Hydrogen Fusion is the Future Source of Energy Essay -- Energy Power G

Hydrogen Fusion, the Future Source of Energy Abstract The world is currently in an energy crisis with no end in sight. Many technologies can help reduce our dependence on fossil fuels and have the possibility of ending the energy crisis. Hydrogen fusion holds great promise with its no pollution energy output. If more energy can be created than is used to start the fusion process, the energy crisis might become a thing of the past. Over half of the energy used now comes from fossil fuels, which is around 2.77*10^14 KJ in 2003. ITER, which is under construction right now in France, will have the possibility of releasing 500 MW of energy as an output. By developing methods that reduce the energy needed to start the fusion process, hydrogen fusion might end our need to use fossil fuels. Introduction Humanity has faced many crises in the past few millennia. From the Black Plague of Medieval Times to World War II in the 1940’s, humans have always had some form of large-scale problem to deal with. Now in our modern times, we as humans are facing one of the toughest: the energy crisis. This dilemma will have the greatest involvement of human minds to figure out a possible solution. The majority of all the energy produced in the world comes from fossil fuels. In these strange times, humans are now looking for new viable sources of energy to replace the highly depleted fossil fuels. One of the newer possibilities that can be used as a new form of energy is hydrogen fusion. One of the earliest experiments in this technology was in the late 1960’s with the development of the Tokamak. The Tokamak was a Soviet-built magnetic confinement device developed by Igor Tamm and Andrei Sakharov. The shape of the Hydrogen Fusio... ...al Total Primary Energy Consumption (Demand) Information. 25 July 2005. Retrieved 3 August 2005 from http://www.eia.doe.gov/emeu/international/contents.html ITER. 3 August 2005. Wikipedia: The Free Encyclopedia. Retrieved 3 August 2005 from http://en.wikipedia.org/wiki/ITER JET. 27 July 2005. Wikipedia: The Free Encyclopedia. Retrieved 31 July 2005 from http://en.wikipedia.org/wiki/Joint_European_Torus Nave, C.R. Hyper Physics. Retrieved July 21, 2005. From Georgia State University Department of Physics and Astronomy Website: http://hyperphysics.phyastr. gsu.edu/hbase/nucene/fusion.html Tokamak. 27 July 2005. Wikipedia: The Free Encyclopedia. Retrieved 31 July 2005 from http://en.wikipedia.org/wiki/Tokamak WEC Scenario A3 jpg. 20 July 2005. Wikipedia: The Free Encyclopedia. Retrieved 31 July 2005 from http://en.wikipedia.org/wiki/Image:WEC_Scenario_A3.jpg

Adolf Hitler: a Leadership Analysis

Adolf Hitler BSM Portfolio Assignment This paper demonstrates Hodges University’s learning outcome of leadership. Kevin J. Van Dyk – Third Wheel Hodges University MNA4360 Leadership for Managers Professor Ron Harbour Due: November 7, 2012 Graded by BSM Instructor: __________________________ Grade Awarded: __________________________________ Introduction For the past seventy years, Adolf Hitler has been known as one of the most evil men in history. The Fueherer, as he was known, exhumed hatred and violence in his pursuit of power.A vile man, driven by violence and a lust for power, eventually drove himself mad with his own idealistic vision of what a perfect world would be, and how he would achieve it. While his motives may have been questionable, his ability to lead and influence people is not. This case study will analyze the leadership tactics utilized by Adolf Hitler, as well as the personal issues he had with himself, society and the world he lived in. Also, Hitlerâ €™s unmatched desire for ultimate power, which ultimately led to his demise, will be examined as well. Ambitious scarcely describes the intensity of the lust for power and the craving to dominate which consumed him† (Green, 2001, pg. 8). Leadership, though defined through text books as, â€Å"The ability to influence a group toward the achievement of a vision or set of goals† (Judge. 2013, 368), is not only limited to the ability to influence people. Leadership also includes the mental and physical maturity and knowledge to be able to influence people ethically and morally.The greatest problem with Hitler’s leadership was that he allowed his ego driven desire for power to become greater than his vision for his country. Without the ethical and moral standards, leaders become dictators, and most will become separated from their wits and end up with less than optimal results. Situation Analysis In Management: The New Competitive Landscape, Bateman defines situat ion analysis as, â€Å"a process planners use within, time and resource constraints, to gather, interpret and summarize all information relevant to the planning issue under consideration† (pg. 108).A situation analysis is a tool used to assess a particular situation and dissect the internal and external parts, focusing on the strengths, weaknesses, opportunities and threats of the organization in order to accomplish a goal. Internal Environment The internal environment, or the factors that Hitler can control, are in his eyes limitless. Hitler truly believed he was in control of everything. His goals were driven by hatred and a hunger for power. â€Å"Hitler was