Effectsof agriculture urbanization and revolutions on european social classes in the 18th and 19th centuries

The era of the agrarian revolution brought with it a form of several types of social inequalities that changed the functioning of the social structure of the society. These social inequalities were brought about by the fact that the agrarian revolution followed by the industrial revolution altered the way people were living hence causing several social classes that were a subject of condemnation from leading social science disciplines. Similarly the urbanization and industrial revolutions did not make the situation any better as they resulted to social inequalities that also were subjects of condemnation by various social critics.The main classes that wherefore after the agrarian revolution was the development of the class of the land owners and the workers. The land owners were a small number of the elites that had immersed a lot of wealth as far as the means of production were concerned. They were also called the bourgeoisies or simply the owners of the means of production. Due to the sizes of their lands as well as other means of production these people had to hire for labor from those who did not own the means of production.The first relationship between the bourgeois and the proletarians was that the proletarians were hired as a source of labour to the bourgeoisies. In retaliation, they were rewarded with an income. The main aim of the owners of the means of production was always to reap the greatest benefits from there means of production while the workers’ main aim was to get the best payment for their investment. This caused a serious tension between the two groups as each tired to get its own way.However, due to the limitations of economic power of the proletarians, the bourgeoisie always won the battle and thus the workers had to continue working at the existing market rates (McKay et al 356). These differences were worsened during industrial revolution when Europe underwent a systematic process of industrializing and slowly turning away from t he normal agricultural based production. This led to people being concentrated together in urban centers. The bourgeoisie owned the industries while the proletarians had to work in those industries in order to earn a living for themselves.The concept of profit maximization led the owners of the means of production to engage into the measures of cost saving which greatly advocated for reduced salaries for the proletarians in order to improve the income from these industries. They further led to greater economic diversity between the two groups. The rich bourgeoisies continuously accumulate their wealth at the expense of the poor working class. The result of this marginalization was a growing trend of hostility between the two main groups as each tried to advance its ideals.However, the lack of both political and resource power made the proletarians to lose the battle the few land and capital owners. However, it was common sense to the land owners that any rebellion that would turn to be bloody would interfere with their wealth and thus a compromise was needed to ensure that the relationship between the two groups was always maintained at a manageable level (McKay et al 398). This realization led to the rise of another group, the middle class, mainly composed of people who sought to utilize the concept of either utilitarianism or Evangelism to strike a balance between the two main classes.The middle class therefore introduced the concept of maximization of pleasure and came up with the working formulas for the group to effectively co-exist. To maximize the reward from their investment, the concept of pain must be measured accurately. The bourgeoisie had to inflict pain in form of work to the proletarians and pay for the pain with the little pleasure as possible (pay). This was from the realizations that when pain is less than pleasure, the workers would comfortably work and shall not result to any form of revolution (McKay et al 394)The middle class also sought to make they working class continue working and had to convince the working class that pleasure can only be gained through pain, and thus there was need to accept some form of pain. This meant that so long us the work was rewarding you, the ethical thing is to continue working. The working class therefore continued to receive the pain from the bourgeoisie since the reward of the bourgeoisie was way above the pain they were getting from the working for them. In conclusion, it is evident that the two main classes during this era were always not in good terms.The minority class was the rich people and owned the means of production while the majority was the poor proletarians. Connecting the two classes was a middle class of scholars whose theories were crucial in ensuring that harmony was maintained among the leading social classes. When people moved into urban centers, special living patterns also characterized the social classes that existed in the Europe during the 18th and 19th cen turies. Work Cited McKay et al â€Å"A History of Western Society† 7th Edition, New York Wadsworth Publishing; 2002)

Reflective Journal Assignment

Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. BY PhDKaur Reflective Journal Assignment 3 i) Reflect on your portfolio of professional development in order to demonstrate how your practice has developed across the year. it) Reflect on the GTC research ‘How does collaborative Continuing Professional Development (CPD) for teachers of the 5-16 age range affect teaching and learning? † Reflect on the role of the professional teacher in the light of the GTC professional standards and the National Standards forQualified Teacher Status. You should link this paper to reading on teacher professionalism and opportunities for professional development. Professional Tutor: word count: 2000 Part 1 Introduction The challenge of achieving progression for a group of students, each representing individual learning backgrounds and different levels of ability, has been an area of considerable professional develop ment. If students are expected to make different rates of progress, then their experiences in the classroom must be tailored to their individual learning n pupil learning. Thus, differentiation arguably nas the greatest impact onMy teaching groups represent a diverse range of abilities and needs including English as an additional language (EAL), disabilities, or academic talent. Differentiation is synonymous with the umbrella term ‘personalised strategies for learning' and encompasses Assessment for Learning (AFL) and inclusion. Convery and Coyle (1993) demonstrate the significance of differentiation as the entitlement of every learner to have his/her individual needs and abilities catered for, and the teacher's responsibility to find effective ways of managing those needs matching them to appropriate teaching and learning styles.However within the current education system, individualised learning for all in a class of 30 pupils is compounded by inadequate behaviour for learni ng and constrained resources. Professional development My initial perception of the purposes and strategies of differentiation consisted of an expectation that all learners were expected to achieve the highest levelled learning objective, through a system of differentiated instruction. I struggled to understand what differentiation meant in practice and where it aligned with my personal perspectives of education and classroom values.The lack of clarity around regarding my expectations of differentiation meant that although I planned for progression in lessons, I failed to appreciate its value in learning for the individuals in the class. In practice, differentiating by outcome involved whole-class activities, with prior assessment data determining pupils' individual targets. Pupils expected to achieve the ‘most' learning outcomes did not, as I focused on supporting pupils of lower ability, thus different groups of pupils did not make sufficient progress.The dynamic model of le arning processes (O'Brien and Guiney, 2001) greatly nfluenced my philosophical and professional perspectives of differentiation. This 3D model encompasses a holistic view of the learning process, where pedagogical, emotional and cognitive factors must be synthesised in order to enable the learner to develop autonomy and self-awareness. The model states that differentiation should not be construed for pupils with SEN, nor should it be a purely reactive response, with teachers intervening when learners experience difficulty.I adopted the model as a framework for my planning, a key strength being the goal in achieving autonomy for the learner, as differentiation targets the development of elf-awareness. In practice this meant providing challenge and choice-making opportunities, through problem-solving activities, questioning knowledge as objective truth and reflecting upon the answers that students can or cannot give when confronted by uncertainty.The model suggests that questioning th eir own beliefs is most likely to be achieved through interaction with others, a beneficial approach as the pupils at Highbridge Academy needed to develop social skills such as team work. Shitting my tocus trom a ‘pupil-labour premium' mindset to gauge the success ot learning activities i. e. he pupils were able to achieve the task set, towards an attitude whereby I consciously planned the development of pupils' self-awareness was a crucial step in my professional development.An example of where this belief was put into practice was a lesson developing the concept of density with a Year 7 group. Students were given a list of possible activities they could complete to learn about density. The activities included: using a water table to explore properties of various objects, measuring the volume and mass of objects and calculating their density, reading about density in the textbook and watching a video showing density xperiments. The activities were based on visual, auditory, k inaesthetic, and tactile learning styles.Students had to choose and complete a minimum of two activities, from two different learning styles. These ‘choice boards' were organized so that students chose options focusing on several different skills. Reflecting upon the lesson it was clear that the ‘buzz' created in the classroom was not entirely due to the novelty of the lesson format but due to the structured activities encouraging independence and self-realisation of their own skills. Some pupils, whose prior data indicated they would not achieve the higher level learning bjectives, were able to achieve higher levels than expected.The following lesson, I used a similar format, grouping pupils together and observed that many pupils naturally gravitated towards certain roles (e. g. recording, observing, organising). In order to develop team-work skills and awareness of how teams work it was important that I made pupils aware of these roles, especially those that did not co me naturally to them. The creation of an environment involving mutual support of each other's learning was a turning point in shaping my classroom culture. Upon reflection it is obvious that this insight required me to move onto less didactic ethods of teaching.Schon (1983) values the capacity of teachers to ‘step away and undertake ‘reflection-on-practice', enabling teachers to gain confidence and intuitively respond to needs by reflecting. Following a series of ‘choice board' lessons in the 7K Forces unit I consciously planned activities which encompassed the wider skills, knowledge and understanding of science and pupils' learning experience. Thus my view of differentiation developed to encompass a long-term goal of enabling pupils to become confident, self-aware learners. Conclusion Many views of differentiation are teacher-centric, viewing the process as created by he teacher.My study of Wgotskys zone of proximal development (the gap between the actual develop ment level as determined by independent problem solving under adult guidance or in collaboration with peers) reinforced the need to plan the teacher-student dialogue in order to focus on emerging skills and abilities and to give students control in shaping their learning experiences. (Ugotsky, 1962). The teacher- student relationship and the pedagogical environment created, shape the quality ot learning experiences for the learner, now and in their future.My experience shows hat responding to learner's needs intuitively is a key component of AFL and differentiation. Differentiation should not be considered a concession to lesson planning, but underpin an entire teaching approach. It is equally the responsibility of the pupil and the teacher, as pupils must be prepared to identify when they need support in their learning to become independent learners. However, in order to contribute to the end of having learners become self-determining members of their community at the levels they a re most capable of achieving, then they require opportunities to exercise choice in their learning choices. art 2 The GTCE's 8 codes of professional practice highlight a series of aims that distinguish the teaching profession' (GTCE professional standards, 2009). Initially, I associated being a professional with a pre-determined product and brand image than with pedagogy. My superficial interpretation of teacher professionalism comprised of adopting behaviours in accordance with a ‘paradigm' of teaching that I assumed was expected from me from my peers and mentors. The QTS standards were a reference guide but provided a purely mechanistic outline of accomplishments validating my aptitude to teach.Current research regarding effective CPD Researching other viewpoints of professionalism and my experiences over the training year has shaped my professional ideologies and perspectives. Fundamentally, teaching centres on the concept of the ‘reflective practitioner'. Schon (1983 ) called it the knowledge acquired through ‘reflection in action', and my experiences have highlighted four essential characteristics: competence, craft, collaboration, and continual reflection.These are reflected within my goals, abilities, standards and the development of the these qualities will directly impact the effectiveness of my teaching, Pratte and Rury (1991, p. 2) defined teaching as ‘a craft profession, built on a conscience of craft, rather than a conventional ideal of professionalism'. They argued that teachers need embodied knowledge to perform their Jobs, ‘something that they learn by doing and that is experientially learned, rather than acquired in a systematic, highly formal fashion'.However, research has shown there should be a personal entitlement to professional development throughout a teacher's career, one that is not link 2005). ed solely to school targets but personalised and structured (Cordingley The use of the term ‘reflective pra ctitioner' logically entails that CPD must also be ooted in extended reflection. However, Schools often rely on ‘one-off workshops to achieve these aims, a shortcoming highlighted in an Ofsted 2009 CPD report. These approaches to CPD appear insufficient to foster learning which fundamentally alters what teachers teach or how they teach (Boyle, Lamprianou and Boyle, 2005).To support effective CPD and to ensure that acquired knowledge and skills are consolidated, implemented and shared with other teachers, research advocates collaborative CPD programmes. Sharing the expertise, knowledge and skills of teachers in the same school, in other schools and using consultants to provide in- chool programmes of support can tackle specific needs (Ofsted, 2009). Levin and Rock (2003) claim that teachers involved in collaborative CPD can become more reflective, critical and analytical when they think about their teaching style in the classroom.Little (1993) lists four categories of professio nal interaction that builds a culture of learning in practice where teachers: Engage in focused discussions about teaching and learning Observe and evaluate the teaching of their colleagues Engage in collaborative planning and design of lessons Actively teach each other and take leadership roles offering workshops This distinguishes a professional culture, where it is the responsibility of the community administrators to assure quality of the teaching staff, from that of a bureaucratic culture where administers are responsible.One of my professional goals is to strive for innovation in my practice. Collaborative CPD has been shown to foster an environment of active risk-taking where teachers try new ways of working, moving beyond the safe and familiar' (Humes 2001). This can often be stressful when confidence is undermined by a lack of experience. Cordingley et al. (2005) suggested collaboration provided ‘moral support to teachers s they work through making difficult changes'. In order to adapt and learn from experience, essential for developing the capacity to bring about purposeful change, higher order thinking is required.Resnick (1987; cited in Land and Jonassen 2008) stresses the importance of the social setting to cultivate the disposition to engage in metacognitive strategies, closely aligned to Wenger's (2007) concept of a ‘community of practice' a notion of teachers' adapting and learning from experiences gained through the actual practice of teaching and their mutual involvement in ‘study groups'. Such study groups would encourage risk- taking and provide an effective locus for learning about and inquiring into the teaching of thinking and related topics (what Shulman and Sherin (2004) refer to as a ‘big idea'). Cordingley et al. ) recommend the use ot research literature as a springboard for experimentation within CPD groups carrying out exploratory lesson planning. This promotes understanding and use of the relationship betw een abstract theoretical knowledge and experiential knowledge gained through direct classroom experience. Crucially, this ‘big idea' connects to the broader professional concerns and rofessional lives of teachers. It provides a platform where teachers can become more knowledgeable about the theory and practice of learning and teaching, motivation, and contemporary issues in education beyond their academic obligations of the PGCE.Additionally, teachers maintain an awareness of educational matters beyond the immediate scope of teaching. In light of this research and my experiences I have identified the following key areas for professional development next year. Firstly, I will develop self-evaluation, observation and peer review skills, professional dialogue and feedback. Secondly I ill dedicate an hour a week to reading professional Journals and texts. This can have very beneficial results, especially if what is read is reflected on in peer discussion.Thirdly I will focus on de veloping resources with colleagues, which should guard against isolation and repetition of ideas and work. I believe researching existing effective practice will help me as an NQT, to keep an eye on the wider world of education. In conclusion, effective CPD requires structured, peer-centric reflection. This does not depend solely on the school's provision but my own efforts in reviewing my progress and targets throughout the formative NQT year.

