Economy in the century

This would eventually spur conflict, but it also proved well for the English. New power was thrust upon the country, and the English were in need of funds, quickly. Luckily, during the dawn of the English empire, a new land (with new economic opportunities) needed colonization. The new world was an expected source of income for citizens of the UK and the Crown itself. From 1550 to 1600, the population of England exploded.This â€Å"surplus population† led to a severe economic depression, partly because of farmers enclosing' croplands for sheep grazing, which forced many small farmers off of their properties. The depression hit the woolen industry, and thousands of farmers took to the streets and ended up unemployed and penniless. Immigration allowed for a new start, so the potential colonists thought. The practice of primogeniture also contributed to the homeless problem. This allowed for the eldest sons to inherit the entire estate, and it left other sons and daughters withou t land or money.The idea of new economic flow and land enticed many of these people, as well as a thirst for adventure and religious freedom. The country of England itself was enamored with the idea of the introduction of new crops that they were unable to grow in their own farms. Many small investors also appeared, hoping to liquidate their companies quickly and make profit. However, this didn't always work. In addition, England expected to benefit in being a â€Å"parent nation† for a new settlement. Eventually, the institution of slavery would also prove profitable.England expected a trade hub to come from these new colonies, and this proved true. A charter was settled, namely the charter of the Virginia Company, and Immigration began. This was a smart choice for King James – a charter was a very low cost for what appeared to only prove beneficial. These new settlements were going to be a source of economic gain. This would eventually prove false (at least, In the b eginning) however, In the moment It was very plausible. When the settlers arrived, many didn't find the lands that they had expected to.Many died, many became Ill, and there was many attacks from local Native American tribes. Most settlers already had passed away from new diseases and malnutrition, especially because the new colonists searched for gold Instead of food. There was a war against the Phaeton tribe, and It left 347 settlers dead, Including the famed John Role. These wars continued and died and eventually, the Photostats fell to disease, disorientation, and disposable. After separate states evolved, trades began. The Columbian exchange proved to be a major part of both the Crown's and America's economy.Tobacco, rice, and many other crops flourished and were quickly absorbed by England, and this created a sizeable profit for the country. Therefore, both the Crown and the settlers had expected that America was going to be a profitable endeavor, and to a certain extent, It w as. All the settlers were eventually comfortable with the same rights as Englishmen, and the Crown had profited In trade and a healthy decrease from a surplus population. I believe a strong case can be made for the economic ebb and flow of England and the America and hat the new country was an expected source of Income for both colleens and the Crown.PUSH – Economy in the 15th century By Koala-Ann Verona and the Crown itself. From 1 550 to 1600, the population of England exploded. This â€Å"enclosing† croplands for sheep grazing, which forced many small farmers off of their the charter of the Virginia Company, and immigration began. This was a smart choice would eventually prove false (at least, in the beginning) however, in the moment it had expected to. Many died, many became ill, and there was many attacks from local ND malnutrition, especially because the new colonists searched for gold instead of food.There was a war against the Phaeton tribe, and it left 347 set tlers dead, including the famed John Role. These wars continued and died and eventually, the Photostats fell to disease, disorientation, and disability. After separate states going to be a profitable endeavor, and to a certain extent, it was. All the settlers were profited in trade and a healthy decrease from a surplus population. I believe a strong that the new country was an expected source of income for both citizens and the

