Different Places Essays - Baseball, Sports, Baseball Field

Different Places Jac Crocker November 14, 2000 AP 11 Contrast Essay The noon day sun beat down on the red clay infield at Harry Harris Park. Runners on first and second squinted from the glare as they watched the pitcher's mound for the opportunity to run. Advise for the runners as well as the batter was screamed and from the stands of spectators. Adding to the din of noise was the chant of the infield and outfield, ?Hey, batter, batter!? The smell of popcorn and barbeque permeated the air. Water bottles emptied as players sought to stay hydrated from the suffocating source of heat that surrounded them. The ball field was alive with action! The midnight moon lazily lit the ball field. The red infield clay reflected a rusty tone lightening ever so slightly at the pitcher's mound. The moon light on bases lit up their lonely abandoned positions. Dew on the grass of the outfield announced the outer limits of the game area. Silver spectatorsstands invited the moon light to bathe them. All was still, stationary, secluded. The night blooming jasmine mixed with the salty sea breeze and perfumed the air. Still all was so spectacularly serene. Yet, pause, listen carefully, this is the place where hopes and dreams can be heard. Bibliography none

American Industrialization from Civil War to WWI Essay Essays

American Industrialization from Civil War to WWI Essay Essays American Industrialization from Civil War to WWI Essay Essay American Industrialization from Civil War to WWI Essay Essay Between the Civil War and the terminal of World War I. industrialisation played an of all time increasing function in the economic. societal. and political development of the United States. Industrialization had a immense impact on American in all of these ways. such as many Americans traveling from the rural countries to urban countries. populating the large metropolis life style with Industrialization on the rise. Social Darwinism besides known as Survival of the fittest took an impact during this clip period. the state was confronting great alterations doing many people to get down new life styles. Peoples began working in mills and large edifices alternatively of on farms. Labor brotherhoods besides were formed to protect the workers from unjust rewards. long yearss. insecure conditions. etc. Although there were positive effects during this clip there were besides negative effects on the societal. political. and economic. facets of the United States. First I will travel over how industrialisation affected America economically. Industrialization was at a rise during this clip many â€Å"Big Shot† industrialists became rather affluent from this. although most industrialists used ruthless concern tactics to roll up their wealth. Andrew Carnegie believed in the moral responsibility of the rich giving back to the community so he spent much of his wealth paying for libraries. universities. trust financess. and Carnegie Hall to be built besides making more occupations ( Shown in Document 8 ) . Another Economic consequence on the United States was the American entry into WWI. The ground forces for the United States wasn’t as prepared for the modern candidacy military action like other European states. America’s productive strength made up for that by hiking one million millions of dollars and our industrial potency caused its portion of universe fabrication end product to be 2 and a half times that of Germanys. Our entry transformed the balances and compensated for the prostration of Russia at the clip ( Shown in Document 9 ) this being a positive of American industrialisation. Following I will discourse the societal impact industrialisation on the United States. Due to such the high demand for employees and work at the clip working conditions weren’t ever so great. Clara Lemlich a labour brotherhood work stoppage leader sparked the 1909 walkout of shirtwaist shapers. The work stoppage occurred because workers were doing approximately $ 6 a hebdomad on a good hebdomad. are invariably at their machines from 7am to 8pm daily with merely one 30 minute tiffin interruption. This work stoppage gathered the public’s attending fueling the creative activity of labour brotherhoods and labour Torahs ( Shown in papers 6A ) . Due to hapless on the job conditions. insecure and unhealthy work environments. and kids working started the creative activity of labour Torahs. One of the first of these was the Laws of the province of Illinois and their transition of the 38th general assembly. Some of these Torahs were if upon review such workshops shall be found unhealthy/infectious orders will be given and actions taken as the public wellness shall necessitate. Another jurisprudence passed was kids under 14 are prohibited from being employed ; besides no female shall be employed in any mill or workshop for more than 8 hours a twenty-four hours or 48 hours a hebdomad ( Shown in papers 4 ) . Industrialization from the Civil War to World War I affected the societal facet of the U. S. by drastic alterations. changes the American people were non used to this is where Social Darwinism comes into drama. Following I will cover the political alterations industrialisation caused during this clip period. The â€Å"Captains † of Industrialization during this clip were chesty. such as Mr. Rockefeller they believed they were above the Government and politicians. This created Bad Trusts that reduced competition and drove up monetary values. Theodore Roosevelt the president at the clip became a trust fellow. by making the Sherman’s Antitrust Act in 1890 this declaring all combinations of in restraint trade now illegal ( Shown in papers 7B ) . Another illustration of the political impact was the Boss tweed and Tammany Hall dirt. Tammany hall was a political organisation formed in 1786. and played a major function in commanding New York City and New York State political relations. Boss Tweed was an American politician and the â€Å"boss† of Tammany Hall. Boss tweeds control over the political backing in NYC through Tammany Hall every bit good as the tenseness between political leaders an industrialisation â€Å"kings† lead to Boss tweed holding and unjust add vantage over other campaigners. guaranting trueness of electors through occupation offerings. The result of this later resulted in Tweed’s strong belief for stealing an estimated $ 25- $ 45 million dollars from NYC revenue enhancement remun erators due to political corruptness. In decision the epoch between the Civil War and World War I’s industrialisation played an of all time increasing function in the economic. societal. and political facet of the United States in both negative and positive facets. Economic alterations ranged from where the people chiefly lived and types of occupations to how they changed. Equally good as labour brotherhoods and labour Torahs altering working conditions. to the American entry into WWI. Social alterations ranged from the epoch of reform. the women’s rights motion and the 19th amendment and their right to vote. every bit good as adult females doing mass meetings and work stoppages. Last the political alterations ranged from Theodore’s Roosevelt’s â€Å"Trust Busting† to political greed and corruptness.

Does the internet create more distribution problems than it solves Essay

Does the internet create more distribution problems than it solves Critically evaluate with reference to channel conflicts. include relevant examples and theories in your appraisal - Essay Example Bovet and Martha (2000) explained this in their value net, wherein the distribution centre provides bought products on a just-in-time basis. (p58) What this means is that the Internet significantly reduced the cost of distribution, while making the process faster and responsive to the needs and requirements of the consumers. Now, this is the ideal landscape. Several years have passed and a wealth of experience has been collected. There are some sectors who argue that the Internet has created new distribution challenges, which are dominated by the emergence of channel conflicts. This paper will explore this theme. Particularly, the investigation will focus on the tourism industry. For some, the Internet is considered one of the greatest developments in the history of mankind, if not ever. (Katz and Rice, 2002, p2) This claim may have some ring of truth to it since the technology has almost single-handedly reduced the world into a global village, effectively eroding the effect of time difference, geographical location and national borders in the way people interact and consume goods. The platform became popular because it allowed easy and inexpensive communication of one to one, one to many, many to one, and many to many – an achievement that is unparalleled in history. (Sullivan, 2002, p177) It has helped globalization to achieve its purposes and, in turn, is encouraged by that economic phenomenon in a mutually reinforcing relationship. This is the basis of the emergence of the so-called e-commerce concept, a new model that significantly challenged the traditional bricks and mortar model. Through the internet technology, people can sell products and se rvices over the internet network without having to worry about store space and intermediaries. According to Gay, Charlesworth and Esen (2007), the technology allowed the linking of front and back

Greenhouse gas emissions Assignment Example | Topics and Well Written Essays - 250 words

