Slavery And The American Bigot Essays - Slavery, Physiocrats

Slavery And The American Bigot Essays - Slavery, Physiocrats Slavery And The American Bigot Slavery and the American Bigot We Americans are interesting people and we have an interesting history. Slavery is part of that history. From time to time we forget just how much of part slavery plays in our history. I was reminded of that once again by the news story on the family reunion of the Thomas Jefferson family. The family of Thomas Jefferson has both white branches and black branches. Thomas Jefferson looms large in the history of our country. The humor comes not from the fact that his decedents are feuding. Who of us dont have family feuds? The humor comes from the attitudes adopted by the two different branches of this same family. Sadly one of the branches has a bigoted point of view. To me a bigot is simply a person who says there is one and only one way to look at a thing. Actually the bigot says a bit more than that. They say there is only one right way of looking at a thing. What makes that narrow is the word one. What makes it bigoted is the word right. Of course the religious bigot would say there is only one godly way of looking at a thing or an issue. The problem with looking at a thing or an issue from one single point of view is that by so doing only the simplest of things can be understood. Most things and most issues are not simple. Imagine looking at a three dimensional object from a single point of view. If we look at the front of our house we can not see the back of it with out changing our point of view. In fact if we only see our house that way we do not even realize that there is a back yard. To us from this point of view the back yard does not exist. Objects and lifes problems are too complex to be grasped from a single point of view. To restrict yourself to a single point of view dooms you to a lack of understanding. To ask others to share this single minded view is to cause bigotry. Understanding Thomas Jeffersons family tree can best be accomplished by acknowledging Sally Hemming.

