Ideologies Aimed at Understanding the External World and Essay

Belief systems Aimed at Understanding the External World and Commercialization of Culture and Emergence of Cults in Popular Culture - Essay Example As per the exploration the translation of the outer world depends on the away from of the real world and recognition. From a philosophical stance, information begins with the experience of the outside world through the sensesâ€from the possessing a scent like an organic product or the knowing about a child’s chuckling. It is through the sense-information acquired (the fragrance of the organic product or the giggling of the youngster) that man can know the things around him. Information, in this sense, is shaped when man intellectually makes decisions about his encounters (the smell of the organic product is sweet or the chuckling of the youngster is boisterous). The issue among the real world and recognition originated from basic yet fundamental inquiries: (1) is the information gotten through sense-experience valid? By what method can man guarantee himself that what he sees to be genuine is lined up with what is in reality genuine? As per a savant named Bertrand Russell, r eality existsâ€an target space where every single target object are methodical arranged. Man can get information about these articles, right off the bat, through the experience gave by his detects; and furthermore, through the judgment made by his brain on such understanding. The psychological idea that is developed is in this manner called observation. In this light, Russell esteemed that man can't actually get a handle on reality since his faculties don't have the aspects that would take into account him to catch these items totally and simply. Basically, be that as it may, man’s request toward the outside world fortifies a fascinating understanding about his natureâ€the want to know. ... Two General Worldviews about the External World As referenced already, man’s extreme objective is to comprehend the idea of the outer world by procuring certainties about it, yet additionally by assessing the psychological and physical procedures he utilizes. In this sense, we start by looking at the two differentiating practices of information creation that are intended for clarifying the idea of the outer world: target experimentation and hermeneutic observation. Both perspectives give philosophical and logical examinations about the outside world. A. Target Empiricism Objective experimentation expect that different wonders in the outer world are normally designed to be perceptually open yet self-ruling of impression of man. Since the target qualities of these wonders are autonomous of mental decisions, the truth is in this way conveyed totally and absolutely to the seeing man. Experimentation of this sort is regularly respected to be grounded on materialismâ€that which p rogresses the valuation for physical items as the head model of the genuine, as Anderson (1996) states. As set by target induction, as man moves the focal point of his requests from the idea of physical items and into the subjective development of importance, he loses the capacity to exactly approve the decisions he made since the physical articles are missing from his investigation. Beside being straightforwardly connected to realism, target induction is additionally connected with reductionism, which further separates the idea of physical articles into one single field of information. Through this, Anderson (1996) accepts that reductionism turns into the reason for the solidarity of-science speculation. This theory

Film journal Essay Example | Topics and Well Written Essays - 3750 words

Film diary - Essay Example After a period Miranda starts to feel a level of injustice in her life; as a reaction she acts in mutilated manners. She drinks bourbon and induces a significant contention with Jessica. At long last, Miranda gets a call about being employed for work. All things considered, she can’t reestablish her messed up relationship with Jessica. Filling in as an executive of photography: My job in this movie was as chief of photography (DOP). Going into the undertaking I knew that the chief of photography, or the cinematographer, is to a great extent liable for the creative photography inside the film. Which means ‘writing with motion’, â€Å"...cinematography is more than the negligible demonstration of photography. It is the way toward taking thoughts, activities, enthusiastic subtext, tone and every single other type of non-verbal correspondence and rendering them in visual terms† (Brown, 2002, p. ix). Inside this setting of seeing, much can be gained from the spe culations and practices utilized by original executives of photography. One such thought is the strategies utilized by cinematographers operating at a profit and white time. Studio lighting from this time has as a rule been actualized to make a real or naturalistic impact in contemporary artistic creation. In my own exploration I altogether investigated messages on lighting, just as took an interest in observational assessment of crafted by explicit cinematographers. In examining cinematography in this particular work I dissected disposition, and the characters and subtext that the executive needed to make. The chief showed that he needed to make a naturalistic environment. At last, we chose to utilize lighting as a methods for narrating and elucidating inner character passionate states. After a broad discussion with the executive, we set up that the essential capacity of the lighting ought to be as a methods for showing the primary character’s sensational changes. As Miranda battles to get a new line of work and her relationship with her girl falls apart the film lighting dynamically becomes darker. The story happens over a time of four days; we perceived that the days ought to show contrasts in lighting, with the second and third logically darker, however the splendid forward day of expectation. This style of lighting was set up in the principal scene and foreshadowed later story improvements. The primary scene comprises of three shots. In the primary show, Miranda is appeared by the window; in the second shot she is a degree farther away from the window; in the third shot she is even dad away. The expectation was to make her face splendid in the primary shot as she is near the window, so the light all over was over-uncovered. In the subsequent shot, as she moves from window, which was a wellspring of light, the light all over get darker. At long last, in the third shot, as she is sitting alone behind the table and her face is somewhat dim, I made the light all over under-uncovered. Another noticeable thought was daytime lighting. The executive and I consented to utilize delicate light for the daytime, as it very well may be utilized as cloudy climate. Eminently, the executive didn’t need to utilize any pragmatic lighting during the day. I likewise chose to utilize delicate and solid encompassing lighting for the entire room. As a methods for executing this methodology I partitioned the characteristic lighting originating from the window, just as the counterfeit light that was professing to originate from the window. In

The role of the management in organizational Behavior Essay

The job of the administration in authoritative Behavior - Essay Example A rearrangement of work-jobs and conduct of representative groups, to adapt to new difficulties, is the initial step to starting changes in authoritative culture. It is this initial step that converts into new perspectives. In this manner, conduct changes mentalities, and not the converse; switch occurs from base up, and not top down. Furthermore, for this to happen adequately, the CEO ought to be happy to change as well, in view of the signs got by her from the groups at the grassroots. Moreover she has the errand of urging these groups to 'lead' the organization toward the path required, without herself being mandate. Her job is that of an equipped specialist helping labor. On the off chance that the procedure is going easily, the specialist pauses and supports the mother, and gives her all the help required. Clinical mediation ought to happen just in a crisis! What is the procedure that groups experience while settling business issues Beer et al (p160) express that examination has demonstrated that interfunctional coordination, dynamic, work association and worry for individuals are the four markers of execution over the long haul and not budgetary parameters, which temporarily, can spike or retreat in light of different elements. These four variables are legitimately associated with group working. Aside from this, they discuss six unmistakable advances (pp161-164) taken by effective directors to inspire task-related reactions for example a reaction undeniably fit to manage the main job. What are these six stages In the first place, assembling responsibility to change through a joint analysis of business issues. Here, the usable word is 'joint'. The cooperation in this procedure guarantees a promise to the procedure of progress required to handle this issue. Second comes the way toward drafting a 'mutual vision' to sort out to adapt effectively to the circumstance. Note, it isn't the CEO illuminating the means to be taken, it is the group ('shared') doing this. In this procedure, new jobs and duties are taken on, yet since it doesn't include change in titles or compensation there is less protection from the means. Here, cross-useful groups work groups from across various offices and at various degrees of the chain of importance the main basis for the structure of groups being that it is the most helpful for task accomplishment. At that point (third) comes a genius dynamic encouraging of accord for the better approach for working, and building ability and attachment to accomplish it. The better approach for working would require new aptitudes, and representatives try to pick up these abilities. This procedure is helped by the administration. Aside from this, if the administration conveys a message that group working is what is required, at that point the structure of fitness and union happens rapidly and easily. (Fourth) Once group working has prevailing in one office, it needs to spread to different divisions. Notwithstanding, it is probably going to come up short on the off chance that it is a top-down exertion. Different divisions, which would be at different degrees of availability to revamp themselves into new practical groups, need to work out their own particular manner of accomplishing this. The administration needs to hold on and cheer, in a manner of speaking, without pushing. (Fifth) Once the procedure of progress has pretty much spread through most offices, the new jobs and group connections must be organized, with the goal that the organization doesn't accidentally slip back to the