Greenhouse gas emissions - Assignment Example Fluorinated gases in combination with chlorinated gases form chloro-fluoro carbon or CFC which are the major factors responsible for deteriorating the quality of Earths atmosphere. They are responsible for the depletion of Ozone layer, paving the way for harmful uv radiation in the planet. Green house gases take up and give off radiations in the thermal infrared range and hence lay the foundation for green house effect, a rise in temperature. Therefore, Green house gases greatly affect the temperature of the earth, causing an exponential rise in the planets temperature. This has resulted in alteration in surface climate, precipitation, famine and surface hydrology, transformation in the open environment, modifications in tropics, subtropics and in the monsoons, conversions in atmospheric conditions, climatic variations and melting of glaciers causing elevation of the sea level. The temperature of the planet is severely affected by these green house gases and the situation has become alarming. In view of this various countries have joined hands to reduce the use of those commodities which are responsible for the emission of GHGs. It is still only the beginning and we have a long way to march down to prevent the further deterioration of the

NEW_Proposal Case Study Example | Topics and Well Written Essays - 500 words

NEW_Proposal - Case Study Example Their application of modern trends of business is cost effective without any compromise on the customer service. Their understanding of customer's requirement and ability to meet the demands of customer at reasonable cost in lesser time assists them in taking competitive advantage over the rival companies. The challenge QLG is facing that if they fail to act immediately, further reductions to market share and profitability are bound to happen. There will be higher attrition of skilled resources and deterioration in overall performance and profitability in the current business. The proposal to improve the system includes 5 key changes to address the objectives as identified by Queensland Leisure Group executives during the consultation process. These five stages will create positive change in a number of critical areas: Corporate Hierarchy Modification: QLG needs a horizontal and functional business structure that will reduce labour costs and increase flexibility to assist them in responding more quickly to the rapidly changing factors in the environment scan. Modification in Operational Procedure: Modern technology and processes should be used to increase productivity and efficiency in the production department through automating manual operations and applying cost optimization for different processes. Following the analysis that NAHN Cons

Adaptive Energy Efficient Transmission in WSNs

Adaptive Energy Efficient Transmission in WSNs A novel approach for adaptive energy efficient transmission in WSNs S Murthy Vedireswarapu, Muni Bhaskar. Athikayala Shankar.T Abstract In wireless sensor networks (WSNs), sensor nodes work on finite capacity batteries. So, in order to increase network lifetime the mobile sensor nodes should be operated at low power. Hence, we need a novel approach for efficient scheme for transmission in WSNs. In this scheme, according to temperature changes the connectivity between sensor nodes is estimated by using open loop process, the network is divided into three regions based on closed loop feedback process which helps to reduce packets overhead in the network. Region dependent threshold on loss of transmitter power (RSloss) and present number of nodes in each region helps to adjust transmission power level according to changes in connectivity between nodes because of changes in temperature. This scheme achieves high energy saving than existing conventional method. Index Terms—threshold on transmitter power loss, wireless sensor networks (WSNs), transmitter power level. I. INTRODUCTION Wireless sensor networks (WSNs) works based on IEEE 802.15.4 standard. This standard operates at frequency of 2.4GHZ and data rate of 250 kbps. WSNs are used mainly in industrial, bio medical, security surveillance and weather monitoring applications. Each sensor node consists of: radio transmitter, receiver, sensing unit, processing unit and limited capacity battery [1] .Because of limited battery lifetime at each sensor node, the transmitter power level should be minimized to increase the energy efficiency and network lifetime of WSNs. In WSNs all the systems should be operate at low power to increase energy efficiency because it is an important concern in wireless communication. To collect data from different environments sensor nodes are deployed at different locations within WSNs. While the communication between sensor nodes they consume less power as sensor nodes operate on limited battery, and temperature effects the connectivity between the sensor nodes. So, we need to reduce energy consumption for communication between sensor nodes, and at the same time ensure that good connectivity between sensor nodes in order to increase network life time [2-4].we analyzed a new scheme for Ptlevel to efficiently adjust the connectivity between nodes due to temperature changes. This scheme improves network lifetime while maintaining good connectivity between sensor nodes. By using temperature sensor, the connectivity between each node is estimated in open loop process. Estimated degradation in connectivity is compensated by using closed loop feedback process in the new scheme. In this scheme we obtain less transmission power compared to existing schemes. II. LITERATURE REVIEW In algorithm of local mean (LMA), Based on number of received acknowledgements by the reference node the transmission Plevel is adjusted according to threshold transmission Ptlevel .It improves network lifetime but cannot estimate the link quality [5]. In other existing schemes based on RSloss, transmitter Ptlevel is estimated [6]. In other existing scheme closed loop feedback process is used for connectivity estimation .In this scheme each node aware of required Ptlevel to be maintained with its adjacent nodes. According to connectivity changes it adjusts the transmission power level [7].The above schemes cannot guarantee both low power transmission and good connectivity between nodes. The new scheme efficiently adjusts the connectivity changes according to temperature changes. Based on RSloss ,Ptlevel is estimated for all three regions for good connectivity between the nodes. III. PROBLEM STATEMENT In WSNs due to multipath propagation signal strength varies irregularly, the signal strength mainly depends on the transmitted power at any time. The reason for the variation in the RSloss .First the variation in signal strength according to distance due to multipath effect, secondly the environmental factors like temperature effects the signal strength. So the temperature is one of the main factors which affect the RSloss and transmission power level. Hence we need to compensate these parameters according to surrounding temperature variations. IV. SOLVING METHODOLOGY In this scheme open loop feedback process uses temperature sensor to detect the temperature variations. In closed loop feedback process, transmission Ptlevel is adjusted based on control packets overhead. Based on open loop and closed loop feedback process the network is divided into three logical regions: as high, medium and low represented with X, Y and Z respectively. In this scheme we use RSloss to measure the connectivity with relatively low overhead. Open loopnc(t) nd(t) Closed loop Figure 1: Block diagram V. ENERGY-EFFICIENT TRANSMISSION SCHEME. In this scheme, transmission Ptlevel is adjusted by the power controller by utilizing the current number of nodes and temperature sensed by each node. Temperature compensation is done in case of any changes in temperature sensed at a sensor by using the relation between temperature and RSloss. Transmission power loss due to temperature variation is given as [9] RSloss[dBm]=0.1996*(T[0C]-25[0C]). By using LSA the transmitter Ptlevel is obtained as follows [9] Ptlevel=[(RSloss+40)/12]^2.91 According to free space model the actual transmitter power level is obtained as follows, Ptr[dBm]=[ ÆÅ ¾*( Eb/No)*mkTB*(4ÃŽ  d/ÃŽ »)2+RNF]+RSloss Here number of nodes (N), distance between each node (d),signal to noise ratio(Eb/No), spectral efficiency(ÆÅ ¾), frequency(f) and Receiver noise figure(RNF). [9] The main variables are transmitter power loss and transmitter power in each region decides the working of working of algorithm. A beacon message is broadcasted periodically by the reference node and waits for ACKs. If ACKs are received from nodes, RSloss is estimated for division of network logically, considering region X with high RSloss, region Y with medium RSloss and low RSloss as Z region. Estimating of transmitter Ptlevel is as follows: If RSloss loss threshold then default transmitter Ptlevel is assigned. In other case if RSloss ≠¥ RSloss threshold and nc(t) ≠¥ nd(t) ,then threshold Ptlevel is assigned. For similar case with nc(t) d(t) transmitter Ptlevel is assigned. Minimum, Maximum and Average value of RSloss for all nodes present in the network can formulated as follows: RSloss(min)=min(RSloss(k)), RSloss(max)=max(RSloss(k)), RSloss (Avg) = (min(RSloss(k)) + max(RSloss(k)))/2 Then limits of the three regions are given as: [7] For region X: RSloss( X max)=max(RSloss(k)), RSloss( X min)= (RSloss(Avg)) + 2 Figure 2: Flow chart of reference node [7] To count number of nodes in each region, a counter is initialized with initially zero. For region Y: RSloss( Y max)=(RSloss(Avg)) + 2 RSloss( Y min)=(RSloss(Avg)) – 2 For region Z: RSloss( Z max)=(RSloss(Avg)) – 2 RSloss( Z min)=min(RSloss(k)) ; k ÃŽ µ N RSloss( X Threshold) = RSloss( Y Threshold) = RSloss( Z Threshold) = RSloss ­-new(X,Y,Z)(k)=RSloss(Threshold X,Y,Z) Given that for all k Ɇº N, RSloss(Threshold X,Y,Z)≠¤ RSloss(X,Y,Z)(k) And nc(t)(X,Y,Z) ≠¥ nd(t)(X,Y,Z) RSloss-new(X,Y,Z)(k)=RSloss(X,Y,Z)(k) Given that for all k ÃŽ µ N, RSloss(Threshold X,Y,Z) ≠¤ RSloss (X,Y,Z)(k) And nc(t)(X,Y,Z) ≠¤ nd(t)(X,Y,Z) or RSloss(Threshold X,Y,Z)>RSloss(X,Y,Z)(k) Estimation of Ptlevel for new RSloss is formulated as for all k Ɇº N, Ptlevel-new(X,Y,Z)(k)= [(RSloss-new(X,Y,Z)(k)+40)/12]^2.91 The difference between Ptlevels assigned before and after the proposed scheme is denoted as Ptsave. Ptsave (X,Y,Z) = VI. SIMULATION RESULTS Figure 3: Transmitter power saved in region X for different reference node location. From figure 3, we can infer that, maximum Ptsave is 12dBm to 21dBm. When a reference node is at origin of the square region, Ptsave is constant around 1dBm. Figure 4: Transmitter Ptsave in region Y for different reference node location. From above figure, we can infer that maximum. Ptsave for region Y varies from 12dBm to 21dBm Figure 5: Transmitter Ptsave in region Z for different reference location. Figure 6: Transmitter power for different rounds. From above figure 5, we can infer that Ptsave for region Z varies from -20dBm to 20dBm. From figure 6, we can clearly observe that Pt lies between -84dBm to – 80dBm. VII. CONCLUSION By using this scheme the energy consumption of the mobile nodes is reduced in WSNs. This scheme uses both open loop control and closed loop feedback control process. The temperature changes are adjusted with the help of open loop process. By using these two processes the energy consumption of mobile sensor nodes is reduced by comparing with existing schemes. By dividing the network into three different regions we can prolong the lifetime of network and maintains good connectivity between sensor nodes.