Derek Bentleys Last Thoughts Essay Example

Derek Bentleys Last Thoughts Essay Example Derek Bentleys Last Thoughts Essay Derek Bentleys Last Thoughts Essay Essay Topic: The Heart Goes Last I dont believe this is happening to me! I have only one hour of my life left before my death sentence is carried out! None of this would have happened if I had not got involved with Chris Craig, and formed a friendship with him and his mates. They were a very bad influence on me. If Id never met Chris, what would I be doing now?Im outraged that I have received a much more serious, fatal sentence than Chris, who is serving only ten years in prison! Ten years only for murdering someone! It wasnt me who killed the cop, it was Chris! I never pulled the trigger! Im completely innocent of murder! As a result of my friendship with Chris, Im going to die in less than an hours time. Its all because of him!I mean, I didnt even try to run off when I had the chance. For goodness sake, it was I in fact that helped the cops catch Chris. I never meant shoot the cop Chris! when I said let him have it Chris! I meant let the cop have the gun Chris! Those stupid cops took the wrong meaning, and so now Im stuck here in here ready to die! I didnt like that judge either; I reckon he was biased. Hell find out sooner or later that he sentenced me for no reason, and so will others. I was treated very unfairly in that courtroom. Some people will pay for this! Oh yes, they will get hurt, just like theyve hurt me!Where did it all start? When did I make the mistakes that led me here? I remember, it was on the 2nd of November, when I went out and met Chris outside the sweetshop, along with Frank and Norman. I regret going out that night now. I should have stayed home with my family. I should have listened to my parents.I can recall Chris, his gang and me all talking; then Frank and Norman left. Chris and I then caught a bus to Croydon. On the bus, he handed me a knife and a knuckle-duster, which I never even used! I wasnt planning on using them either! I should not have accepted them from Chris. I should have said no right then. I guess I was under peer pressure then. I remember Chris carry ing a revolver and a sheath knife. We got off the bus at West Croydon station. Chris intention that night was to rob a butchers shop, and if need be, use the lethal weapons. That was the purpose of him carrying them. We went down Tamworth Road. As we saw a light and heard sounds inside the shop, we had a change of plan, and so went away. This time we were headed for a sweet shop. I can remember that I was still looking inside the shop to see if anyone was there, while Chris had already climbed over the 6ft iron-gate. I should have not gone up with him. It was my last possible chance to escape from this fatal plan, and I unfortunately blew it! I should have realised there would be consequences like this maybe, and also that there could have been witnesses such as the Wares, watching. I was caught red-handed!I dont want to die; I still have lots to live for. Im only 19 years old for Christs sake! People these days should show some mercy! Not even a quarter of my life has passed yet! M y life has definitely gone to waste. Im dying for no reason! I wonder how it feels whilst being hung and dying?! Will it hurt? What happens afterwards? Will I be sent to Heaven or Hell, or is there no such place? How long will it take for me to die? Im not frightened of death at all. Just nervous and curious. Id told dad that too. The time seems to pass so fast! Only forty-five minutes to go now!I wonder what the hell Chris is doing now? What does he think of all this? Whether he is regretting everything? Whether hes thinking about me, and what Im doing? And what about his family? His parents? Do they care as much about Chris as mine do for me? What do they think about me? Do they realise or even care that my sentence is unfair? Do they know and care that Im dying because of him?! I do hope they realise that it should be Chris who is sentenced to death instead of me! It should be him being hung in less than forty minutes from now!I wouldnt want to be Chris. Id prefer to be myself an d die rather than be him. I would hate to live with a guilty conscience, knowing someones dead because of a crime that Id committed. I would simply hate to live a life like that! The clocks ticking fast. Im living my last half hour.Ill certainly miss my family. I want to be with them now, and see them again. Im more anxious about leaving them more than anything else. Id do anything and give away every possession I have just so that I could live to see and be with my family. I hope they clear my name. I really do. How do they feel about his situation that Im in now? Are they petrified? Worried? Nervous? Angry? Are they thinking anything at all?I would like to wish them good luck for everything in the future. I want to thank mum and dad for raising me, and Iris for supporting me and being a great sister throughout my life. I hope my younger brother listens to mum and dad and does what hes told. I wouldnt like to think that he grows up to be someone like me! A betrayer to my parents, b ut most of all a traitor to the family name. I know I have made a bad impression and have been a bad influence on my younger brother, but I hope he learns from it; Ive, without doubt, learnt from my mistakes in the past, and I know I cans redeem myself now as its too late; but my younger brother can still fulfil mum and dads wishes by becoming good and by doing as hes told.At least all is not lost for my parents. As a result of me not listening to mum and dad, look how Ive ended up! I am so repentant and most of all ashamed of myself! I would have liked to be someone everyone younger could look up to, not like this! Not a criminal! Im sure mum and dad would have wanted that as well; some sort of role model, as it were. I do hope indeed that they forgive me for everything bad Ive committed.Anyway, I want my family to keep their chin up, and to look after each other, and all the animals in the house. I wish I could tell them this myself in person, and also that I LOVE YOU ALL! Thank y ou all ever so much for what youve done for me. Youve all always been there for me, especially for when I needed you.In the end, I reckon the truth will eventually come out. Justice will prevail. People will know I am not the bad guy. JUST FIFTEEN MINUTES TO GO! Only just fifteen minutes left of my wasted life!Im more fearful of how my family will be treated after Ive been hanged. Thinking of what position my family will be in actually makes me terrified. Think about how people will treat them. Will they feel sorry for them because of my loss? Will they be spiteful and malicious towards them? How will people remember me? A fully-fledged criminal or an innocent 19 year old who was wrongly accused of murder and therefore hung?I believe the guards are coming in now. I can hear their footsteps. Shall I wait for them to enter? Shall I plan to retaliate as soon as they come in? Oh, what shall I do?! I think Ill wait. Im waiting for death. Mum, dad, please forgive me! God, please forgive m y sins. Im extremely remorseful for anything I have done that goes against your will. Oh God, theyre here! I dont know what to do! They are getting me up. Its all happening too fast! Its very hard for me to think this, but I am in fact breathing my last few breaths now! I dont believe this is happening! NO!They are treating me very roughly. I wonder what was in that drink they gave me. It didnt taste nice at all. Theyre taking me somewhere. I can see the very last thing that will ever touch my throat. The guard just said it wont hurt. Ill take his word; at least it will clam me down a little.Daylights gone. I shall never see light again. This is the last time Ill ever see the world. Im in complete darkness now. This is it. I feel my legs tightening ever so hard. OUCH! Now I can hear the loud noises of chains rattling. This is the first time Im actually feeling horrified since I was sentenced. I want to panic, but I cannot go anywhere. I want my mum. I want her to hug me one last tim e. I want to hold my family and kiss them all goodbye. I can hear my heart pounding violently. God save me! Goodbye Derek..

Field of project management and how it relates to the Project Research Paper

Field of project management and how it relates to the Project Management Maturity Model - Research Paper Example Typically, as it has always been the norm, project management works efficiently when the direction and the scope of the project is well depicted and understood. Additionally, the process of project management works effectively when all the stakeholders reach a mutual consensus on aspects of objectivity and expectations. Equally important in project management is the need for a thorough understanding and assessment of the risks involved. All these benchmarking features in project management become achievable when the probability of success is assumed to be equally high. However, different companies no longer align themselves towards the above stated guidelines in the process of project management. Nowadays, different companies are undertaking different approaches towards the project management. Many reasons can be attributed to the shift from traditional project management approaches. One of the reasons in this paradigm shift is that more and more projects are becoming highly complex and hence require technical capabilities in order to achieve success. ... The rising costs, global economic disparities and competition within the market players continue to drive many companies to take more risks. Changes in project management have undergone significant milestones with regard to the entire practices as more industries embrace the art. However, a notable observation is that these companies share similar accomplishments with other companies during the benchmarking activities. One of interesting areas in project management is the project management maturity model, which is a vital component in strategic planning (Kerzner 45). Project management maturity model abbreviated as PMMM, can be elucidated as the foundation in achieving excellence in project management. Project management maturity model is a fundamental component of strategic planning that is significant in achieving distinction in any organization. By incorporating strategic planning in the project management maturity model, organizations are in a position to shorten the time frames of the entire project management. Strategic planning in project management is quite dissimilar from other variants of strategic planning. This is because it is an activity that is performed at the middle-level of management as opposed to the executive management. The executive management only comes into play in a supportive role and also in the provision of funds. The executive management ensures that all the recommendations made by middle level management do no result in unnecessary changes to the corporate culture (Kerzner 928). Many organizations are inclined in performing strategic planning on new services and products by laying out a well thought plan before execution. In project management, strategic