Banking: an Ethical Dilemma? Essay

Introduction In this report, I plan to discuss the question Banking: An Ethical Dilemma? Within this is I will discuss ethical dilemmas in association with banking. I will firstly start by giving definitions of what is meant by the terms: Banking, Ethics, and Dilemma. From here, I will go on to identify what banks are and what the roles and importance are for the economy. Next, I will go on to explain banking operations and with this identification, I plan to then discuss the ethical dilemmas and show my opinion on the question ‘Banking: An Ethical Dilemma?’ I will then discuss any other issues unrelated to ethical dilemmas within the banking sector and with this; I plan to use references and facts to support my argument on the subject. Finally, I will identify my finding regarding the dilemma and try to conclude on whether banking is ethical. Main Body Firstly, ‘Banking’ can be defined as one of the key drivers of the economy. Banking provides a safe place to save excess cash, known as deposits. It also supplies liquidity to the economy by loaning this money out to help businesses grow and to allow consumers to purchase homes, cars and consumer products. Banks primarily make money by charging higher interest rates on their loans than they pay for deposits. (http://useconomy.about.com/od/glossary/g/Banking.htm) ‘Ethics’ comes in many forms but can primarily be defined as the code or rules of moral principles that are set standards of good or bad, or right or wrong decisions, in personal conduct and therefore is a guide to the behaviour that is morally acceptable from a person or within a group or an organisation. Ethics effect moral decision made by people, and its main concern is what is good and though to be best for society. Siddiqui (2010) With this definition of ethics, ethical behaviour is very much a s it seems. The behaviour is used surrounding ethics. It is behaviour, which is seen to be accepted as good or bad, or right or wrong, within organisation rules and obligations and government laws. It is about being responsibly and acting in an honest and fair way taking into consideration whether the actions taken are affecting people in a way that would not be seen as ethical. ‘Business Ethics’ is the same aspects and contains the same issues of ethics and ethical behaviour but is put into a business context. This is deal with on a daily bases throughout every organisation in the world. Within this subject, business ethics is not just based on the organisation or employees but also to any customer that they may have. Many organisations have had their reputation tarnished with bad publicity due to the business ethics. This can be down to employment or how the organisation is ran, this can include poor working conditions, exploiting people or even down to low wages. Organisations that do not follow in business ethics can result in breaking the law that can lead to them being sued; the problem with this is that multi-million businesses can often afford to take a hit but never the less that is no excuse to disregard their ethical behaviour. Finally, the term ‘Dilemma’ can be defined as: a situation that requires a choice between options that are or seem equally unfavourable or mutually exclusive. (http://www.thefreedictionary.com/dilemma) Banks are seen in many forms, they primarily come in the following forms, which are Retail, Central, Investment, and Building Societies. The main purpose of a bank is to provide a safe place where people have confidence to deposit money. It is seen that banks are produced and ran by honest people. As well as storage of money, there are many other purposes to bank, but they are separated into individual banks and depends are on what form of bank they represent. Retail banks are otherwise known has commercial/high street banks, which customers use every day for goods and service links with their everyday tasks. They main roles are to provide a service to corporate, personal, and private banking to customers. This can include bank accounts for money storage, loans, credit car ds, mortgages, and saving as well as many more. Examples of these banks would be; HSBC, Lloyds TSB & NatWest. Central banks are the main bank within a national, and have many roles, which are vital in the economy. Central banks such as The Bank of England unlike retails banks are need to keep the economy financial stable. The Bank of England’s roles are to; set interest rates, create money supply, lender of last resort, they are the bankers bank and the place of settlement and they have to regulate these to provide paramount service for the economy. Investment banks are otherwise known as merchant banks. The main purposes of these banks are raising capital for customers, businesses or for the government. This can be achieved by providing services for mergers and acquisitions as well as propriety trading, foreign exchange. Unlike retail banks, investment banks do not take deposits, these banks run from taking equity. Building Societies are financial institutions, which mainly provide saving accounts and mortgages. Unlike other banks, building societies are mutual which means that their customer are members and can therefore receive information and attending meeting regarding the progress or alterations in operations and have a right to vote on the actions taken. Building societies are run by shareholders and have directors whose decision it is on the strategies taken. Banks have great importance within the economy, and without them, we would see a different world from the one we see today. â€Å"Although banks create no new wealth but their borrowing, lending and related activities facilitate the process of production, distribution, exchange, and consumption of wealth. In this way they become very effective partners in the process of economic development.† (http://www.blurtit.com/q197532.html) What do banks do? This is a question, which many people may be confused by. People deposit their money into a bank for feeling that it will be kept safe for them to collect at any time, when in reality when someone’s deposits money is to their account, the banks promptly lend the money out to another customer and in result creates a cycle. In fact, when a customer makes a deposit at a bank only an initial 8% is kept in banking funds, 90% of the deposit and lent out to another customer creating more profit for the bank. As well as accepting deposits banks also repay against written order, create account, lend money, render account, reasonable notice closer, maintain secrecy (Tourniers exception), interest and fees, set off, return cheques and pay against monies held. Although these are the main roles this is not an indication of the products and service which are provided by individual banks and may differ between them. Therefore, when looking into banking, where can we draw the line to say whether a bank is being ethical or not? I think the first factor, which needs to be pointed out, is that banks are businesses and therefore are out to make a profit, but how far will they go in succeeding this main objective and with this jeopardise their ethical values? So as previously stated the main purpose of the bank is to make a profit and to do this they have to provide service and sell products as such. The bank is required to make a profit to provide to the shareholders, and with this will increase the business and allow the business to grow and progress. Banks as businesses are not charities and therefore need to make a profit without making a profit banks would fail without input into finance and would therefore have to relate on government funding, which in turn would change banks from private businesses into national banks. With doing this then the government would have to get the funding from somew here to provide to the bank so this would most likely required an increase in taxes which would then cost people more money in do this. The problem with this is that without the private funding from customers then it would be possible for banks to fail which would create havoc with the economy. This would put more of the public’s money at risk, and could affect the circulation of money and without circulation the money, as we know it will lose value and will basically die out. If it were put into place that banks were made national this, this would mean that they would have to be more cautious and would take no risks in the services, which they provide. This would mean that people would not get the high interest returns on their account and saving which they believe that they should be entitled to but do not want any of the risk which is associated with this. For a bank to make a profit, they are required to use customer’s deposits and lend the money out to other investments. The percentage of the deposit, which is loaned out, can be seen to be risky and if customers were to find out this then they may be less inclined to deposit their monies. Is it unethical that a) Customers are not informed of this? Alternatively b) the percentage that is loaned out? This could be altered by giving the customer more information. Is 8% of a deposit a reasonable amount to keep or should it be higher. I think that if banks start reducing the percentage, which in turn would allow them to make more profit that this would be unethical and it is creating more risk to customer’s money and without guarantee that there is going to be 100% return rate. I think that if banks did lower the percentage, and did increase the money that could lend then this would influence banker’s decision on the ethical values if it were allowing them to make more profit for the bank and in turn increase any bonuses, which they would receive because of the extra profit. With this extra money, going back into