The Human Genome Project :: Exploratory Essays Research Papers

The Human Genome Project    With technology increasing daily in our modern society, we have to wonder what will come of all of the recent studies and large-scale research projects that have involved genetics. After recently reading two articles, I have been able to formulate some of my own predictions of what’s to come. In Lisa Sowle Cahill’s article, â€Å"The genome project: more than a medical milestone† she tells us in a concise manner, the history of the Human Genome Project. â€Å"The Human Genome (H.G. P.) began in 1990 as an international consortium of scientific terms. It planned to map systematically the entire human genome by the year 2005 on a budget of $3 billion. The major supporters of the H.G. P. are the Wellcome Trust, a large medical charity in the United Kingdom, and the U.S. federal government’s National Institute of Health. The H.G.P.’s leaders are the N.I.H.’s James D. Watson, his successor Francis S. Collins, and John. E Sulston, director of the Sanger Center in Cambridge, England. They have made it a point of seeking out international collaborators. These include experts in Germany, France, Japan, and China, all of whom have made important contributions to the recent success of the project.† A quick history it may be, but it is an extremely important one. As you can tell by the date of its beginning, the Human Genome Project is not very old by scientific standards, yet even though it may seem to be very young, the developments that have been made since its creation have been quite impressive. Personalized medicine is not very far away. This will mean that there will be drugs tailored to the individual genetic makeup of the patient, thus enhancing the effectiveness of treatments for ailments like cancer, heart disease and some forms of mental illness (Cahill). Someday, we will most likely be able to intervene in germ cell or embryos to remove or change a gene (Cahill). â€Å"Issues of confidentiality and social control take these questions a step further, into economic and political realms,† referring to whether or not genetic information will be completely private or available to others such as family members, insurance agencies, and even employers (Cahill) This last issue brings me to the next article that I read. In Jeffrey Kluger’s, â€Å"Who owns our genes?

Analyze the development and nature and assess the achievements of the movements for school and school improvement in the UK