a master of nationalist appeal† (Green, 2001, pg. 13), and â€Å"speech was the essential medium of his power† (Green, 2001, pg. ). The way he viewed the world he lived in, Hitler was able to control everything and everyone around him through his ability to speak and influence. Anything he could not contr ol, he sought to destroy, which included but was not limited to the Jews, Marxists, Czechs, Poles, French, any intellectual and the educated middle class. From an outside perspective, Hitler was a selfish, hateful, spiteful, violent man with demented goals towards world domination, and essentially was a cancer to the world. External EnvironmentThe external environment, which includes the factors uncontrollable by Hitler, to him is non-existent. Hitler controlled his external environment through brute force and violence along with fear. Countries like France and Britain allowed him to act this way for a great deal of time, as well as did some of the smaller areas conquered by the Nazi forces. It’s wasn’t until Hitler’s ego driven motives were finally seen by the rest of the world did anyone begin to rise up against him. Eventually, the other worldly enemies of Germany were able to stand up against him.Hitler’s own arrogance also became an external factor, as towards the end, he was unable to control his emotions or separate his delusion from reality. Political turmoil combined with good timing allowed Hitler to rise to power legally and begin to rally the people of Germany behind his vulgar plans. SWOT Analysis A SWOT analysis is an evaluation a company’s strengths, weaknesses, opportunities, and threats (Armstrong, 2010, p. 77). A SWOT analysis is a useful tool in comparing a business, or in this case a character’s, traits to the situation and to other characters.A SWOT analysis for Adolf Hitler * Strengths * Passionate Speaker * Charismatic * Calculated * Gifted Actor and Politician * Weaknesses * Angry and full of rage * Defensive * Ego driven and selfish * He became convinced of his own infallibility (EGO) * Opportunities * Rose to power during a time of political unrest and indecisiveness in Germany * Master of surprise tactics: gauged the psychological effects * Threats * Anyone who interfered with his mission was an enemy of the people. * Intellectual and educated people.Hitler was a very passionate speaker that was incredibly adept to connecting to his audience in order to influence or persuade. The people he was speaking to would feel his passion. His charisma for speaking combined with the weak structure of Germany at the time made him influential beyond any other. He had the combined skills of an actor and a politician, â€Å"he could talk well and he had the actor’s gift of mimicry to amuse his companions. (Green, 2001, pg. 12), and everything he said and did had a calculated thought behind it.He was never caught off guard or accidently let anything slip, â€Å"he never let slip and unconsidered word. He never said what he did not intend to say and he never blurted out a secret. Everything was the result of cold calculation† (Green, 2001, pg. 7). Hitler’s own ego was his biggest weakness. The arrogance to believe that his was a â€Å"man with a mission, marked ou t by Providence, and therefore exempt from the ordinary cannons of human conduct† (pg. 9). Hitler also had no respect for any type of God or higher being, deeming himself as a supreme deity in his own eyes.Anyone that believes they are on a divine mission to destroy and conquer clearly needs a path back to reality. His anger and rage would often play through during his speeches, though it was stated that he would often catch himself, calm himself, flatten his hair and continue on as if nothing had happened, and he also had a tendency to be on the defensive, making excuses and pointing the finger at anyone but himself or his country for the shortcomings of the time. Hitler took advantage of a great opportunity in early 1930’s Germany. There was a time of political unrest and uncertain leadership.The leaders of the respective political parties were weak, and Hitler saw the chance to put his plan into action to build the perfect nation. Incredibly patient and a master of t he surprise tactic, he waited until the timing was perfect to seize any opportunity. The greatest threats Hitler faced would be anyone that he was unable to control. The intellectual and the well-educated didn’t buy in to his rhetoric. Hitler had one way, his way. If you weren’t with him, you were against him. Anyone that interfered with his mission was an enemy of the people. Problem IdentificationBeing a leader is not just about influencing people to achieve a goal; leadership has to do with the motives behind the organization and its goals as well. When a leader allows their own ego to dictate the direction of the organizational goals instead of what’s best for the organization, a problem will occur. Such is the case of Adolf Hitler. His ego driven desire for power outweighed the organizational goals for the people of Germany and the rest of the world. An idealistic perfect nation was a nice thought, but eventually the overly eccentric steps taken forced Hitl er across the line from leader to dictator.Best Choice of Action I truly believe that Adolf Hitler could have been the world’s emperor, had he not let