circulation then this would create an increase in interest growth. Although this may be seen to be unethical, I think the main problem is the education of the public on this subject. Banker bonus is always high-level news in media, as people hear about these v ast bonuses and cannot understand where these amounts are coming from. It is my perception that why people hear about theses bonus that they believe that it is their money that is being used to fund the bonus that that everyone within the bank or the average banker is going to receive these bonuses when in reality it is actually very few who do. I believe that banker should be allow bonuses as without the work that they put into the banks then this would result is a fall within the economy, so in result I do not believe that these bonuses to be unethical. The Financial Services Authority otherwise known as the FSA is the regulatory of the UK’s financial services industry. This was set up by the government with the purpose to regulate the activities of financial services markets, exchanges, and businesses. All financial service must follow the standards, which have been put in place by the FSA; this has consequences if not followed. This can be used to show that a bank is being ethical as the FSA would be able to notice any unethical activities wi thin a bank and would then take action to correct this. The make act of unethical behaviour is using customers money to achieve personal ambition. This is using the money in a scene of greed and in result to boost ego. A good example of this would be Fred Goodwin. Fred Goodwin was the former chief executive of the Royal Bank of Scotland (RBS). His personal ambition was to build RBS to become one of the world largest banks. With the authority in his post, he created a bank that was more focused on selling the products and service than the fundamental service of banking and with the temptation to create more profit was building then this was just the beginning of the unethical behaviour. As a result of this RBS grew and quickly became one of the largest banks but within this growth it was not long before questions were raised regarding the ethical values of the banks. Following investigation, which was launched after whistle blowing if, was seen how unethical Fred Goodwin had been in running operations within the bank and promptly resigned from his post after RBS lost approximately  £25 Billion, which would be able to fund the NHS for two years. To date this is the biggest ever commercial lose in history. This is a key example of when the temptation of personal gain overrides ethical value. So is it ethical for a bank to fail? Banks are formed on trust, if it is seen that a bank has failed and has lost its money and funding would create mass panic. This was seen in previous years with Northern Rock. When as many banks in the past, Northern Rock went to the central Bank of England to ask for lender of last resort, but made public awareness and suddenly people started to panic that they money was not safe and wanted to withdraw the funds from the account. This soon resulted in the banks running out of money as the 8% per cent of deposits that was kept in storage soon ran out. Banks are now introducing ethic policies, this would allow the customer to gain a greater knowledge and insight into the bank on how they run ethical, and from here, and customers can evaluate them and from here make a decision on which bank to choose. The first bank to introduce they ethical policy was the co-operative bank back in 1992. From these policies, it allows a more transparent view into the bank and how it is ran. This can show information such as where customers deposits are loaded onto for example this money could be loaned onto a business that has poor environmental records, which you may feel strongly about and would rather not create funding for them. Is it possible for any bank to act ethically, as a principle they may all try to portray a positive image of the ethical values but with the key goal to make profit, how far is too far for ethicality before they can be criticised. There are banks with exception in which they actions may be seen to be unethical but in retrospect the are somewhat ethical. Rationalisation for unethical behaviour comes in four common forms; these are seen to be used to justify misconduct and other ethical dilemmas. They are: * Convincing yourself that the behaviour is not really illegal. * Convincing yourself that the behaviour is in everyone’s best interests. * Convincing yourself that nobody will ever find out what you’ve done. * Convincing yourself that the organisation will â€Å"protect† you. Schermerhon (2005) Ethical investment is another problem, which is often brought to the public eye. It has been said that investment bank should invest into smaller companies instead of mass-market organisation to create more business with the economy. As much as this can be seen to be ethical, the problem with this is that there is higher risk investing in smaller companies as there are not necessarily going to be successful and as a result create more risk of no return on initial investment. This could then result in the bank having to act more unethically to compensate for their actions. Conclusion Overall, within this assignment I have given definitions of banking, ethics, and what is a dilemma. From here, I went on to explain what is a bank, and the different types of banks and what they roles where and how they differed from each other. I then discussed banking operation and when onto discuss the ethical dilemmas within banking sector. After doing research I believe that in banking, it is very difficult to constantly stay ethical and it is so easy to fall for temptation to act unethically in either time of need or for personal gain. This can be done with minimal effort and sometimes without even notice. Ethics is incorporated in everyday life and is going to be constantly changing therefore I believe what is seen to be ethical could at some point be seen as unethical depending on the state of law. I have discovered that within all organisations there are constant uses of ethical behaviour both good and bad. Therefore, I believe that each organisation at some point will encounter a combination of the alternative ethical views. From analysing the ethical actions, I have concluded that even though some decisions and behaviours are seen to be unethical this does not necessarily mean that they are illegal. It is dependant of organisational procedures and government laws. Bibliography * About.com (2010) Banking. [online] Available at http://useconomy.about.com/od/glossary/g/Banking.htm [Accessed 1st April 2011] * Siddiqui, K. (2010) Lecture Hand-outs 6 – 8. * The Free Dictionary (2010) Dilemma. [online] Available at http://www.thefreedictionary.com/dilemma [Accessed 17th March 2011] * Blurtit (2010) What is the importance of the banks. [online] Available at http://www.blurtit.com/q197532.html [Accessed 18th March 2011] * Schermerhon, J.R. (2005) Management 8th ed. New York. John Wiley and Sons Inc. * Boatright, J.R (2008) Ethics in Finance. 2nd ed. Oxford. Blackwell Publishing. * Boartright. J.R (2000) Ethics and the conduct of business. 3rd ed. New Jersey. Prentice Hall, Inc. * Parkin, M., Powell, M., & Matthews, K. (2005) Economics 6th ed. London. Pearson Education Limited. * Co-operative (2011) Why we have ethical polices [online] Available at http://www.goodwithmoney.co.uk/why-do-we-need-ethical-policies/ [Accessed 6th April 2011} * Bank of England (2011) About the Bank [online] Available at http://www.bankofengland.co.uk/about/index.htm [Accessed 23rd March 2011]

PhD Finance - Risk Management Tools Assignment Example | Topics and Well Written Essays - 250 words

PhD Finance - Risk Management Tools - Assignment Example e high investment in terms of knowledge, time and other resources, it is important that all organizations develop and implement these techniques to mitigate or eliminate the apparent risks that might be facing the organization. According to Youngberg, Risks in the organizations can appear in many ways, and when the management has not put appropriate measures to reduce to reduce the impact of the risk, it can have serious and significant consequences on the performance of the firm (2011, p. 24). In many occasions, organizational risks appear with no or very little warning and thus organizations should always equip themselves with the appropriate risk management tools. A good example of this is the recent worldwide financial crisis which had negative impacts on the performance of many organizations that had not put appropriate risk management measures in place. Even though it is impossible for an organization to completely eliminate risks, it is not impossible to manage and reduce the impact of risks (Munier, 2012, p. 75). Therefore it is the responsibility of the managers to develop processes and policies which can assist in identifying the various risks facing the organizations as well as analyzing the risks. Frame points out that there are various techniques which can help in the management of risks in the organizations (2003, p. 59). The risk management techniques may include, formation of specialized committees to deal with risk other than those from accounting or finance, employment of risk officers, creation of a risk management enterprise, and giving particular attention to the microeconomic risks which do not usually receive much attention (Calabro et al., 2011, p. 49). Some of the microeconomic risks could include environmental risks such as climate change, political risks such as elections and the general risks affecting the ind ustry. Even though investing in tools and techniques of risk management can seem as an expense to the organization, lack of

