The Antiquity of the Han Dynasty Term Paper Example | Topics and Well Written Essays - 3500 words

The Antiquity of the Han Dynasty - Term Paper Example They adopted legalism for the strength of their ruler ship and to set the rules and regulations while on the other hand Confucianism was meant to be followed by common people because of the importance of morals and the guidance towards achieving the moralistic rewards and satisfaction. Han dynasty aimed strongly towards achieving a direct control of people by the state. The set of rules and regulations meant for the people of the early imperial China to follow were clearly directed towards achieving a unified nation. China flourished economically right after the supremacy of Wu Ti who was a renowned militant successful in the expansion of borders into Vietnam and Korea. This was a huge step towards an increase of population in order to colonize the entire area. The economic expansion assisted immensely in producing a proper platform for the trade opportunities that came their way and this platform was named as the 'Silk road' that helped the traders to channel their line of work and Silk in particular was sold through this route. Along with the economic development, agriculture increased on an apparent high scale and irrigational systems were introduced to increase the development within the Northern areas in China. The education sector also developed during the Han period because of a new honorable class of gentry that was introduced. With education came a stack of informative encyclopedias to assist the Chinese youth to strengthen themselves academically. The best among these encyclopedias was that of the 'Book of the mountains and seas' that comprises of everything from geography to the natural world and philosophy. One of China's greatest historians was Sima Qian, who was the author of the 'Records of the historian (Shiji)' that became China's first ever attempt to properly compile the events from their antiquity. The Han dynasty is believed of having two distinct ruler ships; the first one was that of the Chinese with the other one ruled by a member of the previous Han dynasty who declared that he was responsible for the restoration of the Han dynasty. The original Han rule according to him was sabotaged because of the power gained by the rich people. The second dynasty however, enjoyed mu ch of success with the foreign policies that they adopted. The opponent of the Han dynasty eventually tried to create a huge empire while including the entire Turkistan after which Turkistan was conquered by Chinese instantly. China suffered immensely economically and politically in the form of trade discrepancies after the span of struggle in Turkistan. This period massively highlights the movement by the Yellow turbans and China emerged as a unified nation once again but the defeat of the yellow turbans did not unify them on a single ground but instead three kingdoms emerged and the Han dynasty came to an end. The artifacts of the Han dynasty: The antiquity of the remarkable Han dynasty has been preserved in the silhouette of many artifacts which unveils the way they perceived the world and the philosophy behind their great minds. The artifacts are mostly in the form of shrines, steles and sculptures which portrays their notable aesthetic sense and the artistic excellence that they possessed. A pair of stone felines: This is a stone sculpture that well preserves the historic culture of China and presents a pair of a male and a female stone lion which was

Important information Essay Example for Free

Important information Essay Unstructured Interviews are a method of interviews where questions can be twisted or adapted to meet the interviewee intelligence, understanding or belief. They do not offer a limited, pre-set range of answers for a respondent to choose from as by structured interviews, but instead like listening to how each individual person responds to the question. â€Å" The emphasis here is on acquiring deep knowledge and authenticity of peoples life experiences â€Å" (Gubrium and Holstein, 2001) . Unstructured Interviews have a lot of set backs as compared with structured interviews, which make this stlye invalid and unreliable,some of these are ; . Unstructured interviews are time consuming as the conversation can go on and on,there is interviewer effect, this is when the interviewee answer is effected by the interviewer presence of the due to either his/her race, ethnicity, colour, or answer to certain questions, the information collected is prone to digression and much of the data collected could be unnecessary,unstructured interviews are usually small scale so it is hard to generalise with the results as only a small number of the interviewees can be interviewed, data collected is hard to categorise as there is likely to be a variety of different answers, coding will require more work when choosing categories for the respondents. Unstructured interviews has continued to be used by many employers since the data collect is said to be valid as it is an exact account of what the interviewee has said, the interviewer can also find out important information which didnt seem relevant before the interview and ask the interviewee to go further into the new topic,unstructured interviews are also more suitable for sensitive subjects such as domestic violence† (http://en. wikipedia. org ) as many people would lie in a more formal interview and also their answer may not be on the preset questioner . â€Å" Often, the subject matter is personal, intimate and emotional, and the objective is to achieve some kind of deep disclosure â€Å"(Johnson, 2001) In general structure or unstructured interviews depend wholely on the the interviewer Refference 1) http://en. wikipedia. org 2) (Gubrium and Holstein, 2001) . 3) â€Å"(Johnson, 2001).

The Band Creed Essay -- Music Christianity Bands Papers

What If The band that comes to my mind when someone mentions abstract lyrics is the modern, popular, yet sophisticated group, Creed. I thoroughly enjoy their music, although not strictly for entertainment purposes. They have extremely creative ways of stating feelings, telling stories, and sharing ideas through the lyrics they produce. Their song, entitled "What If," is an excellent version of poetic writing that exemplifies mixed emotion and portrays an undefined depth in meaning. It is quite possible to interpret this particular song differently according to the listener's point of view and the personal background experiences that may influence their portrayal of the music. However, I see certain parallels to the Bible story of Jesus praying to God on the Mount of Olives. There are several lines that suggest the connotation of how fearful, anguished, and lonely Jesus felt before he was crucified. The very first verse is definitely the context of Jesus' pleading words of prayer to God shortly before he was betrayed and arrested. He was certainly in a state of depression, acutely aware of the fleeting minutes of freedom left for him on earth. The intense dread Jesus felt must have been overwhelming to him as he obediently kneeled in submission to God's will, desperately trying to understand His reasoning. At this particular time in the pre-crucifixion, it is only logical to associate the tremendous burden Jesus was going through with his great frustration of human ignorance and sin. Thus, the meaning of "not finding rhyme in reason, losing sense of time and seasons, and feeling beaten down, by men with no grounds," is explained to clarify the starting point of my interpretation. In the second set of phrases, the first two... ...e words of men who have no grounds I can't sleep beneath the trees of wisdom When your ax has cut the roots that feed them Forked tongues in bitter mouths Can drive a man to bleed from inside out What if you did? What if you lied? What if I avenge? What if eye for an eye? I've seen the wicked fruit of your vine Destroy the man who lacks a strong mind Human pride sings a vengeful song Inspired by the times you've been walked on My stage is shared by many millions Who lift their hands up high because they feel this We are one We are strong The more you hold us down the more we press on What if you did? What if you lied? What if I avenge? What if eye for an eye? I know I can't hold the hate inside my mind 'Cause what consumes your thoughts controls your life So I'll just ask a question What if? What if your words could be judged like a crime?

