Free Essays on Working And Non-working Students

Working and Non-working Students â€Å"Working and not working†¦ Very different or not really?† This is one example of the questions we ask ourselves when referring to one of the many discussed subjects related with education: the difference between working and non-working students to finance their own education. Though, I’ll limit myself on focusing only on three differences. Students who work to finance their education differ from the ones who don’t in studying, when it comes to availability, concentration, and economic situation. Students who work to finance their education don’t have as much time to study as students who don’t. Working students have more limited free hours. For example, back in Portugal where I used to live, I had a friend who worked many hours so she’d always be late for classes; consequently, besides not having all the notes, it was difficult for her to catch up because of the lack of time. Another example of the way working limits the time availability is how whenever I called this friend of mine to go out and spend some time with her, by going to the movies, walk on the park or even just go to the coffee shop in the same street in front of her five floors building where she lived to have some â€Å"girl talk† and the chocolate round and with sprinkles cake that she loved so much or ice-cream, she could never go. On the phone by the sound of her low, tired, and calm voice, I could perceive how much she really wanted to go out with me, but couldn’t becaus e she had to study or was possibly working at the time. On the other hand, students who don’t work to finance their education have more and enough time to study. For instance, I don’t work to finance my education and that gives me enough time to organize my study material, clarify my questions that I might have and be well prepared for tests. Furthermore, I remember when I was in Portugal last year I used to have classes every day from 8:00 a.m... Free Essays on Working And Non-working Students Free Essays on Working And Non-working Students Working and Non-working Students â€Å"Working and not working†¦ Very different or not really?† This is one example of the questions we ask ourselves when referring to one of the many discussed subjects related with education: the difference between working and non-working students to finance their own education. Though, I’ll limit myself on focusing only on three differences. Students who work to finance their education differ from the ones who don’t in studying, when it comes to availability, concentration, and economic situation. Students who work to finance their education don’t have as much time to study as students who don’t. Working students have more limited free hours. For example, back in Portugal where I used to live, I had a friend who worked many hours so she’d always be late for classes; consequently, besides not having all the notes, it was difficult for her to catch up because of the lack of time. Another example of the way working limits the time availability is how whenever I called this friend of mine to go out and spend some time with her, by going to the movies, walk on the park or even just go to the coffee shop in the same street in front of her five floors building where she lived to have some â€Å"girl talk† and the chocolate round and with sprinkles cake that she loved so much or ice-cream, she could never go. On the phone by the sound of her low, tired, and calm voice, I could perceive how much she really wanted to go out with me, but couldn’t becaus e she had to study or was possibly working at the time. On the other hand, students who don’t work to finance their education have more and enough time to study. For instance, I don’t work to finance my education and that gives me enough time to organize my study material, clarify my questions that I might have and be well prepared for tests. Furthermore, I remember when I was in Portugal last year I used to have classes every day from 8:00 a.m...

