America and the Populist Movement essays

America and the Populist Movement essays The Populist movement of the late nineteenth century was largely due to the discontentment of rural America. Neither the Republicans nor the Democrats addressed the rural distress sufficiently enough to encourage the farmers of the West and South to join their party. If the strangling grip of the railroads and manufacturers was to be broken, many felt that a new party was necessary. As a result, a convention was held in Omaha, Nebraska in February 1892. Many members of the powerful farmers' alliances were present, and the name "populist" (from the Latin populus, meaning people) stuck after being borrowed from a state political organization in Kansas. The free coinage of silver struck many Populists as a cure-all, due to the agrarian cry for inflation. William Hope Harvey's, Coin's Financial School, and numerous other pamphlets by fiery prophets helped to trumpet the Populist cause. The Populist convention nominated a truly national ticket, with James B. Weaver of Iowa, a former Greenback candidate and Union general, for president and James G. Field of Virginia, a former Confederate general, for vice president. The Populists ran a surprisingly successful campaign in 1892, polling more than one million popular votes and winning several congressional seats. The panic of 1839 and the severe ensuing depression strengthened the Populists' argument, and resulted in many republican and democratic political allies. Of all of the marchers protesting their plight, the most famous marcher was Jacob S. Coxey, who although rallied quite a group, ended up being arrested for walking on the grass in Washington DC. The long-suffering farmers and depression-plagued laborers played a decisive role in the election of 1896. However with the Democratic majority appropriating the populists' main plank, the bulk of them, fearing a hard-money McKinley victory, fused with the Democrats and therefore lost their identity. With the depression of the 1890s s...

Alexander Hamilton and Aaron Burr essays

Alexander Hamilton and Aaron Burr essays The duel between Alexander Hamilton and Aaron Burr in 1804 is still remembered today as being very significant in the political life of the country. Hamilton and Burr met in Weehawken on the 11th of July, and they loaded their pistols in each others presence. They measured off the distance, and they had someone else give the word. They both fired at the same time, and Hamilton was killed. The repercussions spread out through the political world and the death of Hamilton caused political changes that otherwise may not have even happened. The purpose of this paper is to show how Hamilton's death affected politics in the country, and why the duel between Hamilton and Burr was so significant. Hamilton said, in one of his writings, that he had no problem with Burr, other than the fact that they had opposing political views. This was hardly a worthwhile and significant reason to engage in a duel where at least one of them would certainly die. Some people, however, believe that there were problems between Hamilton and Burr that went back as far as 25 years before their deadly duel. The truth will probably never be known, but whatever the reason for the duel, the effects of it lasted for a long The backgrounds of the two men, as well as their political views, personal occupations, and national ambitions were very different, and this could easily have set them up for the problems that they found with each other. It could have also led to the duel that took the life of Hamilton. Upon first examination, the two men seem very similar. They were both small men, and they dressed much the same. Their mannerisms and their voices were strong and confident, and their eyes had a very penetrating quality. There were no obvious reasons in a general sense why they would have had significant problems with each other. Their likenesses became their downfall, however. It i...

The Origins of Cold War Essay Example | Topics and Well Written Essays - 1000 words

The Origins of Cold War - Essay Example It is vital to take in consideration that the antagonistic relations of the Soviet Union and the United States can be traced way back from the Russian Revolution in 1917 and the Second World War. The once allies felt the tension brought about by political paths and choices of each country. Traditional historians or the traditionalists maintain that the Cold War can be traced to Russia’s attempt of expansionism. According to Schlesinger (1967), â€Å"Geopoliticians traced the Cold War to imperial Russian strategic ambitions which in the nineteenth century led to the Crimean War, to Russian penetration of the Balkans and the Middle East and to Russian pressure to Britain's’ ‘lifeline’ to India†. Some ideologists suggest that the Communist Manifesto of 1848 is another strong point of reference that provoked the West as well as the Russian plans of domination as manifested in Russian imperialism, Pan-Slavism and Leninist messianism (Schlesinger, 1967). I n addition, traditionalists see the United States as championing passivity and has exercised full cooperation and mutual aid with international bodies in order to pacify strains between warring countries with the help of the United Nations. The U.S. only changed its tactics as the Soviet Union furthered its expansion in Eastern Europe as they felt that they need to preserve the safety of its own territory as well as the rest of Western Europe. When the security of a nation has been compromised, then issues on democratic rights will soon follow.... only changed its tactics as the Soviet Union furthered its expansion in Eastern Europe as they felt that they need to preserve the safety of its own territory as well as the rest of Western Europe. When the security of a nation has been compromised, then issues on democratic rights will soon follow. Hence, new policies namely the Truman Doctrine and the Marshall Plan were created as response to the Soviets (Lundestad 2005). Revisionists had a very different view of the roots of the Cold War. These historians take into account the death of Franklin Roosevelt and the end of the Second World War as the turning point of the United States’ relations to the Soviet Union. In fact, they have been already trying to control or limit the authority of the Soviet Union in different parts of the world even before the Second World War ended. As early as 1918, the United States has been actively participating in Russian issues such as fighting with Great Britain against the Bolsheviks. Still, the Soviets have growing suspicions of the Americans after the latter recognized the Soviet Union as a diplomatic ally in 1933 (Schlesinger 1999). Furthermore, being a powerful nation itself, the United States had also ambitions of influencing the East. Various schemes and strategies were created in preparation to amass great power. Wartime policy of collaboration was ceased right after the Second World War, atomic bombs were developed and different forms of economic support were reinforced with other countries to uphold their interest. However, these measures are said to be driven solely by their hostility to the Soviet Union. Revisionists believe that ‘the idea that Soviet policy in Eastern Europe can be considered a result of U.S. ambitions.† (Lundestad 2005, p. 9). Moreover,

Language Portfolio Essay Example | Topics and Well Written Essays - 2000 words - 1