Corporate Social Responsibility Essay Example | Topics and Well Written Essays - 7000 words

Corporate Social Responsibility - Essay Example Moreover, to date there still is no research that supports whether the criteria used (if used) by corporate executives, as agents of corporations, is in agreement with the various criteria used by theorists and organizational observers to evaluate and measure corporate performance in the area of social responsibility. This body of research aims at presenting CSR in a new light and will examine its possible correlation with the underlying profitability of a company. For an increasing number of global and multinational corporations, corporate social responsibility (CSR) has become an important aspect of conducting business (Aquilera et al, 2005; Hummels, 2004; Mackey et al, 2005; Peloza, 2005). Despite the continuing debate about its meaning and despite the ongoing criticism of CSR as being enacted purely for self-interest 2005). Some theorists speculate that the recent surge in interest is due to corporations seeking to increase market competitiveness (Mackey, 2005; McWilliams & Seigel, 2001). On the other hand, some theorists recommend that firms adopt CSR because doing so can mitigate risk and can actually improve profitability (Godfrey, 2004). Other theorists advise corporations to engage in "profit-maximizing ethics" (Windsor, 2001). In a 2004 review of CSR for the Journal of C... Because of the impetus to compete profitably, and because firms desire to ease the negative affects of recent corporate scandals, such as ENRON and WorldCom, leaders are trying to understand how to satisfy both shareholders and stakeholders. Background of the Study Corporate Social Responsibility is not a new concept; in fact, it has a relatively long history. The North American culture has seen several waves of interest in CSR over the past 50 years. In each wave of interest, there appears to have been a continuation of both the interest in its value (to society and to business) and in CSR's inherent problems (Hummels, 2004). Over the years, organizational observers have noted the problems with CSR and describe them as conceptual vagueness, lack of understanding about which operational mechanisms to use, cost benefit, and the lack of an agreed upon moral foundation (Frederick, 1986, 1994; Hummels, 2004; Porter, 2003). There are several debates raging currently concerning corporate social responsibility. One concerns the issue of, what is referred to as, the "one-size-fits-all" problem. Several writers have stated that it is impractical to assume that one definition and one set of CSR operating principles could satisfy all needs across industries, nations, cultures, and organizations (Banerjee, 2001; Gobbels 2002). Another fundamental debate concerns business priorities; from this perspective, we have the debate about the fundamental purpose of business and to whom any corporation should serve the highest allegiance: the shareholder or the various stakeholders (van Marrewijk, 2003). In the past five years, there has been an intriguing appearance of actual research conducted concerning CSR in use. The attempt to move beyond the

The Monkeys Paw Essay Example for Free

The Monkeys Paw Essay What is that sound? she said. Herbert! she was screaming. As the knocking grew louder, the more she screamed. It is a rat honey. I said. No hope, she just kept screaming. As she headed down the stairs, I pictured my son all destroyed. I could not bear to see him that way. I loved my son more than anything but if it meant to bring him back all torn up and tortured, then I would rather him be dead. If it is one thing that I learned from the monkeys paw is that in order to gain your wish you first lose something you love more than anything. Nothing, not even money is worth losing family over. I had to stop my wife before it is too late. I grabbed the monkeys paw and headed downstairs after my wife. I watched desperately as my wife turned the door knob to reveal the figure I only knew so well standing there. I felt tears coming down my face as I realized that figure was my son. My son Herbert was standing at my doorway. Only something was very different. I knew something was off. He was perfectly healthy and in perfect condition. He was not moving. He just stood at the doorway staring. I could tell he was in pain. He was weak. I knew he was not meant to be here. It was as if he sent me some kind of telepathic message telling me it is time to move on. It just was not meant to be that he should be brought back to life. I grabbed the monkeys paw and once and for all made my last wish. I watched as my wifes relieved face turned pale as she watched Herbert disappear into thin air. I knew from then on that nothing would ever be the same again. It is unbelievable how a monkeys paw could ruin someones life. Before it came into my life, everything and everyone were perfectly fine, no matter what we thought. I could hardly bear watch my wife drop to the floor and scream. I wish that my wife would never have to experience this. My wifes pain in itself kills me. As I lay in my bed trying desperately to fall asleep, I started to think about how much I really had and never appreciated it. I never needed two hundred pounds. My life was perfect. Nothing needed to change. If I had one true wish it would be that people should have the ability to appreciate what they have before it is too late. It does not have to be that something bad has to happen for people to realize that everything they have is enough and just because someone else has something they do not have it does not mean they need to have it too. I was woken up the next day by the smell of my wifes cooking. This has to be the way she is coping because she has not cooked anything since Herbert died. As I walking down the stairs I heard a familiar voice. It cant be. I ran as fast I could into the kitchen. Herbert? I said as my eyes started to fill with tears. Hi father, did you sleep well? he said. I went up to him and gave him the biggest hug I have ever given anyone. Oh Herbert, it was a dream. It was dream. Everything is going to be okay. I cant even begin to think of a time that I was so grateful for dreams. Umm okay. he said. Oh Herbert, I only wish you wouldyou know what? Never mind. You and your mother being alive, well and here is all I could ever wish for. As I let my hold on him go, I noticed my son and wifes confused faces. I did not care. All I cared about was that my wife and son were here. They will always be here