Helping Bereaved Children Understand, Grieve and Deal with Death

Children's varying personalities and attitudes determine their respective cognitive or psychological understanding of death, expression of grief, and coping mechanism. For the purpose of ascertaining these three stages that bereaved children undergo, this paper identified and discussed the different perceptions of children about such loss, their manifestations of sorrow and how parents, teachers and counselors can help. The specific situational examples and experiences of bereaved children were presented in order to have a clearer and acceptable picture of how such tragic event affects the lives of helpless yet unpretentious children.Helping Bereaved Children Understand, Grieve and Deal with Death Accepting the death of a loved one is difficult yet telling, explaining and making a child understand the loss is a more challenging task. Just as the adults or parents of the children are dealing with their own grief, it is perceived that the younger ones should be spared from the same ago ny. This is for the reason that children, with their fragile minds and emotions, find it more difficult to cope with death. However, not allowing a child to understand, grieve and cope with the trauma of death is risky.Children should be supported and not be left alone when they deal with death. It is during their search for answers about a lost life that children most need the help of others. It is also during this time that they should be allowed to express their emotions and be reassured by the family that death is a natural aspect of life. Children will be inevitably affected by a death of a family member, friend, or someone within the community. Children's tender age, psychological understanding, emotional expressions, and coping mechanisms can be protected by love from people around them.Children, generally, have the distinct trait of holding back their true feelings, while some of them are more open to express their emotions. However, adults must take note that irrespective o f this positive or negative quality, children who suffer even more profoundly also need to understand and cope with death. Children's Cognitive Understanding of Death Death is a very hard experience for the younger ones to accept or realize. According to Doka (2000), children fight with a mixture of thoughts such as â€Å"inevitability, universality, nonfunctionality, and irreversibility of death.† Following the death, children would still be dealing with apprehending what their immature minds can only think and handle. They pass through the stages of â€Å"cognitive, spiritual, emotional and social development† (Doka, 2000). Doka (2000) explained that younger children are inclined to perceive death based on their own limited view. Thereafter, growing children tend to show sympathy. It is also during this stage that they are more capable of accepting and understanding the situation and collect themselves. However, Doka (2000) noted that younger children manifest a â₠¬Å"short feeling span.† This is because they can prolong their intense emotions only for a limited period (Doka, 2000). Fighting with death is not only confined to children who are in dangerous circumstances or to those who are psychologically or emotionally unstable. Nowadays, it is a proven fact that majority of children have directly or indirectly experienced death or death-related events even at their early lives. An article from the Encyclopedia of Death and Dying said that curiosity regarding death is a portion of children's average degree of development and search for information about the world.The same article specified an example about a dead fish floating in the water. This scenario can grab a child's interest but at the same time can be a troubling experience. If analyzed, the child's inquisitive instinct automatically desires to learn more. However, the same child is likewise conscious of the possible danger of the situation. That is, if a living animal can die th en other living things such as humans can also die. Children's exposure to death is usually not only attached with some degree of anxiousness but also of elation.This is because of the idea that the discovery of something sensitive such as death has actually led them to life's many mysteries (Children and Adolescents' Understanding of Death, 2007). The same article proved that there are a lot of affirmed studies of death consciousness among children. The article used cases involving a father and son as an example to show that even with a child as young as sixteen-month-old can be aware about the concept of death. The child's awareness about death came as soon as he saw that the caterpillar, which he has been admiring, was crushed by a passerby.The toddler anxiously reacted about the death and eventually refused to return to the place. After less than two years of being born unto this world, the same child can already and clearly connect life with death (Children and Adolescents' Und erstanding of Death, 2007). With an early introduction to education, preschool children are inclined to view death as just short-lived and correctable. Crenshaw (1999) said that children believe that their deceased loved ones are just somewhere and it is still possible to see or speak with them.Confusion sets in among preschool children especially regarding the details of death. This is because of the children's innate nature of thinking about things in an exact or factual manner. Crenshaw (1999) added that children ask questions such as can a dead person still breathe even if buried in a coffin and how can a dead old man who is buried be with God in a place like heaven at the same time. These queries manifest the preschoolers' difficulty in relating intangible philosophical and religious ideas into their very limited realization of death (Crenshaw, 1999).Younger grade-school children between the age of six and eight usually perceive death in a personalized and imputable manner that oftentimes connotes fear (Crenshaw, 1999). Their fear is reflected in the things they imagine or invent, such as when they imagine that a dreadful ghost in a skeleton costume is following them. Children's fear of death causes them to protect themselves. They use a defense mechanism that death is limited and only happens to physically weak people, the elderly, lame people, and people who are slow in running and are unable to escape â€Å"the ghost or spirit† that hunts them (Crenshaw, 1999).During this stage, children dream a lot of such frightening depictions of death. As they get older by the year, they reach a significant mark in their psychological growth that allows them to realize and accept that death is a true happening of life (Crenshaw, 1999). At age nine, they start to acknowledge death as a normal activity that happens to all living things and that it is permanent and unavoidable (Crenshaw, 1999). Crenshaw (1999) noted that this is the start of such realization of death but it is until children reach their adolescence that they are able to strengthen this understanding.The National Association of School Psychologists or NASP (2001) affirmed the Crenshaw report and stated that children pass through developmental stages in understanding death. It is initially significant to acknowledge that every child has his or her distinct understanding of death. This cognitive ability is based on a child's developmental degree, psychological ability, quality or attribute, spiritual inclination, acquired instruction from parents and others around, information from the media, and death-related events in the past.The association, however, said that there are general circumstances that can be used to understand how children feel and cope with death. These considerations are seen during the stages from being â€Å"infants and toddlers, preschoolers, early elementary school, middle school and high school† (NASP, 2001, p. 2). NASP (2001) further explained that when someone is dead, infants and toddlers observe that adults are in sorrow yet they do not actually understand what death is and its impact and importance for them.Young children in preschool manifest denial of death by perceiving it only as a temporary breakup and a reversible situation. Nevertheless, children between five to nine years old begin to understand that death is permanent. They also recognize that some events may lead to death (NASP, 2001). Preschoolers and even early grade-schoolers connect the causes of death with some supernatural imaginations and real life events such as the September 11 bombing of the World Trade Center (NASP, 2001).Because of the 9/11 tragedy, they are able to grasp the idea that if an airplane hits a building, its passengers and those in the building will possibly die. Thus, these children envision that being in tall facilities is fatally dangerous. It is during this stage, however, that children are unable to draw the difference between w hat they visually see and the actual happenings around them (NASP, 2001). Moreover, they view that death occurs to others, not to themselves or even their immediate family members (NASP, 2001).