F and B Manager

Unit 6: Food and Drinks Service Unit code: L/601/0463 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to enable learners to gain understanding of the importance of the meal experience in food and drink service operations and skills to prepare, provide and review provision of food and drink service. Unit introduction This unit introduces learners to basic concepts of food service and to the skills, knowledge and responsibilities required in food service throughout the sector.The knowledge and skills acquired in this unit will prepare learners for a supervisory role in food service businesses. This unit includes only non-alcoholic drinks. Alcoholic drinks are covered in Unit 7: Alcoholic Beverage Service. Learners will explore the factors involved in the meal experience and will have the opportunity to relate issues concerning value, quality, skill levels, satisfaction, service and environment to customer expectations in a v ariety of operations. Learners will need to organise the preparation and layout of a food service operation, taking into account various factors such as equipment, staff rganisation and particular customer needs. Learners will need to show a professional approach and practical customer service and food service skills. Throughout the unit learners will have the opportunity to develop the skills appropriate to a range of different businesses, such as restaurants, fast food businesses, pub food courts and coffee bars. It is important for learners to appreciate factors essential to customer satisfaction and the result of these needs not being fully met. Learners will need to understand and apply evaluation techniques to food service operations. Learning outcomesOn completion of this unit a learner should: 1 Understand the importance of the meal experience in food and drink service operations 2 Be able to organise the preparation and layout of a food and drink service operation 3 Be able to provide food and drink service and customer service in a professional, safe and hygienic manner 4 Be able to review food and drink service provision. Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 1 Unit content 1 Understand the importance of the meal experience in food and drink service operationsMeal experience: value for money; quality of product and service; environment; ambience; suitability for purpose; level of customer service; timing Situations: eating for pleasure or necessity eg business lunch, special occasion, meal with friends, wedding celebration, conference, function, during a shopping trip, in hospital, when travelling 2 Be able to organise the preparation and layout of a food and drink service operation Operation: types eg restaurant, pub, banquet, fast food, food court, coffee bar, transport providers (rail, air, sea)Preparation and layout: health and safety considerations; checking cleanliness of environment; checking furnishings and equipment; obtaining and preparing equipment; determining layout of environment, the reception, bar area, tables and eating area; menu requirements; staff organisation; briefing; customer needs eg wheelchair access, children; contingency planning 3 Be able to provide food and drink service and customer service in a professional, safe and hygienic mannerRequirements: product knowledge; technical skills; appropriate procedures for operation eg welcoming customer, taking order, confirming choice, serving food and beverages using appropriate method, ensuring payment Food service: methods eg silver service, plate service, buffet, self-service, assisted service, room service, counter service; suitability of method for different operations; constraints eg cost-effectiveness, customer demand, timescale, staff skills, environment, layout Drink service: non-alcoholic eg soft drinks, bottled waters, teas, coffees; service procedures and tec hniques; cleaning and maintaining equipment eg uice dispensers, coffee machines; trends eg designer waters, healthy drinking options Customer service situations: communication method (face-to-face, on the telephone, in writing, by email); purpose eg providing information, giving advice, keeping records, providing assistance, dealing with problems, handling complaints, dealing with food allergies Professional approach: attitude; personal appearance; dress; hygiene; attentiveness; body language; attention to detail; relationships with colleagues; communication skills eg listening, speaking, relaying messages and orders accurately and promptly; teamwork; codes of practice Be able to review food and drink service provision Techniques: collecting information; sources of information eg customers, colleagues; feedback methods (qualitative, quantitative) eg questionnaires, comments books, staff meetings; making reasoned judgements based on available information Criteria: suitability of food and drink service provided; environment, preparation and layout; service provided (quality, speed); level of customer satisfaction; value for money 2 Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 Assessment and grading criteriaIn order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit. Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: P1 explain the importance of the M1 meal experience in food and drink service situations [IE 4] P2 organise the preparation and ayout of a food and drink service operation [SM 1, 2, 3, 4, 5, 7] P3 demonst rate competent skills M2 show independence and in providing food and drink confidence in providing food service with appropriate tutor and drink service support P4 show a professional attitude at all times with relevant personal, social, technical and customer service skills [SM 1, 2, 3, 4, 5, 7] P5 review food and drink service M3 evaluate a food and drink provision. service operation and make [IE 6] recommendations for improvement using agreed criteria and relevant data. To achieve a distinction grade the evidence must show that, n addition to the pass and merit criteria, the learner is able to: analyse the suitability of different methods of service, operational procedures and levels of customer service in food service operations D1 show high levels of confidence, product knowledge and skills when providing food and drink service D2 assess a food and drink service operation, making justified recommendations for improvement, and produce an action plan for implementation. PLTS: Thi s summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the pass criteria.It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills. IE – independent enquirers RL – reflective learners SM – self-managers CT – creative thinkers Key TW – team workers EP – effective participators Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 3 Essential guidance for tutors Delivery Professionalism in the hospitality industry is vital to both the success of the hospitality business and to learners’ future careers.Future employers will expect recruits to demonstrate a professional attitude to their work, to themselves, to colleagues and to their employers. Tutors must take great care throughout their work to reinforce the importance of mai ntaining the right professional attitude, in terms of personal, social, technical and customer service skills when working with and communicating with others. It is important that learners are made aware of different types of food and drink service operations and the situations and contexts to which they are suited.While some centres may prefer to concentrate on traditional restaurant operations, the unit is designed to ensure that learners are prepared for employment in a range of food and drink service operations. It should be noted that this unit includes non-alcoholic beverages, and delivery should include the preparation and service of a range of teas, coffees and other non-alcoholic drinks. Tutors should be aware of developing trends in food and drink products and services in the hospitality industry, and should ensure that learners understand both the nature of the trends and their impact on hospitality operations.Much of the delivery will be through practical sessions. These could be supported through work placement prior to assessment to enable learners to develop food and drink service skills. Both practical sessions and work placements should be planned to enable a range of food service situations to be considered and to enable learners to apply their skills to these varied situations. Learners will also need to consider a variety of customer service situations that may arise through food and drink service. They could practise their skills through role plays of simulated scenarios.Learners should develop criteria to evaluate performance relating to each scenario and practise evaluating their own and others’ performance. Recording role plays using video and/or audio cassettes would assist selfevaluation. This unit could be delivered jointly with Unit 7: Alcoholic Beverage Service and could also be delivered alongside Unit 5: Supervisory Skills in the Hospitality Industry, as it offers the opportunity to organise and supervise a team in the del ivery of food and drink service. The application of evaluation techniques and criteria will also make a valuable ontribution to learners’ future role as supervisors in the hospitality industry. 4 Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 Outline learning plan The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments. The outline learning plan demonstrates one way in planning the delivery and assessment of this unit. Topic and suggested assignments/activities and/assessmentIntroduction to the unit and the programme of learning. Group discussion about food and drink service operations. Tutor explanation of key terms. Visits to hospitality businesses and observation of food and drink service operations – follow-up poster showing food and drink service operations within the businesses. Learners interview a member of staff from their own institution on the importance of the meal experience in food and drink service operations. Visits to hospitality businesses to find out about different food and drink service situations.Assignment 1 – The Importance of the Meal Experience in Food and Drink Service Operations (P1, M1) Learners produce a presentation about the importance of the meal experience in food and drink service operations based on visit. Group discussion to determine types of operation for different types of hospitality businesses. Videos or role-plays of preparation and layout of a food and drink service operation. Role-play exercises – organising the preparation and layout of a food and drink service operation. Assignment 2 – Organising the Preparation and Layout of a Food and Drink Service Operation (P2)Based on organising the preparation and layout of a food and drink service operation for real customers. Videos or role plays of providing food and drink service. Learners work alongside staff in their own institution providing food and drink service – receive feedback. Role-play exercises – providing food and drink service. Assignment 3 – Providing Food and Drink Service and Customer Service (P3, P4, M2, D1) Based on providing food and drink service to real customers. Learners investigate review techniques and criteria used in a business.Assignment 4 – Review of Food and Drink Service Provision (P5, M3, D2) An investigation of a business or related to a scenario leading to a piece of written work. Tutorial support and feedback. Self-initiated learning time. Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 5 Assessment Any evidence submitted for criteria requiring the practical demonstration of skills, eg role plays or the ability to work independently, must be supported by observation sheet(s) signed by the assessor identifying h ow and why specific criteria have been met.The sub-headings in this section mirror the funnelling opportunities in the grading grid. They suggest how assessment can be grouped to allow learners to progress to the higher grades; however, they are not prescriptive. P1 – M1 To achieve P1, learners must explain the importance of the meal experience, based on their work experience or visits to a variety of businesses. Learners should include a minimum of three different situations in their explanation, covering each of the meal experience criteria.M1 requires learners to analyse in detail at least two different food and drink service operations, focusing on all aspects of the meal experience, operational issues and customer service. P2 For P2, learners need to show they can organise and implement the preparation and layout of the environment before starting the service. Evidence could be gathered through observation by the tutor of team briefings or a written brief together with e vidence of a single practical exercise when the learner has had specific responsibility.P3 – P4 – M2 – D1 To achieve P3, learners need to demonstrate food and drink service skills. This can be evidenced in the form of video tapes or witness testimonies from assessors and supported by written descriptions of the practical scenario. The evidence could, for the most part, come from the same practical situations as for P2. Although learners must show competent skills, at pass level it is expected that they will require guidance and support. Evidence for P4 could be in the form of video or witness testimonies from assessors.The witness testimonies should give sufficient information to confirm that the requirements of achieving a professional approach to personal, social, technical and customer service skills have been met, as have levels of teamwork and communication. The evidence for M2 must show that learners are capable of using initiative and show confidence and independence in food and drink service and customer care skills. Evidence should come from real-life food and drink service situations, and could be linked with Unit 26: Industry-related Project in Hospitality.Learners’ competence in meeting this criterion should be evidenced by an observation sheet with reference made to how and why the learner has achieved M2. To achieve D1, witness testimonies and/or observation sheets should give detailed information to confirm that the learner has demonstrated a high level of personal and technical skills. Examples of effective technical skills at this level could be a learner who is able to anticipate customer needs and can demonstrate customer service to a standard which is over and above that normally expected. 6 Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 – February 2010  © Edexcel Limited 2010 P5 – M3 – D2 To achieve P5, learners are required to review food and drink service provision u sing appropriate evaluation techniques and criteria and should provide evidence which shows understanding of the need to measure the performance of a food service operation. The criteria should be specific and measurable. Examples of appropriate criteria could be ‘all tables are to receive orders within 15 minutes’ or ‘the menu should reflect good value for money compared to other similar businesses’. Learners should also explain the benefits of this approach.This can be done in general terms and need not be linked to a specific food service project, although evidence could be linked with Unit 26: Industry-related Project in Hospitality. Evidence for M3 will build on the criteria identified in P5. The criteria used could be predetermined by the assignment brief, but learners should relate the evidence to a specific practical scenario and produce valid recommendations for improvement. Learners should collect data from reliable sources, eg customer comment ca rds and feedback from colleagues, rather than basing the whole review on their own opinion.Evidence for D2 could be in the form of a presentation or a written report. Joint evaluation as part of a team would not be acceptable. Learners must set their own criteria for assessing a food and drink service operation and make recommendations for improvement that are justified and prioritised. The action plan should be realistic and achievable in the context of the chosen food and drink operation. Programme of suggested assignments The table below shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the assessment and grading grid.This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet local needs and resources. Criteria covered Assignment title Scenario P1, M1 The Importance of the Meal Experience in Food and Drink Service Operations Learners take the role of Learners c reate a restaurant manager and need to presentation for use with produce a presentation about new staff. the importance of the meal experience in food and drink service operations for use with new staff. P2 Organising the Preparation and Layout of a Food and Drink Service OperationLearners continue in the role Role play or work placement of restaurant manager and supported by observation are required to organise the sheets. preparation and layout of a food and drink service operation. P3, P4, M2, D1 Providing Food and Drink Service and Customer Service Learners continue in the role of restaurant manager and are required to provide food and drink service to real customers. Role play or work placement supported by observation sheets. P5, M3, D2 Review of Food and Drink Service Provision Learners continue in the role of restaurant manager and are asked to review the food and rink service provision. Learners produce material in suitable format – questionnaires, checklists. Edexce l BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 Assessment method 7 Links to National Occupational Standards, other BTEC units, other BTEC quali? cations and other relevant units and quali? cations This unit forms part of the BTEC Hospitality suite. This unit has particular links with the following unit titles in the Hospitality suite: Level 2 Level 3 Service of Food at Table Alcoholic Beverage Service Service of Alcoholic and Non-Alcoholic DrinksFood Service Organisation Essential resources It is essential for the delivery of this unit that learners have access to a real or simulated food service environment. Appropriate food and drink service equipment must also be provided, such as cappuccino machines, icemakers, blenders and other specialist equipment including glasses and china. Employer engagement and vocational contexts Visits and work experience with local food and drink service providers would provide l earners with an insight into food and drink service and help learners develop the skills required in different businesses providing food service.Developing hospitality industry links would enhance the delivery of this unit. Indicative reading for learners Textbooks Ceserani V and Foskett D – The Theory of Catering, 11th Edition (Hodder Arnold, 2007) ISBN 9780340939260 Hayter R – Food and Drink Service, 2nd Edition (Thomson Learning, 1996) ISBN 9781861526878 Lillicrap D and Cousins J – Food and Beverage Service, 7th Edition (Hodder Arnold, 2006) ISBN 9780340905241 Journal Caterer and Hotelkeeper – Reed Business Information Websites www. bha. org. uk British Hospitality Association www. caterersearch. com Caterersearch – Hospitality news www. catersource. om Catersource – Education, products and news for caterers www. cookeryonline. com Cookeryonline – Food, cookery and hospitality resources www. fdf. org. uk Food and Drink Federation w ww. people1st. co. uk People 1st – Sector Skills Council for Hospitality, Leisure, Travel and Tourism 8 Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 Delivery of personal, learning and thinking skills The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been included within the pass assessment criteria of this unit.Skill When learners are †¦ Independent enquirers P1 explaining the importance of the meal experience in food and drink service situations [IE 4] P5 reviewing food and drink service provision [IE 6] Self-managers P2 organising the preparation and layout of a food and drink service operation P3 demonstrating competent skills in providing food and drink service with appropriate tutor support P4 showing a professional attitude at all times with relevant personal, social, technical and customer service skills [SM 1, 2, 3, 4, 5, 7]Altho ugh PLTS are identified within this unit as an inherent part of the assessment criteria, there are further opportunities to develop a range of PLTS through various approaches to teaching and learning. Skill When learners are †¦ Reflective learners assessing their food and drink service provision [RL 1]. Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 9 Functional Skills – Level 2 Skill When learners are †¦ ICT – Use ICT systems Select, interact with and use ICT systems independently for a complex task to meet a ariety of needs Use ICT to effectively plan work and evaluate the effectiveness of the ICT system they have used Manage information storage to enable efficient retrieval Follow and understand the need for safety and security practices Troubleshoot ICT – Find and select information Select and use a variety of sources of information independently for a complex task Acces s, search for, select and use ICTbased information and evaluate its fitness for purpose ICT – Develop, present and communicate information Enter, develop and format information independently to suit its meaning and urpose including: ? text and tables ? images ? numbers ? records Bring together information to suit content and purpose Present information in ways that are fit for purpose and audience Evaluate the selection and use of ICT tools and facilities used to present information Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists 10 Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 Skill When learners are †¦ MathematicsUnderstand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations Identify the situation or problem and the mathematical methods needed to tac kle it Select and apply a range of skills to find solutions Use appropriate checking procedures and evaluate their effectiveness at each stage organising a food and drink service operation Interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations Draw conclusions and provide mathematical justifications English Speaking and listening – make a range of ontributions to discussions and make effective presentations in a wide range of contexts discussing the importance of the meal experience presenting an evaluation of a food and drink operation and action plan. Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions Writing – write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 20 10  © Edexcel Limited 2010 11