his ego get in the way. His biggest threats at the time were Britain and France, who he had kept on their heels for the majority of his time in power. Instead of being aggressive and driving forward hastily, Hitler allowed his ego to define his decision making. A lack of advisors in addition to an incredible ego cost him his empire. At one point Hitler said he would rather lose Germany altogether than surrender. The best choice of action for Hitler would have been to not be so closed off and untrusting.To appoint a cabinet of trusted officials that could help him objectively make a decision, as objectively as a genocidal maniac could possibly be, of course. With a little bit of an outside viewpoint, Hitler may have been able to see the flaws in his â€Å"Mission from Providence† and instead been able to be more efficient and effective in his plans for world domination. Characters Hitler had several types of power during his reign. Though seized through an opportunistic election, Hitler was granted Legitimate Power over Germany though their election process.The leader with legitimate power â€Å"has the right, or the authority, to tell other what to do. (Bateman, 2004, pg. 369). He also had Coercive Power, or the control over punishments. (Bateman). Hitler certainly used an Autocratic Leadership Model, which â€Å"makes decisions, then announces them to the group† (Bateman, 2004, pg. 374), He was also a very charismatic leader; charismatic leaders are â€Å"dominant and exceptionally self-confident and have a strong conviction in the moral righteousness of their beliefs† (Bateman, 2004, pg. 83). In addition to all this, Hitler was also a transformational leader, â€Å"Transformational leaders get people to transcend their personal interests for the sake of the larger community† (pg. 383). These qualities combined made Adolf Hitler the leader that he was, or at least the leader he started out to be. Once his ego and his own personal vendetta with the world clouded his vision for the organization, his empire began to crumble and his ability as a leader ceased. Student Use of Leadership OutcomeThis past week, Hodges University at PHCC was invited down to the main campus in Fort Myers in order to receive an award for outstanding leadership and activity. Although I am not currently the leader of this group, I seized this opportunity to go to the main campus and meet with the influential people within the university structure. As a new club at a satellite campus, the Ambassador Club was having trouble being noticed and acknowledged by the university. At this ceremony, I made sure to meet with the important department heads, deans and advisors in order to establish a channel of communication for the future.Our biggest problem as an organization right now, is tha t we are virtually unseen, by not only our community, but our university and campus as well. When I tell people I go to Hodges University, most people say, â€Å"Where’s that? † and â€Å"Huh? †. Even the students on PHCC’s campuses hardly know what Hodges University is. Our struggle with the university has been gaining the backing we need in order to secure a foothold within the community. A presence on campus and in the social eye would not only increase the student’s experience, but could possibly increase enrollment and student involvement.Our goal for the coming year is to show the university that we are getting noticed in the community and on our campus. We want to be noticed not only by the students, but by the administration as well in order to generate a better experience for students, alumni, faculty and prospective students alike. Learning to utilize the different types of power in leadership positions and when to use them allowed me to make the impression I needed to make in the presence of other leaders in positions of power. Conclusion Leadership is about more than just getting a flock of sheep to follow.Leadership is about having the moral and ethical maturity to influence people towards the right goals for the right reasons. Hitler lost sight of the moral and ethical end. He decided that his own diving ego was more important than the organization he was leading, which just so happened to be his nation of people. Hitler set out wanting to build a stronger, more dominate nation, a perfect nation above the rest. At first, he was charismatic and extremely effective. Once the leader loses the ability to influence, his ability to lead is gone.The people began to see how eccentric and evil and violent Hitler really was, and in effect, how unfit of a leader he truly was. Had Hitler had the moral ground ethical ability to continue to influence his people to follow him, the world may have ended up in a very different wa y. Reference Armstrong, G & Kotler, P. (2010). Principles of Marketing (14th Ed. ) Upper Saddle River, NJ: Pearson. Bateman, T. S. (2004). Management: The New Competitive Landscape (6th Ed. ) New York, NY: McGraw-Hill Green, W. , & McCarthy, G. (2001). Adolf Hitler. Oneonta, NY: The Hartwick Humanities in Management Institute.Judge, T, & Robbins, S. (2013). Organizational Behavior. Certification Statement I hereby certify that this paper constitutes my own original work and is properly quoted and cited where I have used the writings of another. Further, this paper has not been submitted for credit in any other Hodges University class or other college course or for publication elsewhere. Kevin J. Van Dyk You have 1 Essay Outgoing Title| Subject| E-Structor| Submission Time| | Hitler Case Analysis: Leadership| | Essay Center – 1 hrreview| | 11/06/2012 07:02:44 PM| You have 0 Question Outgoing Title| Subject| E-Structor| Submission Time|