The Blindness of King Lear

In the classic Vincent Price horror film, THEATER OF BLOOD a demented Shakespearean actor murders critics who have savaged him in the past with a series of gruesome traps based on death scenes from Shakespeare’s work. At the film’s conclusion, a critic faces permanent blindness as punishment for being blind to the actor’s greatness in the same way King Lear was blind to his own folly and ego.When one reads the TRAGEDY OF KING LEAR, one can see that the curse of Lear is that he was blind to the full spectrum of the consequences of his actions. Lear had a single minded approach to how he defined his outlook of the world and such blindness lead to the deaths of his friends and family as well as the creation of a needless war with France.At the beginning of the play, Lear wishes to divide his throne amongst his three daughters. Lear opts to tie the division of his throne into the performance of his daughters in a speech delivery contest and this raises the ire of Cor delia, as she refuses to take part in such a contest. This results in Lear disowning her and that set into motion a chain of events where Cordelia marries the leader of France which provides France with the justification to invade Lear’s country to seize territory; these events would never had been possible without Lear’s narrow-minded paranoia governing his psyche and his actions.From this, it is evident that Lear’s â€Å"blindness† to his daughter’s feeling lead to the â€Å"blindness† in being able to see the consequences of his actions. Lear conducted himself in a manner that was impetuous and ego driven. His inability to understand that he was not being insulted or rejected by Cordelia, but rather Cordelia ( a character who is clearly  defined as having a strong moral core) was rejecting the notion that she should compete with her sisters for her father’s rewards.The irony to this is that because King Lear saw an enemy where an enemy did not exist, he fed the real enemy (France) with the justification it was loosely looking for in order to take an action against Lear.FOOLNo, he's a yeoman that has a gentleman to his son; for he's a mad yeoman that sees his son a gentleman before him.The character of the Fool often represents Lear’s subconscious, as it is the character of the fool that impresses upon Lear the importance of paying attention to what actually â€Å"is† and what truly exists in the world, as opposed to paying too much attention to what is merely his own personal perception of reality; a perception that is tailored by Lear’s desire for what he wishes to be true. That is, what exists and what one wishes to exist are two separate creatures.Conversely, this is not to infer that Lear is merely paranoid. There is great need to be wary of foreign invaders and influence. History has shown that the world has suffered my imperial expansions into sovereign territories and it would no t be outside of Lear’s proper reason to worry that a foreign power would wish to threaten the stability of his kingdom. It had not been without precedent that members of royalty’s own family conspired against them, so Lear’s response was not without merit. Lear’s problem, however, derived from the fact that he saw enemies where enemies did not exist (as was  the case with his daughter), took the advice of those who ultimately were not helpful to him (his close associates) and, essentially opted to ignore the advice of the person who had his best interests at heart: the Fool.FOOLHe's mad that trusts in the tameness of a wolf, a horse's health, a boy's love, or a whore's oath.With that statement, The Fool provides a cohesive logical center to the character of Lear, who has gone blindly adrift amidst his own conspiracy theory passions. It is ironic that the Fool truly is the wisest person in the cast of characters, yet is outwardly dubbed a fool, while tho se who should know better are in decisive or outright wrong.At certain points, Lear does at least initially make an attempt to take the advice of the Fool or at least give the Fool’s advice serious contemplation as evidenced in the following response to the Fool’s commentary:KING LEAR It shall be done; I will arraign them straight. Come, sit thou here, most learned justicer; Thou, sapient sir, sit here. Now, you she-foxes!At this point, it appears that Lear is leaving some of his blindness behind and has finally seen the truth. The Fool has made a wise-man of the king, as the king appears to finally understand the concept that a clear understanding of a real threat vs. a perceived threat is reached. Lear’s problem, however, is that he is always seeking third party  validation of his beliefs. He will prescribe to the Fool’s advice for a short time, but then will waiver and side with his associates who are more willing to tell him what he wants to hear. T his allows the Fool to become symbolic of a moral conscious. When the Fool appears and reappears throughout the play, it symbolizes Lear’s central, endemic problem: reason, logic and clarity of thought are inconsistent with Lear. As a leader, is judgment is not sound and prone to radical faltering.A great deal of the irony of the play derives from the fact that while Cordelia appears to be the instigator of the loss of Lear’s throne, it is actually she who is the one who seeks to restore Lear. Lear’s other daughters, Goneril and Regan, ultimately prove that their loyalties lie with the material aspects of the throne and their true natures surface when they start to squabble amongst themselves over the affections of Edmund. All of this provides a scenario that is more damaging to Lear’s self-preservation than he initially perceived. In other words, he never should have directed his venom towards Cordelia, but did so because of his perpetual blindness towar ds what actually is vs. what he perceives reality to be. In reality, the threats lie with the â€Å"good† daughters such as Goneril, as evidenced in the following dialogue where it is clear she shares little regard for the value of Lear’s life.GONERIL By day and night he wrongs me; every hour He flashes into one gross crime or other, That sets us all at odds: I'll not endure it: His knights grow riotous, and himself upbraids usOn every trifle. When he returns from hunting,I will not speak with him; say I am sick: If you come slack of former services, You shall do well; the fault of it I'll answerIn the following passage, a clearly unhinged King Lear tries to make sense of the disastrous situation that he finds himself in, all the result of the foolish wedge he drove between himself and his daughter(s) when he conceived of the ill-advised and ill-fated speech contest:KING LEAR No, no, no, no! Come, let's away to prison: We two alone will sing like birds i' the cage: Whe n thou dost ask me blessing, I'll kneel down, And ask of thee forgiveness: so we'll live, And pray, and sing, and tell old tales, and laugh At gilded butterflies, and hear poor rogues Talk of court news; and we'll talk with them too, Who loses and who wins; who's in, who's out; And take upon's the mystery of things, As if we were God’s spies: and we'll wear out, In a wall'd prison, packs and sects of great ones, That ebb and flow by the moon.Unfortunately, as much as he wishes it were possible, Lear can not correct the past. It has been said that all human beings develop their core, central beliefs revolving around the fact that their life experiences create their perception of the world.  In Lear’s situation, as a King and leader of a nation, he was never used to hearing the word â€Å"no† as those looking to remain in the favor of the king and avoid his wrath would simply not take up a position that the King would perceive as threatening. Hence, King Lear de veloped a predictable and thoroughly unhealthy cause and effect response to the word â€Å"no† to where any negative sentiment would result in retaliation to the (perceived) threat.Ultimately, Lear realizes his error when he loses his thrown, sees his family fall apart and then has to contend with internal soul searching in order to find some sort of moral lesson that could at least rationalize the entire experience within his own heart as having ultimately been worth a greater good. That greater good is, essentially, Lear realizing the error of his ways, but his realization does nothing to reverse the damage. In fact, the final result of all the conflict in the play yields the death of Cordelia, the only daughter who truly loved him.As such, Lear eventually must give up his blindness to what his emotions have created and see the world for what it truly is. Unfortunately for King Lear, these realizations come very late in the equation and his lessons are learned at a point th at is far beyond where a benevolent conclusion could have been reached. This is why the story of King Lear is called a tragedy.

The main features of the New Deal Essays

The main features of the New Deal Essays The main features of the New Deal Essay The main features of the New Deal Essay A method was needed to repair the damage of the Wall Street Crash. This was called the New Deal. The problem was that Hoover believed in rugged individualism which was that the government stayed out of business, but people needed help. Millions of people went bankrupt and jobless, in fact even if you had a job your salary would been cut severely to about a half of what it should have been. This was simply because of Hoovers way of believing into rugged individualism. So Roosevelt starts to realise this so he introduced the New Deal. The New Deal is to help the people in need in either family problems or problems in helping people get a job. On 4th March 1933 for the next three months, the first hundred days of Roosevelt presidency. People saw no actions taken and nothing was different since Hoover. On the 9th March Roosevelt called congress together for a special meeting called emergency banking act. This meeting was to say that banks with enough organisation, good management and had a large amount of money should reopen, while the other small banks with little to no money should stay closed, in about half an hour this meeting had been voted unanimously for it. The New Deal consisted of three main aims, the first of which was relief. Relief was introduced to help the unemployed. The second aim was recovery. Recovery was aimed to help steady and rebuild the economy again. The last aim was reform. Reform was introduced to create a fair and just society. In order to achieve his goals and aims, Roosevelt created the Alphabet Agencies. Roosevelt was the key man behind the new deal and he set about trying to accomplish these aims and to boost America and its economy. An example of relief was the CCC (Civilians Conservation Corps), who aimed to provide work for the unemployed men under the age of 25 they got paid to work on projects in the countryside. An example of recovery was when Roosevelt introduced the Emergency Banking Act, which aimed at making people trust the banks again, so that they prospered. An example of reform was when Roosevelt introduced the Collective Bargaining, which aimed to bring about trade unions, whose task was to bring about fair wages and fair labour conditions. To help deal with the relief part of his New Deal, Roosevelt set up the Alphabet Agencies. This provided much needed assistance to the unemployed. The first of these agencies was the CCC (civilians conservation corps). They undertook the aim to provide work for unemployed men under the age of 25, who got paid to work on projects in the countryside such as fishing, farming, planting trees, etc. Due to this project, 3million people went back into work. The Federal Relief Act (FERA) made it their objective to stop starvation by providing grants to local governments to give much needed relief to the unemployed. This was only an emergency measure, however, and it was designed to stop starvation, not to pay dole money. The Public Works Administration was established (PWA) and their aims were to use unskilled workers to work on large-scale projects, such as building bridges. The main parts of this act set up large scale building work such as building schools, hospitals and city halls. The Homeowners Loan Corporation (HOLC) soon was established, which aimed to lower interest rates and to allow homeowners to continue paying off their mortgages even if they were unemployed. Also, a similar form of assistance was made payable to farmers, which also helped them. The Works Progress Administration (WPA) was introduced which aimed to find emergency short-term work for unskilled workers in construction projects. This provided relief to the unemployed and unskilled people. It can be stated that Roosevelt set out to provide relief to the people of his country in the most appropriate way. The Alphabet Agencies that he set up aimed to solve the grim unemployment situation. These agencies managed to find success because they allowed people to earn money even though they were unemployed, and many, unskilled. These alphabet agencies provided relief, as they assisted unemployed people to gain work, for example, in the WPA. There were alphabet agencies that were established to revive the American economy. These were linked to the recovery aim of the New Deal. The first of these was the Emergency Banking Act, which aimed to help banks to prosper. Roosevelt went onto American radio to get people to send their money back into the banks. The aims of this was to restore the confidence of investments into people and to do this, they made all the weak banks remain closed for at least four days and that allowed the stronger banks to regroup and begin to prosper again. Banks that did could be saved received government grants so that the people would regain confidence in them. The Securities Act was soon introduced and this aimed to bring Wall Street under control and to restore peoples confidence in investing in shares by making the businesses issue full information about themselves to the public when they buy their shares. This was also closely linked a little bit to the reform act because they wanted a just society and by making businesses show what they really are when the members of the public buy their shares is the first step towards it. This act was followed up in 1934 by another Securities act, which established Securities and Exchange Commission, which gave further powers to control the stock market. Its aim was to regain further confidence in USA business. The Agriculture Adjustment Administration Act (AAA) aimed to stop farmers overproducing food. This would force prices up and make farmers earn more money. Farmers were given money for not producing food because at the time the farmers were producing too much food (therefore driving the prices down) and nobody bought it and it all went to waste. The government instructed the farmers what a sensible level of food production would be. The government told cotton farmers to plough their crops into the ground, and also, the government bought surplus piglets for a fair price off the farmers and slaughtered them. This act aimed to help the farmers recover from the crisis that they were suffering. The National Insurance Recovery Act (NRA) aimed to create a partnership between government and industry. This partnership, or code, aimed to abolish child labour and also, to guarantee workers fair pay and decent working conditions. This aimed to help workers. Companies that followed these orders by the government were given favours by the government to gain contacts in industry. The Tennessee Valley Authority (TVA) was set up to encourage industry to flourish and to help it and also, to try to regenerate agriculture, as this was one of the hardest hit areas of the US. It was also established to build a dam in Tennessee so that they could use that for hydroelectric power. All these aims were used in order to improve Americas very grim economic state. These all intended for the USA to revive themselves and their economy from the turmoil that it was in. Along with Roosevelts other New Deal aims, he also set out to bring reform into society. He wanted a just and fair society. He decided to accomplish his task by first introducing the collective bargaining of wages and the aim of this was to create trade unions, and boost their power in order to create fair labour conditions and wages. This provided reform for workers in industry. This also aimed to set up Trade Unions in previously unorganised industries The Wagner act allowed workers to enter a trade union to get rights for workers, and it was set up to replace the PWA (Public Works Administration). Finally the Social Security aimed to create a National Insurance system and it aimed to help the unemployed, the handicapped and the old. The National Insurance Scheme set up benefit systems, such as pensions and unemployment benefit, which helped subsidise people who had no jobs throughout their lives. On the whole, Roosevelt helped create a just society in the following ways: he helped stop child labour, he made sure there were fair wages and working hours, and also, made sure that people were treated equally and received money if they were handicapped. In this way, he restored peoples confidence in the society. In conclusion, Roosevelt aimed to restore peoples confidence in the country by helping them through the rough times they faced in the period after the Wall Street crash. His aims were to get America successful again. He passed all the acts mentioned above in order to achieve the aims and the goals he set out to achieve in the first place. All the acts that he passed were in order to achieve the objectives. Roosevelts New Deal was constructed to offer relief to the unemployed, for example through the PWA, who helped unemployed unskilled workers get jobs. Roosevelt also aimed to offer recovery towards the economy after the Wall Street Crash, by creating such agencies as the Securities Act and the Agriculture Adjustment Administration, the latter of which aimed to make farmers produce less so that they earned more. His last aim was to create an alliance between government and industry, which would help the worker, and the Wagner Act helped Roosevelt do this. The New Deal came in two parts and concentrated on the areas of finance, business and agriculture.