The Niagara Movement free essay sample

The association got its name for the â€Å"mighty current† impact they would have on dark persecution and social bad form to all races. These energetic learned people looked to propel and teach individuals all things considered and to battle the shades of malice of racial oppression, Jim Crow, and dark persecution. Being a significant speaker, Du Bois alongside the individuals from the Niagara Movement would contradict Booker T. Washington and look to convince the majority that not settlement, however training was the way to dark flourishing. In July of 1905, irritated by Washington’s kept obliging approaches towards whites and his impact operating at a profit network, W. E. B. Du Bois sent archives to other â€Å"like-minded† men which educated them regarding a gathering to be held to examine the race issue in the United States. â€Å"Drafted and flowed by Du Bois toward the beginning of June, the call expressed two candid purposes: â€Å"organized assurance and forceful activity with respect to men who trust in Negro opportunity and growth†; and resistance to â€Å"present techniques for choking legitimate analysis (Lewis. We will compose a custom exposition test on The Niagara Movement or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page 16). † More than forty men were welcomed. A significant number of whom were his associates. Twenty-nine men met in Ontario, Canada under the understanding that something must be done about the race issue, just as Booker T. Washington. The gathering was held to talk about elective answers for closure racial separation, disappointment of blacks, and the advancement of dark instruction. Being contrary to Washington, who was the (hand-picked) representative for the dark race, the development looked for increasingly activist methods of avoiding focal mentalities towards prejudice. This association would before long plant their feet in the dirt of American legislative issues, and they would not be moved without a change. The following year on August 15, 1906 the development would assemble once more, however this time on American turf. The site of the truly well known John Brown’s Raid on Harpers Ferry, Virginia would turn into the subsequent gathering spot of the development. Du Bois expressed that this gathering was â€Å"one of the best gatherings American Negroes ever held. † Du Bois would in the end give a discourse with respect to the reasons for the subsequent show. The men of the Niagara Movement originating from the drudge of the year’s difficult work and stopping a second from the procuring of their day by day bread move in the direction of the country and again solicit in the name from ten million the benefit of a conference. In the previous year crafted by the Negro hater has prospered in the land. Bit by bit the protectors of the privileges of American residents have withdrawn. Crafted by taking the dark man’s polling form has advanced and the fifty and more agents of taken votes despite everything sit in the nation’s capital. Separation in movement and open convenience has so spread that a portion of our more fragile brethren are really reluctant to roar against shading segregation in that capacity and are basically murmuring for common conventionalities (Du Bois). † As the following two years drudged on, and dark mistreatment rose all through the nation, individuals from the Niagara Movement would meet again in Oberlin, Ohio. Du Bois, who was the general secretary of the development, was incredibly energetic of the movements’ achievements up to this period. The show would gather from August 31 until September 2 with a few gatherings held every day. The development spent their meetings composing and re-composing goals, making regular locations, deciding on the section of articles and choosing new board of trustees individuals. Artisan Hawkins of Baltimore, Maryland would be chosen as the approaching treasurer and Du Bois would remain the general secretary. The show was available to the general population and regarded dark scholarly people from the whole nation were available to partake in this recorded move of dark readiness. The Niagara Movement would distribute the â€Å"Declaration of Principles† in 1905. On the whole composed by William Du Bois, the ocument expressed: â€Å"Progress: The individuals from the gathering, known as the Niagara Movement, collected in yearly gathering at Buffalo, July eleventh, twelfth and thirteenth, 1905, praise the Negro-Americans on certain undoubted confirmations of progress in the most recent decade, especially the expansion of knowledge, the purchasing of property, the checking of wrongdoing, the elevate in home life, the development in writing and craftsmanship, and the showing of valuable and official capacity in the lead of incredible strict, financial and instructive organizations . Testimonial: simultaneously, we accept that this class of American residents should dissent unequivocally and persistently against the shortening of their political rights. We have confidence in masculinity testimonial; we accept that no man is so acceptable, shrewd or rich as to be depended entirely with the government assistance of his neighbor. Common Liberty: We accept additionally in challenge the reduction of our social liberties. Every single American resident reserve the privilege to rise to treatment in spots of open diversion as indicated by their conduct and desert. Monetary Opportunity: We particularly gripe against the disavowal of equivalent chances to us in financial life; in the provincial locale of the South this adds up to peonage and virtual bondage; everywhere throughout the South it will in general smash work and private company endeavors; and wherever American bias, helped frequently by unfair laws, is making it increasingly hard for Negro-Americans to gain an OK living. Instruction: Common school training ought to be allowed to every American kid and necessary. Secondary school preparing ought to be satisfactorily accommodated all, and school preparing ought to be the syndication of no class or race in any segment of our normal nation. We accept that, with regards to our own organizations, the United States should help normal school training, especially in the South, and we particularly prescribe purposeful unsettling to this end. We ask an expansion in open secondary school offices in the South, where the Negro-Americans are completely without such arrangements. We favor well-prepared exchange and specialized schools for the preparation of craftsmans, and the need of sufficient and liberal gift for a couple of establishments of advanced education must be patent to true well-wishers of the race. Courts: We request upstanding appointed authorities in courts, juries chose without separation by virtue of shading and a similar proportion of discipline and indistinguishable endeavors at reconstruction for dark from for white guilty parties. We need halfway houses and ranch schools for subordinate youngsters, adolescent reformatories fox delinquents, and the nullification of the dehumanizing convict-rent framework. General Opinion: We note with alert the apparent retrogression in this place where there is sound popular feeling regarding the matter of masculinity rights, republican government and human fellowship, bone-dry we supplicate God that this country won't deteriorate into a horde of blowhards and oppressors, but instead will come back to the confidence of the dads, that all men were made free and equivalent, with certain unalienable rights. Concealment and remorseful before affronts. Through vulnerability we may submit, however the voice of dissent of ten million Americans†¦Ã¢â‚¬ ¦ (The Niagara Movement, 1905). By the advancement of these standards, the Niagara Movement made it evident that separation as well as isolation of any sort is unsatisfactory and would not go on without serious consequences. The report considered social, political and racial treachery was judiciously wrong whether it be from the administration or even the congregation. The life of William Du Bois was the direct inverse of his companion and rival, Booker T. Washington. Du Bois was destined to a free dark family in Great Barrington, Massachusetts in 1868. Albeit, both of Du Bois’ guardians were dominatingly dark, he distinguished himself as a mulatto. The African American populace in his old neighborhood was unbendingly little; from this time forward his instruction was altogether better than that of the normal dark kid. Du Bois was empowered by numerous individuals of his white educators to seek after an advanced degree. With assistance from the network, Du Bois selected and later moved on from the Historically Black College known as Fisk University. William Du Bois exceptionally exceeded expectations in his scholarly profession. In the wake of beginning from Fisk, he would head out to Ohio to accomplish graduate work at Oberlin University. Once showing up back in the United States, Du Bois applied and was acknowledged to the Ivy-League Harvard University where he later turned into the primary African-American to get a Ph. D. Du Bois worked with a portion of the world’s most conspicuous social researcher and he himself turned into a global creator, humanist and race pioneer. Being a delineated humanist, W. E. B. Du Bois built up a few speculations with respect to race issue. For the Niagara Movement, the way to race issue was just training. They accepted that there was power in information and astuteness. The development received Du Bois’ hypothesis of the â€Å"educated first class. † This hypothesis occurred in two stages that balanced his total position on social examination. â€Å"The first stage incorporates the long periods of 1897 to1904. During this stage, Du Bois started to characterize the shapes of the issues of the Black populace; he likewise starts to evaluate the requirement for a scholarly framework that would fill in as an operator of cultural direction. The subsequent stage (1906-1952) is set apart by Du Bois’ push to blend his hypothetical presumptions on administration with viable prospects in regards to explicit associations and master grams. This stage, which covers most of his life, sees Du Bois officially and in part spurns his prior announced pledge to a logical humanism so as to enter the open aren