The Reformation And How It Shaped Our Western World

This year is a special year in particular as of the year 2017 on October 31st celebrates the 500th anniversary of the Reformation. It started in Germany but then spread all across Europe. The Reformation was needed to help modernize Christianity but it also created divides in the Protestant Movement. What is interesting is that there were other movements within the Catholic Church that predated 1517, so what made Martin Luther so special. This paper will go in depth on the accounts of the reformation and how it shaped our western world. Some theorists just look at when the Lutheran Augsburg Confession was printed or even the Treaty of Westphalia ending the Thirty Years War or even in the long run until the 18th century with all the options of a person to pick from for their religion from just being a catholic to now a Lutheran, Calvinist, or Anabaptist or be a member of the church of England. 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Operant Conditioning Is A Type Of Learning Essay - 1567 Words

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Essay on Managing Financial Resource - 2393 Words

There are financial implications for individuals accessing and using services in health care services, Evaluate the impact of these financial implication on service users. (AC 4.3) The pursuit of equity of access to health care is a central objective of many health care systems. Yet, financial incentives can influence patients because, although the UK system is essentially ‘free at the point of use’, there are charges for specific services including eye tests, dental check-ups, and dispensing of prescription medicines. Charges can act as a deterrent to patients and as a barrier to access. The impact of user charges affects different socio-economic groups in different ways. For some groups, access may not be compromised by a co-payment,†¦show more content†¦The shift in the balance of NHS and private dental care reflects the interests and preferences of dentists rather than of the public. It suggests, however, that a continued shift towards private practice is a trend that the public will not find acceptable, which might limit the extent of expansion of private practice. Hughes and McGuire (1995) estimated the impact of charges for drug prescriptions in the NHS and found evidence to suggest that user charges reduced the number of prescriptions cashed in the UK. However, the impact of user charges is likely to affect different socioeconomic groups differently. Lundberg et al. (1998) found that price sensitivity decreased with age, income, education and self-rated health status. Furthermore, they found that sensitivity to user charges for drugs varied greatly between different types of drugs; for example, they found that if user charges doubled 40% of antitussive users would reduce their consumption, whereas only 11% of users of drugs for menopausal problems would reduce their consumption. It should be recognised that in the UK user charges are means-tested; low-income families and people over 65 years are exempt, as are individuals with certain chronic conditions, such as diabetes. Some commentators suggested that user charges could (and should) beShow MoreRelatedManaging Financial Resources4675 Words   |  19 Pagesof Contents Choosing a Financial Source 1. Sources of Finance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Page 3 2. Term Length of Funding†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...Page 5 3. Venture Capital Sources†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....Page 5 Decision Making 1. Team Building†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...Page 6 2. Cost of Finance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 7 3. Flow of Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 8 4. Balance Sheet†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 9 Financial Performance 1. Financial Statements†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreManaging Financial Resources5335 Words   |  22 PagesCollege [pic] Assignment Managing Financial Resources IBM HMC17 Author: Peter Neirynck Learning Team: Regional Group B – TIE team Date: October 29, 2007 Management Summary This paper analyses critically the financial performance management within IBM Software Group Belgium and IBM Southwest IOT. In order to understand how the financial reporting is an enabler for the execution of the corporate strategy, we analyse the published financial information, the budgeting cycleRead MoreManaging Financial Resources3012 Words   |  13 PagesManaging financial resources Table of Contents 1. Introduction 2. Past Financial Performance of Elim Limited A. Purpose of this Analysis B. The Importance of Standards C. Descriptions of Past Performance 3. Implications of Elim’s Past Performance 4. Information Needs amp; Its Importance D. List of Decisions E. Information Needs of Different Parties 