Houses Made from Mammoth Bones

Houses Made from Mammoth Bones Mammoth bone dwellings are a very early type of housing constructed by Upper Paleolithic hunter-gatherers in central Europe during the Late Pleistocene. A mammoth (Mammuthus primogenus, and also known as Woolly Mammoth) was a type of enormous ancient now-extinct elephant, a hairy large-tusked mammal that stood ten feet tall as an adult. Mammoths roamed most of the world, including the continents of Europe and North America, until they died out at the end of the Pleistocene. During the late Pleistocene, mammoths provided meat and skin for human hunter-gatherers, fuel for fires, and, in some cases during the Upper Paleolithic of central Europe, as building materials for houses. A mammoth bone dwelling is typically a circular or oval structure with walls made of stacked large mammoth bones  often modified to allow them to be lashed together or implanted into the soil. Within the interior is typically found a central hearth or several scattered hearths. The hut is generally surrounded by numerous large pits, full of mammoth and other animal bones. Ashy concentrations with flint artifacts appear to represent middens; many of the mammoth bone settlements have a preponderance of ivory and bone tools. External hearths, butchering areas, and flint workshops are often found in association with the hut: scholars call these combinations Mammoth Bone Settlements (MBS). Dating mammoth bone dwellings has been problematic. The earliest dates were between 20,000 and 14,000 years ago, but most of these have been re-dated to between 14,000-15,000 years ago. However, the oldest known MBS is from the Molodova site, a Neanderthal Mousterian occupation located on the Dniester River of Ukraine, and dated some 30,000 years earlier than most of the known Mammoth Bone Settlements. Archaeological Sites There is considerable debate about many of these sites, leading to more confusion about how many mammoth bone huts have been identified. All have massive amounts of mammoth bone, but the debate for some of them centers on whether the bone deposits include mammoth-bone structures. All of the sites date to the Upper Paleolithic period (Gravettian or Epi-Gravettian), with the sole exception of Molodova 1, which dates to the Middle Stone Age and is associated with Neanderthals. Penn State archaeologist  Pat Shipman  has provided additional sites (and the map) to include in this list, which includes some very dubious attributions: Ukraine:  Molodova 5,  Molodova I,  Mezhirich, Kiev-Kirillovskii, Dobranichevka, Mezin,  Ginsy,  Novgorod-seversky,  Gontsy, Pushkari, RadomyshlCzech Republic:  Predmosti,  Dolni Vestonice, Vedrovice 5, Milovice GPoland:  Dzierzyslaw, Krakow-Spadzista Street BRomania:  Ripiceni-IzvorRussia:  Kostenki I, Avdeevo, Timonovka, Elisseevich, Suponevo,  YudinovoBelarus: Berdyzh Settlement Patterns In the Dnepr river region of Ukraine, numerous mammoth bone settlements have been found and recently re-dated to the epi-Gravettian between 14,000 and 15,000 years ago. These mammoth bone huts are typically located on old river terraces, above and within a ravine trending down to a slope overlooking the river. This type of location is believed to have been a strategic one, as it is placed in the path or near the pathway of what would have been migrating animal herds between the steppe plain and the riverside. Some mammoth bone dwellings are isolated structures; others have up to six dwellings, although they may not have been occupied at the same time. Evidence for contemporaneity of dwelling has been identified by refits of tools: for example, at  Mezhirich  in Ukraine, it appears that at least three dwellings were occupied at the same time. Shipman (2014) has argued that sites such as Mezhirich and others with mega-deposits of mammoth bone (known as mammoth mega-sites) were made possible by the introduction of dogs as hunting partners,   Mammoth Bone Hut Dates Mammoth bone dwellings are not the only or first type of house:  Upper Paleolithic  open-air houses are found as pit-like depressions excavated into the subsoil or based with stone rings or postholes, like that seen at Pushkari or  Kostenki. Some UP houses are partly built of bone and partly of stone and wood, such as Grotte du Reine, France. Sources Demay L, Pà ©an S, and Patou-Mathis M. 2012.  Mammoths used as food and building resources by Neanderthals: Zooarchaeological study applied to layer 4,   Quaternary International  276-277:212-226. doi: 10.1016/j.quaint.2011.11.019Molodova I (Ukraine).Gaudzinski S, Turner E, Anzidei AP, lvarez-Fernndez E, Arroyo-Cabrales J, Cinq-Mars J, Dobosi VT, Hannus A, Johnson E, Mà ¼nzel SC et al. 2005.  The use of Proboscidean remains in every-day Palaeolithic life.  Quaternary International  126–128(0):179-194. doi: 10.1016/j.quaint.2004.04.022Germonprà © M, Sablin M, Khlopachev GA, and Grigorieva GV. 2008. Possible evidence of mammoth hunting during the Epigravettian at Yudinovo, Russian Plain.  Journal of Anthropological Archaeology  27(4):475-492. doi: 10.1016/j.jaa.2008.07.003Iakovleva L, and Djindjian F. 2005.  New data on Mammoth bone settlements of Eastern Europe in the light of the new excavations of the Gontsy site (Ukraine).  Quaternary International   126–128:195-207.Iakovleva L, Djindjian F, Maschenko EN, Konik S, and Moigne AM. 2012.  The late Upper Palaeolithic site of Gontsy (Ukraine): A reference for the reconstruction of the   Quaternary International  255:86-93. doi: 10.1016/j.quaint.2011.10.004hunter–gatherer system based on a mammoth economy. Iakovleva LA, and Djindjian F. 2001. New data on mammoth bone dwellings of Eastern Europe in the light of the new excavations of the Ginsy site (Ukraine). Paper given at the World of Elephants - International Congress, Rome 2001Marquer L, Lebreton V, Otto T, Valladas H, Haesaerts P, Messager E, Nuzhnyi D, and Pà ©an S. 2012.  Charcoal scarcity in Epigravettian settlements with mammoth bone dwellings: the taphonomic evidence from Mezhyrich (Ukraine).  Journal of Archaeological Science  39(1):109-120.Pà ©an S. 2010. Mammoth and subsistence practices during the Mid Upper Palaeolithic of Central Europe (Moravia, Czech Republic). In: Cavarretta G, Gioia P, Mussi M, and Palombo MR, editors.  The World of Elephants - Proceedings of the 1st International Congress.  Rome: Consiglio Nazionale  delle  Ricerche. p 331-336.Shipman P. 2015.  The Invaders: How Humans and Their Dogs Drove Neanderthals to Extinction. Harvard: Cambridge.Shipman P. 2014.  How do you kill 86 mammoths ? Taphonomic investigations of mammoth   Quaternary International  (in press). 10.1016/j.quaint.2014.04.048megasites. Svoboda J, Pà ©an S, and Wojtal P. 2005.  Mammoth bone deposits and subsistence practices during Mid-Upper Palaeolithic in Central Europe: three cases from Moravia and Poland.  Quaternary International  126–128:209-221.Wojtal P, and Sobczyk K. 2005.  Man and  woolly  mammoth at the Krakà ³w Spadzista Street (B) – taphonomy of the site.  Journal of Archaeological Science  32(2):193-206. doi: 10.1016/j.jas.2004.08.005