Policy Proposal Research Paper Example | Topics and Well Written Essays - 2250 words

Policy Proposal - Research Paper Example It shall discuss the oil supply issue and its impact on the American society and politics. It shall also describe specific solutions to this issue and how such solutions can contribute to the American economy in general. This paper is being conducted in order to establish a clear and comprehensive discussion on the subject matter. Discussion 1. What is the problem? According to the US Energy Information Administration (EIA), in 2010, the US consumed about 19 million barrels of petroleum products per day; such consumption makes the US consistently the largest petroleum consumer in the world. It was ranked third in terms of crude oil production; however, crude oil is not the sole source of US petroleum supplies (EIA). Much gain was seen with the increase in crude oil production because crude oil has been known to expand during the refining process. Liquid fuel has also been seen from natural gases, and other sources, including biofuels (EIA). These represent additional supplies in petr oleum products for the US. Still, in 2010, the US had to import about 11.8 million barrels per day of crude oil and other petroleum products, including gasoline, diesel fuel, heating oil, jet fuel, chemical feedstocks, asphalt, and similar products (EIA). Based on the EIA report, about half (49%) of the US oil imports come from the Western hemisphere and about 18% of these imports come from the Persian Gulf, specifically the countries of Bahrain, Iraq, Kuwait, Saudi Arabia, United Arab Emirates, and Qatar. The largest source of crude oil and petroleum products are Canada, Nigeria, Venezuela, Mexico, and Saudi Arabia (EIA). The EIA also reports that since 2005, the US reliance on foreign sources of petroleum products have decreased. This decline is seemingly attributed to the economic crisis experienced by the US and the global community in general, as well as changes in consumer behavior, and increase in the use of domestic sources of oil like biofuels and natural gas plant liquids (EIA). In a discussion by Lefton and Weiss, they set forth that the increase in oil imports increased the gap between the US imports and exports. They pointed out that the US is allocating about $1 billion a day in its foreign oil investments; investments which could have been better spent on domestic sources. Moreover, burning oil has contributed to the exacerbation of global warming, representing more dire threats on our national security (Lefton and Weiss). Their analysis also sets forth that the US has relied on imported oil from countries which are on the State Department’s Travel Warning list, including Algeria, Chad, Colombia, Iraq, Nigeria, Pakistan, Syria, Saudi Arabia, among others (Lefton and Weiss). This is unfortunate because the country’s reliance on oil imports from these countries have serious implication on national security, economy, and environment (Lefton and Weiss). The US imports about 4 million barrels of oil per day from these unstable countries , incurring a cost of approximately $150 billion (Lefton and Weiss). Since the US is considered the highest consumer of oil, it contributes significantly to the worldwide overall demand for the product. In effect, its demand plays a major part on the oil prices in the market. This high demand makes the country vulnerable to the whims of oil-producing nations. Moreover, this high demand which impacts on oil process benefits oil-producing countries which do not sell oil to the US, as in the case of Iran which does not trade

Historical Essay Example | Topics and Well Written Essays - 250 words

Historical - Essay Example The evidence of this is in the effect of the cultural integration into the original arts of these communities. Before the arrival of Babylonians and Assyrians, Sumerian art was mainly based on clay writings. Their original art, cuneiform writing, involved writing on clay, metal, or wood using a stylus shaped like a wedge. Sumerians used cuneiform to write or draw their most important cultural and religious figures mainly the gods and goddesses. The cuneiforms mainly represented objects and was not used for scholarly purposes in the original form. Diagram 1 below shows an example of a female head carved in limestone and wood. However, when the Babylonians arrived, they introduced their culture to the Sumerians. The effect of this was the Babylonian cultural influence on original Sumerian art. Sumerian art started featuring war themes, which was not common before the arrival of the Babylonians. The Babylonian culture influenced the original art of the Sumerians by introducing concepts of war. As illustrated in diagram 2 below, Inanna-Ishtar represents this cultural influence on original Sumerian art. The art sculpture combines the original elements of Sumerian art (goddess of fertility) and the Babylonian war culture (semitic goddess of

Reflective writing Essay Example | Topics and Well Written Essays - 500 words

Reflective writing - Essay Example However, the transparent scarf does not entirely cover the other one beneath it. The fact that she is able to wear her own shoes without modification seems illogical. The student feels disgruntled, since hospital rules only allow these items and the â€Å"theatre suits† to be worn within the hospital. The fact that surgeons and other members of the medical staff often come in and out of the hospital without changing their clothes - and without being challenged – is, in her opinion, discriminatory and carries a risk of infection. In order to understand her feelings and to see if they are justified, it is necessary to reflect on the contributory factors. They fall into three categories [1] religious [2] surgical [3] integration. RELIGIOUS BELIEFS In the first place the Quran does not require a muslim woman to wear the hijab [headscarf] (Syed, 2001), the idea of compulsion generally derives from family or social pressures. Yet, even in muslim countries some 30-40 years ago women frequently went out unveiled as they did in the UK to show their emancipation (Johnson, 2007). Five years ago, however, almost every muslim woman wore a headscarf; this time to display allegiances – pride in their heritage and ethnicity.

Ralph Lauren Case Study Analysis Essay Example | Topics and Well Written Essays - 1500 words

Ralph Lauren Case Study Analysis - Essay Example Recommend ways through which the brand can continue to be successful in future: 8 5. Conclusions 9 6. Bibliography 10 1. Introduction This report contains relevant information about the Keller CBBE model steps and how a brand like Ralph Lauren has successfully managed to implement the Keller CBBE steps to their competitive advantage. In addition to that, the paper also contains information about POP’s as well as POD’s and how a brand like Ralph Lauren can utilize these unique and strategic features so as to gain a competitive edge and a lasting market stand. 2. Apply all four steps of Keller’s CBBE model (2003 or 2008 or 2011) in case of the Ralph Lauren brand. To what extent do you think the Ralph Lauren brand has achieved resonance with its customers? According to Keller (2003), the CBBE model is used by businesses so as to create an impact and a solid platform through the products and services that they have to their targeted market. Steps in Keller’s B rand Equity Model: 2.1 Brand Identity (Salience or Awareness) This step involves the creation of an outstanding brand name. Keller (2003) termed this as â€Å"brand salience†. The RL brand has optimally fulfilled brand identity. They have been in existence for a number of years and have managed to counter competition effectively. Their customers distinguish their products as being luxurious. Therefore, whenever a customer wants superior products, they are sure that RL will be one of the possible brands to deliver. It can also be noted that, the brand RL know what specific market segments they need to target with their superior products. This tip could be related to the idea that they always engage in thorough market research techniques and strategies which unveil information that is relevant to keep them ahead of their game at most times. Through the information that is deduced from market research, it can be noted that the brand has also managed to attract customers to their array of products and services which fully satisfy the needs demanded. Extent of RL Brand Awareness: When consumers need luxurious and high quality products, they always have RL in mind. 2.2 Brand Performance According to Keller (2003), brand performance is the capability of the product to achieve the desired needs and/ or wants of the customer. There are a number of different customers’ needs such as: product reliability, product durability, product efficiency and effectiveness, product design and the most important is the product pricing. The RL brand main core business products and services include: clothing, footwear, fragrances, jewellery, tailoring and food service. From that, it can be determined that the brand has achieved performance through their product pricing, product reliability, product design, as well as product durability. This is due to the fact that they only deal with luxurious products for men, women and children and they have never compromised on the qu ality, reliability, durability and design of their products. In addition to that, their brand is priced accordingly and they will always deliver as stated. 2.3 Brand Image According to Keller (2003), brand image refers to the general outlook of the product. It can also relate to the experience that the customer got while using the product or service and how that experience impacted them –

Special education inclusion Research Proposal Example | Topics and Well Written Essays - 1750 words

Special education inclusion - Research Proposal Example The results of the evaluation decide whether the children have some kind of disability and need to attend special education schools besides general education or not. There has always been a debate over the meaning of ‘special education’ and how it could be delivered (Sydoriak, 1996). Today inclusion and mainstreaming are considered to be generating good response from exceptional children in terms of overall development. The State policy promotes inclusive education as the best and effective way of special education. Observation shows that the learning outcome of exceptional children in inclusive classroom is far better than those relegated to only special education schools or agencies. Though there is divided opinion regarding the efficacy of inclusion into general educational set up for exceptional children, parents are banking on inclusive or mainstream mode of special education. As per the policy, education provided to exceptional children or to children with potential disability in the ‘least restrictive environment’ or LRE (Sydoriak, 1996) could be considered as the aim of special education. However, there is confusion regarding what kind of environment could be considered as least restrictive. As a matter of fact each child responds differently in a given situation but it can be assumed that the least discriminating the environment is the more relaxing it would be for the child t o learn and participate. And this is where inclusive classroom succeeds in providing exceptional children the comfort level. But before all, an evaluation of exceptional children is important to find out the requirements of the children and the nature of special education they need. The State policy clearly states the necessity of initial evaluation as the key factor in furthering with any form of special education. The evaluation process begins by seeking the permission of parents of the concerned child.