At one level school improvement is a approach of schools achieving organizational development and growth. At another level school improvement has a moral purpose and is essentially associated to the life-chances and achievements of all students. School improvement is basically concerning building communities and instituting positive relationships within those communities. It has at its center the fundamental belief that schools can and does make a difference and that this difference can be considerably enhanced. Rutter et al. 1979:13) give one of the most encouraged statements about school improvement by highlighting that the factors that persuade school performance are ‘open to amendment by staff rather than fixed by external constraints’. In other words, schools can progress, schools can transform and school performance is not a fixed or predetermined entity. Evidence would imply that those schools engaged in improvement activities build communities that are joint and empowering. They promote positive relationships and permit all voices to be heard and accredited. In this sense, school improvement means moving from a culture of individualism to what Clarke (2000:7) calls ‘a transformed sense of social responsibility’. So, what’s in it for schools? At its most thoughtful, it is about making a difference to the lives of young people as well as at its most realistic it is about knowing how to do this most efficiently. It is obvious that schools that put in the development of their teachers also put efforts in the development of the school. While teachers are given power to act and are implicated in the development of the school there is more prospective for school growth. Hopkins (2001) concluded that â€Å"teachers' involvement is one of ten essential principles for what he calls authentic school improvement†. In a climate of collegiality rather than likability teachers are more expected to trust one another and to support innovation and change (Barth, 1990). Barth (1990:158) illustrates a school as ‘four walls surrounding a future’. This image detains the potency and prospect of school improvement. It reminds us that school improvement is much more than heaving test scores or increasing grades. Its core lies in building school communities that are joint, inclusive and eventually empowering. For it is only within such communities that the prospective of both students and teachers will be completely realized. It is this objective that lies at the heart of school improvement and make certain that schools remain places where, primarily learning matters. Schools are able of improving themselves if the conditions are right and the relations within the school are encouraging of change. It will inexorably be more difficult to form the optimum internal conditions in the face of persistent external change. Schools are presently caught between the demands of policy-makers and the desires of the students and parents in their community. Fullan (1999) argues that schools are inexorably pulled in two directions, by established and less stable forces, and that ‘the dynamics of the successful organization are of asymmetrical cycles and discontinuous trends’ (Fullan, 1999:4). Therefore, by building strong professional communities schools will be more capable to swim with the deluge of external reform and will be more skilled at coping with the pressures of external change. There are many projects that are initiated with the lap of time to attain school improvement in UK. The IQEA school improvement project provides an interesting paradigm of how a school improvement project can develop. What began as a complete school staff development initiative, ultimately transformed itself into a school improvement initiative with a total assurance to enhancing classroom practice. The overall aim of IQEA is ‘to make and appraise a model of school development and a programme of support, that supports a school's capability to provide quality education for all its pupils by building upon accessible good practice' (Hopkins et al. , 1994). In the project, approaches and methods from the development and effectiveness paradigms are mixed together; particularly, these comprise use of and work on improvement and change processes with contribution on school and classroom effectiveness and measurement of outcomes. Hopkins and Ainscow, 1993 outline five postulation on which they based later phases of the project: †¢ School improvement is a procedure that focuses on enhancing the quality of students' education. †¢ The vision of the school must be one which holds all members of the school community as both learners and providers. The school will see in exterior pressures for change significant opportunities to secure its inner priorities. †¢ The school will inquire to develop structures and make conditions which persuade collaboration and show the way to the empowerment of individuals and groups. †¢ The school will search to promote the view that monitoring and assessment quality is a job which all members o f staff share. The project, which began with just nine schools in 1991, has grown each year, and presently involves in many schools in several areas of the country. A contract is approved between school staff, the Local Education Authority and the project team. All staff of a school has to concur that the school will take part, and at least forty percent receive release time to take on specific project-related activities in their own as well as each other's classrooms, though all staff participate in certain IQEA-focused staff development events. At least two staff members are chosen as coordinators and attend ten days of training and support meetings, for which authorization is offered. The school selects its own priorities for development as well as its own methods to attain these priorities. It also participates in the assessment of the project and has to consign itself to share findings with other contributors in the project. The unique conceptualization of the project was based on the understanding that effective change strategies center not only on the implementation of central policies or chosen initiatives, but also on forming the conditions within schools that can protract the teaching-learning process. From their work on the IQEA project, there were known a series of conditions that underpinned the work of these successful schools (Hopkins and Ainscow, 1993). Broadly stated, the conditions are: †¢ Staff development †¢ Involvement †¢ Leadership †¢ Coordination †¢ Enquiry and reflection †¢ Collaborative planning. As work persistent with IQE A schools on the building of ‘capacity' in these areas, the project personnel began to observe a number of aspects influencing how particular conditions can best put in to a ‘moving school' ethos (Rosenholtz, 1989). As significance they began to expand a series of propositions concerning the relationship between the way a school approaches a particular condition and the collision of that condition on the school's capability to hold the key to the setting up of a school culture which can significantly allow all teachers within the school community (Hopkins and West, 1994). These six conditions and the interrelated propositions were the center of early work with the IQEA project schools. Consequently, the project began to center some of its research energies on to what was formerly thought to be a parallel set of conditions which linked to the idea of capacity at the classroom level. These conditions were linked to teacher development, much in the same way as the unusual set of conditions were linked to school development. As such, they were made-up to be transferable across classrooms and between teachers, and linked to a variety of teaching-learning initiatives designed to develop the achievement of students. At this stage, the project adapted a ‘Framework for School Improvement' (Hopkins et al. , 1994) to state the relationship, as it then saw it, between school and classroom conditions, and the development of development in schools. Other school improvement projects which are organic in nature are those that are based upon a partnership model with schools and the local education authority (LEA). The ‘Schools Make a Difference’ project in London and the Lewisham School Improvement project describe this type of approach. The Lewisham School Improvement Project commenced in the spring of 1993 and arose out of a partnership between Lewisham schools, Lewisham Local Education Authority (LEA) and the University Of London Institute Of Education. It has four aims: †¢ to boost pupil progress, accomplishment and development; †¢ to build up the internal capacity of schools for managing change and appraising its impact at: Whole school level; Classroom level; Student level; †¢ to develop the capability of the LEA to give data to schools that will support their ability to plan and assess change; To assimilate the above with the system's ongoing in-service and support services to figure a coherent approach to professional development. The project has some dimensions, though these overlap to some extent: Leadership development-a progression of voluntary five-day workshops (‘Leaders Together') with head teachers as well as deputy head teachers across the borough of Lewisham, who work with a par tner throughout and between sessions. Topics covered include and emphasize the significance of leadership and management of school effectiveness and school improvement. School projects-more intensive work with a preliminary pilot group of ten schools (primary, secondary and special schools are characterized), the heads and deputies of who have contributed in the initial workshops. A succeeding group of schools has consequently been involved. These schools have recognized a focus for improvement and learning, and cross-role project teams attend several sessions in which they work with Institute facilitators to process their focus areas through analysis of school-based data. They are as well introduced to the school effectiveness and school improvement research findings, with a special accent on their role as change agents within their schools. The title of the workshop series, ‘Moving Together', reflects the optimistic impact on school improvement of teachers learning together (Rosenholtz, 1989). Endorsement has been offered for course and project work. Indicators creation-a voluntary group of fifteen teachers, head-teachers, LEA advisers and officers have recognized and developed LEA and whole school indicators of change, development and achievement, with a focus on pupils through special educational needs. These indicators will be accessible to schools when evaluating their effectiveness regarding individual pupils' progress, whole school systems and worth for money. They will also give data to inform the LEA's strategic planning, comprising its resourcing and monitoring role. Monitoring and evaluation-evaluation of change is basic to the project, and the question ‘Has it made a difference? ‘ is a frequent theme. The purpose is for the project itself to represent appropriate evaluation procedures and to reveal effectiveness, as well as encouraging and supporting schools to assess their own effectiveness. The LEA collects borough-wide data on examination results, attendance and absenteeism, exclusions and staff absence data, broken down by gender along with ethnicity for each school. Pupil baseline data at age 11 also comprise the London Reading Test and a group reading test to be finished by all pupils throughout their first month in secondary school and are supplemented by a complementary test at the end of their first year. The accessible data will facilitate evaluation of the project's effectiveness in the pilot secondary schools against LEA averages, against other matched schools, and longitudinally. Some similar data subsist for primary aged pupils. At present, however, the capability for monitoring and evaluating efficiency in primary schools is limited, and pilot primary schools are being assisted to increase appropriate indicators (Stoll and Thomson, 1996). The Halton Effective Schools teacher survey (Stoll, 1992) has been modified to be completed by staff in all the pilot schools and in a group of coordinated schools. It will be repeated after two years. The schools themselves also give regular progress reports, addressing issues linking to success criteria, baseline data and development to date. An Institute researcher has carried out interviews in pilot schools, and LEA Link advisers finished questionnaires on their viewpoint of individual schools' progress. Interviews have also been carried out with key members of the LEA, together with the director. Follow-up interviews are planned. More current school progress reports reveal the increased emphasis on changing classroom practice and opportunities for student learning (Teddlie and Reynolds, 1999, 301). For instance, in an update in September 1994 the deputy head teacher of the special school observed that the first year was mainly devoted to the groundwork of staff-centered input and contribution, and teaching and appraisal strategy development. This year, with these structures in place, the focus has shifted to students in the classroom. According to Fidler’s (1997) idea that â€Å"no particular organizational structure is most effective in a given situation, for loosely coupled or even ‘fuzzy’ structures† â€Å"Increasing economic rationalism in society may be evident in schools with little value placed on whether students are happy or enjoying school. Curricula related to personal, social, and health education have become devalued, as they are not measurable quantities in the view of education authorities† (Morley & Rassool, 1999, p. 1). Schools implicated in the more detailed project work are a special school that caters for students who have rigorous learning difficulties and are between the ages of 11 and 19 years. The school has reported that ‘Leaders Together' has given them with the impulsion to work as a staff to write novel prospectus group-based schemes of work. For their project they have chosen to center on reporting and assessment so as to develop a system that will both sustain the UK's National Curriculum and permit for the marked differentiation between students that subsists in their school. Part of the cultural conditions of the school which they as well wish to integrate into the project is the contribution of their non-teaching staff. A primary school also implicated in the project has determined on students' writing, the curriculum center from the school's development plan. The staff as a whole have already spent time eloquent their vision and aims for the school, and they have explored and coordinated a diversity of strategies that comprise: analysis of the school's own statistics on attainment; using pertinent research findings to inform practice; paired classroom observations; staff development session; annual targets for individual teachers linked to the aims of the project; and the development of a usually known and agreed monitoring scheme to be used by the head teacher and languages teacher while they visit classrooms and give feedback to teachers. Governors and effectiveness-more recent corresponding work with governing bodies of numerous schools who have been introduced to school effectiveness and school improvement issues and are working through them as they relay to their own role in promoting better school effectiveness. Dissemination-dissemination within and beyond the LEA takes place. The last two yearly head and deputy head conferences have taken school improvement as their theme. Schools and their LEA partners also allocate experiences and understandings gained locally, around the country and in other LEAs, at Institute of Education conferences, and national and international research conferences. A presentation to the International Congress for School Effectiveness