Publishing Horror Stories

Publishing Horror Stories Publishing Horror Stories Publishing Horror Stories By Sharon Want to know which mistakes to avoid? Heres a publishers perspective. In the latest issue of Publishing Basics, Carolyn Madison reveals some of the errors that make publishers cringe. These include misspellings, poor grammar and punctuation, structural problems, ambiguous messages and inaccurate content. They have a nice list of the always common misspelled words also: Affect or Effect Ensure, Insure, or Assure It’s or Its Two, Too, or To Set or Sit Then or Than There, Their, or They’re That, Which, Who, Whom, or Whose Like or As if Roll or Role Quite or Quiet Though or Thorough Since or Because Should of or Should have Less or Fewer Amount of or Number of Over or More than Capitol or Capital Check out the full list of publishing horror stories. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:100 Idioms About Numbers41 Words That Are Better Than Good20 Ways to Laugh

Concept Analysis Research Paper Example | Topics and Well Written Essays - 1250 words

Concept Analysis - Research Paper Example The theoretical basis of self care as a nursing concept is based on a number of theories that particularly attempt to explain behavior changes associated with self care practices and why some individuals do or do not undertake some of the self care activities. According to Orem’s conceptual theory of self care, individuals have a strong need to achieve maximum level of independence and take care of themselves. On the other hand, the self regulation model of self care developed Leventhal and Robitaille (1998) argues that the individuals’ differences and motivations is a critical factor that determines their ability to initiate and sustain self care practices. This paper critically analyzes the concept of self care with particular focus to the insights, validity and reliability of the contributions of different authors to the development of the concept. Aims of the analysis The primary aim of this concept analysis is to provide an important insight and critical review of the concept of self care using the methodology of (Walker and Avant, 2010). The other important purpose of this critique is to provide an integrated discussion of the importance of self care in nursing practice using the diverse view points and empirical scientific arguments from different authors. Lastly, the findings of this concept analysis will be important in the future scientific studies regarding the varying abilities of individuals to initiate and sustain self care related behaviors. Literature review on the concept of self care and its uses There is considerable variation in the documented theories and conclusions supporting the concept of self care as an important nursing practice. Generally most researchers have based their arguments on the current existing theories of behavior change in their attempt to develop and explain the themes and concept of self care. In their theory of self regulation model of self care, Leventhal and Robitaille (1998) suggests that differences in motivations is one of the primary factors influencing the ability of individuals to initiate and sustain self care related behaviors. The two authors further developed an empirical model that illustrated the interactions between an individual’s reality and his /her emotional reactions. Gantz (1990) also concur that it is through such reactions that the procedures and actions plans for managing symptoms of illnesses and health problems can be generated. On the other hand, Orem (2001), proposed a theory that attempted to explain the concept of self care based on the nature of care environments where nursing interventions are undertaken. According to many authors, self care is one of the most important complements to professional health care that is usually given to persons with chronic illnesses and other health related problems. According to Norburn and Ory (1995), self care behavior is a broader concept that goes beyond simply following the doctor’s advice and incor porates patients learning and using their previous experience to help them restore their health. The potential benefits of self care as a nursing practice include reduced health care costs, enhanced working relationship between patients and health care providers, increased patient experience as well as the overall improvement of the patients perception of

Organisational Performance Research Proposal Example | Topics and Well Written Essays - 750 words

Organisational Performance - Research Proposal Example Additionally, Morris & Maisto (2005) suggest that fears over unemployment in volatile or unpredictable business environments is a source of extreme stress, often leading to alcohol-related diseases or cases of extreme moodiness both personally and professionally. When thoughts of potential job loss are somewhat irrational and are not based on tangible organisational evidence, it is the responsibility of the employer to build a sense of security for their employees to avoid extreme stress development. This is accomplished, according to Griffin & Moorhead (2006) by reinforcing that their position is stable and, if they remain productive and active contributors to organisational success, they will continue to be employed and valued for their successes. Again, in this scenario, it is the responsibility of the employer to take a proactive leadership approach to boosting employee perceptions regarding job security, perhaps by offering the employee an opportunity to complete a fast-track ma nagement programme to illustrate that the company truly values the relationship. Th There are a wide variety of theories regarding employee and employer relationships in the modern organisation and how to utilise positive reinforcement and motivational theories as a tool to sustain these relationships and boost worker performance. However, establishing security and a sense of appreciation (from a self-esteem development perspective) appear to be the primary catalysts for positive organisational performance as a company whole. When employees are content and secure, they are likely to be larger contributors to securing long-term strategic objectives. The proposed study design Upon project approval, this impending study on organisational performance seeks to answer two specific research questions: What are the most viable methods for employers to establish a sense of security in employees without being misleading' Can employers actually develop self-esteem in their employee population and how is this accomplished in hectic or otherwise difficult organisational environments' This proposed study will take a qualitative approach to research analysis, which Henslin (2003) suggests involves the who, why, and how of relationships, utilising subjective analyses to determine causal relationships between two or more members of the same organisation. The qualitative research approach was determined to be a more viable research strategy than the quantitative approach, which generally relies on statistical information or numerical representation, such as analysis of information laid out in a closed-ended questionnaire format. Because this study requires qualitative research approaches, the semi-structured interview was selected as the most viable research instrument in this proposed study. This

CRIME SCENE PROJECT Research Paper Example | Topics and Well Written Essays - 3000 words