Options for implementing a leadership change Essay Example for Free

Alternatives for actualizing an initiative change Essay Quality One is a biotech organization that has seen consistent development since entering the biotech business in 1996. It was established by the late Don Ruiz and four different chiefs. During the most recent eight years, Gene One has developed to turn into a $400 million dollar organization. Quality One needs to proceed with this development, and has chosen to increase extra development and assets by giving an Initial Public Offering (IPO). This is so as to stay serious in the market, since it needs increasingly capital for new turn of events, promotion, and showcasing in the event that it is to stay effective.  In request for the IPO to be fruitful, Gene One needs a strong establishment to expand upon. Quality One can take an inside and out gander at key ideas, for example, viable collaboration through participation, trust, and cohesiveness, wellsprings of contention in associations, information the executives, components of hierarchical structure, and evaluate the impact of authoritative structure on force and governmental issues (Scenario, 2006). Quality One is a developing organization with numerous open doors for additional development later on. With this change, Gene One needs to revaluate all territories of the organization and discover answers for issues inside the association. The organization has numerous open doors for changes, which will empower them to arrive at the objectives required. The key undertaking is to locate the best arrangement that will empower Gene One to arrive at their objectives, and become superior to its rivals. It should audit the arrangements that they have thought of, and the extra elective arrangements that have not been explored (Holmstrom, 1994). Group investigation After the passing of Don Ruiz, there is a major administration hole left in the administration of Gene One. The group is hence inadequate without him, which is bothersome for viable administration. Group building is both testing and fulfilling. Viable groups accomplish results a long ways past what people could achieve all alone. Be that as it may, group building is substantially more than putting a gathering of individuals together and seeking after the best. Teambuilding is a craftsmanship that beats contrasts in style, character, and other potential territories of contention, yet in any event, when a group capacities in complete concordance, it may not accomplish its objectives (Brickley, 1987). As Don’s kin, we have wound up partaking in administration at Gene One. Every relative was alloted one individual from the staying four individuals from the official. So as to evaluate the remaining team’s probability of progress, I accumulated data around one colleague and did an examination on it. During my examination, I discovered my subject to have the accompanying attractive traits:  He can assume responsibility, is decisive and can assume responsibility for a circumstance. He isâ friendly, individuals situated and outgoing He is worried about precision, subtleties and precision He is serious, wants to win and is forceful He isâ nice and easygoing, and  takes astonishingly He enjoys recognizing and breaking down issues He is worried about convenient outcomes and rushes to make a move He is acceptable cooperative person who cooperates with other people he is worried about measures and excellent work Properties not all around spoke to Regardless of all the great traits, I discovered my subject with a couple of negative properties. They include: he has a pessimistic mentality in regards to individuals and results He is exceptionally passionate and effectively loses his temper He gets fretful with the subordinate staff Proposal With a couple of changes to the initiative structure of Gene One, I suggest my subject for a further job in the executives of Gene One. His qualities are noteworthy and can control the organization to extraordinary statures. In any case, he should help take the organization through a progress to introduce a structure that isolates proprietorship from the executives. Authority style Quality One needs to build up an initiative style that includes the pioneer remembering at least one representatives for the dynamic process.â However, the pioneer keeps up an official choice creation authority. Utilizing this style is definitely not an indication of shortcoming; rather it is an indication of solidarity that your workers will regard. This is typically utilized when you have some portion of the data, and your workers have different parts. Note that a pioneer isn't required to know everything-this is the reason you utilize educated and capable workers. Utilizing this style is of shared advantage it permits them to turn out to be a piece of the group and permits you to settle on better choices (Tannenbaum Schmidt, 1958). Initiative structure The initiative structure at Gene One should change with the end goal that the titles of CEO and executive of the board are discrete substances. This will help separate administration from leadership.â This is the best authority structure for enormous partnerships or others planning to enter that group. Most enormous companies are not overseen by their proprietors or investors. Rather, they are overseen by a pioneer CEO or President-and a group of officials. The CEO or president is typically an expert prepared in a specific field with the fundamental experience. The CEO is responsible to the investors through their chosen agent, the governing body. Quality One ought not have a double CEO where the CEO capacities at the same time as the seat of the load up. A non-double CEO would be the best choice for Gene One. Research has demonstrated that CEO duality compromises Board freedom, and can disintegrate the basic oversight obligations of the Board (Daily and Dalton, 1994). Negative authority ought to be dodged no matter what. Adverse pioneers act tyrannical and unrivaled with individuals. They accept the best way to complete things is through punishments, for example, loss of occupation, days off without pay, censure workers before others, and so forth. They accept their power is expanded by startling everybody into higher switch of efficiency. However what consistently happens when this methodology is utilized wrongly is that spirit falls; which obviously prompts lower efficiency.

25 Little-Known Presidential Money Facts

25 Little-Known Presidential Money Facts 25 Little-Known Presidential Money Facts 25 Little-Known Presidential Money FactsTurns out that a number of famous U.S. Presidents werent so great at managing their personal finances.Have you heard the one about the ex-president who was so broke upon leaving office that he had to move in with his mother-in-law? If you had to guess, which president do you think got a speeding ticket while in office? Did you know that Thomas Jefferson’s poor financial decisions are the reason we have the Library of Congress?Youd think that all U.S. presidents would have a history expert financial management, right? Well, youd be wrong. When it comes to handling their personal finances, our presidents are kind of a mixed bag.We reached out to financial expert Harrine Freeman (@harrine)  and she provided us with a whole trove of presidential money facts. Enjoy!George Washington1. When George Washington was elected as the first president of the United States, he refused to accept the office’s $25,000 salary. He was later convinced to take th e paychecks in order to set a good precedent for future office-holders. It is now against the law for a US president not to take a salary.2. That $25,000 salary was two percent of the U.S. budget. If a modern president’s salary was two percent of the budget, it would be around $80 billion!3. When Washington married his wife, Martha, she was by far the wealthier of the pair. Her money came from her first husband, Daniel Parke Custis, who was almost twenty years older than her and died after only seven years of marriage.4. Its against the law for a living president’s likeness to be printed on U.S. currency. This dates back to Washington’s refusal to have his portrait printed on the U.S. dollar. In 1866, this tradition was made law by an act of Congress.5. Even though George Washington was one of the wealthiest people in the whole country, the nature of farming meant that he had very little free cash on hand. That’s why Washington had to borrow $600 from a neighbor in order to attend his own inauguration.Thomas Jefferson6. Thomas Jefferson was in debt for pretty much his entire life. In 1815, he was forced to sell his library to the government in order to pay his creditors. Those books formed the basis for the Library of Congress.James Monroe7. President James Monroe was buried in New York City because there was no money to send his remains back to his home state of Virginia.Abraham Lincoln8. Abraham Lincoln was the first president to be featured on a U.S. coin. It was (you guessed it) the penny! Minted in 1909, “Lincoln Pennies” were only meant to commemorate the 100th anniversary of Lincoln’s birth. However, the coins proved so popular that they just never stopped minting them!9. As a young man, Lincoln owned a grocery store with a business partner, William F. Berry. After Berry died, Lincoln was left owing so much money that the future president started referring to it as “The National Debt.”Ulysses S. Grant10. Early in his presidency, Ulysse s S. Grant was pulled over by the police in Washington D.C. and given a $5 speeding ticket for driving his horse and buggy too fast.11. After he left the presidency, Grant lost almost all his money when he invested it in a business that turned out to be a swindle. Grant was forced to sell his old Civil War mementos for money. However, in light of his situation, Grant also had a $150,000 debt forgiven by William H. Vanderbilt.12. Eventually, Grant wrote and sold his memoirs in order to pay off his outstanding debts.William McKinley13. While he was governor of Ohio, McKinley co-signed a loan to support a friend’s business venture. The business failed, and McKinley was forced to declare bankruptcy. Three years later he was elected president.William Howard Taft14. When adjusted for inflation. Taft was the highest paid president in history. His $75,000 salary in 1909 would be the equivalent of almost 1.9 million in today’s dollars.Warren G. Harding15. President Warren G. Harding love d to play poker. He loved it so much, in fact, that he once lost an entire set of priceless White House china in a game.Herbert Hoover16. President Herbert Hoover’s first job ever was picking bugs off of potato plants. He was paid one dollar per hundred bugs. Hoover would later study geology at Stanford University and go on to make a fortune in the mining business.17. Hoover was worth $75 million (over a billion dollars today) and donated his presidential salary to charity.Franklin D. Roosevelt18. Do you know why President Franklin D. Roosevelt is on the dime? Congress voted in 1945 to place his profile on the ten-cent coin to commemorate the March of Dimes, a charity that FDR founded to combat childhood polio.Harry S. Truman19. Harry Truman declared bankruptcy in 1922 when his hat shop failed. It took him 12 years to get out of debt.20. Truman was so poor when he left the White House that he was forced to move into his mother-in-law’s home. His only source of income was his Arm y pension, which paid  $112 per month.  In 1958, Congress passed the Former Presidents Act, which gave him a yearly pension.21. In 1968, Truman and his wife, Bess, received the first two Medicare cards.George W. Bush22. In 1989, Bush paid $600,000 to become a co-owner of Major League Baseball’s Texas Rangers. Just before being elected president, he sold his stake in the team for $14.9 million.General Trivia23. Mount Rushmore cost $990,000 to build, which is around $15 million dollars in today’s dollars. Considering the fact that it took 14 years for 400 men to literally carve four giant faces into the side of a mountain, $15 million actually doesn’t seem like too much.24. Modern-day presidents receive an annual salary of $400,000, a $50,000 expense account, and a $100,000 nontaxable travel account. They also get $19,000 for entertainment. Ex-presidents usually earn $125,000 per speech.25. Did you know that Presidents William McKinley, Grover Cleveland, and James Madison all ha ve their faces on US currency? It’s true! McKinley’s face is on the $500 bill, Cleveland’s is on the $1,000 bill, and Madison’s is on the $5,000 bill. Those bills are no longer being printed, but they are all still accepted as legal U.S. tender.Thems the facts! The  next time you’re worried about your finances, just remember good ol’ Harry Truman needing a literal Act of Congress to get his financial ship afloat.To learn more about financial history, check out these related posts and articles from OppLoans:Is Valentine’s Day a Fake Holiday?The 12 Worst Financial Scandals In HistoryGive Me Some Credit: The History of Modern Credit CardsWhats your favorite Presidents Day fact? Let us know!  You can  email us  or you can find us on  Facebook  and  Twitter.ContributorsAbout The Contributor:  Harrine Freeman is a financial expert, speaker, counselor, writer, CEO and owner of H.E. Freeman Enterprises, a financial services company that provides personal finance consulting ser vices such as credit repair, debt reduction, budgeting, saving, planning for retirement and financial literacy education. Harrine is also the best-selling author of  â€œHow to Get out of Debt: Get An “A” Credit Rating for Free.”  She has made over 150 media appearances as a featured financial expert.