and Improvement on the work of the project integrated the three partners in the project: the Institute, the LEA and the schools. In early 1993, Hammersmith and Fulham LEA recognized the Schools Make a Difference Project to assist the borough's eight secondary schools heave student levels of attainment, achievement and morale (Myers, 1995). While association to the project was optional, all eight schools in the ability chose to participate. The project's guiding principles were based on school effectiveness research findings. These principles were: †¢ that students require to believe that schooling can be valuable and relevant; †¢ that learning should be challenging and relevant, to support students to build up their capabilities as responsible, considerate and active citizens; †¢ that students' rational, personal and technical abilities, abilities and capabilities are recognized and valued, and that expectations of development and performance are high; that good behavior is a essential condition for effective learning, and that students take accountability for their own behavior and present a high level of engagement in a well planned learning process; †¢ that parental participation is vital and must be sought; †¢ that all staff in the schools are involved in, and devoted to, the school's development; †¢ that schools as well as the community work towards a shared vision and that a professional learning community is formed within schools; †¢ that head teachers have a fundamental role to play in providing a climate where this can take place; That a ‘plan, do and review' approach is thoroughly and rigorously applied. Hammersmith and Fulham LEA had chosen a project manager to work with schools and LEA personnel to found the structures and procedures for the project. Within her role she made usual visits to the schools and took the schools' senior management teams to visit schools of interest around the country. In combination with head teachers and higher education staff, she has also organized in-service training for the coordinators, head teachers, senior management teams and various other staff members. The schools all chosen project coordinators, who were awarded thirty half days of ‘cover' by other staff so as to carry out work linked with the project in their schools, attend in-service training sessions and visit other schools. Coordinators receive authorization for their course and project work through the London Institute of Education. The coordinators recognized project working parties in their schools that integrated representation from a wide range of teaching and support staff and, in some schools, from students, parents and governors. Every school produced a project plan based on criterion agreed by the head teachers for expenditure of the project budget. The plan was developed as a consequence of wide consultation, and integrated a project focus based on the school's development plan. Numerous schools chose as a focus supple learning strategies, and engaged in a diversity of forms of staff development to help bring in new teaching and student study methods to staff. In one school, for instance, the eight voluntary members of the SMAD Development Group determined to pair up with a partner to take on in classroom observation and act as every other's ‘critical friend'. Supply cover for this has been integrated within the school's project plan. The project also funded school-based revision centers throughout the Easter vacation that have already helped raise student engagement. The project's findings, as highlighted by its external assessor (Pocklington, 1995) were that, as there was and generally rise in student achievement across all of the schools in 1993-94, differing rates of progress were attained across the eight schools. hough it is difficult to attribute improvement to particular aspects of the project, probable contributors were examination revision canters as well as coursework clinics, celebratory events, an emphasis in the majority schools on student consultation, students' responses to improvements to the physical environment, and ‘the beginnings of transforming the leading ethos in the pupil sub-culture' (Pocklington, 1995:125). Four factors emerged to bear considerably on the degree to which the project was successful in each s chool: Hiring of a practically full-time project manager; Appointment of a controller in each school; Partnership between the manager and head teacher; Establishment of a group in each school to ease and oversee project accomplishment. SMAD and Lewisham School Improvement Project Both have particularly emphasized the role of the LEA in development as well as change. The impulsion for change in these projects is locally owned, outwardly supported and school-initiated. In all of these projects external support, though often welcomed, is not completely necessary all through the project as the school searches out and forms its own support networks. Disclosure to new ideas and practices, collaboration through consortium or ‘pairing’ arrangements are common in this kind of school improvement work. Primarily, programmes of this type interface at the complete school level but provide much-needed sustain and incentive for change at the classroom level. At the other end of the school improvement range are projects which fall into the mechanistic category in the respect that they advocate or set a particular approach to school improvement. Early examples of such approaches take in the self-managing approach to school improvement developed in the mid-eighties (Caldwell and Spinks, 1988). This approach has been extensively disseminated and is based upon a management cycle that has six phases, i. e. goal-setting, policy-making, planning, groundwork, implementation and assessment. Though this cycle is now comparatively commonplace, this ‘step by step’ approach has not proved successful with all schools. It is obvious that this instrumental approach and others like it do not take into account the changeability of schools and school context. Such mechanistic approaches presuppose consistency both within the organization and across organizations. The High Reliability Schools project in the UK characterizes a school improvement project intended to make sure that there are high levels of traditionalism between schools. This project is premised upon work by Stringfield (1995) which argues that educational systems have much to learn from the organizational processes of extremely reliable organizations within the corporate as well as state-owned sectors. The characteristics of highly consistent organizations take in effective training programmes, concentration on a few goals, standard operation procedures, attention to minor detail and identifying and rectifying weak links (Reynolds et al. 1996). The research concerning High Reliability Schools (HRS) is continuing but some evaluative proof is available. The message from this work is that ‘HRS principles and technology and the emphasis upon dependability are all generative of improved student outcomes but that optimum gain requires a consistent delivery system at project and school level’ (Stringfield et al. , 2001:36). It is obvious that success with HRS relies on schools taking on the model fully without the prospect of modification. The project in its promotional material frequently utilizes aircraft analogies, arguing, for instance, that if one is in a holding pattern over Heathrow Airport, it is not reassuring to note that one has the technology to land the plane however might not use it, or that only thirty per cent of air traffic controllers are effective air traffic controllers, or that we are trying to do something by understanding the ineffective air traffic controllers but have not quite managed it thus far. Because of the cost, both human and financial, of any failure, the plane should land. Recent estimates suggest the cost of needless school failure within the United States to be the equal of a plane crash every week, yet little is done to put off school failure and much is done to avert air traffic controller failure. The characteristics of these HROs have been determined to be as follows: †¢ They train extensively, pre-service and in-service, in order to eliminate operational flaws. When training, all levels of an organization act as respondents on the effectiveness of all levels, in a process of mutual monitoring; The goals of the HROs are few and explicit (the job of the air traffic controller is to land the plane, not to relate socially to the pilot! ); †¢ There is a body of knowledge about practice that is codified into SOPs-Standard Operating Procedures-which tell people how to behave in the event of any contingency; †¢ Great attention is given to minor errors, since the belief is that these could cascade into major system failure; †¢ Simulations to identify weak links are always being run, with direct action being taken to identify the trailing edge and to make it more effective; The organizations are well resourced, and equipment is kept in good order. (Reynolds 1998, 1-4) Underlying the reasons for the existence of all the organizational procedures is the belief that system failure or unreliability would generate costs that are too heavy for a society to bear. With eight secondary schools, working in close association with Sam Stringfield of Johns Hopkins University in the United States and David Reynolds of Newcastle University's Department of Education, a programme has been developed to model schools on these highly reliable organizations from other fields outside education. The programme consists of the following: †¢ All the schools have joined a performance indicator system that generates high quality data upon student achievement, the ALIS (‘A' Level Information System) and YELLIS (Year Eleven Information System) schemes pioneered by Fitz-Gibbon and colleagues at the University of Newcastle upon Tyne (Fitz-Gibbon, 1992). These data feed back to schools their relative performance on their different public examination subjects, and relate directly to the effectiveness of their departments. †¢ All the schools are testing their intake of new pupils as they arrive from junior school. The testing will be repeated at the beginning of each school year, for these pupils plus for the new intake of pupils. Ultimately all pupils will be tested annually. These data will reveal those pupils who have unrealized potential, plus a ‘gain score' will be provided for each year that will be a baseline. †¢ The schools will be provided with the best knowledge available as their standard operating practices. Schools make available two of their five in-service days each year for ‘HRS' activities. One day will be for a formal knowledge input of school effectiveness/school improvement knowledge. The other day will be for an input of teacher effectiveness knowledge, plus in both days some skilling of whole school staffs. Both days will be oriented around background pre-reading, formal presentations and more group related activities. Schools are to adopt up to four goals to be their ‘HRS' goals. Two project-wide goals will be academic achievement (e. g. percentage of students with five or more GCSEs at grade A-C, staying on rate, percentage of students with five or more GCSEs at grade A-G, plus GNVQ outcomes as appropriate), and the unauthorized absence rate. Up to two other goals, which must permit measurement, will also be chosen by each school to reflect school needs, priorities, developmental status etc. (Reynolds 1998, 1-4) Thus, despite differences of approach, highly effective school improvement projects have been found to share certain characteristics or features. A broad comparative analysis of highly successful programmes demonstrates a number of shared principles or features (Harris, 2000c). This analysis found that effective school improvement programmes: †¢ focus closely on classroom improvement; utilize discrete instructional or pedagogical strategies, i. e. they are explicit in the models of teaching they prescribe; †¢ apply pressure at the implementation stage to ensure adherence to the programme; †¢ collect systematic evaluative evidence about the impact upon schools and classrooms; †¢ mobilize change at a numbers of levels within the organization, e. g. classroom, department, teacher level; †¢ generate cultural as well as structural change; †¢ engage teachers in professional dialogue and development; †¢ provide external agency and support. Harris, 2000c) This comparison showed that as the school improvement programmes and projects assorted in terms of content, nature and approach they imitated a similar philosophy. Central to this philosophy is an observance to the school as the centre of change and the teacher as the means for classroom change and development. Within highly effective school development programmes the non-negotiable elements are a center on teaching and learning, an obligation to professional development and diffused or devolved leadership. As new school improvement projects and initiatives appear to emerge daily, evidence concerning their collision is not always forth-coming. Critics of the school improvement field have highlighted the virtual absence of evaluative evidence concerning the impact of school improvement upon student performance and achievement. Additionally, there has been little deliberation of the relative effectiveness of different school improvement initiative in enhancing student performance. The studies that do subsist offer little evidence concerning the relative efficiency of one approach over another. Further comparative studies of school improvement are desired to assist schools in selecting development programmes that are most effectual and ‘fit’ their developmental needs. Presently, there is an accumulating knowledge base concerning school improvement arising from the numerous projects as well as programmes around the world. Moreover I believe that in order to improve and to protract improvement over time schools need to build and raise a sense of professional community. In the most effective schools, there is proof of positive relationships both within and outside the school. Barth (1990:45) portrays a professional community as ‘one where adults and students learn and each energizes and puts in the learning of the other’. A professional community is one in which there are collective norms and values amongst teachers and students. These norms and values symbolize the fundamental beliefs of those within the community and become the central purpose of the school. To build a professional community needs schools to think the type of school culture that reigns and to seek ways of changing it for the better. Learning within an organization is most favorable in an environment of shared leadership and shared power. To promote such an environment needs team work, collaboration and an assurance to enquiry. Connections are mainly important in building community. As Sergiovanni (2001:63) notes, ‘community is something most of us desire in order to experience the sense and meaning that we require in our lives. We cannot go it alone. We have to be connected somehow, somewhere. Community is a mainly important source of connection for children and young people. ’ If the needs of students to belong are not met by the school then they will get belonging outside the school. In schools that are improving there are communal norms, shared values, decided goals and common aspirations. These are schools where the social relationships are functional and where trust and deference are at the heart of all developmental work. This does not occur by possibility but results from the premeditated effort of staff and students to communicate and to work together with one another. Sergiovanni (2001) notes that such ‘communities of responsibility’ are far from easy to develop but are necessary to generate and protract school improvement over time.