Language Portfolio - Essay Example This research is scattered across a number of different areas of inquiry and is of varying depth and quantity, ranging from expert opinion and linguistic analyses that is not accessible to practitioners, to a very few descriptive studies of classroom practice. A review of practical situation is needed to determine what the difference between general and academic language is. This difference can be traced when to examine different samples of text written in different style. In order to meet my research objective I will analyze language in both general and professional academic contexts, showing both differences and similarities of the language. These ideas will be incorporated into my own use of language. The main purpose of my study is to analyze language across the 3 genres. These genres include: vocabulary, grammar, style and treatment of evidence. In the course of my research I will compile different kinds of texts. Then I will compare these texts from the point of vocabulary, gra mmar, style and treatment of evidence. Finally, I will relate findings to my own language and will show how it is possible to apply my findings to my own writing. Professional language/General language Vocabulary The main purpose of business report is to inform or analyze rather than to dazzle your reader with exceptional jargon or complexity of your sentences. It means that there is no space for any kind of creative, adjective-filled prose in your report. You task is to put everything that belongs to business report. You can use â€Å"you,† but you should avoid â€Å"I† as well as long sentences or contractions. When choosing vocabulary for your task you should not forget that all that needed is to provide people with objective, non-emotive, and factual language. Consequently, there is no space for loaded words. In Appendix B you will find a sample of business report. The title of this report is Your Strategic Style Distribution. The first thing I would like to pay yo ur attention to is the use of generalizations lie â€Å"most†, â€Å"all† and etc. Academic business report also has its own technical words. When to read through the text in Appendix B, you will find the following specialized words: â€Å"I Opt†, â€Å"The RI†, â€Å"Reactive Stimulators†, â€Å"Hypothetical analyzer†, â€Å"The logical processor† all these words add special meaning to the text. When reading through this text you can get the idea that you are reading through academic research report simply because of language use. Grammar Punctuation is a crucial factor in ensuring that what you can reach your reader. Grammar should be the main focus of your assignment. Proper grammar use can help to make things clear and straightforward. It is strongly advised to avoid too long sentences. Instead you have to break your text into smaller units. Returning to appendix B you will see that the text does not contain long sentences. Instea d, all sentences are relatively short and clear. In order to understand my point, simply read the passage below: â€Å"In the â€Å"I Opt† survey measures the amount and kind of information a person considers before responding to new ideas, issues, goal/or processes. By understanding our strategic style(s) we are better equipped to increase our personal productivity and interactions with co-workers, family and friends. The following sections describe some of the ways this knowledge might be used for your benefit. (Smith, F . ,1983) Style Having dealt with

Civil Liberties, Habeas Corpus, and the War on Terror Essay - 7

Civil Liberties, Habeas Corpus, and the War on Terror - Essay Example The Bush administration chose U.S. Naval Station in Guantanamo Bay, Cuba, as a legal black hole to burr detainees from trials. Detainees serving indefinite time in the detention center have gone untried and others released without clear legal grounds as to why they served time in the first place. Reflecting back on the relevance of the habeas corpus, the US Constitution provides that detainees have the right to hearings in court to prove their guilt or innocence. With reference to humanity, fairness, justice, and freedom to equal human rights, habeas corpus provides grounds for appraising executive authority while upholding the relevance of US constitutional provisions. The right of habeas corpus is an English common law product. Its fundamental relevance is to create means of summoning individuals before the central courts. In the 14th century, habeas corpus was used to enquire into the grounds of an individual’s detention by local courts. In the 16th century, courts applied habeas corpus to enquire into the detentions ordered by the King’s Privy Council (a body blending judicial and executive powers). In the 17th century, parliament made steps to strengthen the relevance of habeas corpus bringing the King’s acts into its scope, hence, creating the Habeas Corpus Act of 1679 (Habeas Corpus Act, 1679). With developments in English Law, habeas corpus was exported to most of Britain’s colonies. As the earliest constitutional guarantee, habeas corpus occurred in the US in 1789. Its relevance to both the English and the American Law is that it aims at providing mechanisms to bring a detained individual before a judge to protect the individual’s physical integrity. The Inter-American Court of Human Rights, following a 1987 advisory opinion, argued that the habeas corpus performed a vital role in the protection of