How Long Are the SAT Subject Tests

How Long Are the SAT Subject Tests SAT / ACT Prep Online Guides and Tips The SAT subject tests are all one hour in length and are all multiple choice. However, they differ in features, format, and the time pressure you will feel depending on where your academic strengths and weaknesses lie. Let's discuss the differences among the subject tests and how you can beat the time pressure. First, let's consider the unique features of the test. Unique Features There are 21 different subject tests (I'm counting Biology E and Biology M as two separate tests). Of these tests, the language, biology, math, and chemistry tests have some special features, as explained below. Language Subject Tests Some language tests include a Listening component. Listening tests are always given in the first hour on test day, so you can only take one Listening test per test date. French, German, and Spanish have non-Listening and Listening options. Chinese, Korean, and Japanese can only be taken as Listening tests. Language Subject Tests are also the only Subject Tests with four answer choices per question. All other Subject Tests have five answer choices per question. Biology Subject Tests If you choose to take the Biology subject test, you have the option of Biology E or Biology M. While they share 60 core questions, each has an additional 20 questions with an ecological or a molecular focus. Learn more about which concentration makes sense for you by taking a look at some practice questions. Math Subject Test There are two math subject tests, Level 1 and Level 2. Level 1 requires two years of algebra and one year of geometry. Level 2 requires the same plus some understanding of trigonometry and pre-calculus. Level 2 also requires more extensive use of (and comfort with) a graphing calculator. Chemistry Subject Tests The chemistry test has a separate section on the bubble sheet for you to answer 5 special questions. These questions will ask you to compare two statements by balancing equations or making predictions about chemical reactions. The other tests are relatively straightforward in their format. Since all of them are one hour, a better question than, "How long are SAT subject tests?" would be "How many questions are on SAT subject tests?" This is where the answer gets a little more complicated. How Many Questions Are On Each Subject Test? Subject # of questions Literature ~60 US History 90 World History 95 Math Level 12 50 Bio E/M 80 Chemistry 85 Physics 75 French and German 85 (~85 with listening, 35% are listening) Spanish 85 (~85 with listening, 40% are listening Hebrew 85 Italian 80-85 Latin 70-75 Chinese with Listening 85 (33% are Listening) Japanese and Korean with Listening 80 (35% are listening) There isn't a huge amount of variation in the number of questions per SAT subject test time- the Literature test is the one that stands out as having significantly fewer questions. Don't assume this means it's easier, though! The Literature test involves close reading of passages, which takes up some of your valuable 60 minutes of test-taking. Now that you know how many questions are on each test, how can you use this information to maximize your time management under these strictly timed conditions? Tips on Timing Time Yourself When You Prep As you can see in the above chart, almost all of the tests have more questions than minutes. This means you are expected to spend less than a minute on each question. The best way to master the material and perfect your pacing is to practice under simulated timed conditions. Sit down for exactly one hour with a practice test, and don't give yourself extra time. Record how you do and see if you can beat your score each time you practice. You'll almost certainly see improvement as you get more familiar with the test. Use Questions From Real Tests College Board offers useful practice material here. You can learn about the content of each individual test and practice with questions taken from real tests administered in the past. Using high quality, relevant prep materials is the only way to prep effectively for the real thing. Move Quickly and Efficiently The strict timing of these tests allows no room for lengthy consideration or debate. If a question completely stumps you, don't waste valuable time on it. Mark it, skip it, and come back to it at the end with fresh eyes, or simply to make a guess and fill in a letter on the bubble sheet. You might get lucky and get the point! If you're skipping questions, leave a small amount of time at the end to revisit them or fill in the bubble sheet with guesses. Understand Your Ideal Testing Style Will taking three tests in one morning energize or exhaust you? Will you be able to focus on two or three subjects in one sitting, or will fatigue prevent you from performing well? The subject tests start between 8:30 and 9:00 in the morning. You'll get a five minute break between each test. Some students get an adrenaline rush jumping from one subject test to another. Others might have trouble shifting gears between subjects. Again, practicing under simulated conditions may help you figure out your testing style and whether you should take several subject tests on one date or space them out. Not only will timing yourself help create the conditions of the real test, but finding friends and peers to practice with will also resemble the experience of testing beside others. Guessing Strategies for SAT Subject Tests Unlike the general SAT, for SAT Subject Tests you lose a fraction of a point for each question you answer incorrectly. Here's how scoring works for Subject Tests (all the Subject Tests except the foreign language tests have five answer choices. Foreign languages tests have four answer choices): You get 1 point for each correct answer. A fraction of a point is subtracted for wrong answers: 1/4 point is subtracted for five-choice questions. 1/3 point is subtracted for four-choice questions. 1/2 point is subtracted for three-choice questions. No points are deducted for questions left blank. If your final score is a fraction, it's rounded to the nearest whole number - 1/2 or more is rounded up; less than 1/2 is rounded down. What does this mean for you? Too many random guesses could bring down your score, so you have to be smart on when to guess on a question (and risk a point deduction) and when to leave a question blank (with no change of getting it right). Here are some strategies to follow: If You Can't Eliminate Any Answer Choices If you're really stumped on a multiple-choice question and can't eliminate any of the options, don’t guess yet. Skip the question for now and return to it after you've finished the rest of the exam. What if you still can’t eliminate any answer choices? Then leave the question blank. Don’t blindly guess without eliminating any answers. Without eliminating any of your answer choices, you have a high chance of losing points by choosing the wrong answer. Here's the math: on a question with five answer choices, you have a 20% chance of selecting the right answer by guessing blindly. If you guess on five questions, odds are you will get four questions wrong and one right, or zero points total! This is why there is a wrong answer penalty on SAT Subject Tests it makes blind guessing pointless (literally). But because of how randomness works, you might end up guessing incorrectly on more questions than expectedmbsp;leaving you with a net negative number of points. If You Can Eliminate Only One Answer Choice It may make sense to guess here. Cross off the answer choice that you know is incorrect, and take a look at the rest of the answer choices to see if you can narrow down your options further. In this situation, you'll likely gain more points than you lose by guessing. If you guess randomly on 16 questions where you can eliminate one answer choice for each (with five answer choices to start), you will gain a full point on average (4 - (.25 x 12) = 1). It's not huge, but compared with leaving all those questions blank and getting nothing, that’s a pretty good deal. But remember, this advice assumes purely random guessing, which is rare. A certain answer might be appealing to you for whatever reason, so you will go for that choice instead of taking a truly random guess. Test makers often try to make incorrect answers look more appealing so students are more likely to get tricked and choose them. When taking these factors into account, your chance of guessing correctly after eliminating one answer choice is actually less than 25 percent. In the example above, if you were to get even three questions right rather than four and 13 wrong rather than 12 you would be losing a quarter of a point (3 - (.25 x 13) = -0.25). If you do decide to guess in this situation, pick an answer as much at random as possible, rather than getting mired in the wording of each choice. For example, you may choose to always "A" on questions you're guessing on (unless that's the choice you've eliminated) to make your guesses as random as possible. If You Can Eliminate Two or More Answer Choices Now we’re talking! Even with the tricky wording of SAT questions, your chances of choosing the correct answer are high enough here that it may be appropriate to guess. Say you have a set of 15 questions where you guess after eliminating two choices (leaving you with three answer choices per question). With random guessing, this gives you a net total of 2.5 points (five questions correct, 10 incorrect; 5 - (0.25 x 10) = 2.5). Even if you don’t do quite that well and end up getting one more question wrong and one less right, that still gives you 4 - (0.25 x ) = 1.25 points earned. Of the answer choices you have left in this scenario, try to guess randomly. It can still be risky to guess here because we're assuming that all the answer choices you eliminated are definitely incorrect. However, if you have done your homework on the SAT and are familiar with strategies for eliminating incorrect answers, you should be good to go. Additional Note: If you take a practice test, I would recommend marking all the questions you guessed on so that you can later evaluate the success of your guessing strategies. This will also prevent you from just ignoring questions you got right by chance, which you should still revisit if you don't understand the material. Summary While these tests seem to have a lot of questions in a short amount of time, you'll definitely be able to get to all of them if you study effectively. Prep with high quality materials and train yourself in time management and pacing, the same way you would as an athlete. Taking two or three subject tests in one day may sound tough, but a lot of students actually get into a highly focused zone and feed off the energy of the challenge. Be strategic about how you schedule your tests, but remember you can always take the subject tests again if need be- most colleges will take your highest scores. Click here to learn about when you should take the SAT Subject Tests in and around the general SAT and all your other tests and finals. What's Next? Now that you're familiar with the length of the subject tests, how can you decide which subject tests to take? This article will help you choose which subject test is best for you. Are you also taking the SAT? Just like with the subject tests, it's vital to know the format and timing of the SAT. Click here to learn about the SAT and how you can manage your time during this long test. Also, check out our famous guide to how you can score a perfect SAT score. Are you more interested in the ACT? Read about how long it is and how you can pace yourself throughout the different sections. Then read about what a good ACT score for you is. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Sexual Harassment Essay Example | Topics and Well Written Essays - 250 words - 1

