elizabeth Dickens. He had seven siblings four brothers and three sisters. During his life he was married to his wife Catherine Dickens from 1836 to the day he died. Together they hadRead MoreScrooges Journey of Growth and Redemption in a Christmas Carol810 Words   |  4 PagesIn A Christmas Carol, Charles Dickens represents Scrooge as an unsympathetic man who is offered the opportunity to redeem himself. Through use of language, the reader is positioned to view him adversely, but during the journey of morality lessons shown by three spirits, Scrooge recovers his sense of joy by undergoing a significant transformation. Scrooge seeks redemption through the many le ssons taught by the Spirits of Christmas Past, Present, and Yet to Come. In A Christmas Carol, DickensRead MoreChristmas Carol by Charles Dickens Essay examples983 Words   |  4 PagesChristmas Carol by Charles Dickens Scrooge has become one of the most commonly know characters from Charles Dickens’s novels, in the respect that he is the most horrible and callus of all his characters, this dastardly individual was used to convey a serious social message about the extreme neglect of Victorian employees. The first chapter of ‘A Christmas Carol’ prepares the reader for the rest of theRead MoreSocial Criticism In A Christmas Carol By Charles Dickens765 Words   |  4 Pagesbehind the world renowned classic, A Christmas Carol. Charles Dickens, born on February 7, 1812, spent the first nine years of his life living in southeast England with his father John, who was kind and likable man, although financially irresponsible. After moving to London, the twelve-year-old Dickens had his father arrested and set to debtors’ prison where his mother moved seven of their children, but arranged for Charles to live alone outside the prison. Charles spent three traumatic years away fromRead MoreEbenezer Scrooge in A Christmas Carol Essay1163 Words   |  5 PagesDiscuss the ways in which Charles Dickens presents the character of Ebenezer Scrooge as being central to the moral message of A Christmas Carol. In the text ‘A Christmas Carol’, the author Charles Dickens presents the character of Ebenezer Scrooge as central to the moral message in a number of different ways. To identify this, a number of different aspects within the text shall be looked at. These include the morals of the story and the affects of this. The way Ebenezer Scrooge is portrayedRead MoreEssay on The Characters of the Three Ghosts in A Christmas Carol877 Words   |  4 PagesHow does Charles Dickens present the characters of the three ghosts in A Christmas Carol. In this essay, I will find out how Charles Dickens presents the characters of the three ghosts in ‘A Christmas Carol’. This story is about Scrooge. He was a selfish man who had a solely friend, called Jacob Marley. After seven years of Marley’s death, on Christmas Eve, Scrooge saw Marley’s ghost dragging chains of cashboxes that Marley forged in life. Marley told Scrooge that three spirits would visit

Ethics in Education Free-Samples for Students-Myassignmenthelp

Question: Discuss about the Ethics In Education. Answers: For as far back as decade, schools, guardians and understudies have conflicted over the issue of managing understudy clothing. It is critical that understudies hold fast to the school's moderate approach on clothing regulation. The uniform for understudies has been set up to bolster a guarantee to straightforwardness and absence of rivalry in the zone of clothing regulation as this assistance to reduce social and financial hindrances between students. It likewise Increase a gives kids the best of appreciating school life. In spite of the fact that many trust it Violate an understudy's entitlement to opportunity of expression. Many schools lean toward Traditional haircuts are the main satisfactory styles permitted at school. Hair is to be perfect and spotless and far from the understudy's eyes. A kid's hair ought to be over the neckline. No amazing haircuts or shading this imperative as a school administer as it likewise helps understudies save money on time that could have been spend in attempting to brush. (Daniels,2001) The Dilemma Being your first day in school you may feel it's inappropriate to send away children yet recall that you as an instructor you additionally have an obligation to protect and cling to class codes. The expert offered must be passed crosswise over to all. Here is that; however many guardians will contend that it doesn't influence child's execution, enabling understudies to have their own hairdo code will prompt harassing as some may feel they are more better than ones from poor families. Not taking after the clothing regulation naturally consideration will go to apparel and haircut hence not focusing completely on the coursework. In this way schools need to make a similar level ground so as to accomplish the coveted schools objectives of fairness. It a decision of each understudy to look savvy yet at the same time school rules supersedes a few kids rights. Children may have rights to go to class yet when one joins schools the parent's signs an agreement that will guarantee the children k eep school administers at record-breaking. The guideline I accept is on the right track to guarantee school principals are clung to completely, permitting a few children exhibit their hairdo perhaps the begin of errands as everybody will choose to go free-form in haircut prompting a delight challenge. By permitting only that one child to class with such hairdo or clothing standard it might be a course to different children to revolt as why they are not treated similarly. To accomplish a few issues like the one we have seen it's vital we as a whole take a gander at the advantages and disadvantages before settling on a choice. However, repressing viciousness is only one explanation behind clothing regulations which even addresses the haircut. Another issue is to try and maintain best relationship train and conflicting diversion. By executing approach that confines certain method of dressing, schools set up rules that will ensure students fill relaxed in class thus a better working environment. In any case, many clothing regulation commentators assert that these strategies can irrationally concentrate on particular social events, for instance, female students and some ethnic and religious minorities. Schools are typically joined to accomplish a similar reason subsequently all understudy need to keep a similar haircut regardless of one's capacity and societal position. Consistency stays to be the straightforward of solidarity and train over all schools and that is the reason they are additionally an immense development in the quantity of schools now putting on garbs. Children and understudies will have the capacity to focus on the fundamental need of training rather that considers which hairdo to keep up(William C. Bosher Jr., Kate R. Kaminski, and Richard S. Vacca,2004). We may think is a child right to have that hairstyle but we need also to educate the kids the importance of uniformity. As a new teacher observing schools rules is the first policy one signs to abide to in order for good working environment. If ones decide not to follow principals directive on the first day, it is also seen as a matter of indiscipline. The National School Safety and Security Services(Daniels,2001), an affiliation that direction the nation over on school prosperity and crisis status issues, According to this security affiliation, garments gauges and outfits can help diminish potential issues by as it characterizes the following: decreasing conflict beginning from budgetary status, for instance, comments and individual attacks about the best garments;Diminishing courses in which group people can separate themselves which, fundamentally, is a type of terrorizing and makes fear;On account of garbs, tutoring managers to more adequately perceive nonstudents, trespassers, and diverse visitors in the sections who catch everyone's eye. Conclusion Many are isolated on the advantages of clothing standards and school garbs and whether they really affect understudies, however with schools hunting down better security strategies with an end goal to look after control, clothing regulations are now and then the littlest and most effortless type of barrier. References William C. Bosher Jr., Kate R. Kaminski, and Richard S. Vacca. The School Law Handbook: What Every Leader Needs to Know. Alexandria, VA: Association for Supervision and Curriculum Development, 2004 Daniels, Stephen. "School Dress Codes Are Necessary and Constitutional." Students' Rights, edited by Jamuna Carroll, Greenhaven Press, 2005. Opposing Viewpoints. Opposing Viewpoints in Context, link.galegroup.com/apps/doc/EJ3010398217/OVIC?u=nysl_sc_horsehsxid=21e87867. Accessed 24 Apr. 2017. Originally published as "Student Dress Policies: The Success of School Uniforms and Dress Codes," Findings, May 2001.