Assessing And Improving A Learning Environment

Assessing And Improving A Learning Environment I graduated with Diploma of Nursing seven years ago. After graduated, I work in general surgical ward for five years. Later I went to Middle East to work for a year. Back in Middle East I worked in an oncology ward. Currently I work as a clinical instructor with one of the nursing private college in Kuching. The practical placements for the students are one of the hospitals here. Now, I am attached to the oncology wards, which consists of two wards with thirty beds each. The students that came for their clinical practices are from year one to year three. At the same time, they are other students from other college attach here too. The maximum numbers of students entering the ward are only fifteen per ward. In this assignment I am going to write about how my current workplace is a good learning environment and how to improve it. According to Hood and Leddy, (2003) learning process is a dependant on an interchange between the learner and environments. Since the ward restricts the amount of students, the ward is a conducive place to learn. They do not have to fight for procedures since everyone would have adequate experiences. This is an advantages compare to other wards at the hospital. Learning materials such as pamphlet and drug books are also available at the nursing counters for the staff and students to read. The latest updates or protocols are also displayed in the notice board. To support the learning, it is better if there is a library in the unit or within the hospital compound. With library available, it would provide the staff and the student, books and journals not only from local publisher but also from overseas. Ajuwon, (2003) thinks that computers and internets are important in medical education. In my current ward they are no computers or even internet connection is provided. It is difficult for the students or the ward staff to access information or knowledge during working hours. Through surfing the internet it will enhance their level of knowledge and understanding. Not only for internet access, it would make patients data and records much more accessible. I believe if computers are provided here, the learning process would be more accessible not only for students but also for the staffs. At the same time the students will not assume the role of the instructor as their walking encyclopaedia as student would be more self directed. Ogier, (1986) mentions that the staff nurse is part of the student nurse clinical practice. In my ward the staff nurses are keen to teach the nursing students. They dont mind spending their time to explain and guide the students. Sometimes they will even approach the students if they are keen to do some procedures under their guidance. In my opinion the student have to be more active in their learning. Sweeney, (1986) notes that in nursing clinical practice the better approach for teaching is the student should be more student centred than teacher centred. I always encourage my student to be more initiative and active in their learning. For example when they find some interesting cases, instead of asking me immediately about it, I will ask them to look for the information first and we will discuss again once the information is gathered. I find out by using this method their level of understanding would be more compared to when I would just explaining the subject immediately. Brown, (2009) concluded that interdisciplinary collaboration would enhance learning and prepare the students for their collaborative interactions in their future employment. In my current workplace, the physiotherapist, dietician and social worker would come and review the patient twice a week. I think, if the students could tag them around for a day, the students would benefit a lot. The students would gain new knowledge and would be expose to how other departments worked. Quinn, (1995) argues that learning in clinical placement is much more meaningful and relevant than classrooms. Specialist ward round or grand round are done twice a week. During this time the oncologist, radiologist and pharmacist would do their clinical round together. The students are encouraged to join the round. During these rounds a lot of knowledge would pass around as the three groups including nurses would discuss about patient care and disease. Sometimes the specialist would stay after the ward round just to do bedside teaching with the students. Nursing is all about lifelong learning. Bahn, (2007) mentions that if nurses stops learning, they would not be able to keep up with changes and adapt themselves. There is two way of learning which is informal or formal learning. Spouse, (2000) defines informal learning as learning takes place outside of formal learning but still within the learners learning context. Spouse also mentions that handover reports, report writing and social interactions among colleagues are one way of informal learning. Before the shift starts students are not allowed to touch the patient without listening to the handover. They are encouraged to write down the reports and listen to the handover at the same time. Laird, (1985) mentions that effective learning will be taken place when all sense are stimulated. His study found out that hearing is the second most effective way of learning after seeing. Before the end of the shift I always gather the student for a short discussion. Usually I will pick one stude nt to present her or his patient to the other students. The student will also share their experience among themselves and at the same time if they have any queries it could be clarified there and then. Examples, a first timer student doing dressing would share her experience with the other students and they will do post mortem together under my guidance. Bahn, (2007) agrees that nurse need to continue learning to ensure for safe nursing practice. One of formal learning that available here is continuous nursing education (CNE). CNE is held every first Friday of the month. The talk would be given by nurse educators, ward sisters or by fellow doctors sometimes. From here the staff and students can get their latest updates in nursing care and gain new knowledge. This CNE is important especially for the nursing students since they did not learn in depth about care of patient with chemotherapy and radiotherapy in classrooms. Last month, few of my students manage to attend CNE with the title of Oral care for patient with chemotherapy and radiotherapy. Later they shared the knowledge with the rest of their peers. Not only exchange of knowledge and experience happens, but at the same time their level of understanding increase by the act of explaining. Knowles, (1990) agrees that adult should be given proactive approach to learning which involves them in decision making. Most of my students that came here are year one students that had never been into clinical placement. What they had is only theory and minimal practical knowledge. The only practical knowledge they had is hands on the mannequin in skills lab. Humanist believe that people will learn by their own when their need arise. Based on that belief, when students undergo clinical placement, they will be forced to learn skills in order to adapt to their surroundings. Examples are the skills of taking blood pressure. Taking blood pressure is an essential skill for every nurse, without that skill they will not be able to function in their practice area. The students only learn how to take blood pressure in theory and because of that when they came for their practical they have to pick up the skills. Honey and Mumford, (1992) says they are four ways of learning, which are pragmatist, activist, theorist and reflector. I had given the Learning Style Questionnaire (LSQ) to a group of six of first year students. From there I found out majority of them are pragmatist. According to Honey and Mumford, a pragmatist is where the student learns by doing. I showed and ask them to play around with the sphygmomanometer to familiarise themselves with the equipment. Later I showed them the correct way to take the blood pressure by using one of the students as the model. After that, I paired them and rotate each other to take their own blood pressure. Once they are confident enough, I will let them to try to the patient. By doing this, the student would grasp the idea of blood pressure taking. Bloom, (1956) had identified three learning domains which is cognitive, affective and psychomotor. The students need to improve their cognitive because they are lack of knowledge. They have the skills and attitude but most of them cant tell me the rationale or why certain things need to be done in that way. Students need to be more self directed in their own education. Darbyshire, (1993) mentions that not all nursing students are motivated to become self directed and autonomous in their learning. I believe the way for teaching my students are a mixture of student centred and teacher centred learning. If the students depend too much on me as their clinical instructors, they will not be able to use their critical thinking and decide their own learning needs. At the same time, the students need to be told of what and how to learn. In my opinion the students need to slowly transform their own learning from spoon feeding method to an independent leaner in order to have established a strong foundation and to build self confidence for a more effective self directed study later. Gopee, (2008) says that nursing students should be slowly guided into adult learning. The role model that I had chosen is one of my colleagues, Clinical Instructor JV. She is one of my colleagues that also attached to the oncology ward here. Previously she had worked for nearly ten years as a staff nurse in oncology clinic in one of the hospital here. Gray and Smith, (2000) mentions a good mentor is a good role model as they are professional, organised, caring and self confident. I admire her way of work and how she handle the students. She is approachable and open to new ideas. Both of us always discuss how to improve our student learning. I also always ask her advice on how to overcome my problems with the students. Previously she used to be so strict with the students till the students are so scared of her. She is also easily irritated with the weaker students. When she realise that her teaching method is not appropriate she changed her method to a different way. JV also has good rapport with the ward sister and the ward staff. Every morning she will have small ta lk with the staff before starting our work. I believe my working place is a good place for learning environment. Although there are some areas to improve, especially in physical environment of the ward, learning still can take place. The attitude of the leaner also need to change. They have to be more initiative and not depending too much on their clinical instructor to feed them.