Education And Egalitarianism In America Essays - Educational Stages

Education And Egalitarianism In America Essays - Educational Stages Education And Egalitarianism In America The American educator Horace Mann once said: As an apple is not in any proper sense an apple until it is ripe, so a human being is not in any proper sense a human being until he is educated. Education is the process through which people endeavor to pass along to their children their hard-won wisdom and their aspirations for a better world. This process begins shortly after birth, as parents seek to train the infant to behave as their culture demands. They soon, for instance, teach the child how to turn babbling sounds into language and, through example and precept, they try to instill in the child the attitudes, values, skills, and knowledge that will govern their offspring's behavior throughout later life. Schooling, or formal education, consists of experiences that are deliberately planned and utilized to help young people learn what adults consider important for them to know and to help teach them how they should respond to choices. This education has been influenced by three impo rtant parts of modern American society: wisdom of the heart, egalitarianism, and practicality... the greatest of these, practicality. In the absence of written records, no one can be sure what education man first provided for his children. Most anthropologists believe, though, that the educational practices of prehistoric times were probably like those of primitive tribes in the 20th century, such as the Australian aborigines and the Aleuts. Formal instruction was probably given just before the child's initiation into adulthood the puberty rite and involved tribal customs and beliefs too complicated to be learned by direct experience. Children learned most of the skills, duties, customs, and beliefs of the tribe through an informal apprenticeship by taking part in such adult activities as hunting, fishing, farming, toolmaking, and cooking. In such simple tribal societies, school was not a special place... it was life itself. However, the educational process has changed over the decades, and it now vaguely represents what it was in ancient times, or even in early American society. While the schools that the colonists established in the 17th century in the New England, Southern, and Middle colonies differed from one another, each reflected a concept of schooling that had been left behind in Europe. Most poor children learned through apprenticeship and had no formal schooling at all. Those who did go to elementary school were taught reading, writing, arithmetic, and religion. Learning consisted of memorizing, which was stimulated by whipping. The first basic textbook, The New England Primer, was America's own contribution to education. Used from 1690 until the beginning of the 19th century, its purpose was to teach both religion and reading. The child learning the letter a, for example, also learned that In Adam's fall, We sinned all. As in Europe, then, the schools in the colonies were strongly influenced by religion. This was particularly true of the schools in the New England area, which had been settled by Puritans and other English religious dissenters. Like the Protestants of the Reformation, who established vernacular elementary schools in Germany in the 16th century, the Puritans sought to make education universal. They took the first steps toward government-supported universal education in the colonies. In 1642, Puritan Massachusetts passed a law requiring that every child be taught to read. And, in 1647, it passed the Old Deluder Satan Act, so named because its purpose was to defeat Satan's attempts to keep men, through an inability to read, from the knowledge of the Scriptures. The law required every town of 50 or more families to establish an elementary school and every town of 100 or more families to maintain a grammar school as well. Puritan or not, virtually all of the colonial schools had clear-cut moral purposes. Skills and knowledge were considered important to the degree that they served religious ends and, of course, trained the mind. We call it wisdom of the heart. These matters, by definition, are anything that the heart is convinced of... so thoroughly convinced that it over-powers the judgement of the mind. Early schools supplied the students with moral lessons, not just reading, writing and arithmetic. Obviously, the founders saw it necessary to apply these techniques, most likely feeling