T Roosevelt as a Rough Rider

Table of Contents Introduction Formation of the Rough Riders Departure for war Battle of Las Guasimas Battle of San Juan Heights and Kettle Hill Conclusion References Introduction Born in 1858, Theodore Roosevelt was the 26th President of the US but before his ascension to power, he served as a soldier in Cuba. He led a small regiment known as the Rough Riders during the Spanish American war in 1898. The Rough Riders was the first and only volunteer in United States Cavalry to fight during the Spanish American war and it was made up of volunteer soldiers who eventually fought on foot as infantry despite being a cavalry unit. Advertising We will write a custom research paper sample on T Roosevelt as a Rough Rider specifically for you for only $16.05 $11/page Learn More The civil war had weakened United States army and with the emergence of the Spanish American war, the then President William McKinley called upon 1,250 volunteers to lend a hand in Amer icas effort to dislodge Spain from the Caribbean and the Pacific. Formation of the Rough Riders Volunteers were mostly gathered from the South and South Western parts of the United States because the climate was hot and the four main collection zones were Arizona, New Mexico, Oklahoma, and Indian Territory (Miller, 1992). The reason for the selection of Southern men was due to the fact that the Southern climate was more similar to that of Cuba, the battle ground of the Spanish American war. Due to the nature and circumstances that revolved around the amalgamation of the Rough Riders, the men in the Calvary were varied in terms of age and experience. Leonard Wood was appointed in the position of Colonel of The Rough Riders with Roosevelt serving as Lieutenant-Colonel and the unit was known as Wood’s Weary Walkers (Mathingham, 1998). The men who volunteered to serve under these two men included gold and coal miners, civil war military veterans, hunters, police men, gamblers, cowboys, Buffalo soldiers, Native Americans Indians and college boys (Cannon, 2003). All the men were trained on how to use a gun and ride on horseback consequently fortifying the unit’s competence. Lieutenant-Colonel Roosevelt was responsible for ensuring that the volunteer cavalry was adequately prepared and equipped similar to any other American military regiment. The volunteers were required to source for weapons before they went off to camp in San Antonio, Texas in May (Roosevelt, 1917). The remainder of the equipment such as bullets, rifles, horse gear, canvas, uniform, tents among others was all procured by Lieutenant-Colonel Roosevelt. Roosevelt had an intention to turn the volunteer Calvary into a real military regiment and he made sure everything present within the U.S military was availed to the volunteers (Mathingham, 1998). Advertising Looking for research paper on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Calvary’s uniform consisted of a droop hat, a blue beguile shirt, a pair of brown trousers, leggings, boots, and the soldiers also had a handkerchief which was supposed to be knotted around their necks. The uniform in particular is what earned them the name Rough Riders because they had the appearance of rough and worn out men who collectively looked like a cowboy cavalry. Departure for war After intense training which involved basic military drills, code of behavior, and habits involving conduct, compliance and etiquette, the men were finally ready for war. The training they had received was one of the best any Calvary could receive. Training was done on a daily basis and when the men had spatial constraints, they read books on tactic and used boards to perfect their skill (Miller, 1992). Theodore Roosevelt as a high ranking official was at most times immersed in the tactical study of war (Cannon, 2003). He was a brilliant historian who knew how to identify the oppone nt’s behavior based on historical chronicles. On June 14, 1898, the regiment was brought together, addressed, motivated and shipped out to Cuba from Tampa, Florida (Roosevelt, 1917). Eight days later, the Rough Riders arrived in Daiquiri, Cuba on June 22, and two days later, they fought for the first time in Battle of Las Guasimas on June 24(Roosevelt, 1917). Battle of Las Guasimas Las Guasimas was a point of significance for the American troops because it was an advancement point for further military encroachment. The Americans had decided to attack in the early morning of June 24 when the Spaniards were still on their mark (Roosevelt, 1917). General Young led the offensive by the regulars through the jungle while Lieutenant-Colonel Roosevelt led the Rough Riders took a longer route that was supposed to lead to the open side of the Spaniards’ enclaves (Roosevelt, 1917). Since many of his men had not received enough rest considering the rough riders had only arrived a day before, some of them fell out of formation or simply got left behind (Walker, 2008). The jungle they were fighting in was thick and foggy making it difficult to spot an enemy or a friendly regiment from more than twenty meters (Cannon, 2003). Roosevelt managed to successfully navigate the less than five hundred Rough Riders that were still with him through the jungle and round the outpost. They effectively eliminated the opposition hiding in the entrenchments and brush consequently simplifying the advancement of the regulars. It was through the leadership of Lieutenant-Colonel Roosevelt that the battle of Las Guasimas was won after the Rough Riders eliminated the concealed opponent (Mathingham, 1998). At the end of the two hour battle, the United States soon after took control of Las Guasimas, the Spanish outpost which stood along the road to Santiago. The American troops held position for six days allowing the Rough Riders time to eat, sleep, treat their wounds and bury the d ead(Roosevelt, 1917). There was also a high occurrence of fever cases and many of the men became victim to the illness including General Joseph Wheeler. Advertising We will write a custom research paper sample on T Roosevelt as a Rough Rider specifically for you for only $16.05 $11/page Learn More Command of the Calvary was therefore left to Brigadier General Samuel Sumner and on the night of June 30 Colonel Leonard Wood was promoted in the field to Brigadier General, leaving Theodore Roosevelt as the bona fide Colonel of the Rough Riders and hence their name changed from Wood’s Weary Walkers to Roosevelt’s Rough Riders (Cannon, 2003). Battle of San Juan Heights and Kettle Hill On July 1, 1898 the Rough Riders now under Colonel Roosevelt were ordered to march along the road to Santiago to San Juan Heights where they were to reconnoiter and hold position. The role of the cavalry was basically to provide cover fire and distraction while arti llery and battery were fired towards the Spaniards from afar (Miller, 1992). The Rough Riders were therefore not seen as important role players in this battle hence were given minor roles. After American artillery fire was returned by the Spaniards, the Rough Riders found themselves in the midst of both friendly and enemy fire eventually taking cover along the riverbank and a nearby thicket to avoid shell fire (Roosevelt, 1917). Frustrated of waiting and afraid of being compromised, Colonel Roosevelt sent messengers to look for one of the generals and request for further orders to advance forward from their vulnerable position. The Rough Riders were eventually ordered to help out the regulars in their assault on the hill’s faà §ade and this time Roosevelt fought on horseback because he was now a Colonel and he needed the elevated height from the horse to help him recognized and supervise his men in battle (Walker, 2008). Colonel Roosevelt observed that the American troops could not take the Kettle Hill because the loading and firing speed of the American rifles was slower. He suggested to one of the captains that the best option was to charge up the hill but his suggestion was declined (Mathingham, 1998). Roosevelt later noticed the absence of the other Colonel and taking advantage, he stated he was in full control as the ranking officer and ordered a charge up Kettle Hill (Walker, 2008). Colonel Roosevelt rode off on his horse as the Rough Riders followed him with zeal and compliance up the hill (Roosevelt, 1917). The other soldiers from different units joined the uphill race and within twenty minutes Kettle Hill was captured (Roosevelt, 1917). San Juan Heights which overlooked Santiago was captured an hour later leading to the surrender of the city of Santiago. The Spanish American war was finally over but the Rough Riders and the other troops were falling sick in large numbers. The Rough Riders were finally shipped home and taken to Montauk wher e they were quarantined till their release on September 16, 1898.Advertising Looking for research paper on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion Theodore Roosevelt showed exceptional courage when he took over the leadership of the Rough Riders. The unit was essentially not a military unit rather a volunteer unit that devoted themselves to fight the Spanish American war. Rough Riders became widely celebrated after the war for their outstanding accomplishment and their 137 days service to the army. The capture of Las Guasimas outpost was largely because of the tactical brilliance of Theodore Roosevelt. The capture of Kettle Hill can also be accredited to the bravery of Colonel Roosevelt who led the troops on an uphill frenzy to the top leading top the capture of San Juan Heights too. References Cannon, C. (2003). The Pursuit of Happiness in Times of War. Texas: Rowman Littlefield. Mathingham, P., H. (1998). T.R. takes charge: American History. New York: McMillan. Miller, N. (1992). Theodore Roosevelt – A Life. New York: Quill/William Morrow. Roosevelt, T. (1917). The Foes of Our Own Household. New York: Geo rge H. Doran Company. Walker, D. (2008). From the San Juan Heights: Military History. New York: Campbell press. This research paper on T Roosevelt as a Rough Rider was written and submitted by user Helen Key to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Grow Crystals From Salt and Vinegar

How to Grow Crystals From Salt and Vinegar Salt and vinegar crystals are easy-to-grow non-toxic crystals that you can grow in a rainbow of colors. This crystal growing project is especially useful for kids or beginners looking for quick and easy crystals. Materials 1 cup hot water (H)1/4 cup salt (sodium chloride)2 teaspoons vinegar (dilute acetic acid)food coloring (optional)piece of spongeshallow dish Instructions Stir together the water, salt, and vinegar. Boiling water works best, but its alright if the waters not quite boiling.Place the piece of sponge on the shallow dish. Pour the mixture over the sponge so that it soaks up the liquid and almost covers the bottom of the dish.If you want colored crystals, you can dot the sponge with food coloring. As the crystals grow, the colors may run together a bit. You can use this to your advantage to make more colors. For example, dotting blue and yellow food coloring near each other can produce blue, green, and yellow crystals.Save the rest of the crystal growing solution in a sealed container.Set the dish in a sunny window or another warm area with good air circulation. You will see crystal growth overnight or within a day. Add more crystal growing solution to replace the liquid that evaporates.Continue growing your crystals as long as you like. The project is non-toxic so when you are done, you can either save your crystals or else throw them away . You can dump leftover crystal solution down the drain and wash the dish as usual. You can keep the crystals and watch them. Over time, the salt will react with water in the air to subtly change the appearance of the crystals. How the Crystals Grow Salt dissolves better in hot water than cold water, so as the solution cools the salt wants to come out of solution and crystallize. When you pour the solution over the sponge, this causes the liquid to evaporate. This further concentrates the salt so that it will crystallize. The salt crystals will start to form on undissolved salt or the sponge. Once the crystals start developing, they grow fairly rapidly. Try This Table salt crystals have a cubic shape. Adding the vinegar and growing the crystals on a sponge alters the appearance a bit. You can experiment with different types of salt, such as sea salt, iodized salt, Himalayan salt, and other.Instead of using a sponge, try growing the crystals on another surface. Good choices include a charcoal briquette, a brick, or a rough rock.If you use a charcoal briquette, another interesting chemical to add to the mixture is laundry bluing or Prussian blue. It is available online as well as in stores in the laundry section (as bluing) or art section (as Prussian blue). This iron-based solution produces intricate white crystals that readily absorb food coloring. While it is safe to work with, its best to avoid its use around very young children to prevent any chance they might ingest the iron salt.