5. Analysis of Different Strategies F. Cost Control G. New Product Development Read MoreManaging Financial Resources and Decision1445 Words   |  6 PagesManaging Financial Resources and Decisions-HND Assignment HND Assignment Managing Financial Resources and Decisions Scenario: Emaar Properties on Sunday announced to build a new hotel in Downtown area and that will be the second tallest property in the high-end area, according to chief executive officer for retail Arif Amiri. Amiri did not disclose value of the project and even declined to give the sale price. â€Å"We will announce the price at public launch on September 22,† he told reporters atRead Moremanaging financial resources Essay3020 Words   |  13 Pagesï » ¿ St. Patrick’s College London HND Health and Social Care Management MANAGING FINANCIAL RESOURCES IN HEALTH AND SOCIAL CARE John Egharevba CONTENTS PAGE INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.p.3 LO1 Understand how systems are used to manage financial resources in health and social care 1.1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦pp.3-4 1.2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..pp.4-5 1.3................................................................................Read MoreManaging Financial Resources and Decisions1091 Words   |  5 PagesUNIT 2: MANAGING FINANCIAL RESOURCES AND DECISIONS Unit 2: Unit code: QCF level: Credit value: Aim Managing Financial Resources and Decisions H/601/0548 4 15 credits The unit aim is to provide learners with an understanding of where and how to access sources of finance for a business, and the skills to use financial information for decision making. 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1998 Ap Ushistory Dbq free essay sample

On the contrary, the Democratic-Republicans favored the protection of states’ rights and the strict containment of federal power. The Democratic-Republicans were strict constructionists and they believed only in the enumerated powers of the Constitution. Up until 1800, these descriptions of the two political parties were very accurate. However during the period of 1801-1817, the Jefferson and Madison’s presidencies reveal that these characterizations were accurate only to a certain extent. These characterizations became inaccurate when Jefferson, Madison, and Monroe stepped up in power as president and were forced to compromise their political views for the benefit of the country in the face of war, economic pressure, and threats to the Union. In the beginning of Jefferson ‘s first term as president, Jefferson made it clear that he would do anything to uphold the Republican principles he held dear in his heart. Jefferson believed that the preservation of the Constitution was essential if Americans wanted to live in a â€Å"harmonious and solid country† (Doc. A). He believed that part of the preservation of the Constitution included keeping the power within the states, making sure they were independent. This meant that the government had no business meddling with state issues such as religious institutions, doctrines, discipline or exercises (Doc. B). The one of the very few things the federal government was allowed to regulate in states was commerce with foreign nations and the power of taxation. However there was a very distinct line that was drawn between regulating commerce and completely cutting off commerce with foreign nations when Jefferson passed the Embargo Act of 1807 (Doc. C). This Act completely cut off commerce with foreign nations until the British and the French repealed their trading restrictions on neutral shippers. As a result the American export trade and its profits dried up. Many people deemed this Act unconstitutional; the constitution only grants congress the power to regulate commerce, it does not however state that they have the power to completely cut it off. This by itself contradicts everything Jefferson stood up for. Albert Gallatin, one of the best financial minds in the Republican Party, convinced Jefferson that the Bank of the U. S. was essential for financial stability. Although the creation of the Bank of the U. S. reduced the nation’s debt from 83 million in 1800 to 57 million by 1809 , the creation in its self shows a great deal of broad constructionism. Although the bank was a reasonable means of carrying out powers related to taxation and the borrowing of funds, nowhere in the constitution does it state that congress has the power to charter a bank. John Randolph, a Republican congressman from Virginia, claimed that â€Å"this government (Jeffersonian) created and gave power to congress to regulate commerce and equalize duties in the whole of the U. S, and not to lay a duty but with a steady eye to revenue†. What John Randolph was trying to say was that the Jeffersonian Republicans lost their view on strict constructionism, that they were interpreting the law in whichever way pleased them the most. Towards the end of Jefferson’s presidency and especially after, he and the Jeffersonian Republicans came to realize that although they were â€Å"not an advocate for frequent and untried changes in laws and constitutions† (Doc. G) there came a point when change is needed, a constitution that defined a nation many years ago cannot define a nation that has advanced in so many aspects, it would