Free Essays on Crime and Punishment - Suffering, Death, and Resurrectio

Crime and Punishment -   Suffering, Death, and Resurrection Fyodor Dostoevsky wrote the novel, Crime and Punishment, during a turbulent time in Russian history. Yet his work will speaks to any age. Dostoevsky   wrote to warn against what he considered the negative effects of the trend of nihilism and rational egoism. He advances this objective by employing themes of suffering, resurrection, and death--all of these currents running through a surprisingly benevolent universe.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If Dostoevsky's fellow Russian Marx was correct in stating that religion is the opiate of the people, then suffering is the proverbial needle that injects it into a person. Suffering is the dominant theme of this work. It twists and contorts itself into so many aspects of the story, that any other classification of it would simply not do it justice. Immediately following Raskolnikov's crime, he begins to suffer. The inadvertent death of Lizaveta is a crushing blow to his conscience. Dostoevsky is conveying his message: a wanton act will lead to a deluge of suffering. A theory is no protection fro...

Charter School Marketing Strategy

New Heights Business Academy of Sports Leadership and Development (NHBA), a start-up charter school, located in the warehouse district of Southeast section of Memphis, Tennessee, will have its first class in August 2011. NHBA will enhance the charter school movement by introducing students to the business-side of athletics. Educators, supporters, and parents became concern after noticing the poor business decisions many athletes make during their careers. A mutual decision arrived that athletes did not know how to market themselves. On this idea alone, plans for NHBA were underway. What are charter schools? Charter schools are independently-ran public schools created by concerned individuals who saw there was a lack of quality education in the public school system. These schools are free to select their own educational goals and curriculum, choose their own teaching staff, and set their own standards for student behavior. In addition, they have the freedom to extend the school day and year. According to the Tennessee Charter School Association (TSCA), since 2002 seventeen charter schools operating in the State of Tennessee, with applications submitted each year. Approval for new charter school applications is through a state mandated agency, the Local Education Agency. Currently there are 24 charter schools operating in Memphis. (www. mcsk12. net) The charter school law mandates that charter school has to open it doors to all students, including physically and mentally impaired students and students of a diverse background, with first priority given to students that : * have previously attended a charter school * attend poor performing schools * scored below proficiency on the TCAP and Gateway exams * receive free or reduced lunch The law states that charter school can only select 25% of their students qualifying on free and/or reduced lunches. The remainder will come from the above categories. Charter schools are the school of choice for many parents because of the quality of education they provide. Parents are at ease knowing their child is in a safe, learning environment; their individual needs are met; and will receive the necessary tools for success. These schools have set high standards in education and must adhere to those standards if they want to remain open. However, public schools remain open no matter how they perform. According to the TCSA, 100 % of charter school funding is issued from the state and local governments. They are entitled to Title I and Special Education funds based on student enrollment. Unlike public schools, charter schools have to depend heavily on grants, donations, and fundraisers to cover costs, such as, start-up, renovation, construction, and other expenditures not incorporated in the funding budget. Commercialappeal. om printed an issue in July 2010, which stated last year charter schools received $10,394 in funding per child. Since Memphis City Schools is being tasked with overseeing charter schools, a fee of 3% will be charged. After the fee is placed, charter schools will receive $7,633 per child, excluding school lunches and other fees not obligated by the district. There will be fifteen charter schools affected by this fee. New Heights Business Academy of Sports Leadership and Development (NHBA), is a publ ic charter school that will serve prospective students in 9th thru 12th grades. NHBA will address the needs of students academically and athletically, in a business environment. As a charter school, our focus is to prepare students for college through innovation and abundance in an attractive and meticulous college-preparatory educational program, which meets the needs of today’s students. In conjunction with learning the regular subjects like Math, English and Science, NHBA focuses on Business as it prepares students for college and life, and introduces athletes to enrichment that will allow them to excel physically and psychologically. We plan to introduce students to a setting that hinges on business and athleticism development. NHBA will open in the fall of 2011 and will be accepting applications for enrollment for 100 Ninth-grade slots. The school plans to add a grade each year and hopes ultimately to serve 500 hundred students in grades 9th through 12th. NHBA is conveniently located, in Southeast Memphis on the corner of Riverdale and Winchester at 7060 Winchester Road Memphis TN 38125, in the warehouse district. Mission. At New Heights Business Academy of Sports Leadership and Development (NHBA), our mission is to academically develop and prepare students for the social environment of business and athletic professionalism through a core curriculum profoundly based on preparing them to be business literate and knowledgably confident in marketing themselves in whichever venue they choose. In pursuant of our mission, NHBA aspires to provide structured curriculums with a business foundation. Our focus is to educate and prepare potential students for college and ultimately life. NHBA’s core values include exposing prospective students to rigorous educational development to prepare them for college while instilling self worth so that our athletes recognize their value. Partnerships with parent’s students and teachers to are important to our success, so it is a priority. NHBA is a college preparatory school with a small classroom setting; we offer student-teacher ratio of 1 to 13 and focus on our number one goal the children. Environmental Analysis/Competition Southeast Memphis consists of zip codes 38141, 38125, and 