Attribution or Reporting Clause in Writing

Attribution or Reporting Clause in Writing Attribution also called a  reporting clause in academia, is the identification of the speaker or source of written material. It is commonly  expressed in words like she said, he shouted or he asks or the name of the source and the appropriate verb. Sometimes this attribution identifies the tone as well as who made the statement. Both direct and indirect quotes require attribution. Good Writing Definition In The Facts on File Guide to Good Writing from 2006, Martin H. Manser discusses attribution. The positioning of attribution discussed here for an indirect quote is not written in stone; many good writing authorities, particularly in journalism, prefer that attribution comes at the end of the quote, regardless of whether it is direct or indirect. This is one opinion. The  reporting clause  consists of a subject and a verb of speaking or writing, as well as any other related information Roger said; answered Tom; they shouted angrily. In  indirect  speech,  the reporting clause always precedes the reported clause, but indirect  speech, it may be placed before, after, or in the middle of the reported clause. When it is inserted after or in the middle of the reported clause, it is set off by commas, and the verb is often placed before the subject said his mother; replied Bill. When the reporting clause is placed at the beginning of the sentence, it is usual to follow it with a comma or colon, which appears before the opening quotation marks. When a text has two or more people involved in a conversation, it is common for the reporting clause to be omitted once it has established whose turn it is to speak: What do you mean by that? demanded Higgins.What do you think I mean? responded Davies.Im not sure.Let me know when you are. Note also that the convention of beginning a new paragraph with each new speaker aids in distinguishing the individuals in a conversation. Omitting  the Word That David Blakesley and Jeffrey Hoogeveen discuss the use of the word that in quotations in The Thomson Handbook (2008). You may have noticed that that is sometimes absent from  reporting clauses. The decision to omit that is based on several factors. Informal contexts and academic writing, that  is generally included. That  can be omitted when (1) the subject of  the  that complement is a pronoun, (2) the reporting clause and  the that clause  Ã‚  have the same subject, and/or (3) the writing context is informal. Heres an example from Cormac McCarthys The Crossing (1994):She said that  she thought the land was under a curse and asked him for his opinion, but  he said  he knew little of the country. About the Word Said Heres what eminent grammarian Roy Peter Clark said the word said in Writing Tools: 50 Essential Strategies for Every Writer (2006): Leave said  alone. Dont be tempted by the muse of variation to permit characters to opine, elaborate, cajole or chortle. Examples of Attribution From The Great Gatsby, F. Scott Fitzgerald  (1925) [Gatsby] broke off and began to walk up and down a desolate path of fruit rinds and discarded favors and crushed flowers.I wouldnt ask too much of her, I ventured. You cant repeat the past.Cant repeat the past? he cried incredulously. Why of course you can!He looked around him wildly, as if the past were lurking here in the shadow of his house, just out of reach of his hand.Im going to fix everything just the way it was before, he said, nodding determinedly. Shell see.   From Wise Blood, Flannery OConnor (1952) I reckon you think you been redeemed, he said. Mrs. Hitchcock snatched at her collar.I reckon you think you been redeemed, he repeated.She blushed. After a second she said yes, life was an inspiration and then she said she was hungry and asked if he didnt want to go into the diner.

Total Quality Management Essay Example | Topics and Well Written Essays - 3250 words

Total Quality Management - Essay Example Japanese remember him as their hero and the father of their post world war revolution. In fact, much of the industrial boom that Japanese manufacturers witnessed after the Second World War was due to the application of the concepts taught by Sir William Edwards Deming. The Japanese industrial leaders invited Deming to their country and in less than four years, the impact was visible. In the next couple of decades, Japanese products were everywhere in the American markets (Neave, pp. 219-222, 1990). These products were better in terms of quality and much cheaper as compared to their American substitutes. Despite the fact that he remained in the headlines in Japan but in his country of origin, the man was running a slow consultancy business. Managers and CEOs were skeptical of his ideas since they were staunch followers of Taylorism. However, in 1980, NBC made a documentary with the title of â€Å"If Japan can†¦why can’t we?† It became almost impossible for the busin ess world to avoid him anymore. From 1981 to 1993, he gave more than 250 four-day seminars where he explained. When he died at the age of 93, his ideas were still far from gaining the publicity and respect that he deserves. Even today, his ideas are gaining prominence and they remain the basis of many researches, studies, and theories. (Bauer, Duffy & Westcott, pp. 85-89, 2006). This paper is an attempt to explore the ideas of W. E. Deming regarding quality management. The paper would then apply those ideas to a company for their better understanding and application. In the last part, the paper would attempt to present a critical analysis of Deming’s theories in light of the recent developments in the field of quality management. Discussion Deming’s approach to Quality Management Much of Deming’s teachings can be summarized with his classical fourteen points from his book, Quality, Productivity, and Competitive Position, which was renamed Out of the Crisis in 19 86. Deming never used the term â€Å"total quality management† within his fourteen points, however, observers and experts agree that with his fourteen points, a new era began in the field of management, which is now known as Total Quality Management. Interestingly, Deming did not put great emphasis on quality but his central focus was on management and management styles. Following are Deming’s fourteen points: 1. â€Å"Create constancy of purpose towards improvement of product and service, with the aim to become competitive, stay in business, and to provide jobs. 2. Adopt the new philosophy. We are in a new economic age. Western management must awaken to the challenge, must learn their responsibilities, and take on leadership for change. 3. Cease dependence on inspection to achieve quality. Eliminate the need for inspection on a mass basis by creating quality into the product in the first place. 4. End the practice of awarding business based on price tag. Instead, min imize total cost. Move towards a single supplier for any one item, on a long-term relationship of loyalty and trust. 5. Improve constantly and forever the system of production and service, to improve quality and productivity, and thus constantly decrease costs. 6. Institute training on the job. 7. Institute leadership. The aim of leadership should be to help people, machines, and gadgets to do a better job. Leadership of management is in need of overhaul, as well as leadership of production workers. 8. Drive out fear so that everyone may work effectively for the company. 9. Break down barriers between departments. People in research, design, sales, and production must work as a team, to foresee problems of production and in use that may be encountered with the product or service. 10. Eliminate slogans, exhortations, and targets for the work force that ask for zero defects and new levels of productivity. 11. Eliminate work standards (quotas) on the factory floor. Substitute

Saving Private Ryan Movie Review Example | Topics and Well Written Essays - 1000 words

Saving Private Ryan - Movie Review Example George Marshall has ordered Captain Miller to save the last Ryan alive. The team composed of 8 men headed by Captain Miller. Not sure of the whereabouts of Ryan, the team of Captain Miller moved from one place to another looking for Ryan. Until one day they met someone who saw Ryan guarding the town of Ramelle in France, to prevent the German from taking the people of the town. Captain Miller tries to convince Ryan to come with them but instead of coming he makes a deal with Miller that if they help him protect the city then he will go with them. Miller agrees with him and fought with the German. During the encounter with the German, Miller got hurt but was able to bring home Ryan alive. At the end of the story, the old man in the beginning of the movie was James Ryan and the grave belongs to Captain Miller. Saving Private Ryan is an epic movie that features how the US troops were able to save the only survivor among four brothers who were held captive by the Germans. Private James R yan played by Matt Damon is the only survivor among the four brothers; three of his brothers were killed in action. Captain John Miller played by Tom Hanks was the one designated to bring to safety Private James Ryan. The movie received several good reviews from a different part of the world. Veterans of the World War II who have seen the movie relived their memories during the war. Although the movie was done in England, Ireland, and France, the movie seems to make it look like they are on the battlefield. The characters in the story are fictional but the story was adopted in the life of the Niland Brothers. They are also from the military two died during the battle one held captive and the other is missing. The movie made a good selection of characters to make this movie realistic. The character of both Captain Miller and James Ryan are very appealing to the viewers. Since they are both a good actor they have portrayed their character very well. Although the places and other chara cters are fictional the actors still were able to do justice in their different role.   In the Battlefield the warships and combat outfit are very much similar to the one that the US army is wearing during the 1940 war. Based on the review done by several observers, the one making this picture really is the movement of the camera. The camera in the first part of the story on the Omaha Beach brought the viewer on the battlefield. The agony and pain were felt during the shot taken by the camera. Added to the realism of the story are the make-up, costumes, and the effectiveness of the portrayal of the characters. The battleship used is the same replica in the 1940 war that can be seen in the museum and other historical websites. The movie really brings out the story behind the battle. The location was James Ryan found were fictional but added the spies in the story. This American soldier has dedicated his life to serving not only his country but also those who need his service.   T he weapons, machine gun nests, bunkers, and vehicles add elements that engage us easily into the narrative. During the search for James Francis Ryan of Iowa the locations and set design shows accuracy. Bombed houses, splintered planks everywhere, and rubble-strewn streets resemble photographs of real battle scenes. And the costumes are correct. The canvas belts, the jackets, the occasional puttees laced around the calves -- these are the outfits of 1944.