CRIME SCENE PROJECT - Research Paper Example Based on the information provided, the body had only been there a few minutes before the customer found it. The bar patron could have shot the victim, gotten out and pretended to get inside the restroom. The bar had no surveillance cameras which makes it difficult to monitor who came in and out the restrooms. In Jacqueline Girdner’s Murder, My Deer (2000), the character Felix who found the body of the victim was considered the primary suspect by the investigating officers. Without information regarding evidences that aid in determining the suspect (Levinson, D., 2002), the person who first finds the body is considered a primary suspect. No matter how the first officer arriving at the scene found out about the crime, â€Å"he or she must make every effort to detain the person who initially reported the crime and not allow the individual access to the crime scene†¦ After all, a perpetrator may believe that reporting the crime makes him or her less likely to be a suspect †¦ (Lyle, D., 2010).† The offender may also be the one of the people who last spoke to the victim at the bar. This group is composed of the bartender and the people sitting next to the victim at the bar he â€Å"had several short conversations with (Crime Scene #3, 2002).† Based on the given information, the bartender recalled that â€Å"no one approached the victim (Crime Scene #3, 2002)† when he had attended to the victim’s drinks. Since the victim knew him, this can explain why there are no signs of a struggle in the crime scene. The same can be said for the people who sat next to him at the bar and spoke to him. The bar was full & the men’s restroom is not next to the women’s restroom. There are no surveillance cameras. It would not be noticeable whether the offender who entered the male restroom to kill the victim was male or female. It was also provided that some people were not pleased with the victim in the course of time he visited the

HR Management Essay Example | Topics and Well Written Essays - 750 words

HR Management - Essay Example hree expatriates were assigned the positions of Director of Engineering, Manufacturing and Finance however, they had very little knowledge to Chinese market for example, Director of Finance was from Singapore and he did not have much knowledge about Chinese financial system. Before starting the JV in China Filtration Inc should have also considered the development and maintenance of the competencies of its people especially the expatriates. Although company provided language tutorials to its expatriates and orientation trainings however, to reduce the operational difficulties in an entirely different environment, company did not focus on inadequate health conditions, performance management systems, morale problems and discipline. To select the expatriates company did not follow any strong selection process. When the company showed its intentions to expand internationally, James showed his interest to his international human resource manager to take part in international assignments. Moreover, he has been showing his interest for international assignments during performance appraisals. When the company planned to start its JV in Tokyo, the company announced to hire a younger, more politically connected fast tracker. The company made a formal announcement and the expatriate position was promoted as a consolation prize. However, no interview or any kind of test was conducted. James was selected entirely based on his long term association with the company and because of his interest. Following is the model presented by Ronen to select an expatriate. The model shows that a company should consider job factors, relational dimensions, motivational stat, family situation and language skills while selecting an expatri ate. On the other hand, only motivational state and family situation of James were considered to select him as an expatriate in an entirely different culture of China. Although James was very enthusiastic and motivated for this assignment which makes him a

Market equilibrium Essay Example | Topics and Well Written Essays - 500 words

Market equilibrium - Essay Example Hence, price and quantity supplied are positively related (McConell, Brue, & Flynn, 2009). Economic equilibrium would be achieved when demand and supply of a commodity in discussion meets. This point will be called the optimum level of functioning point in an economy, as every stakeholder is able to achieve their objective of buying and selling. Equilibrium price is where quantity demanded and supplied meets. This is the price and buyers and producers buy and sell exactly the same amount of good (Sloman 1999). At any point below or above the equilibrium, it will either create excess demand in case of low price, or excess supply in case of higher price. The gap in supply and demand will exist in the short term. However, sellers and buyers would adjust their sell and purchase habit and equilibrium would eventually be achieved. Consider the example of an automobile industry, where demand and supply figures are shown in the table below. Price/ car(in thousands) Market Demand(in thousands ) Market Supply(in thousands) $5 700 400 $10 500 500 $15 350 600 If the price initially started at $5/car, demand would exceed supply by 300 units. At this point, suppliers would not be willing to offer more cars which will result in consumers being unable to obtain all they wanted and would thus be willing to pay a higher for it.

International HRM Term Paper Example | Topics and Well Written Essays - 1250 words

International HRM - Term Paper Example Consequently, it also enhanced its sustainability and competitive advantages among other apparent competitors in the market substantially assisting the organization to retain its market share and brand fidelity. Under the leadership and control of Adelia Adolfo, the productivity and profitability level in Calidad was enhanced to a significant extent, making headlines in a leading tourism industry publication of Yucatan's in the year 2010. Calidad became successful in the attainment of 14 new car-rental sites, which facilitated the enlargement of its brand image and its uniqueness in the market among other competing firms. In addition, acquisition of new rental sites also enhanced the efficiency and profit margin of Calidad, thereby amplifying its sustainability in the long run. Moreover, the management also decided to operate internationally, by purchasing the Belizean Auto Rentals (BAR), situated in the neighboring country of Belize. Therefore, to maintain the varied sites of BAR in an efficient and effective way, employing numerous skilled site-managers has become quite essential for Calidad. By employing skilled site-managers, the company intends to facilitate Calidad in broadening its market value and supremacy among other organizational players of the specific region. Due to this fact, the management of Calidad has made an attempt to recruit 10 site-managers, who will be responsible for supplementing the site operations, leading towards the improvement of its corporate image and revenue as it is extremely essential for Calidad to execute its operations in an effective way. The job responsibilities offered for the position of a site-manager will encompass the decision-making as well as strategic designing aimed at facilitating the company’s expansion and thereby will require highly skilled and experienced professionals. It will be a permanent job with 10 vacancies, comprising the liability of handling diverse types of site-related issues and client l iaisons. It is an urgent vacancy and the interested candidates should possess the below mentioned Knowledge Skills and Abilities (KSAs) along with other personal and desired abilities to fulfill the assigned Tasks, Duties and Responsibilities (TDRs). Tasks, Duties and Responsibilities (TDRs) Management and supervision of the day to day actions of a particular site Controlling labor related issues in that particular site Maintaining vigilance over the number of cars, hired by the tourists Maintaining a record of all the tourists, hiring vehicles from the site of Belizean Auto Rentals (BAR) Providing the customer with every piece of requisite information as per their desires and requirements Maintaining both hard and soft copy of the charges of all cars, hired by tourists Preparation of balance sheets and profit and loss statements at the end of each month Knowledge Skills and Abilities (KSAs) Must possess excellent communication skills in English and Spanish An engineering degree in any discipline is mandatory Additional degree such as MBA or any other professional course will be preferred The candidate must have a minimum of 5-10 years experience in a similar field The candidate must have adequate local knowledge regarding the hiring rates of the rented vehicles Desirable Skills Excellent mastery of Microsoft Word and Excel along with other

Market equilibrium Essay Example | Topics and Well Written Essays - 500 words

Market equilibrium - Essay Example Hence, price and quantity supplied are positively related (McConell, Brue, & Flynn, 2009). Economic equilibrium would be achieved when demand and supply of a commodity in discussion meets. This point will be called the optimum level of functioning point in an economy, as every stakeholder is able to achieve their objective of buying and selling. Equilibrium price is where quantity demanded and supplied meets. This is the price and buyers and producers buy and sell exactly the same amount of good (Sloman 1999). At any point below or above the equilibrium, it will either create excess demand in case of low price, or excess supply in case of higher price. The gap in supply and demand will exist in the short term. However, sellers and buyers would adjust their sell and purchase habit and equilibrium would eventually be achieved. Consider the example of an automobile industry, where demand and supply figures are shown in the table below. Price/ car(in thousands) Market Demand(in thousands ) Market Supply(in thousands) $5 700 400 $10 500 500 $15 350 600 If the price initially started at $5/car, demand would exceed supply by 300 units. At this point, suppliers would not be willing to offer more cars which will result in consumers being unable to obtain all they wanted and would thus be willing to pay a higher for it.