Aristotles Logical Foundation of Physiognomics :: Aristotle

Aristotle's Logical Foundation of Physiognomics ABSTRACT: Whenever we meet an unknown person, our first judgment, even unwillingly and often subconsciously, starts from his or her external appearance. Since character can be properly recognized only from words and deeds observed over some time, at first sight we have to rely on what we immediately can see. This physiognomical first approach to each other is as old as humankind, and, though it has never been able to be proved a proper science, in everyday life we all believe in and use physioculture. The earliest extant written work on the subject is the pseudo-Aristotelian treatise Physiognomonica. The author of its first part, in discussing the methodology of the art, refers to Aristotle, who develops the logical foundation of physiognomical inference: as an enthymeme, a syllogism from signs. Yet, concentrating solely on the formal logical analysis, Aristotle does not touch the central point of physiognomics; it C. S. Peirce’s discovery of the triadic relation of the sign t hat was able to shed new light on this central problem and to see physiognomics as a process of semiosis. Thus, Aristotle founded the formal logical basis, from which modern semiotics developed new approaches to physiognomics, taking them in account in several strands of their research. Whenever we meet an unknown person, our first judgement – unwillingly and often subconsciously – starts from his or her external appearance. Almost every aspect of it can be regarded as some kind of clue: for instance, clothing and hairstyle tell something about social status and personal fashion, facial expression and gestures indicate the emotional state of mind, and clinical symptoms allow to diagnose a disease. Yet all those features are superficial and changeable, and therefore don’t tell anything about the inner nature and character of a person, by which we define personality and identity. Since character shows itself only in words and deeds, it would need a long-term observation to detect it (always unrealistically assuming that the character be constant), and still there is hardly a safeguard against wilful deceit. Here, as a short-cut method, physiognomics is used: the art of inferring character from the physique of body and face – especially from those features that can hardly be influenced by their bearer like bone-structure, stature, voice, and the supposedly unconscious parts of body language. An immediate physiognomical inference is necessary for survival in the animal world: to decide at first glance whether the other is prey or predator, friend or foe, that is: whether it is save to stay and to approach or better to flee, to defend or attack.

To What Extent Were Hitler and Stalin Similar?