Theories of Learning Essay Example for Free

Theories of Learning Essay Piaget`s Cognitive Theory of Learning Piaget`s cognitive theory of learning has remained popular among educators and has greatly influenced curriculum development.  Ã‚   This is for the reason that traditional schooling gives utmost importance to the development of the learner’s cognitive faculties.   This theory was the culmination of his systemic longitudinal research on children (some of whom were his own).   Piaget`s theory describes what may be expected of children at different stages of intellectual development. According to Piaget, all persons go through a sequence of four distinct stages of intellectual development from birth to maturity.    Although every normal child passes through those stages, the ages at which some children attain each stage may vary.   The four stages are (1) the sensorimotor stage, (2) the preoperational stage, (3) concrete operations stage, and (4) the formal operations stage (Piaget, 1977).   Each stage is characterized by the ability to perform particular major cognitive tasks. Piaget`s approach to learning is a readiness approach.   Readiness approaches in developmental psychology emphasize that children cannot learn something until maturation gives them certain prerequisites.   The ability to learn any cognitive content is always related to their state of intellectual development and ways of thinking as a result of this integration. The cognitive theories of learning allege that individuals differ in their intellectual abilities because of the developmental stage they are in and their interaction with the environment.   These theories further assert that cognitive growth and development are characterized by steady progression (i.e., from the simplest to the most complex). Piaget`s theory of cognitive development has guided the sequencing of learning content (knowledge, skills, processes) from the concrete to the abstract, and the selection of evaluation tools.   It has also facilitated the realistic setting of educational objectives and intended learning outcomes. Skinner`s Behavioral Theory of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Skinner (1953) developed the method of conditioning through what has been termed operant or instrumental conditioning. Operant conditioning involves voluntary behavior emitted by the learner which may be reinforced by its consequence.   In operant conditioning, whether a response occurs in the future depends upon the nature of the contingency.   If a response makes life better for the individual, it will likely occur in the future.   If it makes life worse, it will likely not occur again in the future.   Thus, operant conditioning makes use of reinforcements.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Anything that increases the likelihood that a behavior will be repeated is referred to by the behaviorists as reinforcement.   It is very important to note that the definition says nothing about whether the student â€Å"likes† or â€Å"dislikes† the reinforcement; whether it is deliberately given or not, or whether the behavior in question is the one desired. In operant conditioning, when a student responds with a behavior that is close to what is expected by the teacher, the latter delivers a positive reinforcer.   Positive reinforcers motivate the learner to repeat the behavior with increased frequency, duration, and intensity.   A reinforcer can be anything that the learner may perceive as reinforcing (e.g. grades, oral/written commendation).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Negative reinforcement on the other hand, is the process by which a response that leads to the removal of an aversive event increases that response.  Ã‚   Further, behavior modification is a process of shaping a person’s behavior through the acquisition of new operants through a series of reinforcement and sequencing of desired responses.   It involves changing behavior in a deliberate and predetermined way by reinforcing those responses that are in the desired directions. A well-known behaviorist, B.F. Skinner, argues from an operant conditioning perspective that students must actively respond if they are to learn.   Cognitivists share that view with Skinner; however, they emphasize mental activity rather than physical activity.   According to the Cognitivists, if students control their own cognitive process, it is ultimately the students themselves who decide what information will be learned and how. A central component of Piaget`s developmental theory of learning and thinking is that both involve the participation of the learner.   Knowledge is not merely transmitted verbally but must be constructed and reconstructed by the learner.   Piaget believes that for a child to know and construct knowledge of the world, s/he must act on objects. Learners must be active; they are not vessels to be filled with facts.   Hence, a Piagetian curriculum emphasizes a child-centered educational philosophy and active discovery learning environments. Cognitive and behavioral theories of learning also serve as a psychological foundation of the curriculum.   Following are some ways each theory can influence the curriculum development process: Cognitive theory Learning experiences will be most effective if they are adapted to the normal growth of the learners; needs, capacities, and interests of the learner. Learning experiences must be â€Å"designed to match assessment of age levels on which certain processes of thought can occur†(Taba in Ornstein Hunkins, 1988).   Learning    experiences for different students should be adapted to their stage of cognitive development. Behavioral theory A motivated learner learns more readily than one who is not. Thee is no substitute for repetitive practice in the learning of skills. Information about the nature of good performance and knowledge of mistakes and success   Ã‚  Ã‚  Ã‚   aid learning. Meaningful tasks and materials are more readily learned than nonsense materials and those not understood by the learner. Active participation is preferable for passive reception. Learning has application and can be transferred to other situations. Since Piagetian curriculum emphasizes a child-centered educational philosophy and active discovery learning environments, instruction must be individualized as much as possible and children are given opportunities to communicate with one another, to argue and debate issues.  Ã‚  Ã‚  Ã‚  Ã‚   Further, the following are the four general principles of how the cognitive learning theory might influence the instructional design process: If learning depends on how information is mentally processed, then students` cognitive process should be a major concern of educators.   Students` learning difficulties can often be attributed to ineffective or inappropriate cognitive processes.   For example, disabled children process information less effectively than nondisabled children.   Teachers must become aware, not only of what students learn but also how they attempt to learn it. Educators must consider students` level of cognitive development when planning topics and methods of instruction.   For example, explanations based on concrete operational logic are unlikely to be effective ways of presenting ideas to pre-operational kindergarten.   Concrete operational elementary school children have difficulty understanding abstract ideas that do not tie up with their own experiences.   These students will learn more effectively if the same information is presented through concrete experiences prior to presenting abstract material. Students organize the information they learn. So teachers can help students learn by presenting organized information and by helping students see how one thing relates to   another. New information is most easily acquired when people can associate it with things they have learned.   Therefore, teachers should help students learn by showing them how new ideas relate to old ones.   When students are unable to relate new information to anything familiar, learning is likely to be slow and ineffective. Theories of learning, such as the cognitive and behavioral theories serve as a psychological basis f the curriculum. Hence, this great mass of theoretical and empirical information available to curriculum decision makers regarding the nature of the learner and how learning takes place.   Answers to questions like:   â€Å"What are the characteristics, capabilities, needs, and interests of children and the youth in the different stages of their development?†Ã‚   provide the psychological foundation of a curriculum, and serve to guide selection of curriculum objectives, content, learning experiences, evaluation scheme, and even the length of class sessions. For example, calculus has to wait until college (and only for those who are so interested in mathematics that they pursue specialized training in the discipline).   Preparatory school mathematics is limited to the basic notions of counting and the relationships of numerals (bigger/smaller0 and some very basic operations with the use of concrete objects, such as beads, blocks, and sticks. Essay tests are not given to preschool pupils, and so are test items that measure complex thought processes and require long attention span.   The length of class sessions per subject or course range from a few minutes on the nursery level to a couple of hours in the graduate school.   Long lectures will simply not work with the very young learners; neither will jumping, hopping, and running appeal to graduate students who might already be suffering from rheumatism, arthritis, or heart problems. The learning theories, principles, and assumptions have influenced curriculum development, most especially in the choice of curriculum content and learning experiences.   Just like the different educational philosophies, the different theories of learning have their respective strengths and limitations.   Curriculum developers have to make their own decisions as to which views of learning they will consider in planning the curriculum. References Piaget, J. (1977).   The development of thought:   Equilibrium of cognitive structures.   New York:   Viking. Skinner, B.F. (1953).   Science and human behaviour.   New York: Free Press. Taba, H. (1988). Curriculum development theory and practice.   New York:   Harcourts Brace World.