38115. The combined populations for those three zip codes are 87,247. For the population for this area of the city, almost 20,000 are families with children who could be prospective students at NHBA. As a public charter school our competition are the public schools, the private schools and the optional schools in and near this area, to include other charter schools. At least eight high schools serve this vicinity, not including the private schools. Of those schools in the area, two of them are on the list for striving schools (Memphis City Schools, 2010). NHBA will focus its target first on middle schools in the Eastern section of the City of Memphis, such as Ridgeway, Kirby, Southwind, Germantown, and any other schools in the area. Our main competition will be established and upcoming charter high schools, such as Memphis Academy of Science and Engineering, Memphis Academy of Health Sciences, and KIPP Academy. Then we will expand out target market to other areas of the city. The southeastern part of the city was selected for the reason that there are no charter schools in this area. A charter school in this area will serve as a convenience to working parents who want to enroll their children in charter schools. Trends Affecting the Outcome Our school structure is in desperate need of transformation. Only 54 percent of African American high school students and 56 percent of Latino high school students graduate. Even students who receive high school diplomas often lack fundamental academic skills; nearly a third of first-year college students require remediation in math or English. In many major cities, the education crisis is confounding. In Detroit, for example, only 3 percent of economically disadvantaged eighth-graders are proficient in math (Tennessee Charter Schools Association, 2010). July 2010 Memphis school board approved fees from charter schools, over time Memphis City Schools will charge a three percent fee for overseeing the charter schools. The school board’s decision to charge the fee will mean less money for students of some charter schools (Roberts, 2010). Possible legal or regulatory issues Through the American Recovery and Reinvestment Act of 2009, a significant amount of funding has been targeted to improve state and local education systems. Tennessee was chosen as one of the two states out of sixteen to receive grants. Over the next four years, Tennessee will receive $500 million to implement their comprehensive school reform plans (Learning Point, 2010). For NHBA’s survival, recruiting will be an important factor in retaining students. If we retain students, we receive funding. If we receive funding, we can offer an attractive program that will entice parents to enroll their students at NHBA. As with any business, the first year is the most difficult. To overcome these obstacles, NHBA and its supporters must ensure that our school offered an attractive package. We needed to know: * Did we have a clear and concise mission and vision statement? * Were we being honest and realistic about what NHBA has to offer? * Did we have a live point-of-contact and follow-up information for questions? * Is there a demand for the type of school you are marketing? * Did we know our target market? NHBA is aware that our best recruiters are out parents and students. With the aid of our supporters, we will be able to reach our target market. Other methods of advertisements will include: * Live broadcasting media – radio, television, newspapers, word of mouth * Internet – webpage; free social networks (Facebook, Twitter, MySpace) * Open houses and school workshops * Join the local chamber of commerce and/or local business associations * Mass mailing, posters, flyers, brochures At NHBA, your child will encounter a challenging, exciting, and rewarding experience that will assist them in gaining the skills and habits for college. Our faculty will go that extra mile to ensure students grasp the fundamentals in order to be successful. Due to the new trends in technology, we want to make sure our students are prepared for college. With the small learning environment, NHBA has to offer along with the student-to-teacher ratio of 13:1, students will develop close-knit relationships with their teachers and learn from individualized learning plans. In addition to this, students will benefit from added programs and student activities such as: * Advanced Placement Courses These courses are college-level courses set up where students can receive college credit after successfully passing an exam. E-courses E-school is geared to provide NHBA students with an online class experience as they would in college. * Athlete-to-Student Mentor Programs This program will afford the students to be paired with an athlete for guidance and to promote academic success. Our athletic volunteers will come from our local professional sports teams, arena sports teams, and local colleges and universities * Mandatory Parental Involvement NHBA bel ieves that parental involvement adds to the success of students. * Summer Sports Camps To promote academic and athletic leadership, NHBA will be able to participate in sports camps hosted by our professional sports teams, arena sports teams, and local colleges and universities. * Volunteer Opportunities NHBA is passionate about community service. Community involvement is one of the main reasons we will be successful. * World-wide Awareness Programs * A sport is a worldwide activity, and hopefully some of our students will play for an international team. NHBA feels that it is important for our students to be aware of what is going on in the world. In conclusion, New Heights Business Academy of Sports Leadership and Development is geared to enhance the charter school movement. Most schools promote athletic leadership, but NHBA will promote athletic development by introducing its students to the athletic business preparations. Upon graduation, NHBA students will have a clear knowledge of the athletic business goals and strategies. Our program will produce business-literate students that will be knowledgeable in marketing themselves and becoming productive citizens in the community and in any endeavors, they chose to seek. Reference Page Learning Point . (2010, June ). Retrieved 2010, from Learningpt: http://www.learningpt.org/pdfs/RttT_State_Legislation.pdf Memphis City Schools. (2010). Retrieved September 8, 2010, from www.mcsk12.net: http://www.mcsk12.net/ Roberts, J. (2010, July 20). Commercial Appeal. Retrieved September 9, 2010, from Commercial Appeal website: http://www.commercialappeal.com/news/2010/jul/20/mcs-board-approves-fee-from-charter-schools/ Tennessee Charter Schools Association. (2010). Retrieved September 09, 2010, from tncharterschools: http://www.tncharterschools.org/