The Continental Airlines Essay Example | Topics and Well Written Essays - 3250 words

The Continental Airlines - Essay Example Last May and October, 2010, UAL created several mergers involving Continental Express JT Merger Sub Inc., and Continental, with Continental surviving as a wholly owned subsidiary of UAL Corporation. At the last part of the Merger, the UAL became the parent company of both Continental and United and this was followed by change of name to United Continental Holding., Inc, its present name (Reuters, 2011b) UAL market share cannot be clearly determined but based on total of its ranking from the industry players in terms of sales for the past twelve trailing months, it shares a big part of the market. See Appendix C. UAL is part of those top ten in terms of revenues in the arilines industry. With almost 6,000 daily a day to more than 375 US domestic and international destinations from its hubs from various international airports that can be found in Guam, Denver, Houston Bush, Cleveland Hopkins, Los Angeles International Airport, San Francisco and Washington Dulles, one could imagine just how big the company is in reach of customers and related its market share. Its geographical locations can be determined by the extent of its domestic and international operations which can be described to be global. Continental flight destinations are throughout the US, Latin America, Europe and the Asia-Pacific Regions. Its major competitors are Delta Air, Southwest Airlines, and US Airways. A and Nip pon Airways (Reuters, 2011d). Although, this paper originally seeks to evaluate the Continental Airlines’ financial condition and strategies, analysis and discussion would now be on UAL or the holding company of which Continental and United are subsidiaries by looking at the how the company (UAL) has maximized value for its shareholders. The best way to determine whether the company has maximized value to its shareholders it estimates the company’s value in relation to what the market actually reflects. Valuation would be

Give a historic and analytical overview of special educational needs Essay

Give a historic and analytical overview of special educational needs (SEN) provision in England 1870 to present - Essay Example Today â€Å"All teachers should expect to teach children with special educational needs and all schools should play their part in educating children from their local community, whatever their background or ability. Training for teachers, appropriate funding for schools and improvements in the way their achievements are judged is vital† (SEN, 2010). Although training is not always equalized, significant progress has been made. In 1870, the Elementary Education Act was established by Liberal MP William Forster started to standardize education, and â€Å"made provision for the elementary education of all children aged 5-13 and established school boards to oversee and complete the network of schools and to bring them all under some form of supervision† (Education, 2010). However, at the time, SEN children were often seen as a blight on society, better isolated in institutions rather than mainstreamed with their peers. Theoretically, there has been a change in terms of how s pecial needs and handicapped children are treated by educational and healthcare systems since. Unfortunately, special education programs are a recent phenomenon and parents, teachers, and other professionals therefore should know that special group programs only began to become widespread in the latter half of the twentieth century, as the public perception of institutions began to change and the government began to shift the parameters used for classifying disabilities. At the beginning of the 20th century, some accountability for SEN children had started to creep into the legislation, albeit not in a very strongly worded way. â€Å"Not surprisingly, therefore, the Elementary Education (Defective and Epileptic Children) Act of 1899 empowered - but did not require - school boards to provide for the education of mentally and physically defective and epileptic children† (Education, 2010). As the 20th century progressed, a shift towards group programs became more popular, especi ally for high-functioning disabled student individuals, and special education services became more widespread as well, leading to a decrease in the number of functioning individuals with disabilities being constrained to home or institutional life. This gradually progressive process is spoken of in terms of deinstitutionalization as well as socialization and inclusion. As one thinker notes, â€Å"It is not fully clear who among the deinstitutionalized population would have been the long-stay patients in earlier areas† (Special, 2007). Often the process of institutional facility offered by long-stay programs is impaired by the perception that these programs keep socially maladjusted individuals from encountering problems in a complex outside world that is often defined by the same sense of boundary offered. During the first half of the twentieth century, before more environmentally inclusive programs were offered, many individuals were constrained in adolescence and held well into middle age. In many circles, prevailing wisdom still seems to state that psychotherapy is an appropriate treatment method. But the number of group therapy patients has combined with many private-sector programs which can differ from state to state and region to region, in terms of prevalence. After the first World War, â€Å"Lloyd George set about an ambitious programme of post-war social reform: the national insurance scheme was extended to cover almost all workers, old age pensions were doubled, local authority house building

Executive Level Report - Financial Analysis of AMD Research Paper

Executive Level Report - Financial Analysis of AMD - Research Paper Example This report is structured in such a manner that first section of this report describes brief description of the company which includes its history, comparison of the company with its industry and the ratio analysis with some other financial indicators. Section two mainly describes the stock performance of the company which emphasizes upon the fluctuations in the share prices along with the earning and dividends analysis of AMD. Recommendation is the last section which briefly highlights as whether HTC should go for making long-term contracts with AMD or not in the light of financial analysis conducted above. Description of Company Advanced Micro Devices (AMD) is a listed entity in New York Stock Exchange (NYSE: AMD). The company started off its operations in 1969. The company mainly deals in semiconductor industry such that it manufactures microprocessors which are used in computers, mobile phones, tablets, gaming consoles, networks etc. Financial Ratio Analysis The best way to asses s the financial performance of any company is to make a financial analysis of the company through ratio analysis as it covers most of the parts of the financial statements in a very comprehensive and meaningful form. Under the following paragraphs, the ratio analysis of AMD is conducted in which the financial performance of AMD is analyzed and compared with that of the industry averages and its own previous years’ performance in respect of liquidity, profitability and efficiency of the company. Liquidity Analysis The current ratio describes as in order to pay a current liability of $1, how much current assets the company has. Overall, the current ratio of the company has increased from 1.07 to 2.15 i.e. it has become double in three years. The company still way behind from the industry average which has been around 3.4 in the last three years. If the stock is ignored from the current assets of the company, then the quick ratio of the company has also become quite strong incre ased from 0.64 to 1.65 such that it is heading toward the industry ratio of 1.84 quite smoothly. Leverage Analysis As far as the financial leverage of AMD is concerned, it can be observed that the financial leverage of the company has dropped from 14.01 to 4.9 in the 2009 and 2010. But the financial leverage of the industry is still quite high and moves around 15. The debt ratio of the company has decreased from 6. 56 to 2.16 which is a very good as the company has become less risky but still the company is quire risky as compared to the industry average which is still below 0.5 cumulatively in the three years. Efficiency Analysis Efficiency ratios mainly involve the movements of particular current assets and liabilities which include receivables, inventory and payables. The average collection period of the company has increased from 30 days to around 48 days in the last three years. The industry average revolves around 49 days. This suggests that the company’s performance ha s remained consistent with that of the industry. Inventory turnover of the company has also increased such that it has increased from 4.72 to 5.89, which is still lower than the industry averages of 7 to 8 turnovers per year in last three years. Profitability Analysis Profitability is the core area in which every stakeholder to the company is directly involved. Mainly three profitability ratios have been analyzed which are return on sales (net profit margin), return on assets and