Sexual Harassment - Essay Example If Choudhury is aware of and follows sexual harassment laws and policies, he would understand that these actions are unacceptable because Baughn can sue him with sexual harassment. Employees should avoid acts that can result to sexual harassment claims. Furthermore, people should also help report sexual harassment cases. Some victims may be afraid of reporting them because of fear of losing their jobs or not being promoted. Those who are sexually harassing them might be making threats against them already. Employees have a responsibility to their co-workers to promote obedience to the law and the protection from sexual harassment through following sexual harassment reporting guidelines. This way, they are also protecting their environment from being a toxic one where people fear what sexual harassment can do to the stability and development of their careers. In addition, employees can also recommend improvements to sexual harassment policies that are appropriate to their organization s. They can ensure that these policies remain relevant to their workplace and cultures that may improve these policies’ effectiveness. Riley, Samantha. â€Å"‘Hot Yoga’ Guru Faces Sexual Harassment Charges.† abcnews.com, 22 Mar. 2013. Web. 27 Oct. 2014.

Child Slavery in West Africa's Cocoa Plantations Research Paper

Child Slavery in West Africa's Cocoa Plantations - Research Paper Example The paper tells that it is ironical that while children in cocoa growing countries live a miserable life, large manufacturers in Europe and the US reap huge profits selling chocolates made from cocoa. These children work in almost slave-like conditions while millions of consumers derive pleasure by consuming cocoa products. According to UNICEF, nearly 200,000 children are made to work in West and Central Africa through human trafficking. Mostly, these children are exported from Mali, Nigeria, and Cameroon. The cocoa farms in these countries operate in violation of basic human rights. Cote d'Ivoire and Ghana’s economy largely depends on the cocoa exports and the prices farmers fetch from the international market. International prices are not in their control and the value gain depends on the yield they get from their farms. Much of the work, even today, is done manually and farmers have never thought of exploiting technology to replace manual labor over last several decades due to its easy and abundant availability. At times, weather also plays their role in success and failure of cocoa crops. All these factors, and the traditional way of farmers’ thinking in using manual labor for having the lowest possible cost in producing cocoa, they continue to use child labor as they cost them much lower in comparison to adult labor. Cote d'Ivoire also known as Ivory Coast is the largest producer of cocoa beans followed by Ghana. Most of the child laborers in these countries arrive from Mali. Mali is one of the poorest countries not only in the region but in the world with a GDP of less than $1000 per capita as per the CIA Factbook as on 2010 with over 30% of the population below poverty line. The unemployment rate has been estimated huge 30% as per 2004 estimation. Over 80% people in Mali earn their living from agriculture. With hardly any earning opportunities available Malians are forced to move other neighboring countries. That is why poor families in Mal i agree to send their children to Cote d'Ivoire and Ghana.