The Romantic Sonnet :: Sonnet essays

The Romantic Sonnet The Romantic sonnet holds in its topics the ideals of the time period, concentrating on emotion, nature, and the expression of "nothing." The Romantic era was one that focused on the commonality of humankind and, while using emotion and nature, the poets and their works shed light on people's universal natures. In Charlotte Smith's "Sonnet XII - Written on the Sea Shore," the speaker of the poem embodies two important aspects of Romantic work in relating his or her personal feelings and emotions and also in having a focused and detailed natural setting. The speaker takes his or her "solitary seat" near the shore of a stormy sea and reflects upon life and the "wild gloomy scene" that suits the "mournful temper" of his or her soul (ll.4, 7,8). While much Romantic writing dealt with love and the struggles endured due to love, there was also emphasis placed on isolation, as seen in the emotions of Smith's speaker and also in the setting on the work. Nature, in many Romantic sonnets, is in direct parallel with the emotions being conveyed. Smith, for example, uses the water to aid the reader's comprehension of the speaker's state of mind. Included in this traditional natural setting is the use of the sea as stormy, deep, extensive, and dark which ties the speaker in with the setting as the scene applies to the tone of the poem as well. Also characteristic of the Romantic sonnet is the retreat from the neo-classical age and its significant historical references into a new age where it becomes common to speak of "nothing." In William Wordsworth's "Composed Upon Westminster Bridge," there is no deeper meaning to be grasped other than the beauty of the day's dawning. The speaker's view of the morning and its "majesty" and the "calm" that comes over the speaker are central ideas in the poem (ll. 3, 11). In this sonnet, it is again apparent how influential and prevalent nature is. The reflection upon simplicity runs through many works and is seen quite evidently in William Blake's Songs of Innocence. In these poems, there is much mention of children, whose lives, ideally, should be the most simple. Also included in this simplicity are the innocence of the children and the simplicity of the tone, metaphors, and images in the works. In Blake's "The School Boy," the character of the poem is a young boy whose joy in life should be rising on a summer morning when the birds are singing and when he, in his happiness, can sing with them.

Canice Davidson

I would suggest combining your purpose and thesis statement into a single purpose statement and linking the outcome to some aspect of organizational behavior. For Instance†¦ The purpose of this paper Is to discuss how an organization can create a culture that has a positive influence on behavior at the individual, team, and organizational levels. (Or something like that†¦ ) The goal would be to be more specific so your reader clearly understands what you plan to write about. Take care, Ken MoThe purpose of this paper Is to show how an organization can create a culture that has a positive Impact on behavior at the Individual, team and organizational levels. In order for this t happen there must be diversity. In an organization, cultural diversity consists of the differences in the makeup of the members. This refers to race, age, religion, gender, color, or creed. TO make it sound simple, there should be a variety of different types of people. This has a positive effect, beca use it allows employees of the organization to establish relationships and recognize one another in spite of their differences.People usually define diversity as the things that you can see, but there are also things that make people diverse, such as their way of thinking, abilities, and experiences. There are so many benefits to an organization becoming more diverse. If you look around, our nation and workforce are becoming more and more diverse, and businesses that embrace that will have a more permanent fixture and more than likely be more successful. A diverse workforce stimulates economic growth.As more women, racial minorities and gay employees enter the workforce, our nation's human capital tremendously grows. A study that was conducted by McKinney & Company, found that women went from holding 37% of all jobs to of all jobs. This has accounted for about h of the current GAP. Most large companies import and export goods from other countries. This requires communication with pe ople from different countries and cultures. As these companies grow so does the need for communication. As these need Increases so will the need for a more diverse workforce.Hiring Individuals from other countries allows business to be conducted easily. Having a diverse workforce allows marketing to be more effective. It allows companies to market to consumers from different backgrounds, because you have a employees from different backgrounds and experiences who will know how to effectively reach the trademarked. This in return increases market share. Combing employees with different cultural backgrounds is essential to effective problem loving and Increases creativity and innovation.A 2011 Forbes conducted a survey of 321 large global enterprises that had at least $500 million In revenue. The end result was 85% agreed or strongly agreed, that diversity is critical to providing innovation in the workplace. Because there is such a variety of people that are contributing their ideas, viewpoints and knowledge, there is a wider variety of solutions and ideas to be considered. Canine Davidson By Candied instance†¦ The purpose of this paper is to discuss how an organization can create aThe purpose of this paper is to show how an organization can create a culture that has a positive impact on behavior at the individual, team and organizational levels. That women went from holding 37% of all Jobs to 47% of all Jobs. This has accounted these need increases so will the need for a more diverse workforce. Hiring individuals from other countries allows business to be conducted easily. Solving and increases creativity and innovation. A 2011 Forbes conducted a survey of 321 large global enterprises that had at least $500 million in revenue. The end

Communication Process Essay

1. Briefly describe the misunderstanding, including the setting and the people involved. At my recent job that I was working a situation came about, I was helping my director file some bills with personal information. Well she did not make it clear that each bill went into a certain folder, which made my job a lot difficult and ending up me having to do the whole process over again, when I had to do another project that my other Director had told me to finish up within that day. 2. Complete the following table with information from your described misunderstanding. |Question |Answer | |Who was the sender? |My Director | |Who was the receiver? |Myself | |What was the message? |File these documents | |What channel was used to send the message? |Sound and light waves | |What was the misunderstanding? |How to file the documents | |How could you have avoided the misunderstanding? |It could have been avoided if my director would have told me the correct | | |way to file them instead of me trying to figure out how to file the | | |documents. 3. The perception model in Ch. 2 of Communicating in the Workplace shows that prior knowledge and experiences combine with your psychological state to shape your subjective reality. What was your perception going into the situation? How did your perception of the misunderstanding affect the communication process? My perception of the situation was that there really was not correct way into filing the documents, all she wanted was for them to be filed. It affected the misunderstanding and how the communication process went through my mind was that she should have told me how to correctly do it the proper way, instead of just telling me to finish filing. I just thought that she wanted them out of the way and into the filing cabinet. 4. After reflecting on your misunderstanding and analyzing it with what you have learned this week, what did you learn about the communication process? I have learned that there are a lot of ways in communicating and that when someone tells another person to do something, then that person is listening and taking in information differently, to ask questions when told to do something if you do not understand what that person is wanting from you. The reason why I say this is because not every person is going to be the same, as it stated in the example of the model in Ch. 2 of Communicating in the Workplace, A hog could be a pig but really the person was referring to a motorcycle. For another instance when someone is telling another person to do something, that person receives the message but might take it another way because of how that person encodes the information, that is why it is important to respond back to the person and making a clear understanding of what that person is wanting. I would not want to risk someone else’s life it I did not understand the information correctly because that will affect my job on the line as well. Reference Cheesebro, T., O’Connor, L., & Rios, F. (2010). Communicating in the workplace. Upper Saddle River, NJ: Prentice Hall.

The Philosophy of the Matrix essays

The Philosophy of the Matrix essays The Matrix: The Problem of the External World The film The Matrix addresses the philosophical problem of the external world in a manner that few have ever even remotely considered. Many people casually question what is real, and what are we actually seeing. However, few develop in depth theories and answers to this question. It takes a very popular film on the subject to stimulate peoples thought process to the point of developing their own perspective on what actually is real, and if what we see in our everyday lives can even be considered real. In the film, the problem is resolved by asserting that what we see everyday is not actually real, but that we are simply plugged into machines that stimulate our brains to project a certain reality. In The Matrix, humankind developed machines that could think for themselves, or artificial intelligence (A.I.). These machines then turned on mankind and a war between humans and machines ensued. At the time, the machines were dependent on the light of the sun to function, so the hu mans scorched the sky to deprive the machines of sunlight. After this, the machines began using actual human embryos and human living human bodies for energy. To prevent human resistance, the machines developed a world, essentially a computer program, and fed it into the human brain electronically. According to the movie, we are deceived into thinking that we are living in a reality, but it is actually a computer program used to enslave humankind so that we can be used for a source of energy. The basic philosophical problem addressed by the movie is the fact that if we are not, in fact, dreaming, or being deceived, at any given time, then how can we know that we are actually awake? There are several different answers to this problem, none of which seem to prove absolutely that we can be sure that we are not living a dream or a lie. The philosopher Rene Descart...