Planning and Design Essay Example | Topics and Well Written Essays - 2000 words

Planning and Design - Essay Example It enables to prepare an efficient schedule for completing the project within a specified time (Public Procurement Guide, 2008). Resource Planning In this stage, the management should be focused on determining required materials or resources, laborers and tools that are required in each step of the project. This step would be useful for making proper allocation of available resources in required places. It would also facilitate to avoid any improper allocation and wastage of valuable resources so that the project completes in time (Public Procurement Guide, 2008). Cost Planning Preparation of plan with respect to allocation and use of cost is one of the vital parts for the management in the project plan. The stage comprises proper identification of required costs including internal and external costs. It also enables to make assessment of the amount of time required to complete the project, so estimation can be made regarding the budget of the project and whether the project would re quire over-budgeting or not (Public Procurement Guide, 2008). b. ... With this concern, Spencer Moneysworth consulted with Expert Industrial Developers (EID) regarding making an estimation of cash flow chart for the project. However, the EID provided an estimated plan of USD20 million with a schedule of 18 months for the project. However, the intention for Woody 2000 project was to prepare the project within USD17 million by including one million for first and last month and USD1.4 million each within the rest 10 months during the project. Moreover, the cost planning of EID depicts an excessive use of capital along with making an estimation of longer schedule for the plan including professional services and construction works. With this concern, it can be said that there is a requirement for making evaluation of available alternatives in terms of accessible contractors that can provide lowest possible cost with efficient time schedule for the project. In the successive phases of the project, the aspect of proper time scheduling would be crucial as it can largely affect positive or negatively on the factors such as project budget, delay and accessibility of resources among others (Public Procurement Guide, 2008). c. Did the project plan explain how the project and any changes would be controlled? Should this be part of the plan? Give reasons. The overall plan for the Woody 2000 project explains the facet of bringing in changes by involving software as well as hardware to efficiently complete the project related tasks. By appointing Ian Leadbetter, a mechanical engineer, specialized in ‘programming semi automatic manufacturing machinery’, efficiency in the whole process of project schedule was desired to be brought. This aspect

Managerial Finance Closing Essay Example for Free

Managerial Finance Closing Essay The company announces that it is not expanding, what do you think will happen to the price of the bonds? What will happen to the price of the bonds if the company does expand? I believe if the company announces that it is not expanding then the prices of the bonds would not change, however if the company decides to expand then the prices of the bonds would increase due to the increase in the value of the company and the return would be greater. 5. If the company opts not to expand, what are the implications for the companies future borrowing needs? What are the implications if the company does expand? If the company decides not to expand, I do not believe that the implication for the companies future borrowing needs would differ too much from if they decided to expand. However one variation is if the company decides to expand they will receive more equity as shown above by the calculations. If the company has an increase of equity, they have the opportunity for an increase of borrowing, if they needed. However, if the company opts not to expand, they can still borrow in the future, however, their equity will remain the same, which would give them less variation in regards to borrowing. 6. Because of the bond covenant, the expansion would have to be financed with equity. How would it affect your answer if the expansion were financed with cash on hand instead of new equity? From my perspective, I do not see an issue with the expansion being financed with equity rather than â€Å"cash on hand†. I believe it would be an easier wait to keep track of the finances. I thought the primary reason some companies use equity to finance new projects is because they do not have the â€Å"cash on hand† to begin with, and although they have equity, it would be far too much trouble to convert it over to cash. So, they would rather use equity to finance.

Willy as Pathetic Hero in Death of a Salesman Essays -- Death Salesman

Wily as Pathetic Hero in Death of a Salesman      Ã‚  Ã‚  Ã‚  Ã‚   Arthur Miller succeeds in demonstrating incredibly well in Death of a Salesman that not only is tragic heroism still possible in the modern world, but that it is also an affliction to which both king and commoner are equally susceptible.   However, Wily Loman is not a tragic hero because he is pathetic, not heroic, in his personal "tragedy" that comes from his inability to admit his mistakes and learn from them.   Instead, he fits Miller's description of pathos and the pathetic character, one who "by virtue of his witlessness, his insensitivity, or the very air he gives off, [is] incapable of grappling with a much superior force," (Miller   1728).    The tragic right to Arthur Miller is a condition of life that enables an individual to travel the route to self-realization and allows one to blossom to the fullest extent of his or her capabilities.   This learning only occurs when the individual has courageously and unblinkingly "shaken"   and undergone the "total examination of the 'unchangeable' environment" (Miller   1727).   From this examination often comes the fear and terror associated with tragedy, as the individual is confronted with his own impression of his 'rightful dignity' in society (who and what he thinks he is) as opposed to the dignity afforded him by society-at-large.  Ã‚   Only the tragically heroic are ready to die to secure this personal dignity, one that imbues them with heroism because   of their "unwillingness to remain passive in the face of what [they] conceive to be a challenge to [their] dignity, [their] image of [their] rightful status," (Miller   1726).  Ã‚   Thus, one is only flawless if they remain passive in the midst of this common-among-all-human-be... ...n debarred from such thoughts or such actions," (Miller 1727).   Therefore, Willy is his own enemy because his unwillingness to change his behavior and thinking keeps him entrapped in a system of values that prevent him from ever being free.   This makes him pathetic and tragic, not heroic and tragic, because the tragic hero rejects any system that prevents the freedom of love and creativity in the self, even if it is a system he himself has adopted.   This is possible for the common man, but Willy is a common man, who, by standing in his own path of development, cannot achieve it.    Works Cited Corrigan, R.W. (ed.)   Arthur Miller:   A Collection Of Critical Essays.   Prentice-Hall, NJ:   1969. Miller, A.   "Tragedy and the Common Man."   Criticism On Drama.   1949:   pp. 1726-1728. Moss, L.   Arthur Miller.   Twayne Publishers, Inc., NY:   1967. Willy as Pathetic Hero in Death of a Salesman Essays -- Death Salesman Wily as Pathetic Hero in Death of a Salesman      Ã‚  Ã‚  Ã‚  Ã‚   Arthur Miller succeeds in demonstrating incredibly well in Death of a Salesman that not only is tragic heroism still possible in the modern world, but that it is also an affliction to which both king and commoner are equally susceptible.   However, Wily Loman is not a tragic hero because he is pathetic, not heroic, in his personal "tragedy" that comes from his inability to admit his mistakes and learn from them.   Instead, he fits Miller's description of pathos and the pathetic character, one who "by virtue of his witlessness, his insensitivity, or the very air he gives off, [is] incapable of grappling with a much superior force," (Miller   1728).    The tragic right to Arthur Miller is a condition of life that enables an individual to travel the route to self-realization and allows one to blossom to the fullest extent of his or her capabilities.   This learning only occurs when the individual has courageously and unblinkingly "shaken"   and undergone the "total examination of the 'unchangeable' environment" (Miller   1727).   From this examination often comes the fear and terror associated with tragedy, as the individual is confronted with his own impression of his 'rightful dignity' in society (who and what he thinks he is) as opposed to the dignity afforded him by society-at-large.  Ã‚   Only the tragically heroic are ready to die to secure this personal dignity, one that imbues them with heroism because   of their "unwillingness to remain passive in the face of what [they] conceive to be a challenge to [their] dignity, [their] image of [their] rightful status," (Miller   1726).  Ã‚   Thus, one is only flawless if they remain passive in the midst of this common-among-all-human-be... ...n debarred from such thoughts or such actions," (Miller 1727).   Therefore, Willy is his own enemy because his unwillingness to change his behavior and thinking keeps him entrapped in a system of values that prevent him from ever being free.   This makes him pathetic and tragic, not heroic and tragic, because the tragic hero rejects any system that prevents the freedom of love and creativity in the self, even if it is a system he himself has adopted.   This is possible for the common man, but Willy is a common man, who, by standing in his own path of development, cannot achieve it.    Works Cited Corrigan, R.W. (ed.)   Arthur Miller:   A Collection Of Critical Essays.   Prentice-Hall, NJ:   1969. Miller, A.   "Tragedy and the Common Man."   Criticism On Drama.   1949:   pp. 1726-1728. Moss, L.   Arthur Miller.   Twayne Publishers, Inc., NY:   1967.