Argumentative on Biological Engineering Essay Example

Argumentative on Biological Engineering Essay Example Argumentative on Biological Engineering Essay Argumentative on Biological Engineering Essay The ethical debate surrounding biological engineering to duplicate human DNA in order to produce a genetic replicate has found its way into discussion through several media outlets, including medical Journals, film and literature. Questions of who we are as both individuals and as a human species are raised in hopes of addressing the controversial dilemma surrounding this biological manipulation. Several films and novels have wrestled with the issue through the narration of fictional characters who find themselves in the eye of the storm, as the products of genetic cloning. Never Let Me Go by Kazuo Ishiguro addresses the bioethical debate in a less direct manner, looking at the issue in a fictional context. Through the eyes of Kathy H. , we are guided through her experiences as a clone growing up in an institution meant to rear the students in humane environments. Ishigurds novel was not written as a means to argue the ethics of cloning, however, his novel Never Let Me Go serves as a reference for the bioethical debate. Kathy H. s narration can help answer the questions of how biologically engineered beings should be treated in elation to their classification as humans or non-humans, as Ishiguro attempts to define humanity through the eyes of a Kathy H. , a clone with experiences much like that of any other ordinary human. Through the analysis of Ishigurds novel and several articles discussing the connections between bioethics and Ishigurds approach to the issue, I will attempt to interpret an answer to the often unconsidered, yet entirely relevant ques tion: what does it mean to be human? Never Let Me Go is set in the backdrop of an alternate society between the 1960s and the 1990s, where scientific and medical advancement have expanded the uman lifespan to surpass 100 years. The story does not intend to give the novel a futuristic feel, in fact the novel centers on the experience of the narrator and her fellow clones rather than focusing on the scientific aspect of their creation. Though we are not told throughout most of the story what the main characters really are, we discover that they are actually a product of cloning, which has become a normal part of society. Thus meaning, society is fully aware that clones are being made and kept, and they also know that they are being used a means to extend the human lifespan. Clones are made from existing humans in a society led by a governmental program that pursues cures for cancer and heart disease with organs extracted from these beings (Storrow). This alone tells us that the government hardly considered the clones to have any sort of rights, not even human rights, from the moment they were created. Simply put, they were treated merely as medical bi-products used to harvest organs that would increase the health of the greater population. The constitution protects humans, yet did not protect these clones from being treated as lab rats. This can be interpreted as a means to define humanity as a result of origin. Because the clones were not naturally produced, but instead created inside of a government lab, they were not considered humane, and were therefore treated otherwise. So can we consider humanity to be a result of origin? more privileged setting that most others of her kind, at a school called Hailsham. In the novel, this is one of the very few institutions that decided to take these biologically engineered beings and allow them to live and grow up in a humane environment. The concept of Hailsham, a school for clones, is another instance of Ishigurds attempt to speculate the definition of humanity. The clones that were kept in labs did not get the chance to experience norma l human interactions, and were not given a chance to learn. Hailsham provided a rather large group of clones, including Kathy, to live with each other and interact on a daily basis like normal humans would. It is revealed towards the end of the novel that Hailshams identity is a social experiment established to prove the humanity of clones, as stated by journalist Rachel Carroll. The students were given the privilege to participate in the ormal rituals that adolescents take in the classrooms at schools to prove that they could interact and behave Just as any other human. Though the clones were removed from the less privileged factories, they were not completely treated as humans. They were merely part of an experiment to test whether they had any humanity in them at all. This experiment caused them to be secluded from society, with caused several childish school rumors to circulate amongst the children about the dangers outside the school borders. The children role-played real life situations uch as that of ordering coffee at a caf? © and were taught the geography of only their immediate location in England. They were cut off from the world and told only what they needed to know. One of their teachers, Miss Lucy, explained to her students one day that they would donate their organs and complete a euphemism used to explain death by donation before they even became middle aged. Therefore, their experience and education was limited because they would never get the chance to explore the outside world. Another teacher Justified their experiment, claiming that if students were reared in humane, cultivated environments, it is possible to grow up to be as sensitive and intelligent as any other ordinary human being (Ishiguro p. 256). They were raised in an environment that was thought to promote or prove their humanity, but the keepers of Hailsham knew that the clones would meet the same fate regardless of their humanity or not. Ishiguro used the very human like setting at Hailsham to say that perhaps it is our environments and our response to those environments that ultimately defines out humanity. Yet in the case of these clones, hose reactions were redundant, because proved human or not, they would still dedicate their lives to preparing to donate their organs for the sake of others. Another important point to take into consideration was Art Gallery that played a major role in the lives of the students at Hailsham. The students were encouraged on a regular basis, and nearly forced, to create works of art, whether it be a painting, story, poem or sculpture. These pieces of art were gathered and the best art would be taken and placed in a special gallery, which the students never saw and knew very little of. Still, the students worked hard, hoping to get their work into the gallery which they knew practically nothing about. When Kathy meets with one of her teachers years after leaving Hailsham, the teacher tells her we took away your art because we thought it would reveal your souls. Or to put it more finely, we did it to humanity, which would be defining it by the creation of art. It is often said that our art bears our souls, that literature is the writers soul expressing itself with paper and pen. It could quite possibly be that our ability to express ourselves creatively allows s to confirm our souls and be determined as human. Kathy H. , raised in Hailsham with her friends Tommy and Ruth, is the most important source for determining the meaning of humanity in regards to Ishigurds novel. Kathy is 31 years old when the novel begins, and she looks back on her life at Hailsham as she understands it now. Because the novel was written in memoir form behind which the contours of the organ banking program are gradually revealed, Ishiguro provides a sound basis for rejecting the position that human clones lack dignity (Storrow). Kathys narration is a strong foundation for the slow reveal of the loning, because the gradual reveal of the truth was used as a method to convince readers that Kathy was human. If Ishiguro had never blatantly stated to the readers that Kathy was in fact a clone, it would have been impossible to call her anything but human. It could have been inferred, due to the clues hidden between the lines all throughout the novel, that something was peculiar about Kathy and her upbringing. Yet to question her humanity would be completely absurd, because her story was rather average. She made friends with fellow Hailsham students, Ruth and Tommy, ust as any other human student would befriend someone in school. She fell in love with Tommy, and eventually lost both Tommy and Ruth when they completed after several donations. Only when the truth of their origin does one begin to question her humanity as readers. Richard Storrow writes that by revealing the details of the organ donation program within the story of a human clone whose life has been define by love and loss and hope, the novel cautions that any move to classify them as lacking the essential elements of personhood will be dishonest (Storrow). Storrow uggests that it is our experiences with love and loss that ultimately define our humanity. This is plausible, because Kathy and her friends suffered death and loss just as any other human would. They argued, they reconciled, they experience the Joy of friendship, and had very normal relations with one another. Quite reasonably, Ishiguro and Storrow suggest that our experience serve as a reference to define our humanity. In conclusion, one must consider that only by the accidental remark and rumors do the characters themselves understand what they truly are. These characters were naware that they were perceived as illegitimate and false in the name of humanity. Even when they do discover what their lives have been laid out to be, they are hardly shocked by the fact, because to some extent they already knew that they were not average. Their seclusion from society deprived them of any sense of any other life they could have possibly lived. Though Ishigurds novel raises several possible answers to the larger question, there is no concrete description that defines humanity. Perhaps it is our origin or our expression and art that reveal ourselves and prove us human. It could even possibly be the nature of the responses we give as a result of our environment. Or perhaps, it is our instinct for survival. It is certain that clones, which will always fuel a heated debate. Legalization of cloning is limited to only a handful of states in America, because one argument will always refute another. Perhaps we have to define humanity for ourselves, not in the name of science, not in the name of public health, but for our own sake. Could we find the answer if we sat down and contemplated the thought, What is it that makes me, as an individual, human?