Macbeth - a Study of the Criminal Mind Essay Example for Free

Macbeth a Study of the Criminal Mind Essay Shakespeare delves straight into the theme of murder and the study of the criminal mind. The trio of witches subtly expose themselves to be concocting a devious plan in the first scene itself. â€Å"When the hurly-burly’s done. When the battle’s lost and won. That will be ere the set of sun. Where the place? Upon the heath. There to meet with Macbeth†. (I. i. 3-7) As the play progresses, Shakespeare reveals the underlying causes for the murders but stalls the unsettling outcomes, the effect of being a criminal. Each of the main characters in ‘Macbeth’ contribution to the central theme grows throughout the play. The Three Witches and Lady Macbeth’s manipulation of Macbeth and the growing insanity of the couple is an example of such cause and effect and can be related to real life. The Three Witches or the ‘weird sisters’, skulk like sinister thoughts and unconscious temptations to evil. Their cunning stems from their paranormal powers however, their true ability lies in exploiting the weaknesses of their interlocutors. Despite their absurdity through comical yet malevolent rhyme, are clearly the most dangerous characters in the play, being powerful and wicked. However, the audience is left to question the witches’ allegiance. They could be autonomous, toying with the human emotions, or agents of destiny who prophesize the inevitable. The Weird Sisters seem to have an intentional resemblance to characters in Greek mythology known as the Fates. They too were three sisters who controlled the metaphorical thread of life of every mortal from life to death. The Weird Sisters control the thread of life of all the major characters in the play, and it is in their power to do what they want to them. The prophecies foretold by the witches are seemingly self-fulfilling. Macbeth may not have murdered King Duncan if he was not pushed to do so by the witches, the night he and Banquo met the witches on the moor and had their futures told. â€Å"The thane of Cawdor lives. A prosperous gentleman; and to be king stands not within the prospect of belief. No more than to be Cawdor. Say from whence you owe this strange intelligence? Or why upon this blasted heath you stop our way with such prophetic greeting? Speak, I charge you. † (I. iii. 72-78) Shakespeare offers no easy answers in the play. He keeps these witches outside the limits of human comprehension. They embody an unreasoning, instinctive evil; that of a criminal mind. Lady Macbeth is already plotting the murder of King Duncan as we first catch sight of her in the play. Even from this, it can be seen that she is more cunning, more ruthless and more ambitious than her husband. Lady Macbeth wishes that she were a man, and could carry out the deed herself but she is aware that is not possible. Thus, she must push Macbeth into committing the crime for her. The link between gender and power is a key feature to Lady Macbeth’s character as Macbeth suggests that she is quite masculine and is limited because she had inhabited a female body. This creates a relationship between masculinity and ambition and violence (in some cases murder). Lady Macbeth and the witches are used by Shakespeare to emasculate Macbeth’s idea: â€Å"For thy undaunted mettle should compose nothing but males† (I. vii. 73-74). These shrewd women apply ‘female’ methods to achieve power and control. Manipulation of their husbands will thus further their desires. Shakespeare implies that men do not have to be the only ones who are cruel and power seeking but women also. Due to social limitations however, they are unable to pursue their ambitions. Macbeth feels the need to commit the murder to prove himself to his wife as she is able to manipulate him with noteworthy effectiveness. Lady Macbeth questions his manhood continually as inside, Macbeth is quite frail. He hesitates at first, but gives in as she overrides his protestations. Lady Macbeth stays stable as King Duncan is murder, and it is she who steadies her husband after the crime has been perpetrated. Shortly afterward, she begins to spiral down into insanity – just as aspiration affected her more strongly than Macbeth before the murder, does culpability plague her more strongly afterward. Toward the end of the play, she is sleepwalking through the castle, trying to wash away the guilt that stains her. Her sensitivity to the act becomes her one weakness. Lady Macbeth then kills herself, showing her inability to deal with their crimes. The initial impression of Macbeth is a brave, strong and capable man, as we first heard of him in the wounded captain’s account. This notion is becomes problematic once he encounters the three witches. It can be seen that Macbeth’s physical courage is joined by a tendency to self doubt – the prophecy that foretold him to be king brings him joy but also creates inner turmoil. He is manipulated into committing murders that he doesn’t truly want to do. Macbeth however, hides his feelings as he says â€Å"I am settled, and bend up each corporal agent to this terrible feat. Away, and mock the time with fairest show: False face must hide what the false heart doth know. † (I. vii. 79 82) He fluctuates between fits of fevered action, in which he plots a series of murders to secure his throne, and moments of terrible guilt (as when Banquo’s ghost appears) and absolute pessimism (after his wife’s death, when he seems to succumb to despair). Shakespeare uses Macbeth to show the terrible effects that ambition and guilt can have on a human who lacks strength in character. Often, examples in real life start off with an innocent person who is mentally incapable of handling such a thing, and is influenced by something in their lives. With this in mind, Shakespeare’s Macbeth truly is a study of the criminal mind. It can be seen through the inner workings of the Three Witches, the manipulation by Lady Macbeth and the growing insanity of both Macbeth and his wife, as they are not able to cope with the guilt of committing a series of crimes.