Discuss the role and importance of magic in the first 3 acts of The Tempest by William Shakespeare Essays

Discuss the role and importance of magic in the first 3 acts of The Tempest by William Shakespeare Essays Discuss the role and importance of magic in the first 3 acts of The Tempest by William Shakespeare Essay Discuss the role and importance of magic in the first 3 acts of The Tempest by William Shakespeare Essay Essay Topic: The Tempest The Tempest was the last play that Shakespeare wrote, and many people believe that the ideas for this production were taken from all his previous works. One of the main themes in the play is that of magic, its use for good and evil and how this affects the society around it. At the time that the play was being written, the people of Europe took magic very seriously, for example witches were still being burnt at the stake. Magic plays a vital role in the play, determining the end of every scene, and indeed the fate of every character. The first 3 acts reveal the usage of this magic, on both ends of the spectrum Act One Scene One sees the event that gives the play its name the tempest itself. In hindsight we are aware of the magic that was used to create the storm, but at the time of its happening we are led to believe that this is merely a natural occurrence. Admittedly nobody is killed, and we later find out that even the rest of fleet have been safely sent back to Naples with the illusion that the Kings ship perished in the storm. However despite this, it is questionable whether this magic was benign, as everyone suffered during its implementation. This recurs throughout the whole of the play; as to whether it is necessary to mess with peoples emotions, sleep patterns and the natural elements, and indeed whether any good does come of this all in the end. Prospero seems to have no hesitation in performing his magic, mainly for the good of himself, as we see in Act One Scene Two. In the following the audience learn of the magic that has been carried out, in the very first two lines spoken by Miranda. If by your art, my dearest father, you have Put the will waters in this roar, allay them. She describes the magic as an art although the word has several darker connotations. Miranda seems reluctant to understand her fathers need to practise magic, as she has seen the ship itself Dashed all to pieces. It is with her worrying that Prospero reveals the story that has happened before the storm. He mentions several characters that we have seen in Scene One of this Act. I thus neglecting worldly ends, all dedicated To closeness and the bettering of my mind With that which, but by being so retired, Oer-prized all popular rate Prospero explains to Miranda that he was once Duke of Milan, but he left control of the city to his brother Antonio, whilst he concentrated on the bettering on my mind the study of magic. He claims that people believed magic-was over-rated, because the supernatural powers were much more valuable than people first thought. The tale that is told makes the audience feel sorry for Prospero, and maybe even forgive him for creating the storm, but this impression is immediately changed when he sends his own daughter to sleep. Again this use of magic is questionable, as he discusses with the spirit Ariel the plan that will unfold very soon. It becomes apparent that he did not want Miranda to hear this plan as it would involve her, and her knowledge of it would ruin it completely. We begin to have reservations about Prospero as a man, whether magic has corrupted him so much that he has no qualms about toying with his daughters emotion. However it is this possible corruption that will stem th e entire play, and thus magic becomes a necessary tool. Many could find it hard to believe that Prospero would want to give up his Dukedom for the practise of magic, and it is this strand of Prosperos character that leads the story on. Later on in the scene, a spirit called Ariel appears and it is revealed that Prospero had sent her to make the tempest occur. Prospero cannot even carry out his own magic, but must send creatures to do it for him possibly another result of the corruption magic has had upon him. Ariel complains bitterly about having to do Prosperos dirty work and asks to be set free. Let me remember thee what thou hast promised, Which is not yet performed me. My liberty Prospero reminds Ariel of the magic that he freed her from. Sycorax, an evil witch, had been banished to the island from Algeria, and had attempted to make Ariel a slave. But Ariel had refused and as a result had been entrapped in a pine tree for 12 long years. When Prospero had been left on the island, he had released Ariel in a gesture of goodwill, but the roles had reversed and now Prospero is Ariels master. Again the use of magic is for domination or good for oneself. We see this again with Caliban, Sycoraxs son. Prospero has made Caliban his slave to carry wood and other items around the island, as he is too old to do it himself. Prospero promises terrible things to Caliban if he does not complete his tasks, and so magic is again being used for threats and unnecessary suffering. Music and magic have always been very closely linked, and it is this that lures Ferdinand in the latter part of the scene. Let us not forget that Ariel had especially placed Ferdinand on this part of the island after the storm. Ariel is invisible as a product of her magic, playing a lute and sings to draw Ferdinand closer to Miranda. There is much debate about whether the following passage has been set up by Prospero and indeed manufactured it entirely to fit with his plan, or whether Shakespeare meant a romance to occur to lighten the mood of the play. Either way, it seems a little far-fetched that Ferdinand and Miranda appear to fall in love instantly, love at first sight, which would indicate that Prospero has had some intervention. The romance is also a key part of Prosperos plan, and we would assume that he would have had some involvement to make sure this all went smoothly. If this is the case, Prospero is again using his magic for his own personal gain seeking revenge upon th ose who deposed him. Ferdinand starts to put up a fight with Prospero and He draws and is charmed from moving. The stage directions indicate that Ferdinand is frozen to the spot to stop any harm from happening, but this is debatable as to whether it was actually necessary. Prospero instructs Ferdinand that he will have to work for his love of Miranda, and leads him to a place where he will chop wood until Prospero deems him fit. He thanks Ariel for her work and again promises her freedom, but we later see this has not been fulfilled. Magic has been the theme of the entire scene and without it; many of the things would not have been possible. Act Two takes the audience back to the stranded party of royals. Gonzalo is the only one to notice that his clothes are looking as good as new bring rather new-dyed than stained with salt water. In Shakespearean times, the clothes would have been dyed and after the tempest all the dye would have run, leaving their clothes looking tatty and ragged. This of course, is Ariels doing, though it is not entirely apparent as to why? Perhaps it was because Prospero instructed that none of the party should be harmed, and so Ariel took this to mean that they should be exactly as they were before the storm. Or perhaps this was Ariel wanting to cause some confusion and suspicion between the party. It also causes a small rift between Gonzalo and the others. Later on, the royals feel sleepy, again as a result of Ariels magic, upon instruction of Prospero. The reason for this isnt clear either. It results in Antonio and Sebastian, the only 2 that stay awake, planning to kill Alonso to gain the Duke dom of Naples. Maybe Prospero intended them to do this, as it would again cause a rift between the company. Gonzalo is about to be killed too, but this is stopped by Ariels music, as Gonzalo is a large part of Prosperos plan. Once again the end of the scene is determined by magic. Scene Two starts with Caliban complaining about Prospero, and how he has been mistreated. Caliban himself is a magical creature, representing the pure natural man who is corrupted by the temperament of humans. The scene itself doesnt actually contain much magic, except perhaps the magical power that alcohol holds over Stephano, Trinculo and Caliban. Act Three Scene One is the scene in which Ferdinand and Miranda agree to marriage. The play so far has taken place over a very short space of time and again it is questionable as to whether this whole thing has been manufactured by Prospero, as the stage direction indicated he is at a distance, unseen watching over proceedings. Prospero enters the scene visibly this time and agrees to let the marriage take place. Again the whole timing of the episode, and Prosperos joy at this news seems rather mad-made. Even at the end of the scene Prospero says, Ill to my book as if he has more in store. Scene Two goes back to Stephano, Trinculo and Caliban and they plan to kill Prospero so that they can have hold over the island. Caliban knows the extent of Prosperos power so is a little more cautious. Just as between the royal party, a rift forms when Trinculo sulks about Caliban being the centre of attention. Ariel sees this and decides to take advantage in comic style. She uses Trinculos voice, expressing his real thoughts, to widen the rift between Caliban, Stephano and Trinculo. Again this isnt really necessary to the play but is another example of the use of magic and its role in the play. Ariel then plays music to distract the 2 humans and they decide to follow that rather than go through with the plan to kill Prospero. Again this intervention of magic ends the scene. The final scene of this act shows the largest use of magic and possible for the most ruthless reasons. Prosperos plan overall is one of revenge and this is where he lures all the men together. Again there is the link between music and magic, but this time Prospero has instructed for a feast to appear in front of the men. This is similar to the forbidden fruit in the Garden of Eden, as the men do suspect that something is wrong here. The men see the spirits that carry in the banquet and are suddenly aware of the magical forces around them, and over the entire isle. Prospero uses this to taunt the royals, and tempt them, using cruel methods. Ariel is sent in as a harpy and the feast then vanishes, dashing all the hopes of the men in one fell swoop. The men are very confused by this occurrence. Ariels long speech condemns the men and the spectacle of this mythical bird is done to scare the men. Prospero has set up everything for this moment, and carries it off in true style. Everything has been done to have the greatest effect, and whether this is truly humane is debateable. In all, the whole of the play depends entirely of magic, and if it were not for Prosperos interest in magic in the first place, none of this would have taken place. The supernatural powers that Prospero exerts and sometimes abuses are the very basis of the play, which is unusual for Shakespearean play. For example, in Macbeth the witches have some influence over Macbeth himself, but the power of free will can over-ride this, as it does on several occasions. The repeated use of magic can appear delightful if staged in the correct way, however if you read deeper into the play, it is apparent that Shakespeare wanted to represent the potential of supernatural powers if misused. The way he has done this works well to show the corruption of humans when they believe they are bigger than a magical, mysterious force.