To what extent were Hitler and Stalin similar? Hitler and Stalin were both cruel dictators around the time of WW2, but to what extent were these two men similar? Firstly they were both dictators throughout WW2; however they were both of different beliefs. Hitler was a fascist and Stalin was a communist, however they were both such extreme versions of these beliefs that they were, in many ways alike. Starting with childhood, Adolf Hitler was born on April 20th 1889 in a small Austrian town called Braunau, near to the German border.His father, Alois Hitler was an abusive drunk similar to Stalin’s father, Besarion Vanovis Jughashvili. This evidence suggests that perhaps the bad relationships these men had with their fathers, who made very poor role models, may have had some contribution to the turnout of these dictators. Stalin did not graduate, unlike Hitler; instead he devoted his time to the revolutionary crusade against the Russian monarchy. He spent 15 years as an activist, who was arrested on a number of occasions and exiled six times in total.In 1913 Stalin was captured for the sixth time, and was exiled to a region in Siberia near to the Arctic Circle called Turukhansk. He was then released for a final time in March, 1917, by Alexander Kerensky’s revolution. When you compare Hitler’s life before dictatorship it is obvious that this portion of the men’s life was extensively different. Stalin rose to power as general secretary covertly, into one of the most dominant communist parties at the time. And when revolution leader Vladimir Lenin died in 1924, control was thought by the Russian public, to belong to Leon Trotsky who was the head of the red army.However Stalin rose to power instead and, although he incorporated fear into his tactics of leadership, like Hitler did, his actual claim of control over Russia was visibly dissimilar. Hitler’s early adulthood was difficult, after leaving his school in Vienna he was devastated by the loss of his mother to cancer. Shortly after which he was struck by another heavy blow, as he was rejected from art school and forced to give up his dream of becoming an artist.He was now very poor and living in a doss house with the homeless, it was at this time many historians believe he developed his hatred of Jews as they were generally well-off people thriving in a time when he had nothing, this hatred would later play a major part in the mass genocide he lead during his dictatorship. When Hitler rose to power in 1933 Germany was facing a crisis, the great depression had struck, and America had stopped funding them or buying their goods, causing 6 million people to lose their jobs, on top of that the restrictions Germany had already suffered due to the treaty of Versailles were catastrophic.So, the public began to question their current democratic leadership. For Hitler turning the public against democracy and communism was easy, they already doubted the democratic leade rship and since the communist uprisings between 1919 and 1920 that had caused a major panic and the horror stories from Russia and Stalin, people already disliked the communists greatly. He used the similar beliefs between himself and the people to strengthen their relationship and allow them to worship him. Similarly, when Stalin came into power he influenced the people to turn them against his opposition by pointing out their similarities.Stalin was a man of the people, a peasant who had fought in the revolution, and was in the public eye having attended and given the main speech at Vladimir Lenin’s funeral. However, his opposition Leon Trotsky was a Jewish Army leader who did not attend Lenin’s funeral (however sources tell that Stalin tricked Trotsky into not going). This was similar to Hitler because they both focused on what they had in common with the public , and ensured they kept themselves in the public eye as the hero when in actual fact they turned out to b e the villains.Another likeness between the two leaders was their use of terror to control their country. Both of the dictators enforced the secret police, who were one of the biggest fears of both countries public, in Russia the secret police were called ‘Cheka’ and in Germany they were known as Gestapo. The secret police were the secret force put together by the government to spy on and capture those who spoke out against them, in Hitler’s case for example the Jews. Once captured by the secret police the prisoners would either be executed or taken away to concentration camps, gulags or ghettos to be tortured and forced to work manual labour.Both men additionally, believed in using children to spy on their parents, in many schools across Germany and Russia the dictator’s beliefs were broadcasted to young children, they were taught to snitch on their parents if they spoke out against the government. When using propaganda Hitler was linked to Stalin through their use of twisting the public’s mind. Many historical sources depict images of Hitler or images of Stalin hugging women and children and leading the army, in addition to this almost all of their osters depicted their political parties symbol, which with Nazis symbol (swastika)ironically meant good fortune and peace. A major difference was that Stalin’s posters were much more general, much more of Stalin loving the public whereas Hitler’s posters clearly defined his policies. For instance Nazi propaganda was widely images of the Hitler youth army, the Aryan race (the race Hitler believed to be superior to all others- blonde hair/blue eyes) and many images of ugly Jewish people perhaps eating German babies.Often when observing Hitler and Stalin people overlook the changes they made for the good. In Hitler’s case he promised policies such as Lebensraum (the need for living space) -the reclaiming of land lost in the treaty of Versailles and, he promised t o increase the army size from 100,000 to 1,400,000. He also came up with the Hitler youth army providing leisure events such as holidays, trips and sports events, moreover he gave the Germans cheaper cinema and theatre tickets and provided them with better meals.He greatly improved the quality of German working facilities, as well as providing loans to married couples, and encouraging the birth of children by saying that the more children you had the less you had to pay back form the loans. Overall the main thing he provided to the poor Germans who had lost so much since WW1. Stalin gave the public hope for triumph for over the cruel grip of fascism taking the current revolution a step further. He made his country a world power alongside the USA, not like Hitler who made Germany suffer a colossal loss after WW2.He greatly improved Russian industries and economy, the farming in Russia increased by 200 %. Additionally Stalin increased by decades the life expectancy of many Russians, h e also enriched the lives of many Russians who lost faith especially throughout WW2. Furthermore, during Stalin’s rule he significantly enhanced the standard of women’s rights by allowing them to receive education and employment and permitting them to give birth in hospitals with prenatal care. Opposing Hitler immensely, who sacked hundreds of women believing their purpose was to stay at home with the children, and cook and clean.On June 22nd, 1941 Hitler, feeling himself losing the war and growing paranoid of Stalin’s communist power invaded Russia calling it Operation Barbarossa. It was a foolish decision which lost him a large portion of his army, and the war essentially. Stalin triumphed and by mid-April of 1945, Soviet forces had pushed their way into Berlin, and Hitler and his wife Eva killed themselves in order to escape the terrible punishments of losing the war. Stalin died later on in 1953 on March 5th, 1953 a stroke.In conclusion although they were bo th at the furthest ends of right wing communism (Stalin) and fascism (Hitler), they were indeed so extreme, that in a way, they were a like. There methods of control, torture and advertisement were so remarkably alike and, their mass genocides will go down as two of the most dreadful, but painfully similar events in history. So to a certain extent I do agree that these dictators were very similar from a particularly young age, though at many significant points in their lives they did show great dissimilarities.