Free Narrative Essays - This Girl :: Personal Narrative Essays

This Girl      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The girl slowly creeped across the floor. She had a look on her face of love. She began to tempt me. I could not allow her to take control over me. I could not resist. I had to let the love warm my body. I have let her take over once again. I have lost to her kiss. The kiss that has sweetened my blood. I absorbed her body.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I walked down the trail on a journey to find my house. I took this route every day. I know that it will lead me back to the place that I love so much. The place that I learn to make something of myself. This wonderful place that I call home, gives me power. I am finally a free man. I can survive well, and I control my everyday thing. I love living alone. I am in control. I set the rules, I am the man of house. I rule my own country.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   She tickles me with her long nails. She scratches the back of my neck oh so gently. I get high off of this girls love so often. I met her at a symphony. She is very popular all the puppies of my society adore her. She has seen parts of the world that no one else has. She has been kicked out of this country many times. The dreams I have after I sleep with this woman are so incredible that it makes me a little crazy the next day.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Why do my parents keep bothering me? I can hold my own now. I am mature, I am a man. I do get distracted real easily and my parents keep ruining my distraction,   I am upset because of that. I have my own apartment in Santa Cruz, I live in a pardise. California has it all, beautiful beaches, pretty girls, great bars, money, palm trees, and tons of smog. Can't live without it.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This girl really is a trip. All the things people have said about her are true. I saw her at the tikki bar the other day, she was dressed in a suit that had stars and stripes on it. She was looking fine. I asked her if she wanted to go for a walk, she replied with a sexy, acceptance. The journey started off heavenly. Then as always she started the tease. She stripped me down naked. I had lost all control, I slipped out of this world and she wont let me Free Narrative Essays - This Girl :: Personal Narrative Essays This Girl      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The girl slowly creeped across the floor. She had a look on her face of love. She began to tempt me. I could not allow her to take control over me. I could not resist. I had to let the love warm my body. I have let her take over once again. I have lost to her kiss. The kiss that has sweetened my blood. I absorbed her body.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I walked down the trail on a journey to find my house. I took this route every day. I know that it will lead me back to the place that I love so much. The place that I learn to make something of myself. This wonderful place that I call home, gives me power. I am finally a free man. I can survive well, and I control my everyday thing. I love living alone. I am in control. I set the rules, I am the man of house. I rule my own country.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   She tickles me with her long nails. She scratches the back of my neck oh so gently. I get high off of this girls love so often. I met her at a symphony. She is very popular all the puppies of my society adore her. She has seen parts of the world that no one else has. She has been kicked out of this country many times. The dreams I have after I sleep with this woman are so incredible that it makes me a little crazy the next day.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Why do my parents keep bothering me? I can hold my own now. I am mature, I am a man. I do get distracted real easily and my parents keep ruining my distraction,   I am upset because of that. I have my own apartment in Santa Cruz, I live in a pardise. California has it all, beautiful beaches, pretty girls, great bars, money, palm trees, and tons of smog. Can't live without it.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This girl really is a trip. All the things people have said about her are true. I saw her at the tikki bar the other day, she was dressed in a suit that had stars and stripes on it. She was looking fine. I asked her if she wanted to go for a walk, she replied with a sexy, acceptance. The journey started off heavenly. Then as always she started the tease. She stripped me down naked. I had lost all control, I slipped out of this world and she wont let me