The Danger of Passiveness in Booker T. Washington’s “Up from Slavery” - Literature Essay Samples

The latter years of the 19th century brought with them a time of vast change in race relations in the United States. The end of the Civil War and the period of Reconstruction that followed brought a slew of rights to the newly freed Southern slaves. The Freedmen’s Bureau offered educational opportunities to African Americans and the 14th and 15th amendments had granted them equal rights of citizens and the right to vote (Lemke-Santangelo). Undoubtedly, the decade following the end of the war served as a time of hope and promise for the almost 4 million slaves freed by the 13th amendment (â€Å"American†). However, by the turn of the century, major tensions regarding the status of African Americans had already begun to arise. Supreme Court rulings showed time and again that those in power were unwilling to recognize black citizens as truly equal. Southern states had already begun to devise methods such as poll taxes and the Grandfather Clause to circumvent the 15th amend ment and prevent blacks from voting (Lemke-Santangelo). Thus, the early 20th century was a time of heated tension between races, and out of this grew much literature that existed as a response to this. During the early 20th century, many African Americans turned to writing to address the hardships that plagued them. Much of this literature expressed discontent with the widespread inequality facing African Americans in the years following the abolition of slavery, and attempted to push for better conditions and rights. In spite of the hardship and inequality however, one former slave managed to present a view of race relations that was distinctly less negative than nearly all of his contemporaries; Booker T. Washington, who was still a child at the time of slavery’s abolition (â€Å"Booker†), writes in â€Å"Up from Slavery† about his journey toward success from the toils of plantation life—a journey wrought with both hardship and the demand of hard work. Despite the trials he faced, however, Washington presents a view of his life and of racial issues that not only fails to call for action, but that absolves white Southerners of any guilt in the applicati on of slavery. Washington’s uniquely positive perspective on the issue of slavery and equal rights, although admirable in its optimism, is ultimately problematic in furthering justice for African Americans. Washington’s piece, â€Å"Up from Slavery,† is initially striking in the positive spin that it attempts to put on the issue of slavery. Although Washington is by no means an advocate for the institution of slavery, he pauses to note that, â€Å"the ten million Negroes inhabiting this country, who themselves or whose ancestors went through the school of American slavery, are in a stronger and more hopeful condition†¦ than is true of an equal number of black people in any other portion of the globe† (Washington 1350). Here, Washington is suggesting that there is a benefit, however small or unintentional, of the enslavement of African Americans, an assertion that would today be met with fierce criticism and opposition by the general public. Washington also describes himself as having a connection to his masters, and remarks that he felt sorrow at one of their deaths. Despite the fact that Washington does not praise slavery outright, he certainly adopts a more p ositive stance than any other former slaves. By painting slavery in anything less than a horrible light, Washington essentially weakens the plight of African Americans during this time, and thus makes less pressing the need for justice. Beyond attempting to put a less negative, if not explicitly positive spin on the issue of slavery, Washington goes as far as to deflect guilt from white slave owners. About his father, a white plantation owner who presumably raped his mother, Washington says, â€Å"I do not find especial fault with him. He was simply another unfortunate victim of the institution which the Nation unhappily had engrafted upon it at that time† (Washington 1345). This statement is jarring, not only because of Washington’s position as a former slave, but because holds a fundamental implication that white plantation owners were not responsible for the atrocities they committed against other human beings. In using the word â€Å"victim,† Washington argues not only a lack of guilt, but an oppression against white slaveholders. Such an assertion, though perhaps honorable to some on Washington’s part, is highly problematic in that it absolves white Southerners of any guilt in the ma tter of slavery, and allows those in power to ignore responsibility for their own actions. In doing this, Washington’s argument makes very difficult the fight for justice. This is not to say that Washington was not an advocate for a reversal of this social injustice. He makes clear that, despite his oddly positive view on his life as a slave, he is in no way a supporter of the institution of slavery, and that finding any African American who was would be virtually impossible. Washington asserts, â€Å"I have never seen one who did not want to be free, or one who would return to slavery,† and goes on to say that he â€Å"pit[ies] from the bottom of [his] heart any nation or body of people that is so unfortunate as to get entangled in the net of slavery† (Washington 1350). Clearly, Washington has a decidedly negative view on slavery as a whole, and he exhibits throughout this piece that he is an avid supporter of upward mobility for African Americans through education. However, Washington’s envisioned mode of achieving equality is passive to the point of inactivity; he urges his fellow African Americans to simply wait until the time for equality reaches them. Such an approach is incredibly telling of Washington’s beliefs about society and human nature. Expressed throughout the piece is a sense of positivity and thankfulness toward the people around him. For example, he repeatedly uses the word â€Å"privilege† in regards to his experience with General Armstrong, a man who worked at the Hampton Institute during Washington’s time there, and he later asserts that â€Å"the part that the Yankee teachers played in the education of the Negroes immediately after the war will make one of the most thrilling parts of the history of this country† (Washington 1359). Remarks such as this illustrate Washington’s inherent tendency toward gratefulness and appreciation of the people with whom he interacts. It is made clear throughout the piece that Washington views his fellow human beings, regardless of race, in a distinctly positive light. This ability to see and believe the best in people is, in itself, an admirable one; however, the way in which it informs his idea of race relations is deeply misguided. Out of his deep sense of positivity stems Washington’s belief that people are fundamentally good, and that—beyond this—they possess an innate ability to recognize the good in others. Not only does Washington believe that people â€Å"lift themselves up in proportion as they help to lift others† (Washington 1362), he believes firmly that the people around him—specifically, white people in power—will eventually come to this realization without any external pressure to do so. Believing the good in people is of course, in itself, not a flaw, but when applied to the issue of racial oppression, it poses an enormous problem to the advancement for equality. His belief in people’s inherent goodness informs Washington’s passive approach to racism, which he expresses in his Atlanta Exposition Address and which essentially states that African American people ought to wait patiently until justice becomes a reality. â€Å"Say what we will,† Washington says, â€Å"there is something in human nature which we cannot blot out, which makes one man, in the end, recognize and reward the merit in another, regardless of color or race† (Washington 1371). This statement is both powerful and deeply persuasive. Yet in arguing this, Washington is inadvertently working to slow the advancement of the people of his own race. His assertion that people need wait found support primarily with whites; even peaceful African American activists found his view hugely problematic. Dr. Martin Luther King, in his â€Å"Letter from Birmingham Jail,† argues precisely the opposite, exclaiming, that â€Å"when you are haunted day and night by the fact that you are a Negro†¦ plagued with inner fears and outer resentments; when you are forever fighting a degenerating sense of ‘nobodiness’—then you will understand why we find it difficult to wait† (King 97). Despite the fact that Martin Luther King’s statement is aimed at white clergymen, it seems his argument applies just as clearly to Washington’s assertion. â€Å"This ‘wait’† Martin Luther King says, â€Å"has almost always meant â⠂¬Ëœnever’† (King 97). Thus, by King’s logic, Washington instructing his fellow citizens to wait for justice was effectively a request to ask them to ignore the need for justice. Washington’s decidedly passivity was also criticized heavily by African American writer W.E.B. Du Bois, who, in The Souls of Black Folk, accuses Booker T. Washington of serving as a catalyst in the disenfranchisement and institutional inferiority of blacks in the U.S. through his â€Å"old attitude of adjustment and submission,† and his desire to serve as â€Å"a compromiser between the South, the North, and the Negro† (Du Bois 1385). These assertions are far from inaccurate; Washington’s passive approach appealed largely to white audiences and helped to bridge the gap between justice-seeking African Americans and white citizens who were reluctant at best to extend rights of citizenship to blacks. His position as a former slave who had worked his way up in society led many other members of his race to follow in his example, and thus worked to quiet the collective voice that called out for justice. Washington’s piece as a whole advocates for the submission of African Americans to the injustices of society on the grounds that, in time, white men will come to recognize the innate value in their fellow citizens regardless of race. He also works to absolve white citizens of their guilt, for he does not simply refer to them as without fault, but as victims—likening their suffering to his as a slave and proposing the belief that slavery is not a product of individual wrongs, but a wrong institution that has forced itself on the Nation as a whole. Overall, his optimistic yet wholly unrealistic perception of society, coupled with his attempts to present white plantation owners as victims of the institution of slavery, ultimately serves to undermine the plight of African Americans during the early 20th century, and serves as an excuse for white citizens to ignore the pressing need for justice in America. Works Cited American Civil War Census Data. American Civil War Census Data. Web. 30 Mar. 2016. †Booker T. Washington. Bio.com. AE Networks Television. Web. 30 Mar. 2016. King, Martin Luther, Jr. â€Å"Letter from Birmingham Jail.† Critical Strategies and Great Questions. Saint Mary’s College of California, 2013. 97. Print. Lemke-Santangelo, G. (2015, November 30). Radical or Congressional Reconstruction 1867-77. Lecture presented at Saint Marys College of California, Moraga. Washington, Booker T. Up From Slavery Health Anthology of American Literature. 7th ed. Vol. D. Boston: Wadsworth, Cengage Learning, 2014. 1344-372. Print. Du Bois, W.E.B. â€Å"The Souls of Black Folk Health Anthology of American Literature. 7th ed. Vol. D. Boston: Wadsworth, Cengage Learning, 2014. 1374-397. Print.