Communism and Society in Europe Before 1848 Essay

Communism and Society in Europe Before 1848 - Essay Example This agitations and grievances led to the establishment of the People’s Charter in 1938, which presented a list of reforms that the chartists demanded that the political organization and the government of the time had to implement (Hovell and Tout, 22). It is in the consideration of the nature of the organization that Chartism developed and its ability to mobilize workers from all classes, to work towards a common course, that make me feel that this is the movement that I would have joined if I was living in 1848. The nature of the grievances that the Chartists were presenting to the political class and the government also prompts me to identify with their grievances, since they were merely basic rights requests. In support of embracing Chartism at the time, these are the reasons: First, the most vital grievance that was being presented by the chartists was the involvement of the people in deciding the political destiny of the country. In the light of this, the chartists were demanding that every man of age 21 and above should be allowed to vote, so as to decide the leaders that would lead them (Hovell and Tout, 112). Additionally, the demand stated that a man of sound mind, and who was not facing any crime charges should be allowed to vote and decide the political destiny of the country. The presentation of such a grievance by the workers during this century was a mark towards advancing democracy, since they were calling upon the government and the existing political class to pave way for the general public to be involved in running the political affairs of the country. Considering that political space at the time was dominated by the monarch, where the general public had little to do with determining the fate of the leadership of their country, the Chartism movement could not have come at a better time. This forms a basis for considering to have been absorbed into Chartism, in 1848. The second grievance that the Chartists were presenting is the conduct of elections through universal suffrage, where the participating individuals would be allowed to vote through a secret ballot (Hovell and Tout, 154). This demand was meant to ensure that the voter was protected in the exercise of his political right, since there is no voter intimidation that would arise through participating in a secret ballot to elect a leader, as opposed to the application of other open methods that would expose the voter to intimidation and threats from the rival camps (Hovell and Tout, 175). The presentation of such a grievance by the chartist movement is also justifiable, since it was a mere attempt to fight for the basic rights of the people; the right to express their political right, free of intimidation and threats. The third grievance that the Chartism movement was fighting for is the freedom to elect whichever candidate they deemed appropriate for the position of a member of parliament. Consequently, the chartists sought to have the property restriction removed, so that the constituents could elect any individual whether they were rich or poor (Hovell and

Cash Accounting versus Accrual Accounting Assignment

Cash Accounting versus Accrual Accounting - Assignment Example But in accrual method, transaction is recorded as and when they happen rather than paid or received. So in accrual method the sale or receipt of goods and services are recorded as and when it happens .At times it is not easy to finalize when the sale or buying occurred ,then the contractor confirm the date when he received the goods and services and the transaction is recorded in the books. The cash and accrual method gives the same outcome as one can instantly see the results. The results of these accounting methods will only show variations, if the transaction is on a credit basis. In case the transaction of sales and purchases are done on cash and recorded immediately in the account then, which ever method one use the ledger will reflect the same results. The businesses with sales less than $ 5 million a year can choose whatever accounting method they want for their business. However in both the methods, the result will be only a partial picture of the financial stand of you busin ess concern. Chapter 2) Theoretical View a) Cash accounting method In cash accounting the primary importance is on the inflow and outflow of cash on everyday transaction of the business .As and when money moves in or out, recording is made in the ledger so that analysis can be made to the financial status of the business in a particular accounting period. According to Tatum (2003)â€Å"Part of the charm of a cash journal is that financial transactions entered as line items can be reviewed quickly when necessary, as well a providing a quick reference document when entering the transactions into other sections of the accounting books†. The author here emphasize that cash accounting is very reliable when it comes to the informative part of the business activities occurring on a daily basis. Cash is the blood life of a business concern, and cash accounting method allows the recording of the every movement of cash in the firm. The cash accounting method allows a small entrepreneur to understand the profitability of his firm without many complications. But this accounting method is useful mainly for small enterprises .The bigger firms use accrual accounting method where trillions of dollars are transacted at a time and sales and purchase of good and services are time consuming. The cash accounting system is quick and easy and help the owner of business on understanding cash reserves when dealing are mainly on cash basis. For example when one use a credit card to make a purchase, one does not have a reduction in the personal account until one pay for the credit card, this is considered cash accounting b)Accrual accounting If one consider accrual accounting , the revenues and expenses are recorded when they are incurred, regardless of money is moved in or out. As per Duchac (2006,pg.98) â€Å" Accrual accounting concepts are designed to reflect a company’s financial performance during a period and avoid misleading results that could arise from the timin g of cash receipts and

Supporting childrens learning through the curriculum Essay

Supporting childrens learning through the curriculum - Essay Example at many years ago, leaders upholding the significance of education professed that its takes a universe to make a child and a community to educate them. Heaving context from this agenda, leaders of educational institutions weave collaborative partnership with governments, civil society, parents and of the community as multi-stakeholders in upholding the right of children for quality education. This is because much of a nation’s future rest on the children of today. Thus, by assuming accountability for academic excellence and effective integrated services for children, stakeholders must therefore capture a single comprehensive practice for children’s education and other related interventions that could motivate them to continually attend schools. Miller, Cable, and Goodliff (2009) posit that this millennium will be the most complex and challenging epoch of their profession amid interrelated changes within the social, political, technological, employment patterns, and the impacts of these to school children (p. 1). Due to this, governments are propelled to develop framework and programs to ascertain that needs, problems, and challenges are met adequately. Britain, for instance, established Foundation Stage for early education with integrated plans as schools remodel its system into an Excellence Centers; development of family-friendly workplaces; introduction of Early Years Development and Childcare Partnership; and development of Sure Mart for children beneath four years old (Miller et al., 2009, p. 2). Britain has also developed Qualifications and Curriculum Authority in England inclusive of vocational, occupational and higher level qualifications (Miller et al., 2009, p. 2; Qualifications and Curriculum Authority, 1999). A ccreditations were undertaken under this framework. These demand new roles, accountabilities and opportunities for practitioners taking care for early child education which is prominently tagged by professionals as the most gendered job

Law as Essay Example | Topics and Well Written Essays - 750 words

Law as - Essay Example The provisions of this Act that are of interest to the Human Resource departments include the basic minimum wage, subminimum wage rates, exemptions from overtime and the minimum wage of persons who provide companionship services, the exempt ion for employees in computer –related occupations, compensatory time in lieu of overtime pay, and break time for nursing mothers. With regard to child protection, the Act explicitly prohibits employment of children under the age of eighteen years in what it terms as dangerous jobs whether the job is agricultural or nonagricultural. In agricultural operations, the Act outlaws employment of children below the age of sixteen years during school hours when such children are supposed to be at school. The letter and spirit of this Act is to ensure that the employees get compensation for all hours they have provided labor including all time they are on duty or are at a prescribed place of work, work performed at home, travel time, waiting time, t raining, and probationary periods. Some of the major provisions of this law include section 206, which touches on minimum wage payable to employees. Pursuant to section 206 (a), employees engaged in commerce, homework in Puerto Rico and Virgin Islands as well as those in American Samoa, seamen on American vessels, and lastly agricultural employees are supposed to be paid $ 7.25 an hour. The Act obliges every employer to pay each of the employees engaged in commerce or in the production of goods for commerce, or is employed in an enterprise engaged in commerce or in the production of goods for commerce, wages of not less than for instance, $5.85 an hour beginning on the 60th day after May 25, 2007. In light of section 206, the Act prohibits discrimination based on sex. Section 206 (a) (4) (d) deters any employer from discriminating based on sex. The Act demands for equal pay to Workers, who perform equal work, employ equal skill, effort, and responsibility and working under similar c onditions. However, the Act exempts wages on basis of seniority, merit, quantity, or quality of production. Section 206 (a) ( 2) prohibits a labor organization or its agents representing employees of an employer having employees subject to any provisions of this section shall cause or attempt to cause such an employer to discriminate against an employee in violation. Section 206(g) is concerned about the welfare of new employees who are below the age of twenty. The Act provides that such workers during the first ninety consecutive calendar days be entitled to a wage of not less than $4.25 an hour. However, subsection 2 protects the other employees from displacement of any kind in order to give room for such new employees. For instance, the act requires to pay covered nonexempt employees at least the minimum wage of $7.25 an hour, which was raised from $5.25. These directions came into place in 2007. Many states have complied with this requirement with most paying their workers at a rate higher than that set by the federal minimum wage. With regard to tipped workers, the employer can pay them a wage lower than the basic minimum wage. However, the tip they get in addition to the wage paid must correspond with the minimum basic wage of $7.25 per hour. The Act also prescribes for a special minimum wages payable to workers with disabilities with the aim of

Comparing the Young and the Old Essay Example for Free

Comparing the Young and the Old Essay We live longer and experience more in life we would become wise to the ways of the world. The funny thing is, this does not always happen. If you listen to the elderly many do become wise but many others seem to get stuck in their past, but yet they think they are wise. They can not seem to see the world changing around them. A firsthand example of this for me is my Grandparents. When we talk about money, specifically the cost of buying a new car they cannot fathom the cost of buying a new car. I remind them of all the safety features that cars now have but they still resist he idea of replacing their 1985 Buick because of the cost associated with a newer and safer car. On the other hand young adults readily accept changes in their world. Now that we are living in the Information Age an enormous amount of information is readily available at our fingertips. Todays younger generation knows quite bit more than their grandparents knew at the same age because of this. The problem is that too many of us will allow ourselves to get stuck in our youth as well. The extreme of a so-called typical young adult would be one who at 18 thinks they already know verything they need to in life. No one, especially an older person can tell them anything about life Another evident contrast between the elderly and the young is their outlook on life. Young adults are more optimistic about the future, whereas their counterparts are more pessimistic. An example might be that you will hear from the majority of young adults, l want to make a lot of money and retire early, but an older adult might say, Money is not everything; as long as you stay healthy you will be happy. Another phrase that I hear quite a bit is to enjoy my youth and to see the world efore I get old. My Grandmother still tells me that to this day. Her belief is that once you reach a certain age when the aches and pains of aging begin you will lose your desire to be more active. Older people seem to get set in their ways and typically resist change. They get comfortable with a certain patter n in their lives and do not like this pattern disturbed. They have no tolerance for anything new. My Grandparents are a good example of how change is very difficult. They have lived in their neighborhood for over forty years and its is not safe any more. They refuse to even think about moving to a retirement community. When I ask either of my Grandparents why they wont move they blame each other for not wanting to move. Young adults on the other hand are much more adaptable to change. Most enjoy spontaneity and look forward to new experiences. What it all comes down to is time, experience and most of all the willingness of old and young alike to learn and share with each other. I know I can learn much from my elders, I hope they see that they can learn much from me.