Historical Perspective of the Philippine Educational System Essay

Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race. As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors. The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the re sponsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed, and controlled. The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution. An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the m edium of instruction. A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the  Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites. The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the University of the Philippines. The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction. Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive Commission established the Commission of Education, Health and Public Welfare and schools were reopened in June 1942. On October 14, 1943, the Japanese – sponsored Republic created the Ministry of Education. Under the Japanese regime, the teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized. On Fe bruary 27, 1945, the Department of Instruction was made part of the Department of Public Instruction. In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools. In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen regional offices were created and major organizational changes were implemented in the educational system. The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and 1995 when the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs, respectively. The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively. The trifocal education system refocused  DECS’ mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level manpower training and development while CHED is responsible for higher education. In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework for (i) school head empowerment by strengthening their le adership roles and (ii) school-based management within the context of transparency and local accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens. DepEd Management Structure To carry out its mandates and objectives, the Department is organized into two major structural components. The Central Office maintains the overall administration of basic education at the national level. The Field Offices are responsible for the regional and local coordination and administration of the Department’s mandate. RA 9155 provides that the Department should have no more than four Undersecretaries and four Assistant Secretaries with at least one Undersecretary and one Assistant Secretary who are career service officers chosen among the staff of the Department. (See DepEd Organizational Chart.) At present, the Department operates with four Undersecretaries in the areas of: (1) Programs and Projects; (2) Regional Operations; (3) Finance and Administration; and (4) Legal Affairs; four Assistant Secretaries in the areas of: (1) Programs and Projects; (2) Planning and Development; (3) Budget and Financial Affairs; and (4) Legal Affairs. Backstopping the Office of the Secretary at the Central Office are the different services, bureaus and centers. The five services are the Administrative Service, Financial and Management Service, Human Resource Development Service, Planning Service, and Technical Service. Three staff bureaus provide assistance in formulating policies, standards, and programs related to curriculum and staff development. These are the Bureau of Elementary Education (BEE), Bureau of Secondary Education (BSE), and   Bureau of Nonformal Education (BNFE). By virtue of Executive Order No. 81 series of 1999, the functions of a fourth bureau, the Bureau of Physical Edu cation and School Sports (BPESS), were absorbed by the Philippine Sports Commission (PSC) last August 25, 1999. Six centers or units attached to the Department similarly provide technical and administrative support towards the realization of the Department’s vision. These are the National Education Testing and Research Center (NETRC), Health and Nutrition Center (HNC), National Educators Academy of the Philippines (NEAP), Educational Development Projects Implementing Task Force (EDPITAF), National Science Teaching Instrumentation Center (NSTIC), and Instructional Materials Council Secretariat (IMCS). There are four special offices under OSEC: the Adopt-a-School Program Secretariat, Center for Students and Co-curricular Affairs, Educational Technology Unit, and the Task Force Engineering Assessment and Monitoring. Other attached and support agencies to the Department are the Teacher Education Council (TEC), Philippine High School for the Arts, Literacy Coordinating Council (LCC), and the Instructional Materials Council (IMC). At the sub-national level, the Field Offices consist of the following: 1. Sixteen (16) Regional Offices, including the Autonomous Region in Muslim Mindanao (ARMM*), each headed by a Regional Director (a Regional Secretary in the case of ARMM); 2. One hundred fifty-seven (157) Provincial and City Schools Divisions, each headed by a Schools Division Superintendent. Assisting the Schools Division Offices are 2,227 School Districts, each headed by a District Supervisor; 3. Under the supervision of the Schools Division Offices are forty-eight thousand, four hundred forty-six (48, 446) schools, broken down as follows: 1. 40,763 elementary schools (36,234 public and 4,529 private) 2. 7,683 secondary schools (4,422 public and 3,261 private) Legend: * ARMM is included in the budget of the Department on the following: Creation of teaching and non-teaching positions; Funding for newly-legislated high schools; Regular School Building ;Certain foreign-assisted and locally-funded programs and projects. Issues and Problems in the Philippine Educational System: A Challenge Towards the Attainment of Quality Education Our country has gone through many changes and development for the past few years. The continuous process made great impacts in the lives of millions of Filipinos. Relatively, the changes have given us advantages not to mention the disadvantages it brought causing downfall to many people. There are numerous questions concerning the issues and problems existing in the Philippine Educational System as to how we can resolve it the best way we could to attain that kind of quality of education we have been searching and longing for. Where do we begin and how do we respond to such? Public schools are the building blocks of our societies. They can be considered our foundational instruments. Although these venues of learning play significant roles, they are unable to provide the best they can, due to their numerous flaws. As I’ve gone through different readings and researches, questions were arising in my mind as to what solutions are applicable in addressing the problems about the quality of education, affordability, budget, mismatch, integration of sex education in the curriculum, R.A. 9710 (Magna Carta for Women) and other concerns which are somehow related to it. I will always stand for what I believe in according to my observations that we have good guidelines and policies on education but what is lacking is the ability to implement such in accordance to the needs of every school, majority of which belong to the public education system. Generally, Philippine Education aims to provide quality and free education both for the elementary and secondary public schools but again this have not been observed and understood well causing it to be a burden most especially to the students and parents. Declining standards in public schools is one of the most controversial education issues today is the c ontinuing decline in student learning†¦