Political Party Logos - Republican Elephant and Democrat Donkey

Republicans have long been associated with elephants, and Democrats have embraced the  donkey for centuries in American politics. Related Story:  Why Republicans Are Red and Democrats Are Blue But where did those icons come from? And why have the elephant and donkey symbols stood the test of time? About the Democratic Donkey The Democrats use of the donkey has its roots in the presidential campaign of 1828, often described as one of the dirtiest political campaigns in U.S. history. Related Story: Do Negative Ads Work? President John Quincy Adams was being challenged by  Democratic Andrew Jackson, who had a colorful history that his opponents sought to capitalize on.  As 19th Century history expert Robert McNamara has written: For those who detested Andrew Jackson, there was a goldmine of material, as Jackson was famed for his incendiary temper and had led a life filled with violence and controversy. He had taken part in several duels, killing a man in a notorious one in 1806. When commanding troops in 1815, he had ordered the execution of militia members accused of desertion. Even Jackson’s marriage became fodder for campaign attacks. Jacksons political opponents took to referring to him as a jackass, a  derogatory term the candidate eventually embraced. Explains Smithsonian: Emboldened by his detractors, Jackson embraced the image as the symbol of his campaign, rebranding the donkey as steadfast, determined, and willful, instead of wrong-headed, slow, and obstinate. Related Story:  Print a Coloring Page Showing  the Donkey and Elephant The image of Jackson as a donkey stuck. In January of 1870,  Harpers Weekly political cartoonist and loyal  Republican  Thomas Nast began using the donkey to represent Democrats on a regular basis and the imagery stuck. The cartoon was titled  A Live Jackass Kicking a Dead Lion. About the Republican Elephant Nast is responsible for the Republican elephant, as well. He first use an elephant to represent Republicans in a  Harpers Weekly cartoon in November of 1874. He would go on to use it many more times, though it remains uncertain why, specifically, Nast chose an elephant to represent the Republican Party. Wrote The New York Times: By the 1880 presidential election, cartoonists for other publications had incorporated the elephant symbol into their own work, and by March 1884 Nast could refer to the image he had created for the Republican Party as â€Å"The Sacred Elephant.†

Bp Marketing Problem After Oil Spill - 2538 Words

British Petroleum’s Marketing Problem Florida International University Summer 2011 Alex Del Veccio Yudith Torres BP Marketing Problem In April 20th, 2010 one of the worst environmental natural disasters that were brought on by a men happened. We are talking about the British petroleum Oil spill on the Golf Coast. The disaster not only affected the plants, animals and people living in the area but also the image of the company. British Petroleum has been successful on creating a powerful brand image, being authentic to the core values of its business and building the goodwill of their customers, now BP is trying to save what is left after the disaster. The disaster leads to many angry people, including environmentalists,†¦show more content†¦This Survey that came out in June 2010 show these findings. Only Toyota who went through a massive recall shows worse. Many more surveys show that consumers were not please with British petroleum (eye, 2010) Following are s few notes from the article on the corporate eye s website (eye, 2010): * From an Economist and YouGov survey: When it comes to trusting BP to â€Å"do the right thing in stopping the oil spill and cleaning it up,† 9% of respondents said they trust BP â€Å"a great deal† and 13% trust BP â€Å"quite a bit† while 20% have â€Å"only some† trust that BP will do the right thing, and another 20% said they have â€Å"very little† trust that BP will do the right thing. The majority of respondents, 28%, trust BP â€Å"not at all.† The remaining respondents stated that they were not sure how they felt. * From the same Economist and YouGov survey: 65% of respondents believe that BP and other companies involved in the oil spill are â€Å"pointing the blame on others and avoiding responsibility† while just 35% believe BP and other companies involved are â€Å"doing whatever it takes to stop the spill and clean up the oil.† * From a USA Today/Gallup poll: 34% of theShow MoreRelatedPetroleum And Natural Gas Exploration Essay1701 Words   |  7 PagesSummary April 20, 2010 was the beginning of the end for British Petroleum. BP was started in 1901 by William Knox D’Arcy. Their mission is to operate oil and natural gas exploration, while marketing and distributing all over the globe. The primary issues the company faces are rebuilding their business after the tragic oil spill, their low oil prices and internal leadership promotions. Following the 2010 oil spill, all of BP’s top executives were fired, and the company has continued to promoteRead MoreThe British Petroleum Oil Spill and Lack of Response Essay examples1453 Words   |  6 PagesBritish Petroleum Oil Spill and Lack of Response Last year, news spread of an oil spill off the Gulf Coast. These events occur periodically and usually register much media attention. As British Petroleum (BP) executives could not shut off the crude oil or prevent the damage it caused, people took notice. Millions of dollars in tourism, commerce and sales were lost. Thousands of wildlife acres and ecosystems were also compromised. There were more questions than answers. What BP did to alleviateRead MoreCurrent Ethical Issues on Oil Spill1482 Words   |  6 Pagestheir domestic consumptions of oil have led to increased prices of gasoline whereby alternative forms of energy production are sought. 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Health Care Systems/Medicaid Medicare Essay - 875 Words

Medicaid/Medicare Services Stella Williams Harrison College Medicaid/Medicare Services Develop a plan for the center by using clinical quality measures, or CQMs, which are tools to help track and measure the quality of health care serviced that are provided by eligible professionals, eligible hospitals that are within the health care system. These would be measures to use data that is associated with providers that are able to provide high quality care or relate to long term goals for health care. The measures would be the many aspects of patient care including: * Health outcomes * Patient safety * Clinical processes * Efficient use of health care resources * Population and public health * Adherence to†¦show more content†¦There are so many Incentive Programs that provide financial incentives for the use of certified EHR technology to improve patient and by taking part the Center can receive incentive payments for certain Medicaid health care and can receive up to a maximum of $63,750 over six years participation. Although to qualify we must have a minimum 30% of Medicaid patient volume and a practice predominantly in a Federally Qualified Health Center and have a minimum 30% patient volume attributable to needy individuals. 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Self Esteem in Athletes Compared to Non-Athletes Essays

Self Esteem in Athletes Compared to Non-Athletes The correlation of playing competitive sports at college level and self esteem are measured. Subjects were given the Barksdale self esteem questionnaire to fill out and levels of self esteem are measured by scores out of one hundred. The subjects are then separated into categories determined by gender and whether they played sports at the college level. The results indicated that the elite athletes have a higher self esteem than non athletes. The survey also revealed that women have a slightly higher self esteem than men. These findings agree with our hypothesis that athletes will have a higher level of self esteem than non athletes will. Self esteem is defined†¦show more content†¦As well as looking at that research we also referred to the Encyclopaedia of human intelligence and an interesting article about exercise and cognitive functioning. The purpose of this research then is to find out of levels of self esteem differ in athletes and non athletes. The hypothesis drawn was that athletes would prove to have a higher overall average of self esteem when compared to non athletes. The null hypothesis is that their will be no difference between the two groups. Goals of this research are to satisfy some curiosity in the area and maybe dispel of some long reaching stereo types. Method It was decided that the goal would best be reached through a questionnaire given to people to fill out that would evaluate their self esteem. After going through many the Baarksdale self esteem evaluation no.69 , it was decided on as being the most thorough and the one most pertaining to he research. Some questions at the end were added asking for age, sex, and whether or not they play competitive sports. These questions were added so we could separate them onto the respective categories: athlete/non athlete. Our control group would be the group that does not play on a sports team. The athletes would be compared to them. The questionaries were handed out randomly.Show MoreRelatedEating Disorders Has Affected The Lives Of Many Athletes Around The World1546 Words   |  7 PagesEating disorders have affected the lives of many athletes around the world. Being scared of being overweight but rather caused by an addiction to food can result in the development of an eating disorder. There are several reasons as to why someone may have an eating disorder such as the sports they play or even the worldly view of how an ideal body is supposed to be. They have an effect on the person’s health and also on their social interactions with others. Many sports where the player’s weightRead MoreAre Athletes Trea ted Differently From The Rest Of The Student Body?1457 Words   |  6 Pages1) Are athletes treated differently from the rest of the student body? If so, how? 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Id also like to find some studies that may compare student athletes to the general student body to see if there is a correlation of usage betweenRead MoreThe Social Benefits Of Sports1248 Words   |  5 Pagesthe court or field. Aside from the physical aspect, sports benefit the athlete both during and far beyond their athletic careers. Socially, emotionally, and academically sports benefit the athlete and prepare him/her for upcoming phases in life such as career, family, and relationships. Home and school education are crucial for personal growth, but sports play a key role developing the social aspect of a person. Whether the athlete is the star of the team or the second st ring, the sport can teach skillsRead MoreThe Effects of Athletics on Student Performance Essay1302 Words   |  6 Pagesin athletic activities often have higher physical, mental and emotional abilities than their non-participating peers. 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Essay †Bride and Prejudice Free Essays