Apush 1989 Dbq Essay

Booker T. Washington and W.E.B. Du Bois offered different strategies for dealing with the problems of poverty and discrimination faced by Black Americans at the end of the nineteenth and the beginning of the twentieth centuries. Using the documents and your knowledge of the period 1877-1915, assess the appropriateness of each of these strategies in the historical context in which each was developed. In reference to the years between 1877 and 1915, I assessed that, based on between each of these strategies, Booker T. Washington’s approach was more appropriate during the time period between 1877 and 1915 than W.E.B. Du Boise’s strategy, for the simple fact that while his strategy would take longer to accomplish deal with the problems of poverty and discrimination in comparison to W.E.B. Du Boise’s strategy, it is far more likely that changes to a society would be accepted if they were introduced slowly into people’s minds by Booker T. Washington’s approach. In 1877 Reconstruction ended with the signing of the Compromise of 1877. In 1877, there was no presidential candidate that had received the appropriate number required to take the white house. Samuel Tilden had gotten only 184 of the 185 that he needed to beat Hayes. Therefore it was up to Congress to decide who would win the presidency. There were a total of 15 people voting. Seven of them were republicans; while the other eight were democrats. Obviously the Republican candidate, Rutherford Hayes, won the presidency. However, to avoid claims of unfair voting, President Hayes agreed to three compromises. He would pull troops out of the south; give money to the south for internal improvements, such as railroads, and to allow a well known southerner to be in his cabinet. This marked the end of reconstruction. Reconstruction was unsuccessful because according to (Doc J),† colored† people were still drinking from â€Å"colored† water fountains. This is a reason as to why the appropriateness of Booker T. Washington’s strategy for dealing with the problem discrimination faced by Black Americans, such as the discrimination applied to water fountains. Viewing â€Å"School Enrollment Graph† in (Doc A), it is apparent that W.E.B Du Boise’s strategy for reducing discrimination in schools would not have worked, if it were not for the fact that there simple were not enough people willing to teach black students. Although there were a few black teachers educating young black American’s, it was still not enough to turn the tides of discrimination until a later date. Many people in this time period are just not ready to accept the education of blacks in school. It goes against the values and traditions they were taught. An appropriate reference is that of the talented tenth. The talented tenth was a phrase used by W.E.B. Du Boise to express the possibility that only one out of ten in the black population would one day leaders of the black race. He believed that only through education that this one tenth would one day accomplish this. However, Booker T. Washington’s approach was much more silent and effective. In the Atlanta compromise, Booker T. Washington agrees with southern white leaders for black people to, not promote suffrage for their people, protest against discrimination, all while only getting just basic education, such as training to be a factory worker. The drastic increase in black Americans being enrolled in school in 1895 is due to the Atlanta compromise. This proves that Booker T. Washington’s approach, while cumbersome, was highly effective in comparison to black education opportunities beforehand. The rate does rise; showing that after 1915 there would be a much better chance of any percent of Black Americans getting into college. Referring to (Doc B), one can assess that while black illiteracy was still at large, it is decreasing at a steady rate. This is exactly the type of strategy Booker T. Washington promoted. This decrease in illiteracy over time would eventually allow more and more black students to attend college, without hitting the invisible threshold that white southerners had set primarily by white southerners to prevent black Americans from becoming equal to White Americans; even in education. Every time the illiteracy rate was lowered, it did not seem unreasonable to allow a little more leniency in their customs of discrimination. Over time Booker T. Washington’s strategy for reducing discrimination regarding education would be successful. Again, Booker T. Washington’s strategy for dealing with discrimination is proven to be more appropriate than W.E. B. Du Boise’s strategy because it is represented in (Doc C). (Doc C) shows the eventual decrease in the lynching of black peop le compared to white people. While the number of lynching of black people is significantly higher than the number of lynching for black people, both decrease over time. This shows that white people were willing to accept less lynching of black people, as black people became more integrated into the white society. This happened in several ways, such as in increase in black education. When black people because more educated, they were able to have a greater variety of jobs, even jobs that white people did. This increased the overall relationship between blacks and whites. White people would rather lynch a person they didn’t have a relationship with, than a fellow coworker, of student. A summarization of Booker T Washington’s strategy presented in The Atlanta Compromise Address or â€Å"Document D† would be to say that he wanted all black Americans to learn trades. He wanted them to pass on those skills, and use those skills so their families could have a better life. â€Å"Cast down your bucket where you are†¦while doing this you can be sure in the future, as in the past, that you and your families will be surrounded by the most patient, faithful, law-abiding, and un resentful people that the world has seen.† EEE A summarization of W.E.B Du Bois strategy can be described as ceaseless agitation stated in â€Å"The Niagara Movement†- â€Å"The Niagara Movement proposes to gain these ends†¦. If we expect to gain our rights by nerveless acquiescence in wrong, then we expect to do what no other nation ever did. What must we do then? We must complain. Yes, plain, blunt complain, ceaseless agitation, unfailing exposure of dishonesty and wrong- this is the ancient, unerring way to liberty, and we must follow it.†-Document F I disagree with his strategy for the period 1877-1915 for he only thought about a small number of the black race, the top ten percent. He was going to send them to Harvard and some how they were going to become the intelligence for the black race as a whole. This also appoints only specific figures as a mini government of the black race. Mainly in Booker T Washington’s proposal, it just seems as if he included the whole race as opposed to W.E.B’s p roposal pertaining to only a small select few. Washington used controversial methods that did not directly challenge white supremacy in order to deal with the problems of poverty and discrimination faced by black people. He was a teacher at Tuskegee Institute in the 1880s, which was an industrial school at the time. He emphasized practical skills and stressed that a vocational education would help blacks acquire economic independence which in turn would lead to the white race recognizing their political rights. However, document H indicates that his ideas received much scrutiny. People accused his emphasis on vocational training as an idea which stifled the progress of the black race because it â€Å"condemned† the education received by college educated blacks. Also, many believed that vocational education served as a barrier which kept blacks from achieving higher levels of education. Furthermore, many thought that Washington’s methods did nothing to help black racial progress and thought accommodation created a larger polarization between blacks and whites.

Edward Elgar †Violin Concerto in B Minor, Op. 61, No.1 Essay

Violin Concerto in B minor, Op.61 is one of the most well-known concerto works which composited by Edward Elgar. Elgar first composited this masterpiece and dedicated to Fritz Kreisler, a famous violinist and composer of early 20th century. On the 10 November 1910, Kreisler played this violin concerto as the first violin player on the premiere with Elgar conducted the concert. This concerto brought Elgar to another but last peak of his composition career. Also, this is one of his most popular and representative works. Violin Concerto in B minor, Op.61 is a piece that Elgar had put tons of his own emotions and personal feelings into the melodies. In the article, â€Å"Charles Sanford Terry and Elgar’s Violin Concerto† which introduced by Alison I. Shiel in â€Å"Edward Elgar and His World†, Shiel mentioned, â€Å"Scholars have subjected the concerto itself to detailed analysis, much of it in terms of the gender of it various themes, the implication being that the melodies are meant to represent some romantic entanglement of Elgar’s, past of present.† The first movement of the concerto is a beautiful sonata with few related themes which change in various ways. You can find out the tutti and soloist somehow at a point also presenting two different melodic ideas at the same time. The solo part perfectly expresses the love and the words in the â€Å"Windflower† poem. Beautiful violin positions shifting and the soft bowings complete the feelings of romantic relationship. This is no way for people to question love like this after listening to this masterpiece from Elgar, which presented his love to the one.