only hold the nation back. When Jefferson left office, James Madison was left with a divided party, a revived Federalism and an unresolved crisis in foreign affairs. For the most part, the Federalists during Madison’s time only used their view on broad constructionism when it was accommodating them. For example when the Hamilton institution tried to pass a conscription bill during America’s first great war, Daniel Webster, a federalist from New Hampshire claimed that it was unconstitutional and that nowhere in the constitution does it state that Congress had the right to enact a law enforcing a draft of men out of the militia and into the regular army (Doc. D). The constitution stated that men are entitled to aid the militia of the states. The aid of the militia were stated as the right – â€Å"to repel invasion, suppress insurrection, or execute the laws† however Federalists believed that Congress had the right to interpret the Constitution based on connotation; making Madison’s bill not unconstitutional, based on Federalist belief. When the Internal Improvement Bill was vetoed by Madison in 1817, everyone was in utter shock. Although he agreed with the bill’s objectives; he was convinced that the Constitution did not permit federal financing of primarily local projects. He also believed that â€Å"such a power is not expressly given by the Constitution† which shows that he also followed strict constructionist beliefs, when necessary. However, John Marshall, the chief justice of the court, also a Federalist used broad constructionism in almost all his cases. In one of the more famous trials, Marbury vs. Madison (1803), he declared that the first Congress, in 1789, had behaved unconstitutionally in attempting, in Section 13 of the First Judiciary Act, to enlarge the Supreme Court’s powers beyond constitutional limits by authorizing the Court, as a trial court, to entertain suits for mandamus against public officials. He used his broad constructionist view to be able to deem Marbury’s appointment as an officer of the court unconstitutional. During the period of 1801-1817, the Jefferson and Madison’s presidencies reveal that the Federalists and Jefferson Republicans could not be characterized by one belief. The Jefferson republicans were characterized as strict constructionists and the Federalists were considered to be broad constructionists, these characterizations only hold true to a certain extent because throughout history neither party stuck to their beliefs the whole way through.

Reading in the Content Areas an Example of the Topic Science and Technology Essays by

Reading in the Content Areas The Concept of Reading in the Content Areas In contrast to reading in its traditional context i.e. in the English subject, reading in the content areas simply means that school children are able to read and comprehend expository texts in content areas such as mathematics, history, science and social studies. The said texts are set apart from other type of texts by their characteristic nature that is based on facts. Further, such facts are usually presented in very technical terms utilizing multisyllabic words. Expository texts are also distinct in their structure, which vary from types like compare and contrast, cause and effect, sequencing, and many others that are logic-based (Literacy Matters.org, 2007). Need essay sample on "Reading in the Content Areas" topic? We will write a custom essay sample specifically for you Proceed Undergraduates Very Often Tell EssayLab professionals: I'm not in the mood to write my paper. Because I want to spend time with my boyfriend Essay writers propose: It Is Very Easy And Convenient To Buy Essays Online Academic Writing Services Cheap Reliable Essay Writing Service Top Rated Essay Writing Service Online Essay Writing Company The process by which students interact with texts in the content areas is another subject worth delving into. The said process is a three-part continuum that involves interaction before the text is read, during reading, and even after the text has been read. Interaction before the text is read involves drawing students stock knowledge that is related to the text, setting goals and anticipating questions. Techniques for identifying words such as syllabication and structural analysis, as well as the use of context clues to comprehend words that may be too technical, characterize the interaction with text during reading. This phase is what we call reading between the lines, upon which inferences could be drawn. However, reading in the content areas also emphasizes the importance of interaction with the text after the actual reading. This is where the process of reflective analysis, synthesis of information and ideas from various sources, and interpretation takes place (Literacy Matters. org, 2007). Having explained the three stages in which students interact with expository texts in content area reading, it is important to take note that the interaction of the students with the text also happens in three levels. Primary among these is the literal level where factual information are merely read and understood. Next would be the inferential level, where students process the information gained in the literal level by relating them to previous knowledge. The third would be the evaluation level, where