People interact with and also with their surroundings. This impacts on their sense of belonging or their sense of isolation. We see this is William Shakespeare’s play ‘As You Like It’ and the Anglo-Indian genre movie, ‘Bride and Prejudice’ by Gurinder Chadha. We will write a custom essay sample on Essay – Bride and Prejudice or any similar topic only for you Order Now The relationship between people and the interaction with place heavily impacts on the sense of belonging among the characters in the prescribed text. Rosalind and Celia are cousins who share a common understanding and identical values. Being from the same parental stock their social perception of life is similar. Their fathers being brothers, they share the same social economic circle. Their closeness is stressed when Celia paradoxically emphasises, â€Å"you know my father hath no child but I, nor none is like to have†. This shows Celia is prepared to forfeit the dutchy for her cousin Rosalind, which cements their friendship and helps them to improve their sense of bonding with each other. The ducal court and the lust for power sees Celia’s father usurp the dukedom from his elder brother, Duke Senior, Rosalind’s father. This chaotic deed breaks the bond of unity and segregates Duke Senior, Rosalind, Celia, Orlando, Jacques and Adam. The two fathers are located in a contrasting environment. The court of Duke Fredrick is seen as a contrast to the forest od Arden. Duke Fredrick’s court seems to foster values of flattery, falsity and autocracy. These values create friction on the bond of belonging and unity. Where as the forest of Arden is an allusion of the garden of Eden. The interaction with this rustic setting acts as a whet stone to refine the disturbed banished crew of exiles. Duke Senior’s syntactical expression, â€Å"running brooks’† and â€Å"sermon in stones† shows the peace and serenity of the forest of Arden. This natural environment of forest of Arden also fosters friendship. Hardship also accompanies the calm serenity of this so-called paradise because the harsh, â€Å"churlish chidings† and â€Å"bites and bolows† of the weather fosters a sense of independence on each of the exiled members in the forest. Rosalind’s impersonating as Ganymede protects not only her virginity but also her cousin Celia’s maidenhood. These good times and bad times and the will to succeed are essential qualities that assist the sense of belonging in the prescribed text. Love is another pervading factor in emotional belonging. The sisterly affection between Rosalind and Celia acts as a wedge that not only glues them together but also binds Orlando with Rosalind; Duke senior with his younger brother Duke Fredrick; Celia with Oliver and Phoebe with Silvius. Thus we see how Shakespeare portrays how belonging can be nurtured with love, understanding and a firm purpose of commitment for a common good. Shakespeare justifies the power of love and in the concept of belonging by making Rosalind metaphorically refer to love as madness, â€Å"love is merely a madness†¦that he whispers are in love too†. By this quibble Rosalind tries to humorously convince Orlando that just as he is in love with her, she is also madly in love with him. This reciprocal interaction with each other helps to foster unity among all the characters in the play. Similarly Gurinder Chadha’s romantic musical film, Bride and prejudice portrays the concept of belonging that is nurtured on account of interaction with people and places. The Bakshi Family has a strong sense of togetherness within the home and also the microscopic environment of their rural setting in Amritsar. The film in the opening scene uses mise en scene with the protagonist Lalita Bakshi serene in her environ. In the scene that follows we see The Bakshi Family, in their Indian accent, discuss marriage. The love and closeness of the sisters, Jaya, Maya and Lakhi establish their security, warmth and comfort within their home. This closeness and sacrifice is also displayed in the prescribed text where Rosalind and Celia make sacrifices for each other. Interaction with a place is presented where Lalita, the heroine, has to build an affinity not only with Amritsar in India but also with Will Darcy’s wealthy American family hotel in America. Her education al competence helps her easily integrate with the American way of life. In like manner even though Darcy felt out of place on his first visit to Amritsar in India, his love for Lalita made him adjust with the Indian culture and also with the Indian locale. The contrast of Darcy’s occidental attire in the early scenes is different in the concluding part of the film. The oriental drum beat played by Darcy himself and his Indian outfit piloted, by an elephant, shows how in belonging sacrifices need to be made. These sacrifices create a bond between the members who yearn for a common goal. In the case of Bride and Prejudice the love between Will Darcy and Lalita Bakshi cement a relationship between the Bakshi family and the Darcy family; so also in As You Like It the love between Celia and Oliver and Rosalind and Orlando foster a sense of belonging between the members of the ducal court and the members in The Forest of Arden. Thus establishing the fact that interaction between people and places heavily impacts on the sense of belonging. On analysing both texts we see, William Shakespeare and Gurinder Chadha uncover how a sense of belonging or isolation is created by the people we interact with, the environment in which we are and the love , understanding and concern we express for each other. How to cite Essay – Bride and Prejudice, Essay examples

Project Management Methodology Improvement Plan Helps

Question: Discuss about the case study Project Management Methodology for Improvement Plan Helps. Answer: Reflection The outcome of this course in week 10 is associated with the project management methodologies which explains the practices of continuous improvement plan helps to achieve the objectives effectively. The outcome of this course facilitated me to gain the depth understanding of the role of change management in order to define requirements of the work and also enables me to make continuous improvement in the project. Cheshire cat quotes that if you dont know where you are going, any road will get you there. This quotes gain my knowledge that firstly we have to need to develop understanding about the reason behind the improvement in the project after that needs to understand the position of the project and then need to understand the continuous performance that has carried out within the project. These things have considered by me in the professional life as it enables me to accomplish the goal successfully. Besides this, the course of week 10 also offers me an effective learning as I taken the practical experience to develop the project management maturity model on the real life practices. It also supported me to learn about how to develop the optimized process in the project. Apart from this, I have also gained experience about the different level of project management maturity model in order to accomplish the project on time. In this way, I have gained knowledge that first level is related to awareness of the process, the second level identifies the repeatable process, the third level defined the process, the fourth level manage the process, and the fifth level optimized the process. These different levels are beneficial to me to develop great understanding in terms of recognizing the responsibilities of a senior manager from an initial level to the last level of the project management maturity model. Further, I was enabled to optimize a different process that is essential due to changes in business need. This course also develops my understanding about the different thinks that is to be considered in the continuous improvement plan. These things are the current state of the project, strategies to bridge the gap, monitoring and capturing the process of the project. I have considered these things in the project in order to get the continuous improvement in the project. This course outcome also facilitated me a great knowledge about the lean six sigma roadmap. This roadmap defines the five steps that are effective to improve the quality of the project. These steps involved define the quality, measure the quality, analyze it, improve it, and then control the quality. It is effective to me in order to quality improvement in the project. Further, I have gained experiences about the ways that help to determine the current state and future state of the project and also helped me to develop the structure associated with the planned improvement actions. At the same time, from this course, I have developed the knowledge about the effectiveness of project management methodology in order to continuous improvement in the project. Due to this, I enabled to execute the effective methodology to get success. It will also facilitate for me to enhance growth related to my professional career in terms of building the project with respect to the benefit of the company. Weekly Portfolio Learning Table Date Issues Identified Related policies/ procedures Planned Action Planned completion date 6.10.2016 Article about project management methodology indicated that continuous improvement assessment tool does not incorporate the ease and comprehensible steps. It creates difficulty to me in order to execute the continuous improvement plan in the project. Project management methodologies such as continuous improvement plan, lean six sigma roadmap, and different ways to determine the current state and future state of the project. There should be a continuous improvement to bridge the gap. 7 October 2016 (Completed) Supporting Documentation including your Prior Learning Kerzner, Chapter 20.0-20.8, and 21.0-21.4 https://books.google.co.in/books?id=QgQQC5qRtzgCprintsec=frontcoverdq=kerzner+project+managementhl=ensa=Xved=0ahUKEwjiysP9j8bPAhVEMo8KHZpQDW8Q6AEIKjAB#v=onepageq=kerzner%20project%20managementf=false PMI Managing Change Chapter 6 https://marketplace.pmi.org/Pages/ProductDetail.aspx?GMProduct=00101469401

Maslahah Mursalah free essay sample

Historically, the notion of maslahah mursalah originated in the practice of the Companions. This is, of course, not to say that the Prophet did not rule in favour of maslahah, but merely to point out that as a principle of jurisprudence, maslahah mursalah does not apply to the rulings of the Sunnah. The main support for istislah as a proof and basis of legislation (tashri) comes from Imam Malik, who has given the following reasons in its favour: The Companions have validated it and have formulated the rules of Shariah on its basis. When the maslahah is compatible with the objectives of the Lawgiver (maqasid al-shari`) or falls within the genus or category of what the Lawgiver has expressly validated, it must be upheld. For neglecting it under such circumstances is tantamount to neglecting the objectives of the Lawgiver, which is to be avoided. Hence maslahah as such is a norm of the Shariah in its own right; it is by no means extraneous to the Shari`ah but an integral pair of it. We will write a custom essay sample on Maslahah Mursalah or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When maslahah is of the genus of the approved masalih and is not upheld, the likely result would be to inflict hardship on the people, which must be prevented. Shatibi, I`tisam, II, 282-287; Abu Zahrah, Usul, p. 223. ] Conditions (Shurut) of Maslahah MursalahThe following conditions must be fulfilled in order to validate reliance on maslahah mursalah. The maslahah must be genuine (haqiqiyyah), as opposed to a specious maslahah (maslahah wahmiyyah), which is not a proper ground for legislation. The second condition is that the maslahah must be general (kulliyyah) in that it secures benefit, or prevents harm, to the people as a whole and not to a particular person or group of persons. The maslahah must not be in conflict with a principle or value which is upheld by the nass or ijma`.