Canadian GDP :: essays research papers

The output or GDP of Canada has increased from 1995 to 1999. This means that more people became employed or productivity has risen. With the GDP on the rise, Canada is able to buy more because people will have more money from work. This would appreciate the dollar because Canadians need the U.S. dollar to purchase our goods. Demand, on the other hand, has somewhat stayed the same. There were periods when it was up and periods when it was down. When the demand for passenger cars was falling, Canadians were looking elsewhere to buy their cars. This factor would, most likely appreciate the dollar because, one again, the Canadians would need the U.S. dollar to buy our cars. When the demand was up, the opposite situation would happen. The unemployment rate for Canada fell, possible because of increased advertisement. When the unemployment of a country is low, output and productivity are raising. I stated before, as output rises, imports will also rise. This is due to the increase of money in the country. The dollar will appreciate relative to the Canadian dollar. Canada’s inflation has risen 7% in the last five years. As the price of Canada’s goods increase, the U.S. is looking elsewhere to buy its products. The supply of the U.S. dollar would decrease in Canada and the U.S. dollar would appreciate. In order to get an exact reading of the actions taken by Canada, we must look at their inflation compared to the U.S. I looked at http://www.stls.frb.org/fred/data/cpi/cpiaucsl, and I found that the U.S. had an 11% inflation rate. This means that product price of the U.S. has risen faster to that of Canada. This means that Canada was possible taking there business elsewhere, causing the dollar to depreciate. The interest rates of Canada are clearly on the downfall. Less people are putting their money into the investing sector. When the interest decreases, it is likely that Canada is putting their money into the U.S. This would appreciate the dollar because Canada would need the U.S. currency to invest in our country. Canada is running a constant trade surplus. We must also look at the current account balance of Canada. It decreased drastically from 1996 to 1997. This, most likely, means their imports were greater than their exports. You would be able to see this on their goods and service balance. I would assume that they do have a merchandise trade deficit because Canada is getting money from investing income.

Rhetorical analysis essay examples Essay

In the essay, â€Å"Education†, Ralph Waldo Emerson, a transcendentalist thinker, asserts that Education is damaged and he knows of a solution – the educators. He develops this claim by first introducing the paradox linking â€Å"Genius and Drill†, expressing his ideal method of teaching. Throughout the essay, Emerson tends to have a condemning tone against the educator but towards the end he changes it into a comforting one. Emerson’s purpose is to present an alternative style of teaching in order to persuade educators to use the teaching method by using paradoxes, rhetorical questions, and shifts in tone. He establishes an informative and didactic tone for educators who value attention to detail. Emerson begins his essay by explaining why educators must respect the child in order to create an ideal educational system. He states a paradox between genius and drill in which he backs up by giving insight to the educators about the natural abilities of the scholar. He does this in order to resemble how complex and developed these young students minds are and that they need room to develop their minds on their own. To address drill, Emerson uses short, straightforward sentences like, â€Å"Give a boy accurate perceptions. Make him call things by their right names. Pardon him in no blunder† to dictate the reader in what they have to drill into the children’s minds (Emerson 103). The use of short sentences also serves to relate to the ethos of the reader by making the sentences â€Å"larger† than what they mean, earning Emerson his credibility and persuading the educators. He then uses longer sentences to describe how genius should be implemented. The manipulation of sentence length assists in describing his method of educating the youth by providing declarative or descriptive sentences. Emerson illustrates his theory through an anecdote about how the natural way of learning is possible and actually more efficient than its traditional counterpart. He does this by giving examples of how Charles Fellows completed his ambitions without the traditional education system. This paradigm provides a real life example providing ethos for his audience by giving a real example of his theory being implemented. Rhetorical questions induce an emotional appeal from educators. Emerson’s use of rhetorical questions attacks the educator in such a way that they question their original methods. After describing the current systems militaristic ways, he asks the educators â€Å"What reformer will it nurse? What poet will it  breed to sing to the human race?†(105). He condemns the current system and asks how it could possibly benefit students. Furthermore Emerson provides an analogy comparing the patience needed to teach a student and the â€Å"dint of obstinate sitting still† to arouse animals. He then goes on to ask the educators, â€Å"Can you not wait for him, as Nature and Providence do† to taunt the educators of their definitive ways of teaching(107). All of these methods gear the audience toward a path of naturalistic standards. The shift in tone throughout the essay describes Emerson’s main argument. He transitions from asserting the defects in the system to bringing the educators together to repair the problem. In the beginning Emerson instructs the educator by using commanding verbs. For instance when he says to†Give a boy accurate perceptions. Teach him the difference between the similar and the same. Make him call things by their right names† (103). The continual use of verbs to start sentences sets a didactic tone that undermines the educator. Emerson accentuates an educator’s capacity to inspire students to thrive in a natural learning environment. Through strong commanding sentences, rhetorical question, and empowering tone Emerson strives to persuades the educator in reforming the education system.

Danshui Plant No.2 Essay

Background: Danshui was a contract manufacturer assembling electronic products in southern China. There were many manufacturers like Danshui in China assembling parts for the companies wishing to save labor costs. Apple contracted with Danshui to assemble 2.4 million iPhones in Plant No.2 with the expected high demand of this product in 2010. As a profit center, Plant No.2 was credited for each iPhone produced and shipped. The process of assembling was complex and required almost entirely based on handwork for more than 100 components. Danshui was confident of its workers to adapt the new tasks and extra workers could be hired and trained as needed. The iPhone 4 was the most successful product of Apple as more than 1.7 million units were sold in the first 3 days they were launched. However, the plant was operating at a loss because of the underproduction. Consequently, the controller of this plant considered preparing the new budget showing using a flexible budget system to identify what went wrong in their operations that contribute to the performance problems. Problems and issues: The plant has 2 big problems in terms of budgeting system and labor force. Firstly, they were in unfavorable performance by using standard budgeting system. They were unable to meet the Apple contract, which was shortage 10% from the 200,000 targeted units, resulting in the loss of $672,000 rather than the profit of $100,000. Actually, the plant was using the standard costing system to evaluate their performance, but it was not appropriate because the comparative quantities were different (180,000 and 200,000 units). That means the total standard costs would be overstated compared to the total actual costs. Consequently, the activities under the standard costing system were all overstated efficiency, leading to the unfavorable net income. Secondly, the lack of qualified labor force also contributed to this problem. As the assembly of iPhone 4 was extremely complex, this would be higher chances of errors as the assembly process was handled by different workers with different skills and working styles. This will indirectly cause a lot wastes in term of cost and time due to the carelessness and the lack of skill of the workers. The burden of the supervisors must be increased as they must learn before guiding the workers, who were almost semiskilled.  Although the plant had raised the wages to 30%, they still could not increase the number of labor force needed, which also contributed to the underproduction. On the other hand, as the production line was based on handwork, the damage of 1000 flash memories in installation was unavoidable. Thus, the actual output must be 181,000 units instead of 180,000 units in their report. The replacement of the wastage had increased the cost that had led to the unfavorable variance of $389,000. When the reckless jobs had been done, the workers must use the new tools and supplies, resulting in the increase of the production costs and cause an unfavorable performance. Recommendations: For the short term, I recommend Danshui to change from using the standard costing system to the flexible budget system for performance evaluation purpose. By using the flexible budget will help them to compare results with adjustable budget and the variance analysis will be more accurate. This system also proves the unfavorable performance caused by the variance from variable costs of $1,041,200, which can analyze and evaluate the weaknesses in controlling the variable cost which is flash memories, assembly and packaging expenses. For the long term period, they have to overcome the disadvantages from the labor forces. First of all, the plant should improve their salary policy. I recommend that they should motivate workers by setting a basic salary and offering bonus if they complete their jobs well. Secondly, the plant should provide professional training for labors. Through training, the labors can learn how to handle with care on the parts to avoid the wastage that will happen. This solution also assists managers to place the correct labor at the correct assembly parts to reduce the labor hours but still save the materials. Thirdly, the plant could hire more skilled supervisors who will able to response to the problems arises and know how to motivate the labor to achieve the goal.

Lesson plan

Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson plan Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson Plan SEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology† (an adaptation) page 53 V. ASSIGNMENT; Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voic e and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"John saw a pretty girl. He went to talk to her. His wife arrived.The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Joseph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a Lesson plan Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins wi th a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the reader's interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Student's response will be written on he board. Teacher will ask students to predict today's topic. Teacher will inform students that in today's class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techn iques Students' Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animal's similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Gi ve direct instruction after giving whole group instructions, work individually with each struggling readers. Lesson Plan SEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology† (an adaptation) page 53 V. ASSIGNMENT; Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voic e and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"John saw a pretty girl. He went to talk to her. His wife arrived.The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Joseph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a