Comparison of UK and German Pension Systems

Comparison of UK and German Pension Systems This essay discusses two main questions: i) What are the main factors causing many people not to save towards their retirement, comparing men and women age 18 and over; and ii) Look at the differences between the pension system here in the UK and Germany, and what Germany is doing to make people save more than people save than in the UK. It is clear, across many European countries, that many individuals do not save as much as they could, and, in particular, are not saving adequate amounts towards their retirement. This applies equally for men and women and across many European countries. This problem is, however, particularly marked in the UK, with many individuals either simply not having any pension provisions or not contributing enough in to their pension scheme. In addition, many individuals in the UK simply do not save any proportion of their earnings, and spend as much, if not more, than they earn. This is not the case in Germany: practically every household saves substantial amounts, right up until old age, with only households in the very lowest proportions of the income distribution curve not saving (Borsch-Supan and Essig, 2003). 40% of households in Germany regularly save a fixed amount, with a further 45% saving, but not fixed amounts and not regularly; 25% of Germans save with a fixed savings target in mind, planning their savings towards these aims, with the majority of Germans preferring to cut household consumption, rather than touch their savings, if ends do not meet; indeed, 80% of Germans seldom go negative in their current accounts (Borsch-Supan and Essig, 2003). This is quite different to the pattern in the UK, where personal debt is currently the highest it has been for many decades, and many individuals do not plan for saving with distinct aims in mind, nor save towards any sort of pension scheme, leaving themselves open to problems when they come to retirement age. As shown by the OECD (2002), since 1985, the UK has consistently had a far lower household savings rate than Germany, with Germany averaging around 13.5% of disposable household income being saved, year on year since 1985, and the UK averaging around 5.5%, year on year since 1985 (OECD, 2002). In Germany, as in the UK, there are three main types of pension: state, company and private, with the adoption of private pensions being increasingly encouraged, due to the ageing population in both regions. There are many reasons cited for why people do not save enough towards their retirement, for example, the feeling that ‘I am too young to start saving for my pension’, ‘I don’t earn enough to be able to save for a pension’ or ‘I will get a state pension, so don’t need to worry’. All of these reasons are invalid, if they are studied further, as it is increasingly becoming the responsibility of the individual to provide for their retirement, and so saving for a pension should be a necessary expense; the sooner the individual starts to save, obviously, the more they will have in their pension fund when it comes to retirement age, and the more they will be able to take as a pension when they come to retire. It is thus beneficial fo r individuals to invest in their future, by saving regularly towards their retirement, but this notion does not seem to be as ingrained in the minds of individuals in the UK as it is in Germany. Until recently, 19.5% of incomes from German individuals was generally put towards private pensions, with private pension companies in the UK taking nowhere near this amount; 10-15% is a more normal average amount taken by UK company pension schemes (OECD, 2007). In addition, Germany has one of the highest levels of public spending on pensions in the OECD countries (11.5% of GDP, compared to 4.5% of GDP in the UK (Disney and Johnson, 2001)), although recently Germany has increased the retirement age above the traditional 65 years for men, to 67; a similar rise in the age of retirement from public pension plans has recently occurred in the UK (OECD, 2007). Contribution to private pension plans has the widest coverage in Germany of any OECD country, although the amounts contributed to private pension plans in Germany are low, when compared to the amounts German individuals put in to company pension schemes (OECD, 2007). In addition, fewer German individuals are switching from company p ension schemes to private pension schemes in Germany than in other OECD countries. Indeed, only 39.9% of individuals have switched from company to private pension schemes in Germany, with 53.4% of individuals switching to â€Å"personal account† pensions in the UK (OECD, 2007). Despite the seemingly high switch over from company pension schemes to private or â€Å"personal account† pensions in the UK, the UK government estimates that around 7 million individuals are not saving enough for their retirement, under any scheme, and that an additional 10 million individuals do not save for their retirement via their company pension scheme, which includes an employer contribution of a minimum of 3%. What are the reasons for these differences, and what are the main factors causing many people not to save towards their retirement? What is Germany doing, for example, that encourages more people to save than in the UK? The UK, traditionally, has higher levels of personal debt than Germany, with individuals from both regions having very different attitudes towards spending and saving, and where they choose to invest their savings. In addition, individuals who do save in the UK tend to ‘dip into’ their savings to buy luxury items, whereas German savers tend to leave their savings alone, and to buy luxury items, only when they can afford to do so, when they have saved, specifically, for that item. Given the ageing population, and the fact that not enough people are saving for their retirement, the UK is currently trying to increase saving towards pensions, particularly, with various tax incentives, through private pension taxation schemes and ISAs, for example, and the new ly introduced pension credit schemes. In conclusion, therefore, there seems to be a very negligent attitude towards saving, in general, in the UK, with saving for retirement being particularly neglected; Germany, on the other hand, with its tradition of low personal debt, and high household savings, has a high coverage of individuals saving towards their retirement, mostly through company, or, increasingly, private pension schemes. References Borsch-Supan, A. and Essig, L. (2003). Household saving in Germany: results of the first SAVE study. National Bureau of Economic Research, Working Paper 9902. Available from http://www.nber.org/papers/w9902 [Accessed 28th October 2008]. Disney, D. and Johnson, M. (2001). Pension systems and retirement incomes across OECD countries. Edward Elgar. OECD (2002). Household savings rates by country from 1985 through 2004 forecast. OECD Economic Outlook. OECD (2007). Pensions at a glance – public policies across OECD countries 2007 Edition. Available from http://www.oecd.org/dataoecd/15/42/38728511.pdf [Accessed on 28th October 2008].

Macbeth as an Archetype of the Devil :: essays research papers

In the tragic play of Macbeth, Shakespeare creates a protagonist that resembles the archetype of the devil. With Satan, leader of the forces of evil, and the Dragon, or rebel against God, from the Bible and John Milton's epic allegory Paradise Lost, these roles fit as archetypes for the protagonist, Macbeth. There is also significant ways in which Shakespeare contrasted his protagonist against the Devil. Macbeth and Satan are characterized for being great and powerful, above the normal man or angel. 'For brave Macbeth ' well he deserves that name Disdaining Fortune, with his brandished steel? from Macbeth (I, ii, 16-17).The two character relates to each other for their loyalty and trust, which acknowledged them with great honor and power to make changes, whether good or bad. 'Say first for Heaven hides nothing from thy view Nor the deep Tract of Hell say first what cause Mov'd our Grand Parents in that happy state, Favour'd of heav'n so highly ' He trusted to have equal'd the most High' (I, 27-40). Once given a high position, they begin to desire more power, to become God, to become King. 'I will ascend above the heights of the Clouds, I will be like the most High' (Isaiah, 14: 14). The devil, seen as the Dragon, who rebels against God, betrays God and fights against those who goes any challengers. 'And there appeared another wonder in Heaven, and behold a great red dragon having seven heads and ten horns, and seven crowns upon his heads.' (Revelation, 12: 3) 'And there was war in heaven: Michael and his angels fought against the dragon, and the dragon fought his angels,' (Revelation, 12: 7). Macbeth, does the same thing as the dragon, he rebels against the king, and tries to kill anyone who can get in his way. ?With his surcease, success that but his blow Might be the be ? all and the end ? all here ? Bloody instructions, which, being taught, return To plague th? inventor, this even ? handed justice.? From Macbeth (I, vii, 4-10) Shakespeare cleverly added incomparable differences in his protagonist and the Devil. The characters may desire the same thing, but have alternative ways of doing things. For example, Satan is the leader of forces of evil, which means he is the one who has tempted others into following him. ?Had cast him out of heav?n, with all his Host Of Rebel Angels, by whose aid aspiring To set himself in Glory above his Peers ?