Sample Ap World History Compare Contrast Essay - The Spanish Culture

Sample Ap World History Compare Contrast Essay - The Spanish CultureWith a Sample Ap World History Compare Contrast Essay, you are able to learn more about the Spanish culture, while also getting a good idea of how native Spanish speakers compare with other native Spanish speakers. There are several sources of information about a culture like the Spanish language; however, many of them can seem overwhelming.This Sample Ap World History Compare Contrast Essay by the Name of 'Contrast Comparison Aids' helps to make the process of learning Spanish much easier for you. For more information on the 'Contrast Comparison Aids', simply visit our website at the link below.In order to learn Spanish and then move on to Spanish literature and grammar in a more advanced way, it is often the case that you need to purchase a course that is able to do this. The reason for this is that courses like this are extremely expensive, even if you are able to find one that is low priced.Now, the different sch ools of thought on this topic tend to be: Should English Literature be included in the course; Should English Literature be optional; Should English Literature be included in all subjects; Should English Literature be included in all subjects and should it be in high school? All of these topics are subject to debate, especially as Spanish courses become more sophisticated.Another point that is being debated is the idea of including Spanish Literature in English Literature courses. Some feel that there is no real difference between English Literature and Spanish Literature, but we strongly disagree and feel that there is a big difference and a great deal of difference.Whether or not you decide to include Spanish Literature in English Literature courses will depend on your preferences, your kids, your family, your teaching philosophy, your school's mission statement, your funding structure, etc. Regardless, of which option you decide upon, the main thing is that you are giving your st udents a better understanding of Spanish Literature and you are giving them a better understanding of their own society.As long as you are doing things the right way and you are teaching in an effective manner, there is no reason why you cannot use Spanish Literature as a means of connecting to Spanish culture. Simply visit our website to learn more about 'Contrast Comparison Aids' and why you need to get one now!

Causes of the American Revolutionary War essays

Causes of the American Revolutionary War essays The American colonists were justified in waging war and breaking away from Britain because of unjust laws and a tyrannical king. All of these things outraged the colonists in different ways, leading them to unite together and rebel against Britain, hence leading to the Revolutionary War. First off, Parliament imposed many unjust laws. According to Document 2, the colonists believed that Britain had the right to impose laws to regulate trade, however, on the contrast, the introduction of the Stamp Act was pure to gain revenue. The Stamp Act particularly affected lawyers, merchants, and editors, as well as the general public. Document 5 reads "Parliament can 'of right make laws to bind us in all cases whatsoever.'" This can lead someone to argue that Parliament felt it had complete control over the colonies and that it could pass numerous laws to keep that control. For instance, once the Sons of Liberty used mob violence to force all stamp agents to resign and the Stamp Act was repealed, Parliament asserted its rights with the Declaratory Act. Document 5 also infers that the unfair laws and taxes imposed on the colonists were enforced by the "tyranny of irritated [British officials]." The colonists argued that they were unfairly being taxed without representation, th is being the first time that the colonies began to unite and rebel against the British government. Secondly, a cruel and intolerable king oppressed the colonists. Document 6 blames the King of England for the Battles of Lexington and Concord on April 19, 1775, and refers to him as "the hardened, sullen-tempered [King of England]." This document excerpted from Thomas Paine's pamphlet "Common Sense," convinced many Americans that independence was the only resolve to the conflicts between America and England. Accusations in Document 7 also suggest that the king had "a history of repeated injuries and usurpation," and that his overall character could describe a "tyrant"...