Sample Recommendation Letter for Fellowship Applicant

Sample Recommendation Letter for Fellowship Applicant A good recommendation letter can help you stand out among other fellowship applicants. You will most likely need at least two letters of recommendation as part of the application process. The best recommendations will come from people who know you well and can offer specific information about you as a student, person, or employee. The sample recommendation letter shown below has been reprinted (with permission) from EssayEdge.com, which did not write or edit this sample recommendation letter. However, it is a good example of how a business recommendation should be formatted for a fellowship application. Sample Recommendation Letter for a Fellowship To Whom It May Concern: I am proud to recommend a beloved student, Kaya Stone, for your fellowship program. I was asked to write as one who has functioned in the capacity of an employer of Kaya, but I would first like to say a few words about him as a student. Kaya is a highly intelligent, perceptive young man. He came to our institution committed to capitalizing on the opportunity of his third year of study in Israel, and he left with the satisfaction of having accomplished that goal. Kaya grew in learning, in character, in his depth of understanding. He seeks truth in each area of his life, whether in learning, discussing philosophy, or relating to his fellow students and his teachers. Because of his positive disposition, his reflective way of operating, and all of the character traits that make him so special, Kaya’ s questions never go unanswered, and his searches always bring him to exciting discoveries. As a student, Kaya is outstanding. As an educator, I have watched him grow, seen his talents and abilities not only in the classroom but outside its walls when interacting with all types of people as well. During his time at our institution, Kaya, who as I’m sure you know is an excellent writer and publicist, also has done a good deal of work for the yeshiva. This has included the text for many public relations brochures and packets, letters to parents, potential donors, and alumni, and essentially any correspondence which I have requested that he compose. The feedback is always overwhelmingly positive, and he has done so much in that way for our yeshiva. Even today, while he studies elsewhere, he continues to do a great deal of this work for our institution, in addition to the recruiting and other services he performs for the yeshiva. Always, in his work, Kaya is consistent, dedicated and passionate, enthusiastic, cheerful, and a pleasure to work with. He has incredible creative energies and a refreshing idealism tempered only enough to accomplish what needs to be done. I highly recommend him for any position of work, leadership, education, or any other capacity in which he can spread his excitement and share his talents with others. At our institution, we are expecting big things from Kaya in the way of educational and communal leadership in the years to come. And knowing Kaya, he will not disappoint, and probably will exceed our expectations. Thank you once again for the opportunity to recommend such a special and impressive young man. Sincerely Yours, Steven RudensteinDean, Yeshiva Lorentzen Chainani

MGMT402 U2 IP Research Paper Example | Topics and Well Written Essays - 1000 words

MGMT402 U2 IP - Research Paper Example Consequently, the harassed victim is forced to file a complaint in the company’s grievance committee. Further, the victim’s not finding redress by submitting a complaint to the company’s grievance committee. The non-action or unfavorable action of the grievance committee may force the sexual harassment victims to file a harassment case in the courts of law. If the Equal Employment Opportunity Commission (EEOC) investigation shows the employer knew and did not prevent the supervisor’s harassment, the 1995 Auto Corp is has vicarious legal liability (Conte, 2010). In the case of Ellerth and Fargher labor case, the Supreme Court reiterated the company has vicarious legal liability for the supervisor’s harassment of the workplace victims if two conditions are present (Dale, 2005). First, the company knows of the sexual harassment acts and refuses to take the appropriate action to stop the sexual harassment acts. Likewise, The Code of Federal Regulations Pt 1604.11 states that management is liable it did implement reasonable care to prevent the harassment. Second, the victims sought the redress from the company’s grievance committee (GPO, 2007). Vicarious legal liability means the employer and the supervisor are liable for monetary damages. Further, the EEOC investigation team will implement the corresponding penalties on the guilty person and the employer, 1995 Auto Corp (EEOC, 2014). Similarly, management will be penalized for not doing its share to prevent workplace sexual harassment. Management is required to set into motion a grievance process for the abused employees. Likewise management must implement preventive measures to reduce future sexual harassment acts (Conte, 2010). Furthermore, the company must prioritize mediation over litigation (Conte, 2010). Mediation (amicable settlement) is less costly than litigation. Mediation may take possibly one or more meetings to

Discuss the reality of using problem solving and solution generating Essay

Discuss the reality of using problem solving and solution generating tools in a real consultancy case - Essay Example The third step is the evaluation and the selection of the best alternative, based on how much the option will solve the issue without causing negative results; that all parties accept the option taken; that the alternative is practical, and that the option is fit for the constraints of the problem. The fourth steps are implementing and follow up on the solution, which is done through campaigning for the acceptance of the option among involved parties and involving their efforts. This tool is more effective as compared to others like random idea generation, provocative idea formulation, challenge idea formulation and concept fan formulation and disproving. This paper is a discussion of the reality of problem solving and solution generating tools, through a real case of consultancy (Old 1995). The consultancy case used for this study is that of Veema Enterprises, whose management and stakeholders were interested in capturing an outside perspective – in the area of identifying the opportunities available to the venture, for improvement in the area of management. The venture sought to diagnose areas of improvement, define fresh perspectives – while remaining appropriate to regulated service, as well as place focus on managerial practices and areas of proficiency, which can be controlled for long-term success. This can be supported by the theory of constraints, developed by Goldratt Eliyahu in 1984, covering a set of insights and holistic processes – all founded on systems approach to mange and simplify the complexity of the enterprise, by focusing on the logical and physical limiting areas. For the enterprise, these constraint areas include leadership inefficiencies, strategic planning deficiencies, decreasing quality and the lack of innovation. This pr ocess can also be explained using Kurt Lewin’s theory of 1951, which explains behavior as the product of a dynamic balance of opposing forces. The theorist talks

Human Resource Issues - evaluate the scenarios provided Essay

Human Resource Issues - evaluate the scenarios provided - Essay Example Organizations which employ multidisciplinary team approach thrive well in the turbulent business environment because it guarantees quality service delivery. The desire by the firm’s administrator to embrace multidisciplinary team approach is appropriate because it ensures that the organization meet the varied and complex needs of the patients. In order to achieve this, the firm should pursue innovative research, which is relayed to the patient care technicians through in-house training. It is critical for the firm to employ interactive methods of training (Buchbinder & Shanks, 2012). According to Buchbinder and Shanks (2012), accurate and precise job descriptions are paramount for an organization personnel management. In order to realize this, an organization must undertake job analysis. In this scenario, the decision by the administrator to pursue job analysis is crucial. To realize effective results of job analysis, the administrator should undertake research on other job description resources, request existing employees to write their job duties, review the organization’s documents and interview individuals who occupy related positions in the organizations. The firm can attract new clients by offering health care services that are outstanding in the market. Therefore, the plans by the ambulatory care clinic to acquire new diagnostic imaging equipment shows firm’s commitment to quality service delivery. However, the acquisition of this equipment has far-reaching implications on human resource management. As such, it is important for the firm to consider availability of the right expertise to use the technology and the economic effects on the organization. The organization must also factor its business strategy when making the decision to acquire the equipment (Buchbinder & Shanks,