Civilization essays

Civilization essays Afghan history before the politically critical period that began in 1973 could be broken into five distinct time periods. Throughout this paper I will discuss the two earlier periods the area now referred to as Afghanistan had no name, the territory lied across the crossroads of many trading routes; silk and iron. Afghanistans earliest sign of human history are rich in art, architecture, and archeological remains. These two earlier periods are commonly referred to as Pre-Islamic and Islamic. It was during the Islamic period, 700-1709 that Afghanistan began to assume its temporary form. The country began to appear during the eighteenth century and emerged at the end of the century as a budding empire spreading west and southward. In Afghanistan around 3000BCE-2000BCE the first true urban centers were founded, Mundigak and Deh Morassi Ghun. Mundigak (modern day Kandahar) had an economic base of wheat, barley, sheep and goat. With this evidence the idea that the original inhibitors of Afghanistan were from the Indus River Civilization is found. Ancient Afghanistan is believed to have been in the crossroads of the Mesopotamia and other civilizations. Information gathered about this area of the Middle East is found through the written scribes of oral legends, epics, and myths, these of which cast considerable light upon the early culture, and the politics. In 2000-1500 BCE the Aryan tribes came into Afghanistan they were originally a tribe of herders who spoke one language. The city of Kabul was established during this time. Beginning in the seventh century, the spread of Islam eastward local rulers and swept northeast into Central Asia and south toward the Indus River valley. Over the span of three centuries, the following of Islamic rule diffused from ruling classes into the classes of peasants, by the time of The Ghaznavids in the tenth century most of the middle East had become Muslim. The only exceptions to this ma...

Geology of the Appalachian Mountains

Geology of the Appalachian Mountains The Appalachian Mountain range is one of the oldest continental mountain systems in the world. The tallest mountain in the range is the 6,684-foot Mount Mitchell, located in North Carolina. Compared with the Rocky Mountains of western North America, which have 50 plus peaks over 14,000 feet in elevation, the Appalachians are rather modest in height. At their tallest, however, they rose to Himalayan-scale heights before being weathered and eroded down over the past ~200 million years. A Physiographic Overview The Appalachian Mountains trend southwest to northeast from central Alabama all the way to Newfoundland and Labrador, Canada. Along this 1,500-mile path, the system is split up into 7 different physiographic provinces  that  contain distinct geologic backgrounds. In the southern section, the Appalachian Plateau and Valley and Ridge provinces make up the western border of the system and are composed of sedimentary rocks like sandstone, limestone, and shale. To the east lie the Blue Ridge Mountains and Piedmont, composed primarily of metamorphic and igneous rocks.  In some areas, like Red Top Mountain in northern Georgia or Blowing Rock in northern North Carolina, the rock has eroded down to where one can see basement rocks that formed over a billion years ago during the Grenville Orogeny.   The northern Appalachians are made up of two parts: the St. Lawrence Valley, a small region defined by the St. Lawrence River and St. Lawrence rift system, and the New England province, which formed hundreds of millions of years ago and owes much of its present topography to recent glacial episodes. Geologically speaking, the Adirondack Mountains are quite different than the Appalachian Mountains; however, they are included by the USGS in the Appalachian Highland region.   Geologic History To a geologist, the rocks of the Appalachian Mountains reveal a billion-year story of violent continental collisions and the subsequent mountain building, erosion, deposition and/or volcanism that came with. The geologic history of the area is complex but can be broken down into four major orogenies, or mountain building events. It is important to remember that between each of these orogenies, millions of years of weathering and erosion wore the mountains down and deposited sediment in the surrounding areas. This sediment was often subjected to intense heat and pressure as the mountains were uplifted again during the next orogeny.   Grenville Orogeny: This mountain-building event occurred around 1 billion years ago, creating the supercontinent Rodinia. The collision formed tall mountains along with the igneous and metamorphic rocks that make up the very core of the Appalachians. The supercontinent began to break apart around 750 million years ago and by 540 million years ago, an ocean (the Iapetus Ocean) existed between the paleocontinents.  Taconic Orogeny: Approximately 460 million years ago, as the Iapetus Ocean was closing, a volcanic island arc chain collided with the North American Craton.  The remnants of these mountains can still be seen in the Taconic Range of New York.Acadian Orogeny: Starting 375 million years ago, this mountain-building episode occurred as the Avalonian terrane collided with the North American Craton. The collision did not happen head on, as it struck the northern section of the protocontinent and then slowly moved southward. Index minerals show us that the Avalonian terrane stru ck the North American craton at different times and with different collisional forces. Alleghanian Orogeny: This event (sometimes referred to as the Appalachian orogeny) formed the supercontinent Pangea ~325 million years ago. The ancestral North American and African continents collided, forming Himalayan-scaled mountain chains known as the Central Pangean Mountains. The modern-day Anti-Atlas Mountains of northwestern Africa were part of this chain. The mountain building ended some 265 million years ago, and the ancestral North American and African continents began drifting apart ~200 million years ago (and continue to do so to this day). The Appalachians have weathered and eroded away over the past hundreds of millions of years, leaving only remnants of the mountain system that once reached record heights. The strata of the Atlantic Coastal Plain are made up of sediment from their weathering, transportation, and deposition.