The Public Need to Know Essay Example for Free

The Public Need to Know Essay Research has shown that children born in the 2000‘s have a 1-3 chance of developing type two diabetes, and 7% of obese five to seventeen year olds has at least one risk factor for cardiovascular disease. â€Å"Over the past 30 years childhood obesity has more than tripled in the United States. According to the American Academy of Child and Adolescent Psychiatry, obesity in children is one of the easiest medical conditions to recognize but most difficult to treat. (Wittman,2010 pg.75).† are now federal guidelines now in place that all school are required to meet. These new federal nutrition guidelines are now tough, due to the changes in state and federal laws the government has banned the use of pesticides in crop growing. The federal government has finally step in and made new laws to save the children of our future. Infusing the new health and nutrition program to ensure meals are well balanced and nutritional for students growth and development is one of the best thing they come have ever implemented, many of these new meal requirements as part of their â€Å"program nutrition standards set forth by the USDA require most schools to increase the availability of whole grains, fat-free and low-fat fluid milk in school meals; reduce the levels of sodium, saturated fat and Tran’s fat in meals; and meets the nutritional needs of school children within their calorie requirements (Johnson, RK, et al. 1998).† This brochure will identify the economy issues, special need for the students been served, developing a standard health and nutrition menu for schools and the benefits of changes that’s have been made in the school lunch menu. Some of economy issues for school lunch and breakfast pr ograms were re-authorized with significant improvements to make it easier for eligible children to be enrolled. By doing the re-authorization will allow underprivileged children in families that receiving government asseds to automatically receive free school meals without having to complete an application, and school districts will have to review a sample of applications more carefully to make sure families are  eligible. With nutrition and health meals in school that are high in fat, sodium, cholesterol and they were very unhealthy meals. All of this was done to cut the cost of foods. The National School Lunch Program (NSLP) that started in 2006 was the second largest food and nutrition assistance program which and provided over 28 million low-cost or free lunches to children on a typical school day at a Federal cost of $8 billion for the year (Economic Research Report 1998). The NSLP report provides background information on the, including historical trends and participant characteristics. It also addresses steps being taken to meet challenges facing administrators of the program, including tradeoffs between nutritional quality of foods served, costs, and participation, as well as between program access and program integrity. The special need is for students to be offer a variety of healthy foods in school meal and snack programs that will prevent childhood obesity and diabetes. Schools are required by law to offer school meals and snacks that are consistent with the federal government’s dietary guidelines. Having these programs has allowed students to develop healthy eating habits and to learn to enjoy many different foods. Healthier meals provide energy and nutrients for students. These are special needs because schools where given students food that was unhealthy and causing childhood deaths. These new programs that have been enforced has help decrease childhood diabetes and obesity. FIGURE 5-1 Excerpt from a late version of the Menu Development spreadsheet for estimating and evaluating the average daily energy and nutrient content that would be provided by possible meal patterns for breakfast, using preliminary targets for schoolchildren ages 5–10 years kindergarten through grade 5. (Joh nson, RK, 1998 pg. 295) TABLE M-6 Sample Lunch Menus: High School MONDAY| TUESDAY| WEDNESDAY| THURSDAY| FRIDAY| WEEK 1| | | | | Choice of:| Choice of:| Choice of:| Choice of:| Choice of:| Sloppy Joe (3.6 oz) on WW Roll| Regular or Spicy Chicken Strips (3oz)| Pineapple Glazed Turkey Ham (2 oz)| Nachos Grande with Tortilla Chips (2 oz)| Teriyaki Chicken Dippers (3 oz) with White Rice (1 c)| Cheese Lasagna (1oz) with Marinara Sauce ( ½ c)| Chicken Patty (2.5 oz) on WW Roll| Hamburger (2.7 oz) on Bun| Chicken Patty (2.5oz) on WW Roll| Corn Dog  (4oz)| Assorted Pizza (6.3oz)| Assorted Pizza (6.3 oz)| Assorted Pizza (6.3oz)| Assorted Pizza (6.3 oz)| Assorted Pizza (6.3 oz)| Cheeseburger (2.7oz meat, 1 oz RF cheddar cheese) on Bun| Grilled Chicken Salad (2 oz chicken, 2 oz black beans, 1 c spinach, cherry tomato)| Chef Salad (1 oz turkey, 1 oz ham, 0.5 oz LF cheese,  ½ egg, 1 c dark green leafy blend, cherry tomato, cucumber)| Taco Salad (2 oz taco meat, 1 oz shredded cheddar, 0.25 oz tortilla chips, 1 c dark green leafy blend)| Black Bean Salad ( ½ cromaine, 2 oz black beans, 1⠁„8 c corn, 1⠁„8 c p ineapple)| Deli Roll Salad (1oz turkey, 1 oz LF cheese, 1 c romaine blend, tomato)| Sub Sandwich (1.5 oz turkey, 0.5 oz RF cheese) on Hoagie Bun (4†)| Roast Beef Sub (2 oz roast beef, 1 oz RF cheese, romaine leaf, tomato) on WW Hoagie Bun (5†)| Veggie Sandwich (2 oz RF cheese, lettuce, tomato, cucumber) on Hoagie Roll (5†)| Deli Turkey Sub (2 oz turkey, 1 oz RF cheese, lettuce, tomato, cucumber, red onion) on WW Hoagie Roll (5†)| Sub Sandwich (0.75oz turkey ham, 0.75 oz turkey salami, 0.75 oz turkey bologna, 0.5 RF cheese) on WW Hoagie Roll (5†)| Veggie Wrap (romaine, 2 oz monterey jack cheese, cucumber, red pepper, tomato, matchstick carrots) in WW Tortilla| Buffalo Chicken Wrap (2.5 oz chicken, 1 oz LF cheese, romaine leaf, 1 oz ranch dressing) in WW Tortilla| Turkey Club Wrap (2 oz turkey, 1 oz RF cheese, lettuce, tomato, 1 oz ranch dressing) in WW Tortilla| Italian Wrap (1 oz turkey salami, 1 oz turkey ham, 1 oz LF cheese, romaine leaf, tomato) in W W Tortilla| | Green Beans ( ½ c)| Sweet Potatoes ( ½ c)| | Baked Potato Wedges ( ½ c)| Vegetarian Beans ( ½ c)| Fresh Mini Carrots ( ½ c)| Fresh Zucchini Slices ( ½ c)| Golden Corn ( ½c)| Sliced Summer Squash ( ½ c)| Developing a standard health and nutrition menu for schools involve there were five major steps taken to help develop the menu : (1) consideration of the adequacy of the meal planning approaches in current use; (2) the selection of the new meal planning approach; (3) the identification of an established food pattern guide to serve as a basis for school meal patterns for planning menus that are consistent with Dietary Guidelines for Americans; (4) the design and use of spreadsheets to test possible meal patterns against the preliminary nutrition targets established in Chapter 4; and (5) the testing of a series of possible standards for menu planning and evaluation of the resulting menus in terms of nutrient content, cost, and suitability for school meals (School Meals: Building Blocks for Healthy  Children) The benefits of these programs are typically acquired during person’s childhood according to The Dairy Council. Therefore, healthier school lunches would lead to healthier nutritional choices throughout childrens entire lifetimes. By making healthy school lunches the norm as opposed to the exception, children will inadvertently learn about nutrition and healthy eating. The reverse is also true; children who are provided with sugary, fatty foods at school can develop poor eating habits that can last a lifetime but by have this program is has decrease childhood diabetes and cholesterol. References Wittman, Demand Media; Candy Vs. Vegetables Healthy, Unprocessed Lunch Choices, 2010 Johnson, RK, et al. Journal of Child Nutrition and Management, 1998. 2:95-100. Gettlinger, MJ, et al. Journal of the American Dietetic Association,

Carbon Nanotubes Uses and Properties

Carbon Nanotubes Uses and Properties ABSTRACT: For the first time in the human history, we are close to being able to manipulate the basic forms of all the things, living and inanimate, take them apart and put them together in almost anyway the mind can imagine. The sophistication with which scientists are learning to engineer matter at the nanometer scale is giving us unprecedented mastery of a large part of our environment. The world of the future will be defined by how we use this mastery. Nanotechnology is engineering at the molecular (groups of atoms) level. It is the collective term for a range of technologies, techniques and processes that involve the manipulation of matter at the smallest scale(from 1 to 100 nm2). Carbon nanotubes have been under scientific investigation for more than fifteen years because of their unique properties that predestine them for many potential applications. The field of nanotechnology and nanoscience push their investigation forward to produce carbon nanotubes with suitable parameters for future applications. Carbon nanotubes are one of the most commonly mentioned building blocks of nanotechnology. With one hundred times the tensile strength of steel, thermal conductivity better than all but the purest diamond and electrical conductivity similar to copper, but with the ability to carry much higher currents, they seem to be a wonder material. Field effect transistors using carbon nanotubes came into existence, these have a extremely good properties. CARBON NANOTUBES: Evolution of Nano Importance of Nano in present day scenario Moores Law Greatness of Carbon Graphene Carbon nanotube Synthesis of CNT Properties of CNT Purification methods Real time applications GREATNESS OF CARBON: Carbon is the 4th most abundant element in the Universe by mass after( Hydrogen, Helium and Oxygen). Forms more compounds that any other element, with almost 10 million pure organic compounds. Abundance, unique diversity and unusual polymer forming ability at the temperatures makes the element the chemical basis of life. CARBON NANOTUBES: Carbon nanotubes are long, thin cylinders of carbon which were discovered in 1991 by Sumio Iijima. A sheet of graphene rolled in cylindrical structure results in Carbon nanotube of 1 atom thickness and diameter in nano scale. Nanotubes have a very broad range of electronic, thermal, and structural properties that changes due to change in length, diameter and chirality or twist. Types of Carbon Nano Tubes: Single walled: In these single walled nano tubes are narrower than the multi walled nano tubes ,the diameters typically in the range of 1-2nm ,and tend to be curved rather than straight. In these SWNT only single layer of grephene .Catalyst is required for synthesis .Bulk synthesis is difficult as it requires proper control over growth and atmospheric condition .In these SWNT Purity is poor and less accumulation in body .Characterization and evaluation is easy .It can be easily twisted and are more pliable. These tubes are used to make super strong amour bodies .These single walled nano tubes are used as elastic property and used to make bullet proof vests. Multi walled: Multi walled nano tubes consists of multiple layers of graphite rolled in on themselves to for a tube shape .There are two models which can be used to describe the structures of multi walled nano tubes .In these MWNT multiple layer of grephene and can be produced without catalyst Bulk synthesis is easy .Purity is high ,more accumulation in body .It has very complex structure .It can not be easily twisted. Synthesis: Laser ablation: A pulsed or continuous laser is used which will vaporize a graphite target in an oven at 1200c . Oven is filled with helium argon gas .In order to keep the pressure at 500 torr ,Since the optimum background gas as catalyst mixture is the same as in the arc discharge process Laser ablation method is similar to arc discharge method .This method is vey expensive so it is mainly used for SWNT’s laser vapourization results in higher yield of SWNT’s with narrow size distribution than those produced in arc discharge process .Catalyst used for SWNT is NI:Y (4.2:1 At%). Arc Discharge Method: Arc Discharge method has been reported for producing carbon nano tubes .In these method nano tubes are produced through arc vapourization of two carbon rods placed end to end with a distance of 1mm in an environment of inert gases such as helium argon at pressure b/w 50 to 100 amps driven by 20v which will create high temperature discharge b/w two electrodes ,due to this anode wil get evaporated and rod shaped tubes will be deposited on cathode.Bulk production of CNT’s depends on uniformity of plasma arc and temperature of depositon The Main principle is carbon nano fibres are good at absorbing energy so they can absorb the energy coming from the bullet .The inherent property of elasticity makes the bullet to rebound .Its is 100% stronger thean steel.Lighter than aluminium.Conduct electricity as copper .These fibres can be used as space elevators . Purification Of CNT’s: Nanotubes usually contain a large amount of impurities such as metal particles ,amorphous carbon ,and multishell .These are different steps in purification of nano tubes . Air Oxidation: The Carbon nano tubes are having less purity ,the average purity is about 5-10%.So,Purification is needed before attachment of drugs onto CNT’s .Air oxidation is useful in Reducing the amount of amorphous carbon and metal catalyst particles (Ni,Y). Acid Reflexing: Refluxing the sample in strong acid is effective in reducing the amount of metal particles and amorphous carbon ,different acids used were hydrochloric acid (HCL),nitric acid(HNO3)and sulphuric acid (H2so4)bt HCL is identified to e ideal reflexing acid . Surfactant aided sonication, filtration and annealing: After the acid reflexing ,the CNT’s were purer but ,tubes were entagled together ,trapping most of the impurities,such as carbon particles and catalyst particles ,which were difficult to remove with flitration .so,surfactant –aided sonication was carried out .sodium dodecyl benezene sulphonate (SDBS) aided sonication with ethanol or methanol ,as organic solvent were preferred cz it took the longest ime time fr CNTS to settle down ,indicating an even suspension state was achieved .The sample was then filtered with un ultra filtration unit and annealed at 1273k in N2 for 4H .Annealing is effective in optimizing the CNT structures .It was provided the surfactant –aided sonication is effective to untangle CNT’s thus to free the particulate impurities embedded in the entanglement .Nano tube can also be purified by multistep purification method . Real time applications: Carrier for drug delivery: Carbon Horns (CNHs) are the speherical aggregates of CNT’s with irregular Horn like shape .Research studies have proved CNT’s CNH’s as a potential carrier for drug delivery system . Genetic Engineering: In Genetic engineering ,CNT’s and CNH’s are used to manipulate genes and atoms in the development of bio imaging geneomas protemics and tissue engineering .The unwound DNA (single stranded )winds around SWNT by connecting its specific neucletoids and causes change in its electrostatic property .this creates its potential application diagnostics and in therapeutics Nano tubes and nanohorn’s can adehere various antigens on their surface ,hence act as source of antigen in vaccines .Hence by use of nanotubes ,use of dead bacteria as source for antigen which is sometimes dangerous can be avoided . Pseudo spark switches: These are switches which work upon principle of field emission, this emission is achieved by triggering. Generally the triggering methods are Surface discharge triggering Optical triggering Pulsed low-current glow discharge triggering But cnt’s have a good emitting properties when compared from above methods. For field emission cnt’s are used as cold cathode emitters. The field emission characteristics of cnt’s are mostly reported at high vacuum pressures of 10^-6 and 10^-7 torr. Usage of cnt’s for field emission resulted in good properties and working of pseudo spark switches in both high pressure and low pressure vacuum..

Oedipal Complex in Hamlet Essay -- Shakespeare Hamlet Essays

Hamlet and the Oedipal Complex    In Shakespeare's Hamlet, the title character's main, and only flaw, is his delay. This seems to constitute the central part in Hamlet. By the definition of tragedy, there should exist a flaw in the character of the main hero, who is a great personality that is engaged in a struggle that ends catastrophically. Various reasons for Hamlet's delay are given. Important issues like madness, melancholy and cowardice are discussed, but the evidence reveals that he is capable of swift action, we deem him as an intelligent man and can therefore conclude that he is only pretending madness. To regard him simply as suffering from melancholy is not a sufficient explanation as he is eager to avenge the death of his father, but cannot bring himself to take action. It is obvious that the reason for not carrying out the revenge is not due to any moral apprehensions or fear of divine retribution. There is something special about this task that makes it impossible for Hamlet to carry out th e deed. The inability to take action stems from distinctive feelings within Hamlet, his Oedipal Complex. Hamlet has the perfect opportunity to kill Claudius in Act 3 Scene 3, yet he fails to seize it. He fears that killing Claudius will automatically send Claudius to heaven without punishment. Hamlet himself remarks: "And now I'll do't. And so `a goes to heaven; and so I am revenged. That would be scanned: A villain kills my father, and for that I, his sole son do this same villain to heaven." (3.3.74-78). Hamlet may believe he is delaying from fear of sending Claudius to a "heavenly" afterlife; however, there are times when Hamlet could have killed Claudius when he was not at prayer. Claudius is not ... ... he is delaying out of fear is invalid. Hamlet also may have plenty of time to kill Claudius when he is not in prayer, so any interpretation that includes Hamlet's concerns for Claudius' afterlife is also invalid. Both of these interpretations rely on Hamlet being conscious of his actions. If Hamlet is not conscious of his behaviour, it must be because his desire stems from that part of him in which he is unaware, his id. Works Cited and Consulted Guerin, Wilfred L., Earle Labor, Lee Morgan, Jeanne C. Reeseman, and John R. Willingham. A Handbook of Critical Approaches to Literature. New York: Oxford University Press, 1992. Leong, Virginia. "The Oedipal Complex." 06 December 1997. (07 December 1997) Shakespeare, William. Hamlet, Prince of Denmark. The Riverside Shakespeare. ED. G. Blakemore Evans. Boston: Haughton Mifflin Company, 1974.

Human Values: The Key to Solving Global Problems Essay -- Argumentativ

Human Values: The Key to Solving Global Problems ABSTRACT: At the dawn of global civil society, the test for humanity is to achieve unity while preserving cultural differences as well as the distinctiveness of nations and peoples. Such unity can be reached only by recognizing human values, especially human rights. However, these rights must be strictly determined and more than mere obligations. Hence, the most important task for philosophy is to develop foundations and principles for a world society and to formulate a global consciousness and a humanistic worldview that adequately reflects the realities of our epoch. Our action must increasingly be based on an acknowledgment of global values. The twentieth century and the United States are synonymous with achievements in the spheres of science and technology along with the attendant positive and negative circumstances arising from these developments. Not surprisingly, therefore, when philosophers from all over the world gathered in Boston in August 1998 for the 20th World Congress of Philosophy to discuss the most important contemporary problems the majority of these problems were bound up with the revolution in the spheres of science and technology. Since morality is closely intertwined with social and technological achievements, I want to underline the necessity of moral reevaluation and the need to be flexible and tolerant concerning value orientations if we wish to avoid global instability. Undoubtedly, contemporary global problems find their roots in the consequences of scientific and technological progress. The most important of these problems are the threat of global nuclear war, ecological imbalance, unsustainable population growth, and a growing developmental ... ...riented morality, and implement appropriate international laws. In this case, human rights legislation becomes of utmost importance. Yet prior to such legislation is the necessity that everyone receive an education which facilitates an understanding of our current global situation along with a respectful appreciation for diversity and otherness. All human beings must recognize themselves as inhabitants of one world and act accordingly. Hence, all nation-states, despite their traditions, beliefs, and values, are obligated to give priority to the common interests of human beings in order to preserve all life on earth. No one can with certainty forecast the fate of humanity or of our planet. But the degree to which we are able to influence conditions of life on our planet requires each of us to acknowledge global values and our responsibility for acting on such values.