It’s Time to Redefine Morality :: Argumentative Persuasive Argument Essays

It’s Time to Redefine Morality When looking at society, and seeing the constant hypocrisies, the inconsistencies, the lies, a person can be inclined only towards two mindsets. They will go along with what they see, they will believe what they are told, they will find it awkward that anyone could challenge things the way they are. Or, they will see the outrightly absurd nature of things, they will see the lies, they will see the propaganda, they will see the inconsistency, and they will refuse to believe it. They will cry out for anything but this society -- they will seek out reason, logic, truth. Anything that is well-reasoned will sooth their heart, anything that is logically demonstrated will be at peace with their mind. Their life will be transformed into a journey, ceaselessly looking for the truth, wherever it is, whatever it tells us, no matter what must be sacrificed to discover it. In our society, we find that there are two people. Those who will accept what they are told, will obey authority, will exist in the way that television and radio has commanded them to exist. And there are those who will condemn the way things are, will resist authority, will point out all the inconsistencies and lies given to us. In generations to come, they will be called heroes. In our own time, they will be called instigators. Historians will regard them as the cause to a change in society. Rationalists will treat them as the finest examples of intelligent people. But what is it that they can truly be called? Searching through the expanse of human language, what name can rightly apply to someone who uses their mind? A person without shackles on their mind, without a blindfold on their eyes, without bondage on their heart, without lies in their mind... may be called a Freethinker. The theory which may be questioned most by any Freethinker, is the theory of the modern morality. By this, I mean the theory of monogamy, that a person ought to only have one sexual partner at one time. But this theory is more than just that. Not only is it a one-sexual-partner ideal, but it covers other ideas. Those who are promiscuous with their bodies are treated as heartless and brutal. A modern moralist will paint a picture of a slut, and every vice will be given to them.

ANABOLIC STEROIDS :: essays research papers

Anabolic steroids are drugs containing, or hormone-like substances, that are used to increase strength and promote muscle growth. They were first developed in the 1930s in Europe to treat undernourished patients and to promote healing after surgery. Competitive weightlifters began using steroids in the 1950s as a way to increase their athletic performance. Use gradually spread throughout the world among athletes in other has been estimated that at least one in 15 male high school seniors in the United States--more than a half-million boys--has used steroids. Some are athletes attempting to increase their strength and size; others are simply youths attempting to speed up their growth to keep pace with their peers. In some countries, anabolic steroids are available over the counter. In the United States, a doctor's prescription is necessary. While the effects of steroids can seem desirable at first, there are serious side effects. Excessive use can cause a harmful imbalance in the body's normal hormonal balance and body chemistry. Heart attacks, water retention leading to high blood pressure and stroke, and liver and kidney tumors all are possible. Young people may develop and a halting of bone growth. Males may experience shrinking testicles, falling sperm counts, and enlarged prostates. Women frequently show signs of masculinity and may be at higher risk for certain types of and the possibility of birth defects in their children. The psychological effects of steroid use are also alarming: drastic mood swings, inability to sleep, and feelings of hostility. Steroids may also be psychologically addictive. Once started, users, particularly athletes, enjoy the physical "benefits" of increased size, strength, and endurance so much that they are reluctant to stop even when told about the risks. Major athletic compet itions, including the Olympics, routinely screen athletes to prevent steroid use.

“Beguiling Lure “ by Isaac Talley Essay

In this essay I will attempt to analyze the artwork named â€Å"Beguiling Lure â€Å" by Isaac Talley , 2009. The medium of this artwork is acrylic and oil on canvas. The composition is simple with the main focus being a dangling object and a portrait of a single bird. The multi coloring of the background is bright and soft with dark and light hues. The artist was able to deliver the paint onto the canvas in different directions and angles which gives the appearance of overlapping colors,roughness and an uneven texture. There is a small horizontal space that has been left blank and untouched in the middle of the canvas that provides a dividing line separating the upper portion of the painting from the lower portion. Even though there is no similarities in the main two subjects in the painting the artist brings balance, proportion and unity to his work by using the same background colors and patterns from top to bottom. The eye is automatically drawn towards two specific areas on the canvas and directly to the middle upper portion of the painting where a circular white object is attached to a dark blue string of yarn that hangs from a peg at the top of the canvas. In the bottom right corner a is a painting of a black bird standing with its back to the viewer as it looks towards the hanging object. I think the painting is a form of expression in which the intention is to give the viewer an increased awareness of how we have become a materialistic society. Because of our increased desire for the better things in life it is easier to allow ourselves to become distracted and lose sight of what is truly important in life. As a society we want to strive to be better in everything we do. In the past our american culture has taught us right from wrong, to love God and country and to stand true to our families. The importance of those morals and values seem to have disappeared.The black bird or raven can be a positive symbol of mankind’s desire to be moral and spiritually correct and the white dangling object or the â€Å"lure† an example of the opposite, a representation of those material things of the world that distracts us and has the power if we allow it to strip away our true identity and personally values and change our perceptions on life.

A Stereotypical Teenager Essay

Loud, obnoxious, rebellious, out of control, and up to no good†¦ these are just a few of a wide number of stereotypes that are attributed to American teenagers. What is it about teenagers that make the rest of society seem to turn against them? I believe that there are many misconceptions about teenagers. Many people in different generations sincerely believe that all teenagers are up to no good, and are guaranteed trouble no matter where they are. I am not arguing that teenagers like that don’t exist, because there are plenty of them out there, but it bothers me that one type of teenager has been able to spoil the image of all other teenagers. Personally I think that these stereotypes apply more to me because I am a male. In addition to being a male teenager, I also have noticed that people think negatively of me because I wear a longer hair style than what is typically expected in society. Some people grow long hair to show rebellion, or to be unique, but I wouldn’t classify myself into either of those categories, I simply enjoy having it more than short hair. But because of that, many members of society link certain stereotypes of male teenagers to me because I show long hair. I could be considered many different things including: rebellious, troubled, angry, arrogant, or any other sort of stereotype out there. How could anyone possibly claim to know all of these false accusations simply based on my age, and my gender? At times it can be bothersome when people take certain precautions around teenagers, because they believe that we are all reckless, and dangerous. Parents will cross to the opposite side of the street with their kids, people clear sidewalks when walking, other drivers tense up on the road, and all while this is happening, other people will keep one eye carefully watching, just to make sure that all of the rotten teenagers don’t do anything dangerous. I sometimes think that people see me and other teenagers as giant, shiny explosives that are about to detonate, so everyone else needs to distance themselves as much and as quickly as possible. Just because a teenager happens to be walking around outside, that should in no way trigger a response where people feel that it isn’t safe to be near  teenagers. Although it does bother me, I can also see a point of view where I would do the same thing. If I saw someone outside that looked a little bit off-beat to me, I would most likely go a different path as well. However, that raises the question, why does society take in all of these stereotypes and live all of their lives believing false statements? All of it is ridiculous I believe. Anyone that knows me will be able to explain that I am the exact opposite of a stereotypical teenager, so no one should need to take precautions if they see me out somewhere. A stereotypical teenager would most likely be thought of being connected to alcohol, tobacco, and drugs in some way, shape, or form; I on the other hand do not do any of those things, and am strongly against them. Because I do not consider myself anywhere close to a stereotypical teenager, it does bother me when people mistake me for doing those types of activities. All of these common stereotypes don’t do any good for the people who actually work hard, and try to do something with their lives. For many people, stereotyping does more than just become a bothersome hassle. For a handful of teenagers, the effect of stereotyping makes them feel pressured into behaving like a stereotypical teenager. For example, some people do drugs and alcohol because they are expected to by society’s stereotypes, so someone may think, â€Å"Oh, I am a teenager now, I guess because other people are drinking then I have to as well.† I don’t even see peer pressure as that much of an issue here, people tend to start drinking or doing drugs voluntarily; more often than not, there isn’t peer pressure that is forcing them into doing something. And that creates an entire roundabout of madness. To simplify this; many people start acting like stereotypical teenagers, because they feel that they need to in order to be a â€Å"normal† teenager. But that in turn makes society cast out teenagers, when it is actually those same members of society who created these stereotypes for teenagers to follow. In reality, there are several statistics that illustrate a decline in teenage drug abuse, alcoholism, and teenage pregnancy, yet stereotypes still exist (Poole). Are all teenagers loud, obnoxious, rebellious, out of control, and up to no good? Obviously not, there is no way that every single teenager in the world  could fit that description. And yet, society still labels every teenager in the world by a description very similar to that. The few teenagers that live a life similar to that have managed to destroy the image of every teenager that happens to be a good kid. It seems that hardworking, determined, and honest teenagers don’t have a place in the world anymore. They are out there, and ready to be noticed, but the rest of society has chosen to view them in the same manner as the bad crowds that exist in the teenage population. Quite strange, that the model teenager that is acceptable in society is not taken seriously. Why does society view superior teenagers that way? It is not only teenagers; it is everybody in the world. No person will ever be right in prejudicing someone, no matter who they are.