The Problem of Evil

The Problem of Evil The Problem of Evil Does such problem contradict the existence of God? Why does our world contain so much evil? Why does it contain any evil at all? These questions and many others, particularly the presence of evil, reflects the most persistent argument raised against theism. The problem of evil is usually seen as the problem of how the existence of God can be reconciled with the existence of evil in the world. The problem simply stems from basic beliefs or assumptions pertaining to the attributes of God: God is perfectly good, omniscient, and omnipotent. From this, such a God should want to prevent evil, yet much evil exists. There have been many proposed solutions to problem of evil, one being the free will defense/argument. According to this argument, God must allow His creatures to do evil sometimes in order to promote free will. So even if God wants to prevent evil, he cannot because free will is important. The free will defense successfully solves the problem. Some critics believe that this argument fails due to the fact that God could give us f ree will and still stop people from doing evil. But if that were the case, people would not really have free will; they would know they could not freely do anything they wanted. In this paper I will further explain the problem of evil and examine the concept of the free will argument. Furthermore, I will present J. L. Mackies argument regarding the issue, while exploring Alvin Plantingas defense. Despite Plantingas success and acceptance, his free will defense still presents a conflict between reasoning and the characteristics of God. The problem of evil arises because the concept of God seems to entail that there should be no evil in the world. The existence of evil seems to indicate that God is not preventing this evil. If such notion were true, why would not God step in to intervene? Many philosophers, particularly J.L. Mackie, details the problem of evil as a simple case of logical inconsistency, which arises from the attributes of God all being true at the same time. The religious believers assume that God is omniscient, omnipotent, and omnibenevolent, yet evil exist. Simply stated or broken down, the problem of evil claims that the following prepositions cannot be held consistently together: 1. God is omnipotent (all powerful) 2. God is omniscient (all knowing) 3. God is omnibenevolent (all good) 4. Evil exists If God has these features, then it follows that God can and should want to prevent evil. As Mackie states, â€Å"Good is opposed to evil, in such a way that a good things always eliminates evil as far as it can, and that there are no limits to what an omnipotent thing can do. From these it follows that a good, omnipotent thing eliminates evil completely, and then the propositions that a good, omnipotent thing exists, and the evil exists, are incompatible (174).† For sake of clarity, I will define the terms â€Å"good† and â€Å"evil†, as they will be used throughout this paper. Good is interpreted as anything in harmony with Gods character, will, and goal, whereas evil is any state or condition that is contrary to His character, will, and goal. Speaking in terms of evil, I will further examine two types of evil, as one will be introduced later on in the paper. Moral evil is evil that results from an act, or failure to act, by man. For instance, murder is an evil brought about by man and therefore it is a moral evil. On the contrary, natural evil arises through no fault by man. He has no control over natural evil and is completely powerless to prevent its occurrences. Examples of natural evils are sufferings caused by diseases or natural phenomena such as earthquakes, hurricanes, tornadoes, and tsunamis. The problem of evil can be distinguished between two types of philosophical aspects or challenges to faith in God: the evidential challenge and the logical challenge. The evidential challenge (also known as the inductive argument) seeks to show that the existence of evil counts against the probability of the truth of theism (defined as the belief in at least one deity). Philosophy William L. Rowe illustrates this challenge as such: 1. There exist instances of intense suffering which an omnipotent, omniscient being could have prevented without thereby losing some greater good or permitting some evil equally bad or worse. 2. An omniscient, wholly good being would prevent the occurrence of any intense suffering it could, unless it could not do so without thereby losing some greater good or permitting some evil equally bad or worse. 3. Therefore, there does not exist an omnipotent, omniscient, wholly good being (Rowe, 201) In these statements, Rowe suggests the inductive, probabilistic view of the evil argument justifies atheism (defined as either a rejection of theism or a position that deities do not exist). Evidential arguments claim that there is no good reason for Gods permission of evil. On the other hand, there is the logical challenge to belief in God, which says that it is both impossible and irrational to believe in the existence of a good, powerful God with the existence of evil in the world. A sample logical challenge would in the following form: 1. A good God would destroy evil. 2. An all-powerful God would destroy evil. 3. Evil is not destroyed. 4. Therefore, there cannot possibly be such a good and powerful God. The logical challenge attempts to demonstrate that the assumed propositions lead to a logical contradiction and cannot therefore all be correct. In his argument from evil, David Hume inquires about the existence of God, stating that the assumed God would not possibly allow evil to exist. He asks, â€Å"Is He willing to prevent evil, but not able? Then He is impotent. Is He able, but not willing? Then He is malevolent. Is He both able and willing? Whence then is evil (150)?† Being that there is more evil than good in the world, it is difficult to see how one can reconcile the existence of evil with the existence of an all-powerful, omnibenevolent God. So it seems that either God does not exist, or His characteristics are very different from what we think. It seems that either choice contradicts the traditional belief in God. However, the conclusion that were wrong about God follows only if God has no good reason for allowing evil. Perhaps if one can explain Gods reason for allo wing evil, then the belief in God may still be rational. There are many possible replies and solutions to the problem of evil, but I will only limit focus to one particular argument. The free will defense illustrates that God allows evil for the sake of human free will. Moreover, evil occurs because God does not want to compromise this free will be preventing evil. Speaking in terms of free will, what does it mean to necessarily be free or possess free will? As used in this paper, free will is identical to freedom of choice, or the ability to do or not to do something. The concept implies that an omnipotent God does not assert its power to intervene in choice. Gods creation of beings with considerable free will is something like the greatest gift that can be given, or in another sense, the greater good. He could not eliminate evil and suffering without eliminating the greater good of having created beings with free will. The argument simply says that God is not responsible for the evil that takes place, but rather, beings are at fault; at some point in life, a being will be faced with a situation that requires moral choice and the ability to act freely, and they may possibly choose evil (Cain). The argument gives the impression that God knows that evil occurs, God does not want evil to occur, and God has the ability to prevent evil, but evil still exists because God wants us to have free will. In Evil and Omnipotence, Mackie argues that the traditional conceived God cannot possibly exist with so much evil and suffering in the world. Thus, the problem of evil leads to a contradiction in at least one, if not all, of the attributes of God (that being omnipotent, omniscient, and omnibenevolent). In his essay, Mackie examines what he calls â€Å"so-called† solutions to the problem: evil being a necessary counterpart to good, the universe being better off with some evil, evil acting as a means to good, and evil being the result of human free will. For objective purposes of consistency, I will only touch basis on Mackies response to evil being the direct result of freedom. For Mackie, the existence of evil is logically incompatible with the existence of a Christian God. He maintains the idea that God granted free will, but then asks, â€Å"If God has made men such that in their free choices they sometimes prefer what is good and sometimes what is evil, why could He not h ave made men such that they always freely choose the good (Mackie, 178)?† Being all powerful, God could have created a world with both free will and no signs of evil. In other words, God could have created a world where man had the ability to choose between two actions (good or bad), but from his omnipotence, He would always see it that man choose what was right. It is obvious that such a world was not created, so what does this say in terms of Gods power? According to Mackie, Gods inability to offer this possibility is a rational contradiction and limits not only his power, but his goodness as well. Plantinga, in his response against Mackie, suggests that atheologicans (specifically Mackie) are wrong to believe that evil and God are incompatible. He argues that God, even being omnipotent, could not create a world with free beings that never chose evil. Furthermore, it is possible that even an omnibenevolent God would want to create a world that contains evil, only if such would bring moral goodness. God uses evil as a vehicle for bringing about the greater good. In efforts to refute the logical problem of evil, Plantinga tries to show that Mackies argument is not contradictory. In order to do so, he finds a statement that could make the claim a reasonable one and makes an addition of a necessarily true proposition to Mackies. He says that â€Å"The heart of the Free Will Defense is the claim that it is possible that God could not have created a universe containing moral good (or as much moral good as this world contains) without creating one that also contained moral evil. And if so, then it is possible that God has a good reason for creating a world containing evil (Plantinga, 190-191).† It is not to be taken in any way that Plantinga declares his proposition is true, but rather logically sound. The free will defense, in my opinion, is a partial success. Plantingas argument is a valid justification for Gods permission of evil, but he seems to speak only in terms of one nature of evil. Yes, the evil that exists around us is a consequence of the abuse of our freedom. Not all natures of evil, however, can be explained in this way. There is much evil that is not inflicted by man. Natural evils (as described earlier in the paper) or disasters, for instance, cause great destruction, but there is nothing that man could have done to prevent them. So if the blame does not fall on man, who can we hold accountable for such occurrences? Would it be safe and logical to say that God, being the Creator of all things (nature in particular), is to blame? Of course for Plantinga he would rely on Augustines perspective to say that these particular evils are a result on moral evil, relating the incidents of Adam and Eve and the concept of original sin. This response would probably be the safe way out, but again it does not necessarily pose a solution to the problem of natural evils. Not everyone hold the same beliefs or interpretations of Adam, Eve, and the forbidding fruit scenario. And at this rate of thinking, his argument would only hold strong for the theist himself. On another note, I believe that it is reasonable to say that it is better that the world contain beings with significant freedom than that it contains only automata. Evil can be seen as an instrument of God to correct, purify, and instruct (as a parent punishes his/her child). God is justified in permitting evil and suffering in terms of promoting character development; it seems that His goal would be to bring man to a point spiritual well-being and maturity. It is deemed necessary that man go through struggles in order to gain strength, a means of soul promoting, or to be conscious of certain emotions. For instance, in order for a person to know â€Å"hot†, they must inevitably know â€Å"cold†. Without being aware of the one, chances are you would not know how to distinguish between the two. In this case, in order for a person to possess happiness or feel sorrow, they must have been faced with a situation that evokes such feelings or emotions. Ultimately, perhaps God allows evil and suffering so that in the end, man will be born again and accept Gods grace and live by His word. In addition to this thought, a world without evil may not be a feasible world for those who possess free will. Everyone would always freely choose to do good acts because God would constitute everyone to do so. But if no one can choose otherwise, then no ability to choose really exists. Therefore, free will does not exist. When it comes to the problem of evil and Gods existence, there are many questions and concerns that come to mind. Firstly, it is written in the Book of Genesis that God created man in His image. But what exactly is Gods nature? Earlier in the paper, it was established that God, particularly the Christian God, is all-knowing, all-powerful, and all good. I take this as saying that God acts as an accomplice to evil because He knows what will happen before the action is done, and yet he does nothing to get involved. He is all powerful because â€Å"through Christ all things are possible†, or at least all things logically possible. He is also all good meaning He cannot sin nor do evil. Taking this into deliberation, man (being created in His image) has the ability to do wrong and create evil. Thus, we are not â€Å"all-good†. So does this fact alone contradict Gods omnibenevolence? Secondly, God granted free will, but has no means of intervening or preventing the consequenc es; if this was false, then evil would not exist. Does this inability take away from His omnipotence? In a sense, I think of it as a limitation on his power because He created something that He has no control over or at least it seems that He does not. Thirdly, it is argued that God cannot actualize a world with free will and no presence of evil. If this is true, then what do you consider heaven? Heaven is supposed to be a â€Å"perfect† world. I am sure that there is free will and absolutely no evil and suffering. Why could not have God create the physical world (in which we live) as such? In conclusion, the problem of evil exists because man believes in an omnipotent, omniscient, and omnibenevolent creator. Many philosophers, such as Mackie, argue that if one abolishes God himself, or at least some of His attributes, then evil needs no explanation. In response, some philosophers offer justifications for God permitting evil. The most credible of these is the free will defense, which states that there are no contradictions in Gods attributes; He is capable of destroying evil, but not at the expense of taking away free will. In my paper, I have examined the problem of evil and the concept of the free will argument, using Mackie and Plantingas arguments on the subject. I have given reason to both accept and reject the notion that it can be logically established that the existence of both evil and God are not incompatible. Perhaps no one will really understand Gods reason for allowing some things to happen. More so, there is a possibility that such knowledge is beyond our means of reasoning at present. Bibliography Cain, James. Free Will and the Problem of Evil. Religious Studies: An International Journal for the Philosophy of Religion (2004): 437-456. Gale, Richard M. Freedom and the Free Will Defense. Social Theory and Practice: An International and Interdisciplinary Journal of Social Philosophy (1990): 397-42. Gillett, Grant. The Problem of Evil and the Problem of God. Journal of Applied Philosophy (2007): 435-438. Hume, David. The Argument from Evil. Pojman, Louis P. and Michael Rea. Philosophy of Religion: An Anthology. Belmont: Wadsworth, Cengage Learning, 2008. 147-152. Mackie, J. L. Evil and Omnipotence. Pojman, Louis P. and Michael Rea. Philosophy of Religion: An Anthology. Belmont: Wadsworth, Cengage Learning, 2008. 173-180. Plantinga, Alvin. The Free Will Defense. Pojman, Louis P. and Michael Rea. Philosophy of Religion: An Anthology. Belmont: Wadsworth, Cengage Learning, 2008. 181-199. Schellenberg, J. L. The Atheists Free Will Offence. Internal Journal for Philosophy of Religion (2004): 1-15.