USS Iowa (BB-61) Battleship

USS Iowa (BB-61) Battleship USS Iowa (BB-61) was the lead ship of the Iowa-class of battleships. The last and largest class of battleship constructed for the US Navy, the Iowa-class ultimately consisted of four ships. Following the pattern set by the preceding North Carolina- and  South Dakota-classes, the Iowa-classs design called for a heavy armament combined with a high top speed. This latter trait allowed them to serve as effective escorts for carriers. Commissioned in early 1943, Iowa was the only member of the class to see extensive service in both the Atlantic and Pacific theaters of  World War II. Retained at the end of the conflict, it later saw combat during the Korean War. Though decommissioned in 1958, Iowa was modernized and brought back into service during the 1980s. Design In early 1938, work commenced on a new battleship design at the behest of Admiral Thomas C. Hart, head of the US Navys General Board. Originally conceived as an enlarged version of the South Dakota-class, the new ships were to mount twelve 16 guns or nine 18 guns. As the design was revised, the armament became nine 16 guns. Additionally, the class anti-aircraft armament underwent several revisions with many of its 1.1 guns being replaced with 20 mm and 40 mm weapons. Funding for the new battleships came in May with the passage of the Naval Act of 1938. Dubbed the Iowa-class, construction of the lead ship, USS Iowa, was assigned to the New York Navy Yard. Intended as the first of four ships (two, Illinois and Kentucky were later added to the class but never completed), Iowa was laid down on June 17, 1940. Construction With the US entry into World War II following the attack on Pearl Harbor, construction of Iowa pushed forward. Launched on August 27, 1942, with Ilo Wallace, wife of Vice President Henry Wallace, as sponsor, Iowas ceremony was attended by First Lady Eleanor Roosevelt. Work on the ship continued for another six months and on February 22, 1943, Iowa was commissioned with Captain John L. McCrea in command. Departing New York two days later, it conducted a shakedown cruise in the Chesapeake Bay and along the Atlantic coast. A fast battleship, Iowas 33-knot speed allowed it to serve as an escort for the new Essex-class carriers that were joining the fleet. USS Iowa (BB-61) - Overview Nation: United StatesType: BattleshipShipyard: New York Naval ShipyardLaid Down: June 27, 1940Launched: August 27, 1942Commissioned: February 22, 1943Fate: Museum ship Specifications Displacement: 45,000 tonsLength: 887 ft., 3 in.Beam: 108 ft., 2 in.Draft: 37 ft., 2 in.Speed: 33 knotsComplement: 2,788 men Armament Guns 9 Ãâ€" 16 in./50 cal Mark 7 guns20 Ãâ€" 5 in./38 cal Mark 12 guns80 Ãâ€" 40 mm/56 cal anti-aircraft guns49 Ãâ€" 20 mm/70 cal anti-aircraft cannons Early Assignments Completing these operations as well as crew training, Iowa departed on August 27 for Argentia, Newfoundland. Arriving, it spent the next several weeks in the North Atlantic to protect against a potential sortie by the German battleship Tirpitz which had been cruising in Norwegian waters. By October, this threat had evaporated and Iowa steamed for Norfolk where it underwent a brief overhaul. The following month, the battleship carried President Franklin D. Roosevelt and Secretary of State Cordell Hull to Casablanca, French Morocco on the first part of their journey to the Tehran Conference. Returning from Africa in December, Iowa received orders to sail for the Pacific. Island Hopping Named Flagship of Battleship Division 7, Iowa departed on January 2, 1944, and entered combat operations later that month when it supported carrier and amphibious operations during the Battle of Kwajalein. A month later, it helped cover Rear Admiral Marc Mitschers carriers during a massive aerial attack on Truk before being detached for an anti-shipping sweep around the island. On February 19, Iowa and its sister ship USS New Jersey (BB-62) succeeded in sinking the light cruiser Katori. Remaining with Mitschers Fast Carrier Task Force, Iowa provided support as the carriers conducted attacks in the Marianas. On March 18, while serving as flagship for Vice Admiral Willis A. Lee, Commander Battleships, Pacific, the battleship fired on Mili Atoll in the Marshall Islands. Rejoining Mitscher, Iowa supported air operations in the Palau Islands and Carolines before shifting south to cover Allied attacks on New Guinea in April. Sailing north, the battleship supported air attacks on the Marianas and bombarded targets on Saipan and Tinian on June 13-14. Five days later, Iowa helped protect Mitschers carriers during the Battle of the Philippine Sea and was credited with downing several Japanese aircraft. Leyte Gulf After aiding in operations around the Marianas during the summer, Iowa shifted southwest to cover the invasion of Peleliu. With the conclusion of the battle, Iowa and the carriers mounted raids in the Philippines, Okinawa, and Formosa. Returning to the Philippines in October, Iowa continued to screen the carriers as General Douglas MacArthur commenced his landings on Leyte. Three days later, Japanese naval forces responded and the Battle of Leyte Gulf began. During the course of the fighting, Iowa remained with Mitschers carriers and raced north to engage Vice Admiral Jisaburo Ozawas Northern Force off Cape Engaà ±o. Nearing the enemy ships on October 25, Iowa and the other supporting battleships were ordered to return south to aid Task Force 38 which had come under attack off Samar. In the weeks after the battle, the battleship remained in the Philippines supporting Allied operations. In December, Iowa was one of many ships that were damaged when Admiral William Bull Halseys Third Fleet was hit by Typhoon Cobra. Suffering damage to a propeller shaft, the battleship returned to San Francisco for repairs in January 1945. Final Actions While in the yard, Iowa also underwent a modernization program which saw its bridge enclosed, new radar systems installed, and fire control equipment improved. Departing in mid-March, the battleship steamed west to take part in the Battle of Okinawa. Arriving two weeks after American troops had landed, Iowa resumed its previous duty of protecting the carriers operating offshore. Moving north in May and June, it covered Mitschers raids on the Japanese home islands and bombarded targets on Hokkaido and Honshu later that summer. Iowa continued to operate with the carriers until the end of hostilities on August 15. After overseeing the surrender of the Yokosuka Naval Arsenal on August 27, Iowa and USS Missouri (BB-63) entered Tokyo Bay with other Allied occupation forces. Serving as Halseys flagship, Iowa was present when the Japanese formally surrendered aboard Missouri. Remaining in Tokyo Bay for several days, the battleship sailed for the United States on September 20. Korean War Taking part in Operation Magic Carpet, Iowa aided in transporting American troops home. Arriving at Seattle on October 15, it discharged its cargo before moving south to Long Beach for training operations. Over the next three years, Iowa continued with training, served a stint as flagship of the 5th Fleet in Japan, and had an overhaul. Decommissioned on March 24, 1949, the battleships time in the reserves proved brief as it was reactivated on July 14, 1951 for service in the Korean War. Arriving in Korean waters in April 1952, Iowa began shelling North Korean positions and provided gunfire support for the South Korean I Corps. Operating along the east coast of the Korean Peninsula, the battleship routinely struck targets ashore through the summer and fall. Departing the war zone in October 1952, Iowa sailed for an overhaul in Norfolk. Modernization After conducting a training cruise for the US Naval Academy in mid-1953, the battleship moved through a number of peacetime postings in the Atlantic and Mediterranean. Arriving at Philadelphia in 1958, Iowa was decommissioned on February 24. In 1982, Iowa found new life as part of President Ronald Reagans plans for a 600-ship navy. Undergoing a massive program of modernization, much of the battleships anti-aircraft armament was removed and replaced with armored box launchers for cruise missiles, MK 141 quad cell launchers for 16 AGM-84 Harpoon anti-ship missiles, and four Phalanx close-in weapons systems Gatling guns. In addition, Iowa received a full suite of modern radar, electronic warfare, and fire control systems. Re-commissioned on April 28, 1984, it spent the next two years conducting training and taking part in NATO exercises. Middle East Retirement In 1987, Iowa saw service in the Persian Gulf as part of Operation Earnest Will. For much of the year, it aided in escorting re-flagged Kuwaiti tanker through the region. Departing the following February, the battleship returned to Norfolk for routine repairs. On April 19, 1989, Iowa suffered an explosion in its Number Two 16 turret. The incident killed 47 crewmen and initial investigations suggested that the explosion was the result of sabotage. Later findings reported that the cause was most likely an accidental powder explosion. With the cooling of the Cold War, the US Navy began reducing the size of the fleet. The first Iowa-class battleship to be decommissioned, Iowa moved to reserve status on October 26, 1990. Over the next two decades, the ships status fluctuated as Congress debated the US Navys ability to provide gunfire support of US Marine Corps amphibious operations. In 2011, Iowa moved to Los Angeles where it was opened as a museum ship.