The Basic Guide to Integers on ACT Math

The Basic Guide to Integers on ACT Math SAT / ACT Prep Online Guides and Tips "Let x and y be integers such that...", "If y is a positive integer, what is...?" If you've taken a practice test or a real ACT before, these types of questions may look familiar to you. You've likely come across several questions on the ACT that mention the word "integer." And if you don't know what that word means, they will be difficult problems for you to solve. Questions involving integers are common, so it's important to have a solid grasp of what integers are as you continue in your ACT math study. But what are "integers" and how do they fit into the larger ACT math picture? This article will be your guide to basic integers for the ACT, what they are, how they change, and how you'll see them used on the test. For the more advanced integer conceptsincluding absolute values, exponents, roots, and morelook to our advanced guide to ACT integers. What is an Integer? An integer is a whole number. This means an integer is any number that is NOT expressed with a decimal or a fraction. Integers include all negative whole numbers, all positive whole numbers, and zero. Examples of Integers: -32, -2, 0, 17, 2,035 NOT integers: Ï€, $2/3$, 0.478 Think of an integer as an object that cannot be divided into pieces. For example, you can't have half an egg in a basket. Positive and Negative Integers A number line is used to demonstrate how numbers relate to each other and to zero. All numbers to the right of zero are positive numbers. All numbers to the left of zero are negative numbers. Positive numbers get larger the farther they are from zero. 154 is larger than 12 because 154 is farther along the number line in a positive direction (to the right). Negative numbers get smaller the farther away they are from zero. -154 is SMALLER than -12 because -154 is a farther along the number line in a negative direction (to the left). And a positive number is always larger than any negative number. 1 is larger than -10,109 Because we don't have a reference for 0, we cannot say for sure whether A is positive or negative, which eliminates answers F, G, and K. We do know that any number to the left of another number will be less, so the answer must be H, A is less than B. The very opposite of a number line. Typical Integer Questions on the ACT Most ACT math integer questions are a combination of word problem and equation problem. The question will usually present you with an equation and tell you that you must use "integers" in place of a variable. You must know that an integer means a whole number (and that integers also include negative numbers and zero) to solve these problems. When x≠ 0, there are two possible integer values for x such that y=x(1+x). What is a possible value for y? (A) −30(B) −1(C) 0(D) 15(E) 20 (We'll walk through how to solve this problem in the next section.) Sometimes you’ll have to answer more abstract questions about how integers relate to one another when you add, subtract, multiply and divide them. You don't need to find a numerical answer for these types of questions, but you must instead identify whether certain equations will be even or odd, positive or negative. For these types of questions, you can either guess and check how integers change in relation to one another by plugging in your own numbers and solving, or you can memorize the rules for how integers interact. How you do it is completely up to you and depends on how you learn and/or like to solve math problems. For example, in the charts below, you'll see that: aâ€Å' positiveâ€Å' number * aâ€Å' positiveâ€Å' number = aâ€Å' positiveâ€Å' number, each and every time. If you forget this rule (or simply don't want to learn it in the first place), you can always try it by saying 2 * 3 = 6. Because you can always find these results by plugging in your own numbers, these rules are categorized as â€Å"good to know,† but not â€Å"necessary to know.† negative * negative = positive -2 * -3 = 6 positive * positive = positive 2 * 3 = 6 negative * positive = negative -2 * 3 = -6 Another way to think of this is, â€Å"When multiplying numbers, the result is always positive unless you’re multiplying a positive number and a negative number.† odd * odd = odd 3 * 5 = 15 even * even = even 2 * 4 = 8 odd * even = even 3 * 4 = 12 Another way to think of this is, â€Å"When multiplying numbers, the result is always even until multiplying an odd number and an odd number.† odd +/- odd = even 5 + 7 = 12 even +/- even = even 10 - 6 = 4 odd +/- even = odd 5 + 6 = 11 Another way to think of this is, â€Å"When adding or subtracting numbers, the result is always even unless adding or subtracting an odd number and an even number.† With these understandings in mind, let us look again at the above ACT math problem. Choice A is incorrect, because b is an even integer. And we know that an even number * an odd number = an even number. Choice B is incorrect because a is an odd integer. And we know that an odd number + an odd number = an even number. Choice C is incorrect because a is an odd integer and b is an even integer. An even number + an odd number = an odd number. And an odd number * an even number (in this case 2) = an even number. Choice D is correct. Twice b will be even, because an even number * an even number = an even number. And the final result will be odd because an odd number (a) + an even number (2b) = an odd number. Choice E is incorrect. Twice an odd number (a) will be an even number, because an even number * an odd number = an even number. And an even number + an even number = an even number. So your final answer is D, a + 2b. You can see how you could also solve this by double-checking these rules by using your own numbers. If you assign an odd number to a and an even number to b, you can test out each option in about the same amount of time it would take you to go through your rules like this. So for this question, you could have said a was 5 and b was 6. Then option D would have looked like this: 5 + 2(6) = 17 Again, because you can figure out these kinds of questions using real numbers, these rules are classified as "good to know," not "necessary to know." If you follow the right steps, solving an integer problem is often much easier than it appears. Steps to Solving an ACT Math Integer Problem #1: Identify if the problem is, in fact, an integer problem. If you must use integers to solve a problem, the ACT will explicitly use the word "integer" in the question so that you don't waste your time and effort looking for decimal or fraction solutions. For example, questions may begin with: "x is a positive integer such that...", "For all negative integers...", or "How many integers give the solution to...?" For any problem that doesn’t specify that the variables (or the solution) are â€Å"integers," your answer or the variables can be in decimals or fractions. So let's look again at the problem from earlier: When x ≠  0, there are two possible integer values for x such that y = x(1+x). What is a possible value for y? (A) −30(B) −1(C) 0(D) 15(E) 20 We are told that x ≠  0, so we know that our y cannot be 0. Why not? Because the only integer values that can give you y = 0 are x = 0 and x = −1 because 0(1+0) = 0 and (−1)(1+(−1)) = 0. BUT we were told that x ≠  0. So y can not equal 0 either, as the question told us that there were TWO integer values for x, neither of which is 0. This means we can cross off C from the answer choices. We can also cross off A and B. Why? Because there is no possible way to have x(1+x) equal a negative. Even when x is negative, we would distribute the problem to look like: y = (1x) + (x * x) We know that a negative * a positive = a negative, so 1x would be negative if x were negative. BUT a positive * a positive = a positive. And a negative * a negative = a positive. So x * x would be positive, whether x was positive or negative. And adding the original negative value for x will not be a large enough number to take away from the positive square and make the final answer a negative. For example, we already saw that: x =−1 makes our y zero. x =−2 gives us −2(1+−2) = y = 2. x =−3 gives us −3(1+−3) = y = 6, etc. So we are left with answer choices D and E. Now how could we get 15 with x(1+x)? We know x must not be very large to get y = 15, so let's test a few small numbers for x. If x = 2, then x(1+x) = 2(1+2) = 6. This means x = 2 is too small. If x = 3, then x(1+x) = 3(1+3) = 12. So x = 3 is too small. If x = 4, then x(1+x) = 4(1+4) = 20. This means there is no positive integer value that could give us 15. But we did manage to get y = 20, so answer choice E is looking pretty good! Now we can tell that if we kept going higher with x, the y value would keep getting larger (x = 5 would give us y = 30, etc.). This means we probably need a negative integer to give us our second value for x. So let's try to get y = 20 with a negative value for x this time. We already saw above that x = −2 gave us y = 2, and x = −3 gave us y = 6. So let's try some more negative values for x. If x = −4, then x(1+x) = −4(1+−4) = 12 If x = −5, then x(1+x) = −5(1+−5) = 20 We were able to get y = 20 with both x = 4 and x = −5 So our final answer is E, y = 20 #2: If the problem asks you to identify equations that are always true, test out multiple different kinds of integers. If the question asks you to identify whether certain equations or inequalities are true for ALL integers, the equation must work equally with 10 as with 0 and -5. A good rule of thumb is to try -1, 0, and 1 with variable questions like these. These numbers often have special properties that make or break conditions. I'll explain what that means with a practice example. If x is an integer, which of the following equations MUST be true? I. $x^3 ≠¥ (-x)^3$ II. ${x^3}/x ≠¥ {x^2}/x$ III. $x(x + 1) ≠¤ -x + x^3$ (A) I only(B) II only(C) III only(D) I and III only(E) I, II, and III For questions like these, we should test out our sample numbers, as it can get confusing to use our rules of integer behaviors with complex problems such as these. So for option I, let use our test numbers of -1, 0, and 1. $−1^3= (−1)(−1)(−1) = −1$ $(−−1)^3 = $1^3 = (1)(1)(1) = 1$ -1 is NOT greater than +1. This automatically eliminates option I. And by eliminating option I, we can eliminate answer choices A, D, and E right away. Now let's look at choice II with our same test numbers. ${(-1)^3}/{-1} = {(-1)(-1)(-1)}/{-1} = {-1}/{-1} = 1$ ${(-1)^2}/{-1} = {(-1)(-1)}/{-1} = 1/{-1} = -1$ 1 -1 This means that option II works so far when we use a negative number. So let's try it with our positive number, 1. ${1^3}/1 = {(1)(1)(1)}/1 = 1/1 = 1$ ${1^2}/1 = {(1)(1)}/1 = 1/1 = 1$ 1 = 1. So option II still works. Lastly, we should test if the equation still works with 0. ${0^3}/0 = 0$ $0^2/0 = 0$ Option II works for all answer choices, so our final answer is B, II only. Because we know that option I doesn't work, we have eliminated all other answer choices. But if you want to make absolutely sure you didn't make a mistake somewhere, you can test out option III as well. −1(−1+1) = 0 $−(−1)+(−1)^3 = 1+(−1)(−1)(−1) = 1+−1 = 0$ 0 = 0 The two are equal, which means that option III works so far. Now let's try it with 1. 1(1+1) = 2 $−1+1^3 = −1+(1)(1)(1) = −1+1 = 0$ 2 0 When we used a positive number, the equation was incorrect. This means that answer choice C is eliminated and our choice of B has been confirmed to be the only correct answer. #3: If the problem asks you to find the answer to long calculations, use your rules that you learned above or test it out with smaller numbers. a, b, c, d, e, f are odd integers such that a b c d e f. Which statement(s) must be true? I. abcdef is odd II. a + b + c + d + e + f is odd III. a(b + c + d + e + f) is odd (A) I only(B) II only(C) III only(D) I and III only(E) I, II, and III Now you can approach this problem in one of two ways: by using your number rules or by using your own numbers. First, let's use our number rules to test option I. We know that each letter represents an odd integer and that the product of an odd number and another odd number is an odd number. Because an odd * an odd will always be odd, we know that option I is true. This means we can also eliminate answer choices B and C. Now let's look at option II. We know that an odd number + an odd number = an even number. We also know that an even number + an even number = an even number. So if we split a + b + c + d + e + f into pairs of numbers, we'll have: (a + b) + (c + d) + (e + f) We know that each pair of numbers will have an even sum, so we're left with: an even number + an even number + an even number, which will give us an even final result. So option II is incorrect. This means we can eliminate answer choice E. Finally, let's look at option III. As we saw before, when we have six odd numbers (in other words, an even number of odd numbers), the sum will be even. Now, our parenthesis holds five (an odd number) of odd numbers, and an even number + an odd number = an odd number. So we know the number in the parenthesis will be odd. We also know that an odd number (a) * an odd number (the sum of b, c, d, e, f) = an odd number. So option III is correct. This means that our final answer is D, I and III only. The other way you could solve this problem would be to test out these rules with small numbers and extrapolate to find the larger answer. In other words, use small numbers in place of the variables. So for option I, if you didn't know an odd * an odd = an odd, you could replace a and b with the numbers 5 and 3. 5*3=15, so you know that an odd * an odd = an odd number, no matter how many times you multiply it. So option I is correct. For option II, again test it out with smaller numbers. 7+5=12, and 7+5+3=15. So you know that adding odd numbers an even number of times gets you an even answer and adding an odd number of times gets you an odd answer. There are six odd numbers, so the final answer must be even. Option II is incorrect. Taking what you learned by testing option II, you know that adding odd numbers an even number of times gets you an odd answer. And, taking what you learned from testing option I, you know that an odd number * an odd number = an odd number. This means your final answer must be odd, so option III is correct. This means the final answer is D, I and III only. Whoo! There are many ways to solve integer problems and whichever way works for you is perfect. The Take-Aways In order to solve both the basic and advanced ACT integer questions, you must first understand what an integer is. Only then can you build up your integer knowledge to the more advanced concepts. But simply knowing that an integer is a whole number (and that 0 and negative numbers are also integers), will allow you to solve some of the more basic questions about how to plug integers into equations and how integers relate to one another. For the more advanced integer concepts, including absolute values, exponents, etc., be sure to check out our advanced guide to ACT integers. What's Next? Now that you’ve learned about what integers are, you may want to check out the advanced guide to ACT integers where we will go through absolute values, prime numbers, and exponents (among other concepts). Make sure that you also have a solid understanding of all the ACT math concepts on the test as well as all the ACT formulas you'll need to know. Running out of time on ACT math? Check out our article on how to buy yourself those extra precious seconds and minutes and complete your ACT math problems before time’s up. Feeling overwhelmed? Start by figuring out your ideal score. Already have pretty good scores and looking to get a perfect 36? Check out our article on how to get a perfect score written by a 36 ACT-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: