The Spanish Reconquista - 2625 Words

Spain has always been a melting pot of ethnicity and culture. From the Celts and Visigoths that came from the north to the Africans and Arabs from the south to the Romans from the East, empires, kingdoms, and tribes all over the world have recognized and tried to take advantage of the benefits of Spain. War, conquest, and reconquest are frequent throughout the entire history of Spain, and the history of Moors in Spain is no exception. It began in the year 711 when the Moors first crossed over to the Iberian Peninsula, until their expulsion from Granada in 1492 which marks the end of the Reconquista, they influenced the native Iberians in many ways including culture and religion. The Moors were people of Berber, Black African, and Arab†¦show more content†¦Christians and Jews were heavily taxed for the right to practice their own religions. Those who converted to Islam, however, paid lesser taxes and had more privileges. Around 718, Pelagius, a Visigoth nobleman, established an independent Christian state in opposition to the Moorish dominance in Spain. Due to his opposition of Muslim control, Pelagius and a group of 30-some men were exiled and lived in a cave, refusing to pay taxes and harassing the Moors. Between 718 and 722, Pelagius and his small band of warriors fought and triumphed against the Moors at the Battle of Covodonga. This is considered the beginning of the Spanish Reconquista. The Reconquista was a period of around 774 years where the Christian kings reclaimed the Iberian Peninsula from the Islamic Moors. The Reconquista was not carried out by the Spanish alone, however. King Charlemagne of France reclaimed the western Pyrenees and formed the Marca Hispanica to defend the border between the Frankish Kingdom and the Muslims. Christians from all over Europe traveled to the Iberian Peninsula to participate in the reclaiming of Spain in the name of God. The Reconquista was not all war and conquest, but also the re-population of Christians on the peninsula. As the Berbers abandoned towns and fortresses, the Christian kings took their people and re-inhabited those areas. In some places, Christian peasants, monks, and nobles were granted lands by their king or lord toShow MoreRelatedSpanish Reconquista And The Formation Of Spanish National Identity1654 Words   |  7 PagesAnd the Formation Of European Cultures The Spanish Reconquista and the formation of Spanish national identity During the times the Iberian Peninsula was ruled by the Muslims and was called Al-Andalus, Christians, Jews and Muslims coexisted in harmony in the Caliphates. However, the understanding of Spain as it is understood today did not exist. It was because of the Christianisation of the peninsula and the Reconquista that Iberia was reimagined as something moreRead MoreThe Age Of Discovery Of The 18th Century Essay1591 Words   |  7 Pagesthem into an empire. An example of this is Spain, which not only found new lands to bring profit back home but also spread Christianity. â€Å"The Catholic Kings,† King Ferdinand and Queen Isabella were rulers during the Reconquista of Spain (Burbank and Cooper, 121). Their Reconquista of Spain was a brutal war, and it ended in 1492 after the fall of the Muslim Granada. The primary drive of the war was to unite the Iberian Peninsula under a Catholic rule and to remove non-Christian people like Jews andRead MoreThe Battle Of Covadong The Final Push1214 Words   |  5 Pagesprimary goal of the Reconquista was to repopulate the Iberian Peninsula with Christians. As areas that used to be occupied by Muslims became vacant, kings brought in their own people to secure the borders. In Spain, the main areas of repopulation were places like the central Catalonia. During the Reconquista, the Christians, mainly from the northern kingdoms, used their power to create legal and political institutions. Many of these institutions still survive in Spain today (â€Å"Reconquista,† 2016). TheRead MoreThe Spanish Inquisition During The Moors Essay1289 Words   |  6 PagesThe Spanish Inquisition was a court system established in 1478 that tried and sentenced heretics. Victims of these trials were predominantly â€Å"conversos†, Jewish people that had converted to Catholicism. The Spanish Inquisition was not formally abolished until 1834 by Queen Isabella II. Although the severity of the Inquisition is most likely exaggerated, it still remains a dark point in the history of the Catholic Church. To understand the Spanish Inquisition, we must first understand the eventsRead MoreIn the Devils Snare Book Report1585 Words   |  7 Pagesexamines the history of early modern Spain from the reign of the Catholic Monarchs, Isabella and Ferdinand, to the reformation of the Spanish government by the first member of the Bourbon dynasty. According to the author, at the start of the 15th century, Spain was internally weak, hopelessly divided and isolated from the continent by the Pyrenees. Yet, by 1492, Spanish society experienced a tremendous transformation which allowed Isabella and Ferdinand to unify the country, secure the largest transoceanicRead MoreThe Discovery Of The New World1075 Words   |  5 PagesSince the arrival of Columbus to the New World in 1492, it began a new era for the Spanish Empire. During this time Spain successfully conducted the Reconquista back home and were power hungry for more land to conquer to keep the momentum going. The early explorations would lea d to bigger conquest and fortunes for the Spaniards. After the reunification of Spain with Queen Isabella and King Ferdinand, they financed the expedition for the Genoese explorer, Christopher Columbus, for trading routesRead MoreThe Journey Columbus By Christopher Columbus1628 Words   |  7 Pageswhich marked the end of the Spanish Reconquista (Reconquista). Through their success in the Reconquista, the Spanish believed that they should have the rights to trade in the New World in exchange   for their holy wars against the Arab empire (Treaty of Tordesillas and Reconquista). Pope Alexander VI agreed to to Spain’s terms, and the Papal’s decision was to draw a line through the Atlantic Ocean, which he called the Line of Demarcation, claiming everything west for Spanish control and everything leftRead MoreThe Crusades And Its Effect On Modern Day Christianity Essay1676 Words   |  7 Pagesostracized by those of higher caste. Even Christianity is no stranger to the use of religion to further their own agenda. Christ ianity or Christians have done this many times throughout history . We saw it during the conquest of the Americas when Spanish conquistadors took ownership of the natives through the system of Econmiendas, where natives were forced to be slaves for Spaniards as recompense for being exposed to the word of God (Gonzalez ..). We even see this today, in the 21st century; peopleRead MoreIncas And Aztecs : Maize And Impacts Of The New World813 Words   |  4 Pagesright to the New World by enacting this treaty. Spain got a majority of New World land, but Portugal gained parts of Africa and Asia. 4. Conquistadores a. After the Reconquista of Spain in 1492, where Moors and Jews (primarily) were expelled from the Iberian Peninsula, Conquistadores (some of the men who carried out the Reconquista) began to crave the conquering of the New World. These people set out from Spain and diminished the empires of the Aztecs and the Incas with help from their advancedRead MoreWorld War Between England And France2255 Words   |  10 PagesYears War between England and France. However, the Reconquista, or the reconquest of the Iberian Peninsula (modern day Spain) fought between Christians and Muslims, was considerably lengthier, spanning 770 years from 722 at the battle of Covadonga and ultimately ending in 1492 with the expulsion of Muslim forces from Granada. The Reconquista began in response to an invasion of the peninsula in April of 711 by the Moors. Generally the Reconquista is thought to be a 700-year of ideology, â€Å"but it would

Supplements Market Free Essays

The supplements market is significantly large and we would need all organic foods collectively to measure up. When more employees are hired to work in the dietary supplement industry the pro is induced impacts. More careers directly related to the industry means more earnings and splurging as more jobs are founded. We will write a custom essay sample on Supplements Market or any similar topic only for you Order Now The employment multiplier is the number that is multiplied by the number of jobs directly involved in the industry to measure the impact the industry will have on a region when it’s successful or failing (Kashian, 2012). In a 2012 report, Dr. Russell Kashian defined induced effect as the result of the family adjusting how they spend as a unit based on a bonus of more pay produced by direct and indirect effects. The induced effect measures the effects of the changes in household income: employees and suppliers in the dietary supplement industry spend money at restaurants, grocery stores, and shops (Kashian, 2012). Consumption analysis refers to why and how people use products in addition to why and how they buy (Blackwell, Miniard, and Engel (2006). Supply is defined as the quantity of a good the business is willing to sell at an agreed price in the business (Manwik, 2009). The market for dietary supplements continues to grow significantly. Today’s Dietitian magazine states some of the main reasons for the increase of consumers searching for the perfect dietary supplement product that includes the desire for a longer healthier lifestyle, more energy, weight control, and improved immunity (Palmer, 2010). Branding and positioning are a couple more factors that have influenced the demand and decision to buy specific reputable brand name dietary supplements. Demand is the quantity of goods and services consumers are willing and able to purchase regardless of price (Mankiw, 2009). Senior citizens struggle with sustaining the best possible health as they would like. It is estimated that nearly 25 percent of the people over age 65 will be living with diabetes, almost one half will have arthritis, and more than one third will be considered obese by the year 2030 (Tindal, 2017). The market for dietary supplements is competitive buyers and sellers. The actions of buyers and sellers will determine the equilibrium. Changes in Supply and Demand Affect Equilibrium Price What’s the economic outcome or explanation for this? An IMPLAN input-output model is an instrument for measuring the dietary supplement industry’s economic influence of expenditures (Kashian, 2012). The direct effect is production adjustments coupled with an adjustment in demand for the good (Kashian, 2012). It is the first force on the economy and the spending is developed by the dietary supplement industry. The University of Wisconsin Whitewater Fiscal and Economic Research Center reported that in 2006, the dietary supplement industry could disclose a national $22.5 billion direct-effected output or productivity. An indirect effect is derived from the fluctuating input needs of directly affected industries. They also found that indirectly, the industry contributed $16 billion while generating $22 billion (Kashian, 2012). Global dietary supplements market size was $126.14 billion in 2016 (Reports and Data, 2018). In the meantime, the global organic food and beverage market was $110 billion in 2016, fairly close but not nearly as much as the dietary supplements market. Another economic contribution from the dietary supplement industry would be paid taxes. Multiple sectors of the industry paid $10.073 billion in taxes together in 2009, including $4.7 billion to the local government and $5.3 billion to the federal government (Kashian, 2012). Consumers may even share the expense of taxes with the supplements market without knowing it. The costs can usually be tacked on to the cost of supply price. Tax on the dietary supplements and the factor of production becomes increased costs of production for the dietary supplements market. How to cite Supplements Market, Papers

The Hero Essay Research Paper The HeroThe free essay sample

The Hero Essay, Research Paper The Hero The Mesopotamian society is dead. It has long been buried in the clay of history. Its roots live on through societies that exist today. The swayer of Uruk, Gilgamesh, is besides dead. The popular narrative The Epic of Gilgamesh lives on every bit good, being passed from coevals to coevals. I believe the major subject of The Epic of Gilgamesh is the endeavoring to populate on forever. A society such as Mesopotamia would endeavor to populate on and conquer. They would endeavor to be the most powerful society in the country. The narrative of Gilgamesh is about the historic swayer of Uruk. The narrative tells that he is two-thirds God and one-third mortal adult male. Gilgamesh feels the power of the Gods, but still has to cover with the adversities of mortal adult male, like hurting and decease. He sets out to happen the workss of everlasting life. He thrives to remain alive forever. He does this with his loving friend Enkidu, until he is murdered on one of the episodes of his escapade. I believe Gilgamesh hoarded wealths his friendly relationship the most. He has everything in life he needs ; power strength, and adult female. He lacks merely one thing, friendly relationship. His comrade is brought to life by the other Gods, and the love he feels for Enkidu is like nil he as of all time felt before. Gilgamesh comes from a society much like that of Mesopotamia. We can larn many things about the Mesopotamian society by reading The Epic of Gilgamesh. First we learn something of the people who lived in the land between the Tigris and Euphrates rivers in the 2nd and 3rd millenaries BCE. Then we can farther larn that they celebrated a male monarch named Gilgamesh ; we know they believed in many Gods ; we know they were self-aware of their ain cultivation of the natural universe ; and we know they were literate. This narrative helps us view the gift of mortality and how it was percieved by this hero. I call mortality a gift because without decease Gilgamesh s life would be nonmeaningful, and the escapades that make up the heroic poem would vanish. We are supposed to experience as though the heroic poem is existent, by mentioning to Gilgamesh # 8217 ; s ain act of authorship, the nameless storyteller efforts to convert us that Gilgamesh was an existent male monarch and that the narrative that follows is a true narrative. On the other manus, by naming our attending to the act of relation, the storyteller reminds us that the truth of a narrative might lie in the really fact of its being a narrative # 8212 ; the undeniable fact of its narrative. By reading this narrative, we can see that the Mesopotamian society valued things such as Gods and literacy, but besides amusement. This narrative was passed down from each coevals, and now it is popular in our society after being discovered. We have to retrieve that this is a myth, and many of the myths that were formed in the Mesopotamian society trade with the escapade of happening the significance of life and degree Celsius onfronting the world of decease. Hammurabi s Code of Law is rigorous regulations with terrible penalties for their misdemeanor. In fact, these Torahs played a large function in organisation of Mesopotamian society. We can tie in these Torahs with Gilgamesh and we see how offenses were non taken lightly in the society. The Mesopotamian people must hold been a respectful honest people based on the abrasiveness of these Torahs. After reading these Torahs, the reader may larn about ideals the people of Mesopotamia had about offenses, their attitude to the lower and higher societal categories, and legal rights between work forces and adult females. Reading the Torahs you may detect that many offenses were punished by the decease punishment. Many Torahs province that the guilty individual has to pay the same monetary value for the physical injury one did to another individual or one s relation ( Torahs 196, 197, 229, 230 ) . For case: jurisprudence 196 provinces: If a adult male put out the oculus of another adult male, h is oculus shall be put out. In add-on, at that clip, people were sentenced to decease for many offenses or incorrect behaviors that about neer would be penalized with capital penalty at a modern clip. Among such felony and misdemeanours are stealing ( 6, 14, 21 ) , robbery ( 22 ) , accusal ( 2,3 ) , adultery ( 129, 130 ) , and abandonment ( 32, 33 ) . Hammurabi s Code besides, reveals inequality between societal categories. Slaves were non treated by the Torahs the same as freeborn people. For illustration: In jurisprudence 202 it states if any one work stoppage the organic structure of a adult male higher in rank than he, he shall have 60 blows with an ox-whip in public. At the same clip in jurisprudence 203 we read: If a freeborn adult male strike the organic structure of another freeborn adult male or equal rank, he shall pay one gold mine. It will non take much attempt for a freeborn adult male to pay one gold mine for his error, but for the slave it is much more awful and morti fying to have 60 blows with a whip in public. Harmonizing to the Code of Hammurabi, adult females had some legal rights, but these rights were non equal to work forces s. Married adult females had a right to disassociate every bit good as work forces. In fact, in order to get the right for divorce, a adult female had to happen a sensible account for her desire, and merely so the divorce could be possible ( 142 ) . The grounds of inequality between work forces and adult females can be found in the Torahs 38 and 39, which declare that a adult male, who rents belongings can non delegate it to his married woman or girl or give it for debt. Though if a adult male owns this belongings than his married woman and girl have such a privilege. Overall, the Hammurabi s Code of Laws showed that offenses in Mesopotamia were non taken lightly and were followed by terrible penalties. Very frequently these penalties were the decease punishment. The Torahs were non equal between societal categories, and slaves were subjected to the harsher penalties than freeborn. Finally, even though adult females had some privileges, the Torahs provide groundss that there was still inequality between them and work forces.

Lab Report on Solubility Sample

Lab Report on Solubility Paper In our findings, we were able to determine the mass of the determined and the percent recovery of matter. The outcome of the experiment was that we made the correct calculations which gave us the confidence to know how to do an analysis of mixture. Introduction A mixture is a material that is not uniform in composition, and it is a combination of two or more substances in which each substance retains its own chemical identity. Mixtures are characterized by how each of the substances in the mixture retains its chemical integrity, and that mixtures are separable into these components by physical means. The substances we see in life are mixtures or compounds. Compounds differ in that the elements come together in definite proportions, whereas mixtures, as previously stated, are not uniform. 2 There are 2 types of mixtures, heterogeneous and homogeneous. A heterogeneous mixture is one in which the composition varies from one region of the mixture to This differs from homogeneous, where t he composition is the same. In this experiment, the components of the mixture were separated by physical means, and consequently, the components underwent physical changes. A physical change is a change, such as a phase change, that occurs with no change in chemical composition. The main concept being applied and studied in this lab was the separation of components of mixtures by physical means, familiarizing ourselves with the methods of separating substances from another substance using the technique of decanting, filtration, extraction, and sublimation. In the Pearson Education lab manual, declination is separating from a liquid from a solid by gently pouring the liquid from the solid so as not to disturb the solid. An example of this is separating sand and water by pouring the water into another container. 2(pa) Filtration is using a filter to separate a solid from a liquid. (pop) Making morning coffee requires the use of a paper filter to separate the solid coffee grounds from liquid water. Extraction is separating a substance from a mixture by preferentially dissolving that substance in a suitable solvent or separating the soluble from the insolub le. 3(pop) Sublimation is the process of a solid passing directly to the gaseous state and back to solid without the appearance of a liquid. (pop) The process of separating the components of a mixture, whether homogeneous or heterogeneous, is necessary in the laboratory setting for isolating a particular component in order for further study. Research has been made on the uses of foregrounds in NASA as a method for controlling fluids in space and its medical uses for an implantable artificial heart. 4 Foregrounds are colloidal suspensions of magnetic material in a liquid medium, which responds to an external magnetic field. (IPPP) They document the proper procedure for preparing fireproofed, including decanting a Feces and NH solution to isolate magnetite, a black precipitate, from the liquid. Although the process of separating mixtures into various states is performed rudimentary, further research is still conducted to aka certain the precision of the separation. 5 Despite the compl ex apparatus used in research, basic procedures are still followed, similar to the following procedures that will be presented in this report. We will write a custom essay sample on Lab Report on Solubility specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lab Report on Solubility specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lab Report on Solubility specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Decanting, filtration, extraction, and sublimation have practical applications in a variety of settings. In this lab, a mixture of Enoch, Nasal, and Isis will be heated, where Enoch will be sublimed. The remaining Nasal and Isis will be combined with H2O, where Nasal will be extracted. The residue will be Isis, where it will be heated. Materials and Methods I. Materials 1. Evaporating dish 2. Beakers 3. Test tube 4. Hotplate 5. Scale 6. Spatula 7. Funnel 8. Filter Paper 9. Components of mixture 10. Stirring rod II. Methods A. Preliminary Steps 1 . Obtain a sample of the mixture. The mixture you will separate contains three components: Nasal, Enoch, and Isis. Their separation will be accomplished by heating the mixture to sub-lime the Enoch, extracting the Nasal with water, and drying the remaining Isis. 2. Obtain an evaporating dish and carefully weigh it to the nearest 0. Egg on top of the loading scale and record its mass on the data sheet. 3. Place about g of the mixture into the evaporating dish and carefully sigh it to the nearest 0. Egg with the top loading scale and record its mass on the data sheet. 4. Determine the mass of the mixture by subtracting the mass of the empty evaporating dish from the mass of the evaporating dish containing the mixture and record the calculated mass onto the data sheet. B. Sublimation Steps 1. Place the beaker containing the mixture on the hot plate and heat until the white fumes no longer form (about 15 minutes) during the sublimation process. 2. Allow the beaker to cool until it reaches room temperature; then weigh the beaker with the contained solid. The loss in mass represents the amount f Enoch in your mixture. Calculate this. . Add Mimi of water to the solid in this beaker and stir gently for 5 minutes. Decant the liquid carefully into the second beaker, which you have weighed, being careful not to transfer any of the solid into the second beaker. 4. Add ml more of water to the solid in the first beaker, stir, and decant this liquid into the second beaker as before. This process extracts the soluble Nasal from the sand. You now have two beakers-o ne containing wet sand, and the other containing a solution of sodium chloride. 5. Weigh the filter paper and record on data sheet. Fold filter paper into halves until it is folded small. 7. Place the folded filter paper inside a funnel. The paper will need to be wetted with water, once wet adjust the filter paper so that it lies flat on the walls of the funnel. 8. Place funnel into beaker for gravity filtration. 9. Pour the mixture contained in the test tube into the gravity filtration beaker and collect filtrate into the beaker. 10. Set filter paper aside with residue. 11. Place the beaker on the hotplate and heat. As the amount of liquid reduces, the Nasal dissolved will start to precipitate as a white solid. When the liquid is fully evaporated, allow the beaker to cool down to room temperature. 12. Weigh beaker with the dry Nasal , and record the mass on the data sheet. 13. Determine the mass of the recovered Nasal by subtracting the mass of the empty beaker. Once calculations are done record the mass of the recovered Nasal on the data sheet. C. Drying the Sand Sample for Recovery Calculations 1 . Transfer the wet sand from the filter paper to beaker. 2. Place beaker with the wet sand on the hotplate and heat the sand to dryness. When the sand is completely dry, the sand should be free flowing. Allow the sand to cool to room temperature. Weigh the beaker containing the dry sand to the nearest 0. Egg and record this mass onto the data sheet. 4. Determine the mass of the recovered sand by subtracting the mass of the empty beaker from the mass of the beaker containing the dry sand. Record the mass of the recovered sand on the data sheet. Results The experiment was conducted in four parts (p art A, B, C and D). In part A, the mass of the evaporating dish and original sample were taken. The mass was 80. 892 g. Next, the mass of the evaporating dish was taken and found to be 77. 886. The mass of the original sample was determined by subtracting the mass of the evaporating dish from the mass of the evaporating dish and original sampled. After sublimation, the mass of the evaporating dish of Enoch was found to be 80. 713 g. The mass of Enoch was found by subtracting the mass of the evaporating dish after sublimation from the mass of the evaporating dish and original sample. The result was 0. 179 g. The percent of Enoch was calculated by dividing the mass of the Enoch by the molar mass of Enoch (2. 783) and multiplying it by 100. The % of Enoch was found to be 6. 43%. Results from Part A are outlined in Table 1 below. Part A Mass of evaporating dish and original sample 80. 892 g Mass of evaporating dish 77. 997 g Mass of original sample 3. 006 g Mass of evaporating dish after subliming Enoch 80. Egg Mass of Enoch 0. Egg Percent of Enoch 6. 43% Table 1. In Part B of the experiment the mass of a 250 ml beaker and Nasal was taken. The mass was 110. 09 g. Next the mass of the 250 ml was taken and found to be 109 g. Extraction was used to remove the Nasal from the water. Then, the mass of Nasal was calculated by subtracting the mass of the 250 ml beaker from the ass of the beaker and Niacin which was 1. 9 g. Finally, the percent of Nasal was calculated by dividing the mass of Enoch (0. 179 g) by the molar mass of Enoch (2. 783) and multiplying it by 100. Results from Part B are outlined in the Table 2 below. Part B Mass of beaker and Nasal 110. 09 g Mass of 250 ml beaker 109 g Mass of Nasal 1. 09 g Percent of Nasal 39. 17% Table 2. In Part C of the exp eriment, Isis was found by using decanting. First, the mass of the evaporating dish and Isis was taken. The mass was 79. 400 g. Next the mass of the evaporating dish was taken and found to be 77. 886 g. The mass of Isis was determined by subtracting the mass of Isis from the mass of the evaporating dish and determined to be 1. 514 g. The percent of Isis was calculated by taking the mass of Isis and dividing it by the molar mass of Isis (2. 783) and multiplying by 100. This calculation resulted in 54. 40%. Results from Part B are outlined in Table 3 below. Part C Mass of evaporating dish and Isis 79. 400 g 77. 886 g Mass of Isis I . Egg Percent of Isis 54. 40% Table 3. In Part D of the experiment, the goal was to determine if the percentage of each of the components of the solution totaled 100%. The mass obtained from Enoch, Nasal, and Isis were subtracted from the mass of the original sample (3. 006 g) and the difference in the weights was 0. 223 g. The percent recovery of matter formula was used. The formula is as follows: Percent of recover matter = g matter recovered x 100 g original sample The percent of each component of the experiment was found to add to 100%. This indicates the experiment was conducted in such a manner that there was no error. Calculations are indicated below: Enoch (6. 43%), Nasal (39. 17%), and Isis (54. 40%) (6. 43% + 39. 17% + 54. 40% = 100%) Discussion The starting point of this experiment was a mixture of Enoch (Ammonium chloride), Nasal (sodium chloride), and Isis (sand). Each of these substances retained its own chemical identity throughout the course of this experiment. Enoch and Niacin are ionic compounds, in which normally a metal bonds to a nonmetal, based on the charges of the ions. Isis is a binary molecular compound, which is a combination oft nonmetals. When measuring the different amounts of the three components of the mixture, all measurements were based on significant figures. Thus, each certain digit plus one uncertain digit was included in all measurements. The process of sublimation, in which a solid passes directly to the gaseous state and back to the solid state without the appearance of the liquid state, was used to separate the Enoch from the rest of the mixture. The sublimation effectively separated the Enoch from the rest of the mixture. The sample contained O. 179 g of Enoch after sublimation. The percent of Enoch came out to be 6. 432%. Later on, the Nasal was separated from the Isis because of the solubility of Nasal in water and the insolubility of Isis in water. Solubility is the ability of a substance to dissolve when in the presence f a certain solvent (Gumball). The process of extraction, in which a substance is separated from a mixture by dissolving that substance in a suitable solvent, was used to separate the Nasal from the Isis. The Nasal dissolved in the water, and by declination, the process of separating a liquid from a solid by gently pouring the liquid from the solid so as not to disturb the solid, the Nasal solution was separated from the Isis. Heating can cause substances to evaporate, which represents a change in state, so when the water evaporated from the Nasal, solid Nasal was left behind. The amount of Nasal in the experiment was measured to be 1. 9 g, with the percent of Niacin as 39. 17%. Then, the remaining component of the mixture, Isis, was measured to be 1. 514 g once it had dried out. The percent of Isis came out to be 54. 40%. The comparison between the measured masses of the three different substances in the mixture and the actual masses of the components proved that the substances of mixtures are able to separated, yet still retain their chemical and physical properties. After the components of the original sample were successfully separated, their masses were added together n order to determine whether their added masses equaled their original mass. The measured total of the three separate components in the mixture was 2. 783 g, whereas the mass of the original sample was 3. 006 g. Thus, this similar correlation between the masses proves that all three components had relatively the same masses before and after they were separated from the mixture. When the percentages of each component in the mixture were calculated and subsequently added together, the total was 100. 00%. Ideally, the total percentage should be 100%, because substances are neither created nor destroyed during hose physical separation methods, according to the principle of conservation of matter (Gumball). This total proximity to 100% proves the concept that mixtures can be separated into their components by physical means, and that their components will retain their initial properties. Conclusion Mixture of components and its various forms of separation is seen routinely. We see it in foods such as stews, where there is a mixture of vegetables and meats. We witness it at the beach, with sand and water as a heterogeneous mixture, meaning that they do not dissolve within each other to form one instead they exist side by side. It is also present in the air that surrounds us as it contains carbon dioxide, oxygen and nitrogen. In all these examples, there is a blending and combining of substances. 5 Even coffee, in its various forms, that university scholars seem to purely subsist on, is a prime example of the chemistry exercises performed in the experiment?the heating of a liquid, to the use of a filter for the separation of a liquid and a soils. Through this lab experiment we were able to witness the process of separating components within a mixture. This was accomplished by exercising the methods of declination, filtration and evaporation.

Neoliberalism on the Market and Private Interests

Neoliberalism on the Market and Private Interests Introduction In the last twenty years of the 20th century and the previous decades since World War II there was a dramatic difference and it was not uncommon to give details of the last twenty years of capitalism as neoliberalsm. During the change between the 1970s and 1980s the functioning of capitalism was deeply transformed both within countries of the center and in the periphery. The earlier capitalist configuration was often referred to as Keynesian compromise.Advertising We will write a custom essay sample on Neoliberalism as the Ideology of the Market and Private Interests specifically for you for only $16.05 $11/page Learn More Such years could be characterized in the center countries like United States, Europe, and China by large growth rates sustained technological change, an increase in purchasing power and development of a welfare system concerning in particular health and retirement and low unemployment rates. The situation deteriorated during t he 1970s as the world economy in the wake of the decline of the profit rate entered a structural crisis. Its main aspects were diminished growth rates, a wave of unemployment, and cumulative inflation. This was when the new social order, neoliberalsm emerged, first within the countries of the center beginning with the United Kingdom and the United States and then gradually exported to the end. The nature of neoliberalsm was explored and its balance sheet after nearly a quarter of a century. Neoliberalsm was often described as the ideology of the market and private interests as opposed to state intervention. Although neoliberalism conveyed an ideology and a propaganda of its own, it was fundamentally a new social order in which the power and income of the upper fractions of ruling classes was reestablished in the wake of a setback. The conditions which accounted for the structural crisis were gradually superseded, as most of the world economy remained plagued by slow growth and unemp loyment, and inequality increased tremendously. This was the cost of a successful restoration of the income and wealth of the wealthiest (Brown). Thesis Statement Neoliberalism describes a market driven approach to economic and social policy based on economics neoclassical theories that stresses the efficiency of private enterprise, liberalized trade and relatively open markets, which seeks to maximize the role of the private sector in determining the political and economic priorities of the state. According to Larner (63) neoliberalism is used to describe an internationally prevailing ideological paradigm that leads to social, cultural, and political practices and policies that make the use of markets, efficiency, consumer choice, transactional thinking and individual autonomy to shift risk from governments and corporations onto individuals and to extend the market logic into the realm of social and affective relationships.Advertising Looking for essay on political sciences ? Let's see if we can help you! Get your first paper with 15% OFF Learn More Neoliberalism transfers control of the economy from public to the private sector, in the sense that it will produce a more efficient government and improve the economic health of the nation. In the 1970s an economic systems that prevailed after the World War II dominating the non-economist global economy was referred to as embedded liberalism. At the end of the war, David Harvey postulates that the main agenda was to establish an economic plan wary of preventing a recurrence of the great depression witnessed in the 1930s. Pegging the fixed exchange on the US dollars convertibility at fixed price into gold, Harvey further assured that the new system would be greatly regulated and secure. Fixed exchange rates were incompatible with free flows of capital. Harvey argues that embedded liberalism led to the surge of economic prosperity that came to define the 1950s and 1960s (Prasad 328). The free market policies of reform were favored in the 1980s, due to curtailed state intervention by political intervention as the decade came to a close after the collapse of the Communist bloc and the dire economic crisis of the 1980s. Between 1970 and 1980 changes begun to take shape when majority of world governments democratically focused on the roles of governments in regulating relative free trade, rules of law, and economic individual rights. The market became more important when governments through organized labour groups adopted much stronger stances in counteracting trade barriers, eventually reducing government intervention. Therefore industries increasingly shifted globally with integrated knowledge boosting the economy (Campbell and Ove 288). The desire for hemisphere integration to improve economic well-being of the people reflects the need for understanding free trade as a human right. Primary in their agenda was to protect human rights, promote good governance and strengthe n representative democracy. In turn, greater economic opportunities would be created leading to prosperity and achieving the social justice of human potential. From the above, reflection, the development of human rights therefore necessitates the integration of markets The World War II paved way for the Stalinists to maintain control over China. This was however, not a lasting regime as battles regained the cities that were under their rule. Opposition was imminent despite the Stalinists’ â€Å"democratic† reform and agrarian movement especially as they concentrated their energy in opposing the Chiang’s Kuomintang regime. Close to two decades later, the capitalist press does not recognize the rise of the working-class across major cities. The class polarization process is made worse by the rejuvenation of the Chinese working-class coupled with increased infiltration of the face of the country by pent-up forces of civil war.Advertising We will write a cus tom essay sample on Neoliberalism as the Ideology of the Market and Private Interests specifically for you for only $16.05 $11/page Learn More The Chinese industry was paralyzed by the capitulation of Japan; with majority of Shanghai factories closing down and suspended operations by plants internally. The Chinese proletariat was dealt another blow as their economic position was under threat due to the business failures. The social counter-revolution after the Maoist-Stalinisr bureaucratic change in the last two decades allowed for a shift to capitalism from central planning. The beneficiaries of the transformation were undoubtedly the bourgeoisie both within China and in the global arena. 1949 witnessed the Chinese revolution forces achieve the class balance of international forces (Johannes and Jacques 69). As a result of blurred market and social values, the revival of class rules the social rekindling of neoliberalism. Considered as a domino-effect, neoliberali sm on one end could not be controlled once the private sector is honoured with a publicly-owned industry. Because of reduced regulation and government interference, a publicly-owned industry in the hands of the private sector cannot be monitored to measure the influence by the owners to fit into their economic benefits. In a similar manner, governments that adopted neoliberal policies proceeded to model and expand them in pursuit of the expected positive benefit. As such, in the equation of current era of market globalization, where neoliberalism was considered a constant, and an economic benefit although it varied depending on the geographic location. China’s neoliberals counter revolution The historical trajectory led up to china’s capitalist form of engagement with the neoliberal counter revolution. In 1949, immense pressure leveled against the Maoist state sensing the wave of revolution that was approaching was forced into providing great social improvements to cat er for the communities’ housing, educational standards, healthcare, and poverty situations. Consequently, the regime went ahead and adopted socialistic policies by nationalizing the land, a move that received little oppositions from the public; despite occasional land privatization cases due to partial land reforms while the government remained as the chief owner of national land. According to Lenin land nationalization does not in itself constitute a barrier to capitalism. The move to attempt reversing the land tenure policies despite representing a perfect from of capitalism was an impossible task for the skeptics. However, the policies remained unchanged considering China’s economic foundations that were grounded on centralized planning and nationalized property dictated by the narrow national-bureaucratic limits.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Consequently, the Chinese masses resorted to the prevailing Stalinism policies and rules that featured absence of social safety net and extreme manpower exploitation, in addition to absent elementary democratic rights and police terror. Unlike other ex-Communist states, China is considered more integrated into the capital world. Foreign capitalists today control a quarter of China’s industrial production (Johannes and Jacques 76). Central planning was not allowed to take center stage by the capitalist nature of renationalization. The now powerful capitalist economic foundations common within China could entirely be brought down by a massive revolutionary force of direly oppressed peasants and workers, despite the economic foundations’ close ties with global capitalism. The process of counter revolution in China has been complex and sometimes extremely contradictory. It is only through a new proletarian social revolution that China’s capitalist counter-revolution can be reversed as a qualitative change that manages to expropriate foreign capitalists and Chinese, who are the main beneficiaries of an overthrown present state. The Chinese experience is one of shifting from one national policy to the other; with the outstanding Chinese peculiar type having been fully restored. The restoration commenced in 1970s when the search for an exit from the economic and political crisis prompted the Stalinist regime in an empirical reflex exercised the civil war elements inherited from the Maoists. The initial stages of the empirical reflex strategy sought through Stalinist state-owned economy, customize some market mechanisms. But such processes have logic of their own especially given the delay of the world socialist revolution, the crisis and collapse of Stalinism worldwide, and the ferocious acceleration of neo liberal globalization (Larner 67). In the present state of uncertainty and political flux, the influence that the Stalinists enjoy is the mai n focus, after their abandonment for the proletariat 19 years ago in a revolutionary defeat. In an attempt to increase their social base, the Stalinists are targeting the revival of the labour movement. Additionally, the move in strategic sector of the economy, will also avail an opportunity to convince the ‘national’ bourgeoisie of their capabilities to maintain the status of social status and furthermore open a road towards a peaceful capitalist development. However, the role of Stalinists in China just like any other part of the world is to hamper with the process of revolutionary movement, and instead revert back to class collaboration (Larner 72). In conclusion existing Chinese state cannot be reformed in any fundamental way to serve the masses interests; instead in reflection the common traits of most capitalist states, China attends entirely to the ruling class. A working class should be implemented to replace the existing ruling-class-oriented capitalist China t hrough organized institutions, revolutionary party, factory committees, and workers’ councils. Brown, Wendy. Neoloberalism and the End of Liberal Democracy in Edgework: critical essays on knowledge and politics Princeton University Press, 2005, ch 3. Campbell, John L., and Ove K. Pedersen, eds. The Rise of Neoliberalism and Institutional Analysis Princeton University Press: London, 2001. P. 288 Harvey, David. A Brief History of Neoliberalism. Oxford University Press: Oxford. 2005 Johannes Dragsbaek S. and Jacques Hersh, Neoliberal globalization: Workfare without welfare, Globalizations, 1474-774X, Vol. 3 (1), 2006, Pp. 69 – 89. Larner, Wendy. Neo-liberalism: policy, ideology, governmentality, Studies in political economy, 2000, p. 63-72. Prasad, Monica. The Politics of Free Markets: The Rise of Neoliberal Economic Policies in Britain, France, Germany and the United States. University of Chicago Press: Chicago, 2006. P. 328.

American Politics in the Context of Obama’s Election and the First 100 Days Essay Example for Free (#100)

American Politics in the Context of Obama’s Election and the First 100 Days Essay Though none opposes the fact that motivation is the real driving engine of every action, there is considerable differences among the theorists about its mechanism, especially when it comes to explore the possibility to bring out the best out in the employees of an organization, where one school of thought advocates for extrinsic motivation for instant solution and the other insists on capitalizing the long-term efficacy of intrinsic motivation. Under the present context of economic downturn, this issue is extremely important, as extrinsic motivation primarily involves money. Therefore, this paper explores the core elements of motivation and concepts of extrinsic and intrinsic rewards from relevant literature, before coming into its own conclusion. Core of Motivation The core of motivation contains three elements like Consciousness, Inverted Qualia and Absent Qualia. These three together create various mental states. Consciousness It has six major identifiable states like 1. State of awareness: When someone is aware of something (Rosenthal, 1986). 2. Qualitative states: Sensing something out of something like enjoying a meal or experiencing a pain. Such experiences are called â€Å"qualia†, and are regarded as â€Å"intrinsic, private, ineffable and nomadic features of experience, † (Dennet, 1990). 3. Phenomenal states: A state involving more than sensory qualia, covering spatial, temporal and conceptual organization of experiences about the world and the person’s inference about it. 4. What-it-is-like states: Associating a sense of experience with another. 5. Access consciousness: It’s like seeing a thing and ideating something and then deciding on something, where there may or may not be any relationship among the above-said three stages. 6. Narrative consciousness: This â€Å"stream of consciousness† contains a series of thoughts from the â€Å"perspective of an actual or merely virtual self† (Dennett, 1991). Inverted Qualia It refers to a personal package of intrinsic and intricate experiences, with which humans decipher various external signals and respond to them, where the nature of experience governs the nature of response. The difference in perception causes inverted qualia, as for example someone might like green tea and detest coffee for no unexplainable reasons. This trait has a strong connection with intrinsic motivation (Dennet, 1991) Absent Qualia The concept of absent qualia claims that functional duplicates of a creature would do the same. As for example, if Mr. X likes tea and dislikes coffee, then his absolute clone would also do the same, for which the clone would not need an intricate and intrinsic package of experiences (Dennet, 1991). This concept backs the idea of getting result through extrinsic reward – as for example, if Mr. X and Mr. Y do identical jobs under identical conditions, then if Mr. X feels satisfied with cash reward, Mr.  Y would too follow the suit without a second thought! This study thus highlights two sets of hidden relationships, one, between inverted qualia and intrinsic motivation/rewards, and two, between absent qualia and extrinsic motivation/rewards. In any case, humans’ (apparently) involuntary association with rewards too has its routes in their perceptions, which maintain a master list of individual desires, and accordingly propel them to fulfill such desires. Put into an imaginary diagram, the mechanism of human mind can look somewhat like below: Mechanism of Motivation Motivating Tools From the organizational perspective, the ways and means to motivate the employees can be many. However, the common ones among them are, 1. Rewards 2. Retention 3. Morale 5. Job-enrichment 6. Reinforcement 1. Rewards System: Rewards or recognition system has a great bearing on the emotional plane of humans. † Every behavior comes out of ‘pain and gain’ principle†, says Khera (2004, p. 110). There can be many types of tangible gains like money, vacations or gifts, or they can be intangible, like recognition, appreciation, sense of achievement, growth, responsibility, sense of fulfillment, self-worth, etc. 2. Retention: It highly motivates the employees, as â€Å"Retention is critical to the long term health and success of the company† (Heathfield, 2008). 3. Morale: The elements like praise, love and faith can charge up anyone under any circumstance. 4. Job Enrichment: It relates to the in-house grooming of the employees to become an expert in the related field. 5. Reinforcement. By all means, it is a tool to control the employee behavior (Positive, 2000), which binds the company activities together. Other Factors Related to Motivation There are three other factors that can be instrumental to keep employees motivated, and they are: Job Satisfaction, Goal-setting and Performance appraisals. They are considered to be the self-boosters of the employees, and according to Murphy (2001), belief is a thought that causes the power of subconscious to be distributed into all phases of life. Motivation and Reward System Reward systems are created to fuel the employee cooperation, effort and overall satisfaction of all members of the company Cacioppe (1999). Other researchers like Hackman (1997) Shea and Guzzo (1987) too have endorsed this view, and suggested to align rewards with group activities. The basic parameter of the formulating a reward structure, however, is expected to apply the common logic like optimizing the ability of the workforce as a whole, though in practice it might go down to an individual, especially where the work patterns are not interdependent. This situation commands a quick review of the nature of intrinsic and extrinsic rewards. Intrinsic Rewards Deci (1975) says that intrinsic rewards evoke a sense of personal causation – i. e.  , an inward mechanism serving as the guiding engine for the action, where its elements are usually intangible and working on the plane of one’s perception, where the journey is being enjoyed over the outcome. Extrinsic Rewards Extrinsic rewards are supposed to generate perceptions of external causation (Deci, 1975) by being mostly tangible in nature – a hike in salary or status, or material gains in other forms. However, researchers like Guzzo, (1979) defies any division in the reward system and considers it a single, usable tools to tweak the frequency of desired response of the employees towards a desired direction. Researchers like Hull (1943) and Skinner (1953) placed extrinsic reward as a direct link between stimulus and response, and their views include punishment as a stimulus too, besides subscribing to the power of stimulus. Reaction No matter how much Hull (1943) and Skinner (1953) wanted to establish extrinsic motivation as the best motivating tool to earn competitive advantage, extrinsic motivation carries a hidden cost besides the cost involved in its implementation. Researchers like Deci and Ryan (1985) used attribution theory and suggested that humans constantly reassess the reasons for their behaviors besides others. Before that, Lepper et al. (1973) had observed that reinforcement generates two effects for the management, like gaining control over activity or fastening the process; two, the backlash effect in absence of reinforcement. The example below would explain it better: A group or an individual gets a reward of x amount of money for a period y, where x+y=m, m being the increased rate of production. Before that, the situation was y=z where production was z. Now in the absence of reinforcement and with the influence of attribution theory, the situation would stand like y-x = n, where n < z. This clearly goes against the basic reason for motivating the employees, i. e. , to enhance the profit of the organization. â€Å"Engagement occurs when an employee connects emotionally with his work,† says Paul Glen (2007), and if one checks the mechanism of motivation, one gets convinced that extrinsic motivation cannot influence the employees to connect emotionally with their work, as it is guided by absent qualia, i. e. , a momentary and involuntary chase, where emotion has no role to play. On the other hand, the intrinsic motivation is guided by inverted qualia, i.  e. , conscious chase and that clearly takes along emotion in its journey and influence the human mind in no less than six ways. Conclusion The research and discussion above clearly shows that extrinsic motivation system can be a threat in disguise for the organizations especially under the present context of economic downturn, while intrinsic motivation can be the ideal solution under the same circumstance, where it can raise emotional attachment with the organization and inspire the employees to produce more for less. References Cacioppe, R. (1999). Using team-individual reward and recognition strategies to drive organizational success. Leadership and Organization Development Journal, 20(6), pp. 322-331. Deci, E. and Ryan, R. (1985) Intrinsic motivation and self-determination in human behaviour. New York: Plenum Press. Deci, E. L. (1975). Intrinsic motivation. New York: Plenum. Denett, D. C. (1990). Quining qualia†. In Mind and Cognition, W. Lycan (Ed. ), Oxford: Blackwell, 519-548. Dennett, D. C. (1991). Consciousness explained. Boston: Little, Brown and Company. Glen, P. (2007). You Can’t Outsource Retention. Computerworld, July 16, 2007. Guzzo, R. A. (1979). Types of rewards, cognitions, and work motivation. Academy of Management Review, 4(1), pp. 75-86. Hackman, J. R. (1997). Why teams don’t work. In R. S. Tindale, J. Edwards, & E. J. Posavac (Eds. ) Applications of theory and research on groups to social issues. New York: Plenum. American Politics in the Context of Obama’s Election and the First 100 Days. (2016, Oct 14).

Feedback after reading the banking concept of education by Paulo Essay

Feedback after reading the banking concept of education by Paulo Freire - Essay Example In this regard, this paper gives a response to the article "the banking concept of education" by Paulo Freire, clearly and analytically discussing this system of education. Although it is true that students especially in the contemporary world, flourish academically as a result of their ability to master what their teachers have taught them in class, it is worthy also to note that such memory is very instrumental in many fields of study and ought to be nurtured. Generally, the system of formal education has inculcated in the schools through teachers that the students who have the exceptional ability to memorize and master harvested concepts, vocabularies, and outlines are the best academically. While this could be true to some extent, there is a significant need to be cautious in relating this to the academic potential of the concerned students, as sometimes the opposite is true. The banking concept of education is not only harmful to the education sector as a whole but also to the students who merely act as the recipients of knowledge rather than contributors to knowledge. In addition, this system of education normally turns out to be ineffective majorly due to the fact that some of the so called ‘A’ students do not normally perform well in institutions of higher learning and even in the professional world. This is because there is no direct correlation between the ability for one to memorize others’ opinions and the application of the same in real world situations. Such scenario only means that the teachers only use this method of education to assist students pass their examinations and proceed to the next level. Since there is not a single person who has the monopoly of knowledge, it is not a good idea for the teacher to pose as one by being the narrator. The students, who due to their naivety humbly submit to

Arms, Mines, and Use of Explosive Force Research Paper

Arms, Mines, and Use of Explosive Force - Research Paper Example The working structure shown by Rutherford of how NGOs advanced their cause included two sections into which the agenda setting components could be divided. The first takes a keen view of level-one agenda setting called â€Å"cognitive agenda setting,† and the second takes another keen view of level-two agenda setting, called â€Å"norm agenda setting†. The first section investigates how NGOs placed the landmine issue on the agenda of the government and the public. The second investigates the influence of the particular elements of the landmine issue on the agendas of the public and the government (Rutherford 78). Another reason why Rutherford’s explanation is more compelling is that he shows the three important components of agenda setting that were addressed by NGOs in both sections, as they advanced their cause leading to the Anti-Personnel Mine Ban Treaty. These are framing, schema, and priming. Framing means the selection of elements within a particular issue . These elements are used in the promotion of a particular problem definition, evaluation in moral terms, and treatment recommendation for the item viewed. The core of the second level of setting agendas is the transference of the salience of attributes. Schema on the other hand is a concept linked closely to framing, but takes a deeper view on how people organize their thinking. Priming is the process of activation of schemas. It assumes that features of a stimulus or frequency activates cognitive structures that were previously learned and has an influence on ambiguous stimulus interpretations. These three important components of agenda setting were then addressed in both sections. In addressing framing in section one, the landmines were listed as a new issue and in the process, get people to think about landmines as a humanitarian issue. In section two, the horrible effects and disproportionate consequences of landmines were exposed. In addressing schema in section one, outrageou s landmine statistics were listed, and in section two, leadership games to control the landmine issue were revealed. In addition, in addressing priming in section one, landmine victim stories were told, most of them sad. In section two, incoherent arguments among anti-ban states were brought up. This is more convincing (Rutherford 78). Hubert on the other hand chooses to focus more on the proceedings of conferences that were held prior to the signing of the Anti-Personnel Mine Ban treaty. This, in my view, is not very convincing, as it does little to show how the NGOs and other organizations influenced the debates and proceedings at those conferences. For example, at The Conference on Disarmament, he explains of how supporters of the CD approach were opposed by the supporters of the Ottawa Process. He does not go further to explain how the CD process was reached at and who exactly came up with the process (Hubert 19). The third reason why Rutherford advanced a more compelling argume nt is that, apart from coming up with a structure of how NGOs advanced their cause leading to the Anti-Personnel Landmine Treaty, he went ahead to explain the structure comprehensively. Hubert had no comprehensive structure in the first place and therefore, his explanations were not very catchy. Rutherford explained his structure well by stating the three agenda-setting components in the two levels. In stating the agenda-setting c

Convocation Address Essay Example for Free

Convocation Address Essay As part of his attempts to survive the horrors of the camp, Faludy (a university professor) gave mini-lectures in the barracks at night on a variety of subjects. Some of the fellow prisoners eagerly joined in; others declined. Faludy notes, Those who died . . . ere always the men who had been most determined to survive, those who had concentrated on nothing but food, sleep and warmth . . . I was reluctant to admit the obvious: that delighting in a good poem or discussing Platos Socratic dialogue could somehow arm the spirit to the point that it could prevent the bodys collapse. He concludes his address with this realization: Our whole fragile tradition of art and thought is neither an amusement nor a yoke. For those who steep themselves in it, it provides both a guide and a goal for surpassing all the half-baked ideologies that have blown up at our feet in this century like landmines . . All we have to guide us in this present is the accumulated thought and experience of those who have lived before us. This convocation address has had a significant impact on my view of education. Most people agree that there is potentially something noble about teaching, yet Faludy proves it. I am reminded of film critic Roger Eberts assessment of the film Life is Beautiful in which Ebert argues that since Jewish prisoner Guido is a clown, comedy becomes his weapon. Faludy was an educator. Education was his weapon. As it is for us all.

the works of dylan thomas :: essays research papers fc

Brown i. The Works of Dylan Thomas Thesis Statement: Dylan Thomas, renowned for the unique brilliance of his verbal imagery and for his celebration of natural beauty, applies his own unnecessarily complicated and obscure style of writing to his poetry, stories, and dramas. I.  Ã‚  Ã‚  Ã‚  Ã‚  Dylan’s obscure poems contained elements of surrealism and personal fantasy, which is what draws readers to them to reveal the universality of the experiences with which they are concerned. A.  Ã‚  Ã‚  Ã‚  Ã‚  18 Poems 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Continuity between nature and the Stories of Christ and Adam† (Korg 42). 2.  Ã‚  Ã‚  Ã‚  Ã‚  Semantic properties of language are possessed by the natural world. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Conflicts preceding the mystical resolution. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Personal statement as dramatic monologue. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Complexity of death. B.  Ã‚  Ã‚  Ã‚  Ã‚  Twenty-five Poems 1.  Ã‚  Ã‚  Ã‚  Ã‚  Dylan’s reaction to other people. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Immortal companionship of matter and spirit† (Korg 62). 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The duality of time as it is manifested in the alternation of the seasons† (Korg 67). 4.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Relationships with other people and with external scenes and events as episodes in the drama of spiritual life† (Korg 70). C.  Ã‚  Ã‚  Ã‚  Ã‚  Later Poems 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"These later poems were usually written in response to some particular experience rather than to experience in general. Their points of departure are intimate and local rather than cosmic† (Korg 73). 2.  Ã‚  Ã‚  Ã‚  Ã‚  The lover is condemned to an essential betrayal. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Ordinary events, humble folk, and local scenery, together with the compassion and tenderness these things evoke, occupy the foreground of these poems† (Korg 82). D.  Ã‚  Ã‚  Ã‚  Ã‚  Last Poems 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Poems in praise of God’s world by a man who doesn’t believe in God† (Korg 91). 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The renewal of earth after some mysterious universal catastrophe† (Korg 95). 3.  Ã‚  Ã‚  Ã‚  Ã‚  Essential images and impressions held loosely with a syntactic framework. Brown ii. E. Longer Poems 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Altarwise by owl-light sequence is an intricately ambiguous, punning fabric in which Thomas carries his linguistic and rhetorical virtuosity to extremes, producing a result both more complex and more obscure than any of the other works† (Korg 100) 2.  Ã‚  Ã‚  Ã‚  Ã‚  The views of the mystic in the real world. 3.  Ã‚  Ã‚  Ã‚  Ã‚  The midwinter rebirth legends from primitive cultures, the return of the spring. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Christian myths with other religions: birth, sacrifice, light, and darkness. II.  Ã‚  Ã‚  Ã‚  Ã‚  Dylan was as productive a writer of stories as he was of poems. A.  Ã‚  Ã‚  Ã‚  Ã‚  Thomas’ stories fall under two categories: vigorous poetic fantasies, and poetic objective narrative. B.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The main characters are madmen, simpletons, fanatics, lechers, and poets in love: people enslaved by the dictates of feelings† (Korg 121). III.  Ã‚  Ã‚  Ã‚  Ã‚  He only completed four scripts but worked on several others as a writer of films. A.  Ã‚  Ã‚  Ã‚  Ã‚  He wrote documentaries for the Ministry of Information during his wartime job. B.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Cinematic writing made few demands on Thomas’s real literary gifts, but it did show that he had an unexpected capacity for adapting himself to the new form, and for persevering with extended projects until they were complete† (Korg 137).

Physical Networking Essay

When installing a cabling system there are a number of factors that come into play. Choosing the appropriate LAN device, cost of the whole job which is a major factor, and device interconnections. Knowing your codes are very important as well. When it comes to choosing the appropriate LAN device this is extremely important. Choosing the right router plays a part, some routers only work with certain types of operation systems. Choosing the right switch is important. You would want to choose a switch that has a mixture of both UTP and fiber ports. People sometimes routers depending on their price or speed. Cost are determined by the type of LAN and WAN networks you are trying to setup when setting up a network you need to consider 4 physical areas. Work area, telecommunications room, backbone cabling, and distribution cabling. Work areas are locations devoted to end devices used by individual users. Telecommunications room is where connection to intermediary devices take place. Horizontal cabling connects the telecommunications rooms with the work areas. While backbone cabling is used to connect the telecommunications rooms to the equipment rooms, where the servers are often located. If you don’t know the fire codes when it comes to wiring you shouldn’t be installing or attempting to even make wires for the network you are developing. (Cabling and Planning Networks, 2015) Works Cited Cabling and Planning Networks. (2015, January 25). Retrieved from High Tech : http://www.hightech.net

Relationship Of Religious And Citizenship Education Education Essay

I have been asked to compose an essay critically analyzing the relationship of spiritual and citizenship instruction. I will measure whether both topics will help each other, or if one of them will be in danger, and devour one another. I will include the followers in my essay: the history of spiritual instruction and citizenship instruction. I will discourse, for and against statements on spiritual and citizenship instruction. I will demo some statistical and authorities studies ; on how good these lesson are making. I will advert some appropriate resources to be used in the schoolroom to learn these lessons. Furthermore more I am traveling to compose about the positions of those learning these topics in schools. Definitions of spiritual instruction Watson 1992 p.12 ‘Religion is particularly concerned with what one worships which is in bend connected with what one thinks one ought to be in awe of, experience low towards, fear, and so forth. Which are non concerned with any of them ‘ . Another definition of spiritual instruction Thompson and Watson 2006 p.65 ‘pupils are taught that faith involves: narratives ; belief ; rights and incorrect ; community ; rites ; feelings ‘ . These definitions suggest that spiritual instruction is linked to idolizing, esteeming other civilizations and beliefs, and cognizing right from incorrect. Religious instruction could besides halt racism in society, by kids cognizing about different beliefs of people. Broadbent and Brown study 2002 p.173 relate to the swann proposing that ‘bringing about a greater apprehension of diverseness of faiths nowadays in Britain today can besides therefore we believe play a major function in disputing and get the better ofing racism ‘ . In my sentiment spiritual instruction is to make with spiritual and moral values in different faiths or religions. Definitions of Citizenship Education ( the kink study 1998, p.9 ) ‘In the political tradition stemming from the Greek metropolis provinces and the Roman democracy, citizenship has meant engagement in public personal businesss by those who had the rights of citizens: to take portion in public argument and, straight or indirectly, in determining the Torahs and determinations of a province. Another definition of citizenship ( Collins 2008 p.1 ) ‘citizenship instruction is about assisting immature people to understand their rights and duties, to understand how society works, and to play an active function in society ‘ . A different definition of citizenship instruction ( Skelton, Francis and Smulyan 2006 p.286-287 ) ‘tends to intend that school pupils are taught about representative democracy and parliamentary political relations ‘ . From these definitions I can see that the chief countries that are involved in citizenship instruction are political relations and the individual ‘s function in society. On the other manus citizenship takes on more political point of position and it is more argument based. History of spiritual instruction started in 1811 when the national society promoted spiritual instruction, to supply instruction for the hapless kids in the established church schools. In the 1870 Education Act new schools were established, run by local governments with their course of study to include spiritual instruction. In 1931 a study was released called the Hadow study which fundamentally said that spiritual instruction is critical for larning. Thompson and Watson 2007 p.54 ‘the instruction of faith is at the bosom of all learning ‘ . There was a study written on secondary schools, in 1938 called the spens study which was stating, all kids need to be taught about faith. Thompson and Watson 2007 p.54 province that ‘no male child or miss can be counted as decently educated unless he or she has been made aware of the being of spiritual reading of life ‘ . The Education Act of 1944 required that all schools should supply ‘religious direction ‘ , while leting both instructors and parents on behalf of their kids the right to retreat. The Education Reform Act 1988 introduced the National Curriculum to schools in England and Wales. This gave the instructors a undertaking which was to educate kids about faith, the chief topic which is Christianity, depicting some of the other spiritual patterns and non teach them. Thompson and Watson 2007 p.54 mentioned that ‘religious instruction should reflect the fact the spiritual traditions of Great Britain are, in the chief, Christian whilst taking history of the other rule faiths represented in Great Britain ‘ . SACRE ‘s ( Standing Advisory Councils for R.E. ) chief responsibility is to rede the LEA on spiritual instruction to be taught in conformity with the Agreed Syllabus in Community and Voluntary Controlled schools. Agreed course of studies are developed out of the national guidelines contained in the non statutory national model for RE. The advantages of these are it provides guidelines for non specializers in RE besides it will help RE co-ordinators in planning every bit good as appraisal. Corporate Worship is lawfully required to take topographic point every school twenty-four hours, it is by and large accepted that Collective Worship, should supply students with infinite for contemplation and/or should be disputing. I think this is a critical portion of a school twenty-four hours because all staff and kids gather together in the hall, say prays, sing vocals besides they can make category assemblies on different festivals: Christmas, Diwali and Eid assemblies this will give cog nition to the kids and staff hearing. RE is non portion of the National Curriculum, but must be taught in schools by jurisprudence. By jurisprudence, all province schools must learn the topic RE, except to pupils withdrawn from categories by their parents. History of citizenship, in 1964 the Association for Teaching the Social Sciences ( ATSS ) was founded at the Institute of Education, University of London, which was to advance societal scientific discipline learning in schools. The topics included in this were sociology, economic sciences and political scientific discipline. During this clip Bernard Crick was interested in discoursing ways of acquiring political relations in secondary instruction and the benefits of this for the students. Cairns, Gardner and Lawton 2004 p.11 have looked at this farther ‘At some phase all immature people. . . should derive some consciousness of what political relations is approximately. Crick subsequently became active in a course of study undertaking financed by the Hansard Society called the Programme for Political Literacy that produced a study Political Education and Political Literacy ( Hansard, 1978 ) ‘ . Due to a alteration in authorities at that clip prevented this study from being published and we could hold seen citizenship instruction in the course of study. Cairns, Gardner and Lawton 2004 p.11 ‘unfortunately, the alteration of authorities in 1979 prevented any immediate action: most Conservatives were so leery of political instruction – ‘citizenship instruction ‘ might hold been more acceptable ‘ . In the 1990 ‘s there was a concern over deficiency of involvement towards political relations by the young person, so the authorities had to step in and make something to work out this job. They introduced citizenship instruction to give kids more consciousness of political activities. Some statistical information, demoing grounds for why first clip electors, do non vote during elections. The Crick study 1998, p.15 ‘A MORI study for the News of the World in March 1997 on first-time electors found that 28 per cent said they would non vote or were improbable to, 55 per cent said that they were non interested or could non be bothered, 17 per cent said that it would non do any difference, and 10 per cent said they did non swear any politicians ‘ . I agree with this statement that people do n't vote. Not many immature people vote, to be honest I have n't voted myself. The lone people whom ballot are the older coevals. The importance of spiritual instruction is that it will assist kids, to larn about different civilizations e.g. what different people belief and their manner of life. Learning about God, how he helps and the kids ‘s ain perceptual experience on life. RE Non statutory model, 2004, p.7 ) ‘provokes ambitious inquiries about the ultimate significance and intent of life, beliefs about God, the ego and the nature of world, issues of right and incorrect and what it means to be human. It develops students ‘ cognition and apprehension of Christianity, other chief faiths, other spiritual traditions and other universe positions that offer replies to inquiries such as these. It offers chances for personal contemplation and religious development. It enhances students ‘ consciousness and apprehension of faiths and beliefs, instructions, patterns and signifiers of look, every bit good as of the influence of faith on persons, households, communities and civilizations ‘ . All these values will do a individual good and caring in society ; cognize what is right and incorrect such as ; drug dealing is incorrect. If people learn these values, it will profit the society, by doing it a safer topographic point to populate in, without offense. The intent of citizenship instruction in schools is critical because, the kids can larn about political relations, rights the kids are entitled to such as the right to instruction and how to be a good citizen in society. The crick study 1998, p.40 examined the benefits of citizenship instruction ‘in schools and colleges is to do secure and to increase the cognition, accomplishments and values relevant to the nature and patterns of participative democracy ; besides to heighten the consciousness of rights and responsibilities, and the sense of duties needed for the development of students into active citizens ; and in so making to set up the value to persons, schools and society of engagement in the local and wider community ‘ . The three chief strands of survey in citizenship suggested by Bernard kink in his crick study are as follows: foremost Social and moral duty – Children larning from the really get downing assurance and socially and morally responsible behavio r both in and beyond the schoolroom, both towards those in authorization and towards each other ( this is an indispensable pre-condition for citizenship ) . Secondly Community engagement – Students larning about and going helpfully involved in the life and concerns of their communities, including larning through community engagement and service to the community. Third Political literacy – Students larning approximately and how to do themselves effectual in public life through cognition, accomplishments and values. The authorities published the National model on Religious Education in October 2004 but it is non-statutory. It encourages schools to learn students about Christianity and the five other major faiths represented in the state. I think this is a good model for RE because it will assist instructors to learn RE to pupils, furthermore it will give them guidelines in learning this topic ; along with giving them thoughts to what to learn. It is non a compulsory model so it is n't extra work for instructors to include in their planning. The Crick study outlined the principle and indispensable purposes of instruction for citizenship ( QCA 1998 ) . The crick Report 1998, p.13 provinces that it is a â€Å" critical and distinguishable statutory portion of the course of study, an entitlement for all students in its ain right†¦ Citizenship instruction can be enhanced by and do important parts to – every bit good as draw upon – other topics and facets of the course of study. † In the Crick Report ( 1998 ) there is merely a brief reference of RE and how it can be used to research moral and societal concerns. There has been some unfavorable judgment on the crick study this has been examined by Faulks,2006, p.60 suggest that ‘The chief failings of the Crick Report can be understood in footings of its abstract construct of citizenship. The Crick Report fails, in peculiar, to give due consideration to the institutional and societal constructions that form the context of citizenship and which, if ignored, must needfully restrict the effectual bringing of an inclusive citizenship instruction ‘ . In August 2002 primary schools citizenship instruction, is non statutory but it is still taught in primary schools. However for secondary schools citizenship instruction is statutory for Key Stage 3 and 4. This is a separate topic to PSHE. It besides has its ain capable content of survey farther more current appraisal at Key phase 4 GCSE short class. In September 2009 citizenship will be a full GCSE and A degree to be introduced. But alterations in new primary course of study will be statutory in 2011. Their will be a capable similar to citizenship instruction in the course of study. The name of this topic will be Historical, geographical and societal apprehension. This will be influential for citizenship in secondary course of study, because the students will hold more understanding of citizenship instruction. QCA provinces that ‘helping kids make sense of our topographic point in the universe and is cardinal to their development as informed, active and responsible citizens. T hey see how societies are organised and shaped by people ‘s values and actions, and how communities can populate and work together ‘ . Ofsted 2005-2006 found that ‘RE no longer stands out as a topic giving cause for concern in footings of instruction, larning and accomplishment. At Key Stages 3 and 4 one in five schools have raised students ‘ accomplishment from satisfactory to good and at Key Stage 4 RE is the 3rd most improved topic in footings of instruction and larning ‘ This is really good statement for spiritual instruction instructors because the betterment of RE will assist spiritual instruction to remain in instruction. On the other manus the instruction of citizenship is bettering, and there are now better chances for preparation, but in about 25 % of schools inspected in 2005/06 the proviso was found to be unequal. Many schools have non yet implemented full programmes of citizenship across Key Stages 3 and 4, and that misconceptions remain about what should be included in citizenship instruction. Ofsted 2005 – 2006 Religious instruction can be taught in a figure of ways such as, the spiritual surveies approach which is to make with assisting kids to understand a scope of spiritual positions and to hold an apprehension for them. Another attack that is used in schools is ethical and religious attack, which is referred to as the survey of moral development. Activities you can make with spiritual instruction: storytelling about God, taking pupils to different topographic points worship. Activities you may see set about on this subject: comparing the differences and similarities between different topographic points of worship, discourse something from pupils ain experience that relates to being inside a particular, holy topographic point, and ask pupils to bring forth a short questionnaire or set of interview inquiries to be used during the visit. Citizenship can be taught in a figure of ways depending on the school cross curricular activity, suspended timetable yearss, coach or tutorial times, distinct lessons combination of all. Activities you can make with kids ‘s during citizenship lessons ; arguments on current issues, a choice of newspaper articles can be examined, people who can assist us the chief activity the kids can pull a image of themselves and make a insight authorship who helps them. The trade game this is where kids represent different members of the community for illustration mill worker and foremans and so forth so you will be given a budget and you need to happen ways on apportioning the money. Political election this can be done by the instructor explicating how local and national elections take topographic point, explain the democracy in this state so you choose three or more persons to stand for the chief political parties so these kids will make a address for the category. Resources are available f or learning citizenship instruction, they have been given the resources but they do non utilize them really good. ( Ofsted 2006, p.37 ) province that ‘citizenship has good resources in copiousness, but frequently they are non used ‘ . Arguments for spiritual instruction, holding good apprehension of spiritual instruction and cognize equal sum of information, about all the different faiths. Furthermore kids who want to larn about the different faiths for RE. Ofsted, 2006-2007, p.80 provinces that ‘Pupils in the schools visited understood better the significance of faith in people ‘s lives than has been the instance in the yesteryear ‘ . Arguments against RE is that the staff at schools do non learn the topics in relation to politically prosecuting the modern universe. Ofsted 2006-2007 p.80 ‘the course of study and instruction in RE did non put sufficient accent on researching the altering political and societal significance of faith in the modern universe. As a consequence, the topic ‘s possible to lend to community coherence, instruction for diverseness and citizenship was non being to the full realised ‘ . Arguments for citizenship instruction the kids can derive cognition of h ow to be good a citizen in society. Arguments against the citizenship instruction, it will be excess work for the school and staff to make be aftering for the topic. Besides some instructors do n't hold adequate cognition on this lesson to present to kids. So they will necessitate to travel preparation to develop their accomplishments on citizenship. There will be arguments on execution of citizenship instruction, how you are traveling to learn citizenship because, the course of study is overloaded and other topics may be dropped to do clip for this lesson. The chief argument environing this will be who ‘s traveling to learn the topic in schools. Ofsted 2010 p.18-19 suggests that the failings in citizenship instruction include ‘weakness in instructor capable cognition ; hapless planning, misconstruing about the topographic point of citizenship in the course of study ‘ . Another failing found in the study ‘weak capable cognition ; usage of inappropriate learni ng methods ‘ . Another factor that affects citizenship instruction was ‘lack of understanding and assurance to learn citizenship ‘ . The positions of those learning spiritual instruction are that the adding another lesson such as citizenship in the course of study, will give less clip for spiritual instruction to be taught to pupils this is backed up by Broadbent and Brown 2002 p.174 ‘concerns expressed by instructors of spiritual instruction that the inclusion of distinct lessons of PSHE and citizenship instruction might badly infringe upon curriculum clip hitherto allotted to RE ‘ . Citizenship instruction will non consequence the position spiritual instruction in the course of study this was back up by David Blunkett who stated ‘religious instruction ‘s place in the course of study would stay unchanged ( Watson 2004, p.260 ) . The positions of those learning citizenship in schools they think that it is of import for kids to understand and esteem themselves and others. Trusting others and have high ego assurance when making treatments or arguments. Worried it could turn into a civic lesso n. Some wanted citizenship to replace spiritual instruction because we can learn these values in citizenship of being a good citizen in society. The other side of the argument could be acquiring rid of spiritual instruction for citizenship instruction. Watson, 2004, p.260 provinces that ‘the replacing of spiritual instruction with citizenship instruction in province schools ‘ . In decision I believe that schools should learn more, spiritual instruction to pupils because the kids will be more cognizant and have relevant cognition about other civilizations around the universe. I think both topics should remain in the course of study because they both have benefits in kids ‘s instruction, such as citizenship will learn the political side of the position point and about society. On the other manus spiritual instruction will learn kids how to esteem other civilizations. They both work in favor of each other because they can learn different things to kids. Watson 2004, p.267 argues that ‘religious instruction, by enabling students to meet different religions and each other through duologue, makes critical part to citizenship instruction while educating for citizenship in its ain right by developing apprehension of our society and peculiar parts spiritual argument can do to the development of the active citizen ‘ .

Development of the periodic table

Development of the periodic table Essay - The Development of the Modern Periodic Table Rosie PurchaseIn 1817, a German scientist called Johann Dobreiner published his idea, the law of triads. These triads were an early attempt of organising the chemical elements. Each triad was a group of three elements that were specifically placed together due to their similar properties, appearance and reactions. He created 6 triads, of which some examples are: lithium, sodium and potassium, and chlorine, bromine and iodine.At this time, scientists had begun to find out the relative atomic masses of each element. Dobreiner showed that in each of his triads the mean average of the lightest and heaviest element was close to the atomic weight of the middle element. A pattern was emerging in his law, but not enough elements fit into these triads therefore this meant that he could not substantiate his hypothesis and his findings were regarded at the time as simply interesting curiosities.English: Monument to the periodic table, in fron t ...Other scientists were also working on discovering relationships between elements, however inaccurate values of what was referred to as the 'atomic weight' prevented them from seeing an overall relationship.A few decades later, an English scientist named John Newlands came up with his own concept of the periodicity of the elements. He arranged all known elements in the order of their ascending atomic weight. In doing so, he found what he believed to be a pattern every eight element in his grouping shared a resemblance and shared similar properties. Then the suggested analogy similar to the intervals of music, the 'law of octaves' was the name assigned to this pattern. His published concept - 'law of octaves' - was controversial at first and was labelled as an eccentric notion unworthy of serious consideration, but later it became recognised as an important simplification within...

Reflections on possible difficulties encountered in carrying out a Essay

Reflections on possible difficulties encountered in carrying out a country risk analysis - Essay Example The methods used by the largest and most famous investment institutions are also in the focus. The Democratic Republic of Congo (DRC) is taken to exemplify the categories and methods discussed. In the World Factbook we find that â€Å"the economy of the Democratic Republic of the Congo has declined drastically since the mid-1980s. The war, which began in August 1998, dramatically reduced national output and government revenue, increased external debt, and resulted in the deaths of perhaps 3.5 million people from violence, famine, and disease. Foreign businesses curtailed operations due to uncertainty about the outcome of the conflict, lack of infrastructure, and the difficult operating environment. Conditions improved in late 2002 with the withdrawal of a large portion of the invading foreign troops. The transitional government has reopened relations with international financial institutions and international donors, and President KABILA has begun implementing reforms. Much economic activity lies outside the GDP data. Economic stability improved in 2003-05, although an uncertain legal framework, corruption, and a lack of openness in government policy continues to hamper growth† (The World Factbook). According to some experts in CRA, country risks can be divided into some precise categories. In the consulted sources six categories can be found. They are as follows: economic, transfer, exchange rate, location, sovereign and political risks (Meldrum, 2000, p.2). These categories do not stand apart from each other, but are closely interrelated due to the specifics of a domestic economy. The economic risk is closely connected to the overall economic policy of the country, that is, its fiscal or monetary policies interrelating with such nationally important factors of wealth distribution or industry decline. This type of risk goes hand by hand with political risks.

Analysis Assignment Example | Topics and Well Written Essays - 500 words

Analysis - Assignment Example The organization in question known as Extended Family was formed in 1995 by parents who came together due to their concern for their children. Their children were facing stigma as a result of their disabilities. The parents wished their disabled children had independent, supervised, living situations. In addition, the organization was formed with the intention of educating the communities on the dynamics of disabilities, as well as to provide a safe living environment that may enable individuals with disabilities live with dignity. In order to achieve its missions and ensure that Extended Family, Inc. operations are successful, it operates three distinct programs: education, counseling, and residential. Individuals entering these programs may be referred by their social services agencies, schools, parents, or their physicians (Mammano & Tyson, 2008). These programs have varied functions, and they are all geared to ensure that the disabled children’s lives are improved for the better. For instance, the counseling program offers individuals, family and group counseling sessions. The sessions are tailored towards the needs of every individual. On the other hand, education program provides disabled students with learning opportunities. Lastly, the residential program provides 24-hour care to disabled children, and teaches them life skills such as shopping, so that they may live independently. The Extended Family has a budget that ensures that the funds they obtain from donors are used efficiently. For this reason, its employees have been made aware that revenues and expenses are accurately allocated to the administration and program costs. The Director of Administration is charged with the responsibility of drafting an operating budget which he submits to the agencies that provide funds to the organization (Mammano & Tyson, 2008). These financial reports should have the administration expenses falling below the program expenses so that a significant amount