Virginia Woolfs Mrs. Dalloway Essay -- Virginia Woolf Dalloway Essays

Virginia Woolf's Mrs. Dalloway â€Å"Imagination is the one weapon in the war against reality.† -Jules de Gaultier Set just after one of England’s worst tragedies, Virginia Woolf’s 1925 novel Mrs. Dalloway is a vivid picture of the effects of World War I on London’s high society, often in glaring contrast to the effects of shell shock suffered by war veteran Septimus Smith. For members of high society, the War’s impact is largely indirect, mainly affecting their conversations at posh social functions. Although the war has had little impact on these people, some strive to develop a deeper understanding of the War’s main consequence: death. For Septimus, who has endured the direct impact of the War as a soldier, however, the memories and traumas of the War are more real than the peaceful life to which he has returned. At the urgent pleas of his wife, doctors unsuccessfully attempt to help him regain the blissful ignorance of war that he once had. Woolf illuminates a perpetual clash between those who merely understand the War as a continuing news story, and Se ptimus, who knows it as a frightening reality. For Clarissa and others in her elite world of parties and politics, the treaty has been signed and the War is over, clean and simple. â€Å"Except,† Clarissa notes generously, â€Å"for some one like Mrs. Foxcroft at the Embassy last night eating her heart out because that nice boy was killed and now the old Manor House must go to a cousin; or Lady Bexborough who opened a bazaar, they said, with the telegram in her hand, John, her favourite, killed; but it was over; thank Heaven—over† (4-5). It is significant to observe that even these close connections are extremely rare for the upper-class populace. The fact that Clarissa ha... ... â€Å"cure Septimus at once† from his true ailment (81). Through an abundance of human thoughts and interactions, Woolf has created a meticulous juxtaposition of Septimus against society or human nature in order to emphasize the self-absorption and desire for conformity of London society. Londoners’ understanding of the War and its fatalities is often specifically and immediately related back to themselves, used for entertainment or to ease their own fears of death. Their â€Å"treatment† of war-related illness is unfailingly for the benefit of England’s successful, if gilded, image at large. Woolf has, therefore, illustrated England’s proud display of personal advantage for all who conform to Sir William’s â€Å"sense of proportion† by exposing the hardships that befall those who do not. Work Cited Woolf, Virginia. Mrs. Dalloway. Orlando, FL: Harcourt, Inc., 2005.

Maturity and Emerging Adulthood

In his article â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties† (2000) Jeffrey Arnett proposes that a new term be put to use for the period between adolescence and adulthood. Arnett claims that â€Å"emerging adulthood† is a better label for those people between the ages between 18 and 25. With little prior attention given to this age span, theories from researchers such as Eriksen (1968), Levinson (1978) andKeniston (1971) tended to lump the youthful period starting at age 11 or so and continuing until the mid-20’s along with adulthood, making no distinction between the earlier and later phases. It is Arnett’s belief that due to the numerous changes, explorations, experimentations and explorations that occur when a young person leaves high school, there should be a completely separate categorization.Adulthood, as defined by Arnett through his research, is a period in one’s life in which demographics, subje ctive perceptions and identity explorations are no longer ambiguous (Arnett 474). He points to differences between the 1950’s and the 1990’s regarding the age in which a person perceives himself to be an adult– in an earlier time period most persons in their early twenties had already married, held jobs and had one or more children, defining them as adults. In the 1990’s not only did most of his subjects not hold jobs, they were unmarried, without children and attending school.Consequently, the age at which most researchers of an early period defined adulthood changed along with the population which not only no longer adheres to such standards to define adulthood but usually does not attain the stability and responsibility to be considered adults until their 30’s. Emerging adulthood is not adolescence, the â€Å"forgotten half† or young adulthood and Arnett proves it by pointing out the limitations of each.Article #2: â€Å"Growing up is ha rder to do†In an article from the American Sociological Association, Furstenberg et al (2004) refers to the period between the ages of 18 and 25 as early adulthood. The researchers make the assertion that becoming an adult now takes longer than it once did and is defined differently than it was in the period immediately after World War II. In the 1950’s, couples were usually married by their early 20’s, the husband held a job and most likely they had one or more children.Citing demographic trends, Furstenberg, et al. claims that now it is more likely that people in their early 20’s are getting an education and relying on their families for financial and other support. They point to several reasons for this lag in becoming an adult: the changing role of women in society, the establishment of Social Security benefits which made it unnecessary for young couples to take care of their aging parents by working after completing high school and changing economic f orces which require the acquisition of more skills before being able to land a good job that in order to support oneself (Furstenberg et al 39). It is taking longer for adolescents to reach adulthood and the growing demands on this age group occur because of â€Å"new demands on families, school and government† (40). Furstenberg and his colleagues expect that reforms must take place in both the school system and the military to ease the transition and cause young adults to grow up and become self sufficient more quickly.Maturity and Emerging Adulthood: A New Phase in Life?Recently, both sociological and psychological research has introduced the advent of a new phase in life referred to as either â€Å"emerging adulthood† or â€Å"young adulthood†. These terms apply to a nebulous period in a person’s life, roughly between the ages of 18 and 25, when an enormous amount of existential changes take place. Two theories were examined for the purposes of this pa per: â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties† Arnett, 2000) and â€Å"Growing up is harder to do† (Furstenberg et al, 2004). It is Arnett’s theory that â€Å"emerging adulthood† is the proper way to categorize this period while Furstenberg et al prefers to refer to it as â€Å"young adulthood†.Both sets of research point to the differences between the era of the 1950’s and more current times, making the assertion that the concept of adulthood, as well as its reasons for occurring later have changed due to a number of factors. The logos, ethos and pathos of each article will be examined and compared, showing that even without the scientific jargon used in the Arnett article, the Furstenberg treatise makes an arguably better case for defining the years following high school and college as â€Å"young adulthood† through its easy to understand concepts, its logical reasoning for the chang es taking place and its exploration of current circumstances regarding family, education and lifestyle.Arnett (2000) begins his research article by defining the period he deems emerging adulthood in terms of age, based on analogies to previous research which tended to lump together both the years of youth and the early years of adulthood. He presents a theoretical background on the subject, supporting evidence, explanation of the term emerging adulthood and a final cultural context.He appeals to readers’ sense of logic by citing the research findings and then defining the demographics which identify his characterization. Arnett narrowly defines the demographics of his studied group and further relates statistics which show changes in residence, responses to questions regarding a subjective definition of adulthood and respondents’ answers and a graph showing peak exploratory behavior. Using specific terminology and definitions, Arnett makes his point by employing terms which evoke a sense of scientific and psychological accuracy in his findings.Furstenberg, et al (2004) also use logos in their rhetoric. Citing survey results accomplished by other teams in both the 1950’s and closer to 2000, the findings are presented logically but without the use of scientific terminology. Factual data is used to show the differences between survey respondents’ definition of what it means to have reached adulthood. Analogies are made between the two groupings of subjects studied with allowances made for the particularly different roles of women in the two eras in order to indicate that there are now less people in the age group of 18 – 25 who are considered to be â€Å"adults† through a traditional definition of the term.Their study, in a manner similar to Arnett’s, makes a case for the introduction of a new defining period of life which they call young adulthood by pointing to previous research as well as laying out facts regard ing the changes that have taken place since the 1950’s. The conclusion of the article urges readers to think about the implications inherent in modifying existing systems of school and military preparedness training for young people.In terms of ethos, Arnett employs reliability, competence and respect for the researchers who have gone before him in making strides towards defining life phases and everything that occurs to go along with them. His research is thorough and includes extensive study in the subject, with a slant toward the psychological aspects of the period of emerging adulthood. He gives credit where credit is due and interprets previous findings with a fair and balanced explanation. His use of terminology that is beyond the understanding of most people, however, tends to produce a work that, while considered ethical, is almost meant to be condescending.Ethically, the Furstenberg article also meets the criteria of demonstrating reliability in its research findings and summaries, competence through the use of its authors’ credentials and clear understanding of the subject and respect for its readers by portraying the research results and conclusions in language easily understood by a layperson. Several snippets of interviews with subjects falling within their defined age range show that the researchers took a â€Å"hands-on† approach to their study and portrayed these descriptions in a fair and balanced manner without making judgment.An interesting facet of the study is their assertion that socio-economic levels play a key role in the development of a young person into an adult as defined in their study – those subjects in lower socio-economic levels tended to grow up much faster due to the increased urgency to find stable work, marry at a younger age and support a family and its needs. The ethos of the article is arguably more favorable in that it uses a more appropriate level of vocabulary.The article written by Arnett is least of all employing pathos to state its points. There is no visual imagery nor an emotional tone, example or emotion-invoking language. The study is very clear cut and a good example of a proponent of psychology attempting to convince the reader that his methods, rationale and findings are of a scientific nature. Not relying on emotions and keeping the article grounded in factual information ensures that it will not appeal to the subjective nature of its readers. Accordingly, pathos has no place in his writing and neither does Arnett attempt to rectify this lack.In contrast, Furstenberg et al clearly enjoy relating their research and its findings in a more conversational manner. Using visual images with corresponding descriptions of the people depicted within, the reader is given a sense of being introduced to some of their subjects. The readers of the article learn a bit about the lives of the respondents as well as their social and economic circumstances and the reasons they have reached the age of 25 or older without feeling they can be defined as an adult. Descriptions of life in the 1950’s when most couples in their mid-20’s were married and raising a family, evoke a good feel for the era and encourage the reader to relate these portrayals to â€Å"many of today’s grandparents† (33). An emotional response is the result, making the results of the study seem more relevant and interesting.Both articles made a valid point in demanding the usage of a new term for the period between youth and adulthood. Clearly, evidence from both Arnett and Furstenberg et al show that there are differences not only in the social structure of today’s society but also in the role of a young adult. After World War II, the GI Bill encouraged young men who had served in the military to receive an education through subsidies and then settle down to raise a family. No longer is there a need to support parents during this phase of life; convers ely it is usually the parents who provide financial and other support to their emerging adults. No longer do older children feel obligated to stay at home but often go through a variety of residences as they experience life in college, romantic relationships and explorations of the world at large.There has also been a change in economics not only in the United States but in the world at large. These changes are reflected in the lack of job security which often necessitates the need for further education and training (Smith). Women, in particular, have experienced a changing role due to economics. No longer expected to stay at home and be a mother, most couples find it financially necessary for the woman to obtain a job and in order to find one that is well-paying, she, too, must get an education. There is a greater percentage of young adults in today’s society who receive an education which is necessary to compete in today’s top job markets.The three indicators of adul thood which are agreed upon by both Arnett and Furstenberg et al are: financial independence, completion of education and a stable, independent home. Back in the 1950’s most were considered adults if they were married and had children while the husband held a job which could sustain his family. Today’s young adults are putting off marriage in favor of completing their educational requirements and exploring their independence. Many of them experience a delay of a decade or more between the completion of high school and the start of life as a couple (Smith).The research in both Arnett’s (2000) and Furstenberg’s et al (2004) articles is just the beginning of studying a life phase which merits further investigation. While both articles were well-written and appealed to the logos and ethos of their readers in a comprehensive manner by citing appropriate research and evidence, it was Furstenberg’s study â€Å"Growing up is harder to do† however, t hat a made for a more compelling read based on its use of pathos in the writing style. The concepts and facts outlined were compelling and it will be interesting to note what further research comes about based on their conclusions and recommendations for reform of educational and military establishments.Works CitedArnett, Jeffrey J. â€Å"Emerging Adulthood: A theory of development from the late teens through the twenties†. American Psychologist, May 2000. 55:5, 469-80.Furstenberg, Jr., Frank, Kennedy, Sheela, McLoyd, Vonnie C., Rumbaut, Ruben G. and Settersten, Jr., Richard A. â€Å"Growing up is harder to do†. American Sociological Association, 2004. 3:3, 33-41.Smith, Christian. â€Å"Getting a life†. Books & Culture, 2007. Retrieved December 11, 2007 from the Books & Culture Website: http://www.christianitytoday.com/bc/2007/006/2.10.html.