buy custom Reinforcement Theory of B. F. Skinner essay

buy custom Reinforcement Theory of B. F. Skinner essay Principles of the Theory Reinforcement theory of B. F. Skinner enhances and proves principles and achievements of behaviorism. According to its followers, free will and other spiritual characteristics cannot be objects of scientific research because of the hidden and unobserved nature of those phenomena (Schultz Schultz, 2013). B. F. Skinner believed that people were only machines subject to predictions and control. He claimed that the science of human behavior was not different from any other natural evidence-based science (Skinner, 2011). His theory is most relevant to the issue of personality development. Studying personality in terms of behaviorism, B. F. Skinner emphasized the importance of the past human experience and the unique nature of human abilities. Like many other theorists, B. F. Skinner believed that understanding of human nature could come through observation of the behavior of a human body in interaction with the environment (Skinner, 2011). Accordingly, this interaction was the focus of numerous carefully set experimental studies. The principle of reinforcement became the primary concept in the Skinners studies (Coon Mitterer, 2008). This revealed the theory of operant reinforcement. B. F. Skinner distinguished two approaches to the study of a personality. He differentiated standpoints of innate and operant behavior (Skinner, 2011). The first reflective type of behavior implied characteristic reaction caused by a known stimulus. Events following the reaction determined operant behavior. For example, withdrawal of a hand touching a hot object was an example of innate reactions, while cycling and playing musical instruments were examples of the operant reinforcement. Speed with which people could acquire and fix the operant behavior depended on the rule and mode of reinforcement. B. F. Skinner investigated changes of reaction, learning, and behavior modifications. Reinforcement has become one of the conditioning principles (Coon Mitterer, 2008). Starting from early childhood, human behavior is subject to outward reactions and support. People acquire types of behavio supported by the perception of pleasure and joy. There are primary reinforcements, such as food or elimination of pain, and other stimuli such as smile, adult attention, approval, or praise (Schultz Schultz, 2013). Operant conditioning relies mainly on positive reinforcement. Nevertheless, Skinner emphasizes importance of a negative reinforcement, which leads to the extinction of an undesired response. It can be physical punishment, moral influence, or psychological pressure. Unpleasant stimulus in the punishment should be a reaction, reducing the likelihood that the response will appear again (Skinner, 2011). How Does the Theory Address Differences in Gender and Culture? Gender is a set of representations of male and female social roles and types of behavior. It is a cultural mask of sex. Three basic gender approaches are the theory of social construction of gender, a stratification category, and a cultural metaphor. The theory of the social construction of gender is an organized structure of interrelations between women and men, as well as being one of the basic institutions of the society. It reveals two postulates. The first is the assumption that gender is a product of socialization, labor system of gender roles, family, and the media. The second explains the concept in terms of gender identity, adoption of some given society norms, and sub-alignment for them (Coon Mitterer, 2008). It means traditions in clothing, appearance, demeanor, and leadership qualities. The concept of gender reflects creation of cultural and social differences between boys and girls, men and women that are not natural, intrinsic, or biological. Gender as a stratification category is a structure or process among a number of other stratification categories such as class, race, and age. As a cultural metaphor, the concept serves as a cultural symbol and a cultural-forming factor. Social learning theory, which goes back to the ideas of behaviorism, explores major concepts, such as learning and positive and negative reinforcement model of parental behavior. It emphasizes influence of the microenvironment and social norms on external sex-role behavior and focuses on a typical sex behavior. Parents and surrounding peeople teach boys and girls to behave according to patterns of their gender and condemn when they adopt behavior of the opposite sex. Parents tend to blame the lack of independence in boys and girls, but they are allowed to be dependent. As a result, boys learn that one should rely on his achievements to gain self-respect and self-esteem, while girls upbringing depends on treatment by and attitude of others (Schultz Schultz, 2013). The diversity of social characteristics of people worldwide reveals that biological sex cannot be an explanation of differences in social roles existing in different societies. The concept of gender denies the fact that people depend on their belonging to males or females. Neither biological sex nor socio-cultural norms ultimately determine behaviors, activities, and careers of women and men. In terms of the reinforcement theory, it is possible and even necessary to modify and construct equal gender roles and types of behavior. Does the Theory Present a Comprehensive Explanation of How Personality Develops? Behaviorism is known as the psychology without a mind. This turnover assumes that the mind is identical to consciousness. They compare mental qualities of people to operations of some devices. It has changed the perception of those qualities. A real contribution to the new direction is the dramatic expansion of the field of psychology. It now includes availability of an external objective observation. Behaviorists have changed the scheme of psychological experiments held them mainly on animals like white rats. Experimental devices are different types of labyrinths and problem boxes. While running them, animals have learned to find their way out of those boxes (Schultz Schultz, 2013). Themes of learning and acquisition of skills by trial and error have become central in the theory of reinforcement. There have appeared many experimental data on determinants of behavior modification. The reinforcement theory has changed the conception of laws that govern behavior of living things, including humans. The last point has appeared in experiments with big white rats. People appear to be the same, finding their way in the maze of life (Schultz Schultz, 2013). Buy custom Reinforcement Theory of B. F. Skinner essay