Racialization of savagery Essay

In his essay ‘The Tempest in the Wilderness: The Racialization of Slavery’, Ronald Takaki (1992) discusses how savagery as generally understood by Europeans since the early seventeenth century became identified with and synonymous to the races of Native Americans and transplanted Africans. He shows how this historical construction of savagery proceeded from a general understanding of civilization as similar with and synonymous to being European. He demonstrates in the historical experience that he examines the creation of the binary opposition ‘European-civilized/Others-savage’. He used The Tempest, the play by William Shakespeare, as a starting point in delivering his argument. He says that the play â€Å"can be approached as a fascinating tale about the creation of a new society in America. † As a play, as literature, as a work of art, The Tempest inevitably drew upon prevailing, if not dominant, perceptions of Europeans colonizers’ encounter with Native Americans. Europeans after all have not been at that time exposed to such people, and those who were indeed exposed were but a minority of the population. The existing conditions therefore allowed, if not forced, a narrow, one-sided and ethnocentric appreciation of the Indians. This is the context of The Tempest. The play was written after the first encounter with American Indians but before the full-scale colonization of New England began. In the play, the main character Prospero encountered Caliban – a beastly creature that captures the stereotype of Native Americans. Caliban’s appearance is deformed and dark, and his behavior is savage. He personified ‘a born devil’ who belonged to a ‘vile race’. He represented intellectual incapacity as well as nature in its raw form. He is therefore the diametrical opposite of Prospero – intelligent, civilized, and normal-looking and therefore European, driven by lofty principles. The Native Americans in New England were racially different from the Europeans. They were viewed as representatives of backwardness and inefficiency, different from and opposed to the modernity and technological advancement represented by Europeans. They reminded the English colonizers of the Irish savages because they were tribal and pagan. Their economic system appeared to the English colonizers as the primitive ancestor of the latter’s manufacturing system. The Indians had a dark complexion, lived in the forests and were open sexually. â€Å"Christianity, cities, letters, clothing and swords† – these, according to Takaki, are the things Europeans considered as hallmarks of civilization – their civilization – which Indians however lacked. Indians were seen as driven by wild passions, and not led by intellect, as Europeans thought about themselves (Weinberg 2003). Historical developments built upon this largely negative perception of American Indians to the detriment of the latter. The New England area was later to be occupied by English settlers who were devout Protestants and who condemned the American Indians as heathens. The American Indians were later to be called a ‘demonic race’ that is associated with evil. The Protestant English sought to reaffirm and strengthen their moral beliefs by defining these against the beliefs and practices of the American Indians. They are not American Indians and they must strive never to become similar with these people. They believed that the diseases afflicting large sections of the American Indian population were God’s way of punishing and destroying pagans, as well as of paving the way for God’s people to settle and reside in the lands of these peoples. When embroiled in conflicts over rightful ownership of lands, English settlers fell back on their religious beliefs, believing that it was their ‘Puritan destiny’ to occupy those lands. They even claimed that by not using their lands, the American Indians were merely wasting these. In short, economic contradictions between the two peoples worked to reinforce the racialization of savagery as a Native American character. In many ways, the appreciation of Africans by the European colonizers were similar to the latter’s appreciation of the Indians. There were also differences, however. The dark skin of the Africans by itself, and especially when understood as ‘black’, sets off into motion various cultural connotations for Europeans. Darkness or blackness often signifies evil, sinister or wicked forces in English culture. Africans were viewed as a baser, primal and lesser people who deserve to serve Europeans. The physical strength of Africans, in the context within which they were encountered by the Europeans, appeared to the European settlers as a form of threat. The Africans were therefore thought of as needing to be subjugated and controlled, tamed and enslaved. They embodied nature, not culture. This largely negative perception of Africans was reinforced later by succeeding developments. If they were initially perceived as slaves, slave-like, or deserving to be slaves, Africans were later to become slaves, thanks to complications in the class system of the English settlers. The English aristocracy demanded labor to capitalize on the growing tobacco demand. Landowners on the other hand depended on indentured servants, both black and white. The indentured servants aspired to become wealthy themselves, but were repressed to minimize competition for land and increase the supply of white laborers. This resulted in the Bacon’s Rebellion of 1676, in which lower-class workers fought the landowners. For depending on white labor, the landowners felt threatened. It is here that slaves from Africa came as a convenient way to address the problem. Africans can become slaves without the right to bear arms and assemble at meetings that were given to white laborers (Halford 1999). So the racialization of savagery is the outcome of a complex historical process that involved the encounter of two different cultures, societies, and economic and political systems – wherein one is debased from the perspective of the other whose identity came to be built upon the debasement. Important in this process is the uneven economic and military power between the two collectivities, as this factor determines whose perspective shall become dominant and shall persist among the two perspectives that naturally go with the two races. The racialization of savagery constitutes and is in turn constituted by, various cultural forms as exemplified by The Tempest. The participation of cultural forms in the racialization of savagery, though in a different but related contex, is also clarified in the influential book of Edward W. Said titled Orientalism (1979). 2. Compare the Land-Allotment Strategy used with the Choctaw’s with the Treaty Strategy that was applied to the Cherokee. What are the key differences between both approaches to Indian lands? Do they share any similarities? What were the outcomes of each strategy? Both the Land-Allotment Strategy used with the Choctaws and the Treaty Strategy used with the Cherokees continued and carried to conclusion the Europeans’ earlier deceitful and brutal strategies in dealing with American Indians. Weinberg (2003) reports that the communal society of the Indians was converted by the white settlers into a ‘plunder’ society: Many of the Indians lived as a community. They depended on hunting for buffalos. They planted corn, which served as their staple food. The Indians were an intelligent and civilized people. They had a civilization, even if this did not conform to and imitated what the white settlers considered as civilization – which, to their mind, means their civilization. Wars were waged against the Indians to get their land and subdue their labor. European fur traders even used whiskey to greatly weaken the sense of discretion of Indians in matters pertaining to trade. To get their lands, repression through legal means, as well as death squads, was used against them (Weinberg 2003). Historically, both the Land-Allotment Strategy used with the Choctaws and the Treaty Strategy used with the Cherokees were implemented under the â€Å"Indian Removal Act†. This act was campaigned for by US President Andrew Jackson in both houses of Congress. This piece of legislation gave the president the free hand to discuss the removal treaties with Indian tribes occupying the eastern part of the Mississippi river. Under these treaties, the Indians were to surrender their lands in exchange for lands in the west of the Mississippi river. Those wishing to remain in the east, the act claims, would be considered as citizens of their home states. The process was supposed to be voluntary and peaceful. When the southeastern nations resisted, however, US President Jackson used force to make the Indian nations leave their lands. He was initially trusted by the Indians but was later exposed and condemned as a traitor to their cause (â€Å"Indian Removal†, n. d. ) Some points on the Land-Allotment Strategy used with the Choctaws: ? The Choctaws were the first to sign a removal treaty. ? The Treaty of the Dancing Rabbit Creak promised to give individual families the liberty to stay and live amidst white people by giving them a land grant. ? Those who stayed were given some protection by the War Department, though it proved no match to the white population which squatted in Chotaws territory and those who cheated Choctaws of their land. ? President Andrew Jackson initially promised to protect those who stayed, only to say later that he cannot guard the boundaries he set. ? Those who stayed ran out of money and had to borrow from white land-owning families. As a result, they got into debt, had to sell their lands, and moved west. ? This is the reason why whites think that they are not to blame and are without fault in relation to the poverty and eventual exodus of the Indians. They make it appear that it is the Indians who are responsible for their decision later on to go to a different land. ? The migration of the Choctaws occurred during the winter, causing many to get sick and die (Wright and Fernandez, 1999). Some points on the Treaty Strategy used with the Cherokees: ? The legislature of Georgia orders Cherokee lands to be absorbed by the federal government. ? They were tricked into signing an illegitimate treaty. This treaty promised individual Cherokees a payment of $3. 2 million in exchange for their lands. (SHSU, n. d. ) ? In 1833, a small faction agreed to sign the Treaty of New Echota, a removal treaty. The leaders of this group were not the recognized leaders of the tribe. ? More than 15,000 Cherokees signed a petition in protest to the Treaty of New Echota. The Supreme Court, however, ignored the protests and ratified the treaty. ? The Cherokees were given two years to voluntarily migrate. If they fail to migrate after two years, the ruling says, force will be used to remove them. By 1838, however, only 2,000 members of the tribe have transferred, and 16,000 members remained in the land. ? The US government sent in 7,000 white troops. The Cherokees were not allowed to pack up their belongings, and the white troops looted their homes. ? This resulted in the march known as the Trail of Tears, which in reality is an exodus from the violence inflicted by the white settlers. The Trail of Tears lasted until winter, killing more than 4,000 Cherokees on their way to another land. (â€Å"Indian Removal†, n. d. ). The similarities between the two approaches are more striking than the differences. Both approaches merely continued and carried to conclusion the Europeans’ earlier deceitful and brutal treatment of the Indians. Both are premised on the drive to remove Indians from their lands. Both started off by dividing the particular Indian populations. Both inflicted suffering on the section of the Indian population that stayed in their lands. Both ended up with whites owning Indian land, and with Indians getting sick and dying on their way to a different land. Both used laws and treaties that pretended to work for the Indians, but in reality facilitated the transfer of their lands to the white settlers. These laws and treaties also made it appear that Indians had genuine choices at that time and that they are solely responsible for their actions. The approaches not only exemplify ‘divide-and-rule’ tactics used by European colonizers against peoples they colonize. The approaches also demonstrate the brutality with which colonial conquest was carried out by Europeans against peoples they perceive as ‘others’. The differences between the two approaches hinge on one significant factor: The resistance of the Cherokees. Because the Cherokees resisted, they were treated as a group, not as individual families as in the case of the Choctaws. This is the context of the attempt to buy off individual families for such a preposterously huge sum. Because they resisted, their occupancy of their land was extended, unlike that of the Choctaws. Because they resisted, they were met with a force more violent than that encountered by the Choctaws. 3. Possession of land is a recurring theme throughout the nineteenth century. Discuss how the differing relationships to the land typically experienced by European immigrants and their descendents, Native Americans, African slaves, post-bellum African Americans, and Mexicans contributed to the relative successes of these different ethnic groups. The possession of land is widespread in the 19th century. European immigrants did not come to America to occupy vacant land but to a territory inhabited by different ethnic groups (Zinn, 1980). The American ruling elite as well as the upperclass Europeans emerged many times richer after grabbing land from other peoples. The white who had the resources to carry out land grabbing deprived people of their land. The descendants of European immigrants, hereafter, inherited the land that was stolen from others. The countless peoples (number reaching millions) coming from ethnic groups had this in common: they did not have ownership of the land that they had occupied and developed for hundreds of years. How it was taken from them also has this central theme- war. It was by force that their land was taken from them. Behind this coercive measure is the drive for private property. European occupation, therefore, involved stories of massacre, deception and brutality (Zinn, 1980). In sum, the differing relationship to the land by European immigrants and their descendents and Native Americans, African slaves, post-bellum African Americans and Mexicans was that of ownership of land. The ethnic groups were either driven out of their land, or were made to stay and develop the land but were not allowed to partake in its bountiful resources. The result of this differing relationship is that the rich became richer and the poor became poorer. What would emerge different from these ethnic groups, on the other hand, is how they fought the war for land. The internal and external conditions of their struggles result to their varying success in social status. Relative to each ethnic group the difference is minimal. Relative to European immigrants, the gap is wide. However, in the event of monopoly capitalism, different ethnic groups would all experience exploitation of greater scope and magnitude than any point in history. The Case of Indians In the 19th century, the movement of whites pressured national government to conduct aggressive activity to Indians to drive them out of their land. The removal of Indians opened the vast lands of America to agriculture then to market, then to money, and then to the development of modern capitalist economy -which is essentially an economy characterized with the surplus of good and the phenomenon of superprofit. The places involved in the violent dispossession of land were Louisiana (purchased from France), North Carolina, Kentucky, Alabama, Georgia, Missisipi and Florida (Zinn, 1980). The Case of Mexicans US government troops were ordered to occupy the territory inhabited by Mexicans. The latter were murdered in their own soil. Some of the soldiers including commanding officers were reluctant but few showed opposition in executing orders. Although racism was widespread among Americans, the killings did not receive popular support. The places involved in the violent dispossession of land were California, Texas, New Mexico and Louisiana. Mexico surrendered to US and was later paid $15 million. US propaganda later professed that fortunately they have taken nothing by conquest (Zinn, 1980) The Case of African American In 19th century, slavery of blacks was abolished in principle. In practice, however, they remained subjected to the oppressive conditions in plantation systems. They were still whipped and punished as forms of discipline in work. The places involved in the oppression of blacks based on land were New Orleans, South Carolina, Virgina, among others. The event of large-scale production in plantation brought about many uprisings of black people. Some ran away individually to escape their white master’s exploitation. But, it was through collective resistance and armed insurrection that black people received vast support that even electoral candidates including President Lincoln had to make a pretense of giving black and white equal access to land and all the wealth and rights that go with it (Zinn, 1980). Conclusion There is no doubt that the need for land is real and practical. But in a society ruled by competition and insatiable drive for more wealth, this human need was transformed to the murder of millions of people who are mostly colored. The ruling class in America during the 19th century argued that this conquest is justifiable because the white man is far superior to any other race. But history proves they were only superior militarily (Zinn, 1980). And they used this instrument of force to oppress other peoples. The history of white man supremacy is still propagated to this very day by the most powerful men in modern capitalists. The US government and its propaganda network in media and academe argue that taking land from other people, despite its bloodshed, can be justified with the emergence of a more progressive US. The ethnic groups, on the other hand, are more refined culturally and richer economically. This claim, of course, is but a distortion of history. If there is any real progress among these ethnic groups, it is the result of their struggle against their oppressors. Futhermore, it is not the American people as a whole that benefited from the systematic land grabbing from ethnic groups by the government. Ordinary Americans had to work hard for what they have; it was not given to them by the government. They were even sent to wars for the sake of the rich. In sum, the relative success of different ethnic groups was brought about by their struggle for land and all the wealth that comes with it. There was never a â€Å"United States or a community of people with common interest if we mean a â€Å"national interest† represented by the government, the development of capitalism or the dominant culture (Zinn, 1980). The differing relationships to the land experienced by European immigrants and their descendents, compared to the native Americans, African slaves, post-bellum African Americans, and Mexicans result to the formation of different people bounded with similar interests and common struggles, and contribute to the formation of movements which, as a whole, create a battling arena against modern capitalism. REFERENCES Halford, Joan Montgomery. (1999) â€Å"A Different Mirror: A Conversation with Ronald Takaki† Understanding Race, Class and Culture. Vol. 56, No. 7. April. http://www. ascd. org/ed_topics/el199904_halford. html â€Å"Indian removal†. n. d. Public Broadcasting Service. Retrieved 21 Aug. 2006 from http://www. pbs. org/wgbh/aia/part4/4p2959. html Said, Edward W. (1979) Orientalism. New York: Pantheon. Takaki, Ronald. (1992) The Tempest in the Wilderness: The Racialization of Savagery. The Journal of American History, vol. 79, no. 3, December, 892-912. Weinberg, Meyer. (2003) A Short History of American Capitalism. USA: New History Press. Retrieved August 16, 2006, from http://newhistory. org Zinn, Howard. (1980) A People’s History of the United States. USA: Harper & Row Publishers. Wright, Dawin and Dr. Ramona Fernandez. Sept. 16, 1999. ATL 125-13 American Ethnic and Racial Experience. Retrieved 21 Aug 2006 from http://www. msu. edu/user/wright96/essay2b. htm