Biological Weapons and Bioterrorism Essay Example | Topics and Well Written Essays - 2750 words

Biological Weapons and Bioterrorism - Essay Example Nurses are one of the largest groups of health professionals and as such, form a major institution in their response against Bioterrorism. It is now the time for nurses to don the role of a Bioterrorism responder. Bioterrorism is come as a deep scar on the face of society. None can ever forget the September 11th attacks that killed thousands of innocent people. Nurses selflessly answered the call of duty and battle with the suffering people. It is during such moments of crisis, we need to have thoroughly skilled hands to meet or take up the challenge of the growing number of casualties and deaths. Hence it is exceptionally essential to have trained and especially skilled nurses to meet this criteria. Therefore it is inevitable that Nursing Bioterrorism Preparedness should be part and parcel of each and every qualified nurse. In its war against Bioterrorism, the United States has what is called a bio-weapons program whereby it denounces the use of any kind of deadly biological weapon and has stopped the production of dangerous toxin weapons. It has also now turned its focus towards giving quality training to nurses on how to face and handle Bioterrorism attacks. Â  

Strategic Corporate Finance Workshop Research Paper

Strategic Corporate Finance Workshop - Research Paper Example A shareholder may not find investment in the company as an attractive option taking into consideration the time value of money. Thus, profit maximisation does not provide any assurance with regard to the timing and risk associated with the cash flow either. It can be concluded that profit maximisation does not help in improving the value placed on the company by the shareholders. It is needless to say that it is the funds from the shareholder that mainly supports the operations of a company and shortage in such funds could affect the survival of the company in the long run. Therefore, profit maximisation should not be the ultimate goal of a financial manager. Just like profit maximisation, sales maximisation would not bear an impact on the market value of the company. Sales maximisation does not even assure profit maximisation, leave alone enhancing the company's value. Sometimes, the cost involved in maximising the sales may even cancel out the benefit derived from it. In today's world, it is extremely important for every company to be socially responsible. Social responsibility includes maximising benefits to the employees and the society at large. In the long run, socially responsible actions taken by a company would also benefit the shareholders indirectly. However, social responsibility cannot be viewed as the main purpose of running a company. The company cannot put its social responsibility ahead of its own survival. Therefore, maximisation of benefit to employees and local community would not be the main goal of a financial manager. (d) Maximisation of shareholder wealth - Shareholders are the actual owners of a company. Shareholders investment is crucial for the survival of the company. The shareholders choose to invest in the company that can give highest returns on the investment made. Therefore maximisation of shareholder wealth should be the main goal of a financial manager. The financial manager should ensure that the resources are allocated in such a way that it results in maximisation of shareholders wealth. Answer 2:- (a) Net Present Value (NPV): Conversion of uncertain cash flow to certain cash flow Year Uncertain Cash Flow() Certain Cash Flow () (Uncertain CF x 0.75) 1 103,750 77,812 2 113,750 85,312 3 123,750 92,812 4 133,750 100,312 5 123,750 92,812 6 105,750 79,312 7 103,750 77,812 8 98,750 74,062 Computation of Net Present Value (NPV): [NPV = Present Value of Cash Inflow - Present Value of Cash Outflow] Year Certain Cash Flow () Discount Factor* Present Value of C