Free Essays on Time For Nation-building

Our nation is at a critical point in the â€Å"War with Iraq,† which I personally believe directly relates to the â€Å"War on Terror† we are waging against al Qaeda. Many people around the world think that war is not the answer, and that we need to give the U.N. inspections more time. Mona Charen, a syndicated columnist, provides that â€Å"more than a decade of resolutions, reproaches and failed diplomacy have demonstrated, there is no way short of war to remove Saddam or coax him into civilized behavior.† Time is not the answer. If anything it is hurting our cause. Charen points out that we now think those who argued for â€Å"peace† with Hitler are fools – rightly so. Not many would argue against that statement this day in age. She quoted Churchill as saying, â€Å"One ought never to turn one's back on a threatened danger and try to run away from it. If you do that, you will double the danger. But if you meet it promptly and without flinching, you will reduce the danger by half." The time to act is now, not once the bombs are in place. Saddam Hussein is well on his way to having weapons of mass destruction, and is desperately trying to cover his tracks. If the average war protester would realize that the U.S. intelligence agencies have more information than can be divulged to other countries, much less the media, and just trust that our president has all the facts and is doing the right thing, then maybe this war could have already been over and our troops well on their way back home. Granted, some will be left in place to handle the rebuilding process of Iraq, but as Charen comments, â€Å"we have an opening to affect the course of history for the entire Middle East the region that is the incubator for America's most dangerous enemies.† The transformation will not be an easy one, but the Arabs deserve to know democracy and human rights. â€Å"Of course war is risky, but avoiding war is sometimes even riskier,† charges Caren.... Free Essays on Time For Nation-building Free Essays on Time For Nation-building Our nation is at a critical point in the â€Å"War with Iraq,† which I personally believe directly relates to the â€Å"War on Terror† we are waging against al Qaeda. Many people around the world think that war is not the answer, and that we need to give the U.N. inspections more time. Mona Charen, a syndicated columnist, provides that â€Å"more than a decade of resolutions, reproaches and failed diplomacy have demonstrated, there is no way short of war to remove Saddam or coax him into civilized behavior.† Time is not the answer. If anything it is hurting our cause. Charen points out that we now think those who argued for â€Å"peace† with Hitler are fools – rightly so. Not many would argue against that statement this day in age. She quoted Churchill as saying, â€Å"One ought never to turn one's back on a threatened danger and try to run away from it. If you do that, you will double the danger. But if you meet it promptly and without flinching, you will reduce the danger by half." The time to act is now, not once the bombs are in place. Saddam Hussein is well on his way to having weapons of mass destruction, and is desperately trying to cover his tracks. If the average war protester would realize that the U.S. intelligence agencies have more information than can be divulged to other countries, much less the media, and just trust that our president has all the facts and is doing the right thing, then maybe this war could have already been over and our troops well on their way back home. Granted, some will be left in place to handle the rebuilding process of Iraq, but as Charen comments, â€Å"we have an opening to affect the course of history for the entire Middle East the region that is the incubator for America's most dangerous enemies.† The transformation will not be an easy one, but the Arabs deserve to know democracy and human rights. â€Å"Of course war is risky, but avoiding war is sometimes even riskier,† charges Caren....

The traditional model of public administration Essay

The traditional model of public administration - Essay Example The characteristics of this bureaucratic state were set out most clearly by the German sociologist Max Weber in 1920, with strong echoes of earlier writings by the American Woodrow Wilson (Hughes, 1998): Further refinement of the traditional model of public administration came through the application of private sector based ideas of 'scientific management', which introduced efficient operational methods based on standardization of tasks, 'one best way' of fitting workers to tasks, and systematic control of tasks, processes, and workers (Hughes, 1998,33-34). These principles were easily adapted to bureaucratic structures. A final addition to the traditional model was the application of the insights of social psychology, in a 'human relations' approach which is often contrasted with the scientific management approach, but in practice sought to achieve greater efficiency of performance too, though by paying attention to the need to motivate workers rather than merely control and direct them (Hughes, 1998, 35-6). Unfortunately,Unfortunately, the ideal bureaucracy model had never happened in the real life. The critique of the traditional model is based in a comparison of the 'ideal' model of bureaucracy with what happens in real systems of public administration. The following differences can be identified: i. In many systems there is no clear separation between policy and administration, either in terms of decision-making processes or the respective roles of administrators and politicians, which are often fused together. ii. Decision-making processes do not, in any case, conform to the rules of technical and economic rationality, but are affected and shaped by processes of conflict, negotiation and exchange between interests both internal and external to the state bureaucracy iii. Hierarchy and centralization combine with a formal, sometimes slavish adherence to rules and procedures to produce defects (or bureaucratic

Market Entry Stratagies Research Paper Example | Topics and Well Written Essays - 750 words

Market Entry Stratagies - Research Paper Example The article selected for market choice strategies denotes how in the past years China struggled and to set its entry into the international markets. The articles refer to it as zou chuqu, which means â€Å"go global†. It highlights how Chinese companies have ventured into the international market in various capacities and categories. The countries companies found a competitive edge with regards to getting business contracts, and the articles notes of the Sony and sum sang setting up a state whereby some of their subsequent products would be coming from China. Meanwhile, the article on market Expansion Strategies, highlights on the impacts of the prevailing or business environment in the foreign country. The article asserts that companies with international business experience are most likely to have less sensitivity to the discouraging effect of unpredictable policy environments with regards to investment. The two articles relate to one another by recognizing the essence of the international market as the sole center of the market growth and expansion. The article by Market Choice Strategies explains and elaborates how the Chinese have geared itself for the international market. The Chinese firms like ZTE (telecoms sections) are equally fighting for major just like companies. The article indicates that China has derived a mechanism and strategy for contesting new markets and playing to their maximum strengths. The article on Market Expansion Strategies equally highlights on regards of lenient international or foreign policies to conquer new investment destinations. The article notes that global expansion mainly in an outlined stages model has an inherent process that is well rooted in uncertainty reduction that is well undertaken through the accumulation of pertinent types of knowledge and entailed experience. Having experience in any particular country gives very vital information re garding its