Critically assess the sustainability policy of The Sustainable Luxury Essay

Critically assess the sustainability policy of The Sustainable Luxury Forum 2015 - Essay Example When implemented, the policy will maximise the ability of the event to contribute positively to development and sustenance of sustainable development goals. It is, therefore, the aim of the policy to see an elevated standard of practice that is consistent with the best practices in event sustainability. The sustainable luxury forum is a series of events aimed at addressing issues related to communication, safety, energy reduction, waste minimisation, environmental conservation among others (Cole 2004). Critically assessing the sustainable management policy of this 2015 event will help in determining the strengths of the policy and coming up with recommendations on how the performance of the policy in management of the event can be improved to ensure that the mission and vision of the event are achieved. The baseline goal of any policy is not just to ensure success of the event but also its sustainability (Schwandner 2004, p. 33). Measuring the degree of sustainability is a common challenge in many organisations. Triple bottom line is a theoretic approach to measuring of sustainability. This theory was developed in mid-1990 by John Elkington as an accounting model. Presently, the theory is used beyond the measurement of profits and losses in accounting setting to include other dimensions where management is necessary. It is, therefore, widely used in environmental and also social dimensions (Kaiser & Ringlstetter 2011). The theory incorporates three dimensions of policy performance that should be established and sustained: social, environmental and financial. The main focus of the theory as it is the main theory that will be used in this paper are the people (social), the planet (environmental) and the profits (financial). These are also known as the three Ps. The social factors thus considered may include the community variations and issues related to resources

ROWE Program at Best Buy Term Paper Example | Topics and Well Written Essays - 1000 words

ROWE Program at Best Buy - Term Paper Example Hellreigh and Slocum (2011) stated ‘ROWE is all about results. Â   No results, no job’ (p. 553). ROWE program displays a culture of more personal life friendly atmosphere. It was implemented and demonstrated at the Best Buy headquarters in Minneapolis. In the year 2009, Best Buy replicated this program to its retail stores. The ROWE program is aimed at building employees’ competencies so that they become better managers of their work and time. The program gave the employees a sense of power over their work and provided a paradigm shift from how work is completely to only the work results. The change made the employees more flexible in terms of work-life balance, which boosted employee morale. Managers now have a sense of accountability regarding the part they have played to create stress free environment for their employees. Discuss the resistance, both organization and individual, which the ROWE program had to overcome. Immediately after the ROWE program was lau nched, there was resistance from the employees in the program implementation. The management thought that too much flexibility was being given to the employees and they could not handle it. There was an issue of whether the program was fair to the employees regardless of the department they worked in. For the individuals, they were simply moving from known to unknown and they were not sure of what lay ahead. They felt that their way of work was being interfered with and they had to figure out another way to get ahead. Organizations in Best Buy had to change they was of production. The managers could no longer set up work without proper and adequate planning. They had to devise ways of assigning employees work. Then get the job done without having the workers working longer hours than was necessary.... ROWE Program at Best Buy The organizational development approach of Results-Only Work Environment (ROWE) was adopted by Best Buy in 2003. A good organizational culture is a result of sharing core values among employees of an organization. Prior to ROWE program, there was minimum sharing of values among the Best Buy employees. The negative working environment prevalent in the organization hindered the work bond among employees. There was not much time available for employees to interact since each was busy trying to beat deadlines and working overtime. A survey conducted to verify the attitude of ROWE participants found out that the participants’ feeling of pressure and a sense of working hard had killed the creative ability to initiate and develop a participative culture. Stunted growth and insecurity had been created by the lack of interaction, brought about by lack of time and too much fixation with the individual work. It goes without saying that no organization can effectively achieve its mission and objective if the organizational culture is improperly balance. A source of stress that is evident in this case is the work-life balance by the employees of Best Buy. Initially, they were not able to balance work and their personal life. Thus, both of them were negatively affected, to the point that results produced were not optimal. The pressure of having to spend long hours working to get ahead created work stress which some employees could not cope with.