Hag Fishes

My name is Khari Spencer, and I am running for treasurer. I know all of you are probably tired and bored of hearing all these speeches of people telling you to vote for them, so I hope my speech stands out to you. I think the quote â€Å"Life is not measured by the number of breaths we take, but by the moments that take our breath away,† is something we should all keep in our minds. If I am elected for treasurer, I will try to make school something that you wish you could go back to. Money moves the wheels of history, and this year I will move those wheels like never before n the history of this school. Friends, desks and chairs will tremble and shake with the triumphent roar of coins and cash flowing into the hands of our excellent student council. Things will get done and we shall acquire great things for all people of all ages and classses within this family that is Paradise. Things will be done, and they will be done for -you-. As Franklin Roosevelt once said, â€Å"Happi ness is not in the mere possession of money; it lies in the joy of achievement, in the thrill of creative effort. I feel that we can all embrace the joy of achieving something great this year, and I know that all of our efforts will bring a financial blessing upon the school if you elect me for student council treasurer. What would make me a good treasurer? What qualities could I possibly possess that could accord me the rights to be in any position of relative power? Behind this outer shell of awesomeness and an incredible personality lies someone who is more than capable of being meticulous.I've yet to overdraw my checking account (I'm saving that for college), and I actually do work out a personal budget (granted, that's something I'm made to do, but hey. It still counts. ). This ridiculous amount of person greed and over the top focus on personal finance would make me an excellent treasurer. As for the non-financial element of the position, while it's true I've never held an off ice, I'm a creative person, with many different ideas (even if a lot of them are ridiculous. I'm easy to talk to and I love working around and with people, so the suggestions of others would be more than welcomed. It would probably make my life a heck of a lot easier. I look forward to coming up with creative fundraising methods. I may not have a coin collection that could rival that of the US Federal Mint, nor do I have any skills at basketball. At all. Whatsoever. I do not have one thing that many of the greatest political candidates of our time all have in common: empty promises.I do not make promises that if elected, Led Zeppelin will play in the cafeteria . I do not make promises that if you vote for me, a poor African boy will be given food. I also do not make promises to embezzle only a small portion of our school funds for dubious personal use. Ultimately, one could say, this would not be something I could do alone. Whether I'm elected or not, it isn't just the responsibilit y of the student government to make a fantastic school day.It comes down to all of you, even the people sitting in this room, bored out of your minds, to make this a possibility. While I'm sure that I could deal with the funds for a field trip, I certainly don't want to pay $100 for two tickets. That's insane. And four people can't keep costs down while still maintaining all of the fun that is our learning time. While I'm looking to get involved in running our class's finances and helping to organize class related events, I certainly don't want to make all about me (only a little bit).If elected, I would ask for and regularly enlist the help of all of you. While I could attempt to commandeer this position in a bloody coop, I have chosen to take the legal route into student office. In order to win, succeed, and actually do a good job, I'll need all of your help. I'm asking you to vote for me, and when/if I'm elected, I'm asking for you to help me and give me your input. This is, afte r all, about you, and not me. I'm running to work for you to make your 7th grade year as good as it can possibly