World.ell

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Grant And Lee: A Study In Contrasts Essay

In recent years, there has been enough thesis studying General Grant and General Lee in contrasts. No wonder, because they are some of the most iconic figures in the new history of the United States. Both became military under the pressure of family circumstances. Both were outstanding participants in the Civil war. But the memory of Ulysses Grant is passed on from generation to generation while tombstones to Robert Lee are now threatened with demolition. Let us turn to comparison and study in contrasts lives of Bruce Catton Grant and Robert Lee. Ulysses C. Grant was born on April 27, 1822, in Point Pleasant, Ohio. Already at an early age, the young general was helping his father on the farm. After visiting a lot of private schools, his father decided that he should make a soldier career. Thanks to the petition of Congressman Thomas L. Hemmer, Grant was admitted to the military academy in West Point, New York. Grant obeyed his father’s wishes, not experiencing much enthusiasm for the servicemen. In 1843, he received the patent of an officer and started serving in the 4th Infantry Regiment of the United States. By the time of war against Mexico (1846-48), comrades’ remarks about the excessive use of alcohol by Grant belong. After numerous warnings from his superiors, he resigned in the summer of 1854. Although his wife’s family had slaves, he found as right thing to fight on the side of the union. Soon Grant for his success in the military field was appointed general of the brigade. After under his command the Confederates from Kentucky were forced out, Lincoln conferred on him the rank of Major-General. Grant was distinguished by logic, calculation, and perseverance in conducting military operations, and his troops showed a high fighting morale. After the Civil War, Grant retained the main command of the US Army. In 1866, Congress conferred on him the rank of general. It was the war that gave Grant his place in life. Being a War Minister, he has accumulated extensive management experience, although he was repeatedly reproached for incompetence required for the highest state office. In the presidency, general saw an opportunity to maintain a war victory by restoring the political unity of the state and guaranteeing civil rights. Grant won elections in 1868 thanks to the program that promised reconstruction of the South, suffrage for liberated slaves and economic recovery of the southern states. But general in choosing ministers and advisers relied chiefly on the persons he knew the height of service. Promising much, Grant, however, was satisfied with the small. During his second term, no measures were taken to resolve social and political problems between races, so conservative forces in the South gained the upper hand. Also, a general refused his initial striving to reform the cabinet of officials, has managed to provide posts only to his closest friends. The extent of corruption and bribery cases surpassed all previously known. Criticism against Grant grew. The most lasting influence was â€Å"panic of 1873† when banks were closed, and the timid efforts of the ministry could not improve sad situation. Mismanagement, embezzlement and large speculation accelerated economic downturn. After the end of the presidential term, Grant departed from politics. The hero of the Civil War died on July 23, 1885, in New York. Despite military successes, in the history of the US, General Grant refers to weak presidents. He was considered as a passive politician who followed the directions of Congress, instead of implementing his own ideas. Venality represents his government in an unfavorable light. His policy towards the southern states is often assessed as half-hearted, as Grant nevertheless tried to protect the civil rights of the black population. One gets an impression that he perceived his presidency as a kind of vestibule to political rest. In combination with naivetà ©, such attitude created a danger of manipulation. Therefore, a general didn’t justify the hopes that were placed on him. Robert Edward Lee was born in 1807, in Stradford, Virginia. As his father soon had serious financial problems, in fact, mother raised the future general. If Grant’s fate was determined by his father, then Robert Lee’s life path was connected with economic difficulties. The only way out in similar situation was to enter the famous military academy West Point. Robert Lee, who was not only diligence in his studies but also a great physical force, could become an ideal officer in the American army. And he became it. While studying at the academy, Lee was one of the best Cadets, not having received a single penalty from a higher command. After finishing he was assigned to engineering troops. But the career of a war engineer did not give the desired advancement in titles. In addition, service in the outback was burdened by an officer who could not fully engage in his family. In the end, Robert managed to achieve transfer to cavalry. By this time he was already 48 years old. In 1861, Abraham Lincoln invited Colonel Lee to lead the land forces of federal government, as conditions in the Southern States heated up to the limit. Herewith, Robert was regarded as a convinced opponent of slavery. However, being a native of the South, a colonel wrote a petition for resignation, stressing that he was not able to participate in the invasion of his homeland. The general, who is seen as a symbol of militant slave-owners, for many years kept a large family for modest state salaries, and acquired slaves, only obtaining an inheritance at the age of 50 years. While the commander of the army of the North, General Ulysses Grant was a slaveholder. His â€Å"laborers† were freed only after the amendment to the Constitution abolishing slavery came into force in 1865. Colonel Lee turned to Jefferson Davis, the president of the Confederation, and offered him his services as a soldier. So, Robert rose to the general’s epaulets, engaged in the creation of a regular army of the southern states. Lee participated in the planning of numerous military operations and then headed the Army of Northern Virginia. Commanded by general, the troops achieved impressive success. Yielding to the northerners in the strength and preparedness, Lee defeated them after defeat. His name has turned into a nightmare for his enemies. Robert Lee enjoyed great respect from the opponents. In particular, Ulysses Grant called him â€Å"Ace Peak†. But in 1865 Lee’s army was forced to capitulate. The federal government amnestied Robert Lee. He died in 1870, until the end of his life engaged in the organization of assistance to former soldiers of the Confederation. For a long time, merits of General Lee were recognized by a lot of US patriots, regardless of political beliefs. The situation began to change not so long ago when in America there was a â€Å"left-liberal† coup, expressed on a symbolic level in a rigid refusal of memory of all representatives of the Confederation. Thus, as we can see, General Grant and General Lee study in contrasts summary show that they were in the best light only in the military field. Of course, Ulysses proved to be luckier than Robert. But, as we know, the truth is always on the side of the winners. Lee’s reluctance to fight against the southern states testifies to his high moral qualities. After all, he did not advocate the extension of slavery, but for the independence of the South. Whereas Grant refers to the type of people who try to transfer their successes from one sphere to another, without sufficient knowledge and skills. In this regard, General Lee is more honest, because he was engaged in one thing, not pretending to be a connoisseur of politics.