The Aral Sea Disaster Essay example -- Policies Environment Essays

The Aral Sea Disaster Abstract The Aral Sea and the entire Aral Sea basin area have achieved worldwide notoriety due to the environmental disaster. The example of the Aral Sea disaster has sent a signal to the entire international community demonstrating how fast and irrevocable the environmental system can be ruined if there is no long-term thinking and planning in place. This paper gives a broad overview of the policies that have resulted in dying of the forth-largest inland body of water. It concentrates on the policies and approaches of the international organizations towards the problem, describes examples of the projects and presents a conclusion on effectiveness of such policies. Introduction The Aral sea used to be the forth largest inland body of water. It had a fishing industry that employed 60,000 people and it attracted thousands of tourists. Today the Aral Sea is biologically dead and has shrunk by approximately 75-80% in volume and 50-60% in area. (See Attachment 1. The chronology of the desiccation of the Aral Sea). Fishing towns such as Muinak are now 60 kilometers inland. Approximately 75 million tons per year of toxic salt from the exposed seabed are blown over thousands of kilometers of inhabited land increasing the already high level of salinity and worsening the environmental situation. Where is the Aral Sea located? The Aral Sea is in the very heart of the Central Asia. Central Asia, an area of 1.7 millions km2 in total, lies in the middle of the Eurasian continent. It is at the crossroads of the old caravan routes that ran from Europe to Asia and the Middle East to the Far East. The whole region consists of vast deserts and semi-arid lands (See Attachment 2. Geographical ... .../aralsea/asa_dis.htm Operational Research http://www.msf.org/aralsea/op_res.htm Tuberculosis Pilot Program http://msf.org/aralsea/tb_pilot.htm 3. UNOPS web site http://unops.org/5 proin/5pi2001.html 4. International Aral Sea Rehabilitation Fund web site http://ifas-almaty.kz/ENG/Consequesnces.html 5. Soros Foundation ¡Ã‚ ¦s Office in Tashkent web site www.soros.org 6. German Remote Data Center Geographical location of the Aral Sea http://www.dfd.dlr.de/app/land/aralsee/aralregion.html Chronology of the desiccation of the Aral Sea http://www.dfd.dlf.de/app/land/aralsee/chronology.html Picture 1. Chronology of the dessication of the Aral Sea The series of images were derived by satellite remote sensing data and conventional data (WDB II for the mask of 1960, bathymetry for the year of 2010).

Compare Macbeth to a Film Adaptation Essay

In William Shakespeare’s â€Å"Macbeth† the audience witness’s one man’s overriding ambitions to his iconic fall. Shakespeare makes a point of showing the deterioration of the Macbeth that entered the stage in Act 1 and the Macbeth that dies in act 7, showing that even the deep morality and honesty of a man like a man can worsen into a man who is willing to kill his own King – a deadly sin in Shakespeare’s 17th century. Throughout my piece I shall make unifying links between the adaptation directed by Mark Brozel and the original text wrote by none other than Shakespeare. For the period of Act 1, Scene 2, Macbeth is hailed as the very heroic and brave â€Å"Worthy gentleman!† who â€Å"carved out his passage Till he faced the slave;† this suggests two points already, the fact that Macbeth is a graceful fighter who elegantly â€Å"carved† his way through the battle which also suggests that he is as much a perfectionist in the play as he is a cook in the adaptation. The perfection we see in the play is the perfection of murder, how he kills people so wonderfully and gracefully without any shame. Whereas the adaptation shows a more remorseful Macbeth, it pains him to kill animals inhumanely and uses a less murderous way when he has to, he cooks for perfection also, and before his breakdown at his restaurant he refuses to serve the food late when it was ready at the time, saying â€Å"you can’t keep perfection under the light†, only a perfectionist would inherit such a trait. Plus, he mentions that †the first rule in the kitchen is respect†. In Act 1 Scene 3, you begin to see Macbeth’s character really emerge. In the play Macbeth is intrigued by the witches, this highlights two point, he wants to know more â€Å"Stay, you imperfect speakers, tell me more† for the reason of asking more questions, because the idea has been proposed that he shall be king and Cawdor. However Joe Macbeth laughs at the idea of being the head chef at his Duncan’s restaurant, he finds it delusional and this is the main difference between the two. The Play’s Macbeth is already showing signs of being delusional from the â€Å"aside† side notes but the Macbeth of the adaptation is calmer, more collected. Macbeth battles with himself to then only later write Lady Macbeth a letter telling her all about what has happened. This is because Macbeth in the play is very insecure Macbeth; he is so overrun by the idea that he can be king he begins to speak to himself as â€Å"aside† followed by the quote of â€Å"Gl amis, and thane of Cawdor! The greatest is behind† showing his yearning for power and how his desires, in this case the desire to even have a chance of being king, suddenly take control of his actions and this becomes his tragic flaw. It prevents him from becoming aware of when to stop and think about the consequences; alternatively the Macbeth in the film is more aware of his actions, when forced to fire his two chefs he does so but his guilt consumes him, he realises the tragic outcome of his actions and how his two employees won’t be able to follow their dreams, so he all willingly gives them a large sum of money, this is something the play scripts Macbeth would never do, because he is unaware of the outcomes of his actions. The second point is how intrigued Macbeth is in the play when he is proposed with the idea of becoming the Thane of Cawdor and the King himself; he doesn’t plan the death of Duncan because, to build on my point earlier, he doesn’t want to kill Duncan, Duncan is aware of how morally wrong it is and the guilt that will live with him. He is just interested by the idea of being the King and Duncan just happens to be in his way. His motivation is fuelled by desire and ambition, however what you see in Joe Macbeth is different – Joe, when proposed with the idea of being head chef laughs, but soon gains interest later, but the interest is because he would get to kill Duncan and this is shown by the jealous looks given at the beginning of the play, his motivation is fuelled by jealousy. Joe Macbeth even before considering the idea of being head chef starts to plan Duncan’s murder, this is evident in the scene where Duncan takes Joe Macbeth aside and Joe tells Duncan â€Å"the chance of you being run over by a bus are zero† this shows that Joe has started considering the idea of it happening even before telling Lady Macbeth about the witches prophecies or taking into account the idea of being the head chef. In the play Macbeth seems to be in awe of King Duncan, Macbeth feels any work done on the request of or for Duncan is not work at all, but duty, Macbeth admires Duncan as a King and respects him as I quote â€Å"The service and the loyalty I owe In doing it pays itself. Your highness’ part Is to receive our duties, and our duties Are to your throne and state children and servant† (Act 1, Scene 4) Macbeth and Duncan have a respected relationship, one where they are grateful of each other and admire one another in the first Act, this makes the murder of Duncan even harder and that’s why he chooses to murder Duncan at night. His hand can commit the murder without his eye having to witness it. Somehow this will make the guilt and betrayal less. Macbeth changes throughout as his character develops, in comparison to the relationship between Duncan and Macbeth in the film adaptation is to a certain extent, unalike. When asked about a recipe of Duncan’s Macbeth replies with a jealous voice â€Å"yes, that’s mine† the relationship between Duncan and Joe Macbeth is strained. Joe knows he is the reason the restaurant is so successful and it pains him to lose credit where credit is due .Joe is envious of Duncan, this is confirmed through the first confrontation between the two and how Joe uses only â€Å"Duncan† as a greeting, to represent his cold emotionless feelings towards Duncan.