Business ethics Essay Example | Topics and Well Written Essays - 3000 words

Business ethics - Essay Example The action would be wrong if the result involved the suffering of the party and would be right if the outcome was good. This was based on the utilitarianism. The argument put the Newspaper Company on the safer side if its actions were for its good. The company paying various parties to prevent its economic figure from spoilage could make it right (Mill 1861). The action would be wrong if the result involved the suffering of the party and would be right if the outcome was good. This was based on the utilitarianism. The argument put the Newspaper Company on the safer side if its actions were for its good. The company paying various parties to prevent its economic figure from spoilage could make it right (Mill 1861). It is also argued that the measure of suffering may determine the claim the right of equality. This pointed out clearly by a philosopher of utilitarianism, Jeremy Bentham (Singer 1976). In the event of the company seeking to maintain its economic position, the scandal will lead to its economic sabotage. The editor causes the company to suffer socially and economically. Therefore, the argument gives the company a lot of strength to demand for its compensation for the lost trust from people and spoilage of its image worldwide. As a result, the editor is ethically wrong due to the inconveniences caused. On the other hand, the people whose affairs have been interfered with will want to enjoy their privacy. They have been denied their right. The argument of Jeremy Bentham becomes the basis on which the people will claim their rights. This will eventually make the company and the editor liable for the inconveniences they have caused to the people despite the payments made to them by this company. These may have caused the people to lose their trusted customers and will also be seen as those who have no proper security over their information system. This shows that all the parties have a right to privacy. The editor on the hand did the publishing of the info rmation since it was part of his work as an employee. According to the ethic duty, the argument will be based on his moral behavior as an employee. His action was his duty to execute the duties as required by his employer and this was being obedient and being honest. He was expected to observe workplace ethics as argued in this theory. Therefore the editor was right in this case. In addition, Kamm, F.N. (1996) argues that if the motive of the action was to prevent suffering of parties, the action is ethically correct (Kamm 1996). The editor may have had an interest to know the limitations and some information about that would lead to the safety of others. The theory allows this if that is the motive. The editor is not punished for his action. The company wants to protect its employees and customers from the scandal by bribing the concerned parties that would interfere with their being. According to the argument, this is ethically allowed. Contrary to this, utilitarianism says ethics will on be good since these resulted in the bad end to the parties. The resigning of the editor form the work was the outcome. Also as the requirement of the human resource management, the company exercised the right to employ the workers, the editor in this case. This has an advantage to the company since it has the manpower, which is the pleasure it gets. The utilitarian ethic therefore argues that the company is right basing on the main intension of this party which has resulted in its

Nationalism and Political Economy Essay Example | Topics and Well Written Essays - 750 words

Nationalism and Political Economy - Essay Example Corporations that were led by large financial companies. Lenin’s theory shows that the two developments are intrinsically linked since the concentration of capital created inequality where the general population could not absorb the commodities achieve by the high level of productive capacity. From this premise, capitalist class controls the nation politically since Lenin theorized that Finance capital, which is the dominant form of capital, is useful to state machinery in colonizing the surrounding. Though he showed that this strategy could function in the short-term, Lenin showed that in the long-term it would weaken imperialism as well as capitalism. In an inquiry of imperialism, the engagements of capitalist nations play an indispensable role and are practically an axiom of Marxist theory that nations act to defend welfares of the governing people. There are many statements to this effect in Marx’s writing even though he offered little-detailed analysis in support, however; he managed to show that states act to preserve the broad outlines of the social system since the ruling class is well organized in defending its interests. Moreover, high-level personnel of the nation like politicians has â€Å"clear interest in preserving the existing state organization† (Hobson 153); however, this dominant mode can only result in â€Å"chaos and economic regression† (Marx & Friedrich 15) in the absence of an affirmative alternative (Lenin 96; Schumpeter 105-110). Scholars of political economy regardless of whether they are liberals, Marxists or institutionalists mostly assume questions of national identity to be marginal in the understanding of changing economic structures. Therefore, the neglect between of the relationship between national identity and political economy, which is unfortunate since it, leaves central features of transformation unexamined. Economic nationalism can be comprehended in terms of relationships that links national identity to political economy; thus, this approach focuses on nation and understanding of the national identity as being rooted in the nation’s political economy (Polanyi 28). Thus, I believe there is need to examine economic nationalism as a form of local political struggle since it links an understanding of national identity to certain economic prescriptions. Friedrich in his national system of political economy he considers that political economy in international commerce has drawn lessons from experiences where the measures taken have to be appropriate for the people. Loyalties in nations arise since there is no monopoly because internal competition comes in place of foreign competition ad each individual in the country has the privilege of obtaining a share of the advantages a nation offers to its citizens moreover, loyalties for nations arise from good systems of protection.