students are already able to conclude and develop their own perspectives based on the ideas that were analyzed (Literacy Matters.org, 2007). The cold fact, however, is that not all students are able to read in all of the said levels (Literacy Matters.org, 2007). Herein lies the importance of being able to read in the content areas, meaning in all its three stages and levels. Too many years of studying students test scores and of analyzing the reason behind failures in such tests indicate that the areas they dont understand are usually the areas they couldnt read about (Peha, 2005). According to Guenther (2005), one cant separate learning to read from reading to learn. One reads to find out something, thus reading is formed by both the content of a text and the intent of a reader to learn it. Reading does not happen in a vacuum. And it is important that the issue of elementary students need to learn to read to learn is addressed, moreover before they reach fifth and sixth grade (Guenther, 2005). Peha (2005) affirms this in saying that small reading problems in elementary levels would loom bigger as children progress in school, meaning little reading problems in elementary could even impair reading, and thus learning, in secondary and tertiary school levels. With higher school levels comes more voluminous readings and harder tasks required from what was read, thus increasing the difficulty of reading. At around 12th or 11th grade, school becomes gravely hard for children who have reading difficulties in the content areas, and the all too often response to this is just to quit reading, and worse, schooling altogether. Even the teachers themselves also admit to having difficulty in teaching such children. The said problem, however, did not arise out of the blue. Generations that have passed saw to children struggling to read in the content areas. Yet todays curriculum standards and high stakes testing brought societys focus on the issue i.e. there is an increasing number of students who needs to be increasingly proficient in an increasing number of subjects, each of which has reading as its crucial factor (Peha, 2005). Efforts to address this issue have echoed throughout the country (Peha, 2005). Yet it is still not so broadly realized that content teachers themselves, meaning those who teach content area subjects, could help struggling readers to read. By claiming this, it should not be confused that teachers in the content areas are being asked to become reading instructors. This only imply that content teachers could structure the lessons they teach in such a way that would boost struggling readers to become competent in reading content-based text (Glencoe Online, 2006). Students who could not read in the content areas could not develop knowledge in those areas. If any, educator Max Fischer (2003) makes it plain that this only makes every teacher a teacher of reading. President Bushs No Child Left Behind Act has made this responsibility of teachers clear (Fischer, 2003). Potential Impact on School Curriculum and Student Learning In writing, Peha (2005) acknowledges the fact that teachers could not possibly teach reading, even though the intention behind it is good. Practically speaking, Peha (2005) says that the existing curriculum already has no room to accommodate further additions and most teachers in the content areas could be untrained, too busy, or uninterested to accommodate such changes. With this in mind, the No Child Left Behind Act might have problematic impacts. However, if content area teachers would be well-oriented that they are not being asked to give up teaching their original curriculum to teach reading instead or to employ radical changes in their teaching practices, but that they are just asked to support content area reading in the way they structure their teaching (Peha, 2005), then there would possibly be no problem. Moreover, the focus on reading in the content areas by utilizing reading strategies would enable content area teachers to aid their students in becoming effective content readers, and thus, content area learners. Empirical studies indicate that when teachers inject reading strategies in their lessons, their students learned significantly more than those who were taught in the traditional way (Literacy Matters.org, 2007). Thus, we could expect this kind of gain as an impact of employing reading in the content areas among schools. On the part of the school, this gainful impact would be very much welcome as it would enable a school to stay afloat. In previous years, students were required to take tests that would evaluate their learning in content areas. The outcome of those examinations would become the basis of the annual yearly progress (AYP)* of every school institution. What is daunting in the AYP is that it requires a school to achieve its goals for all four targeted subgroups of students before it could be given a satisfactory AYP (Fischer, 2003). Thus, even though the general student population scores well, if any of its subpopulations do not achieve the stated yearly goal, the school will fail its AYP. Thus, the school will have to face legal consequences. (Fischer, 2003). Since the problem of much of the said subpopulations rely much in their learning in the content areas, their success in reading in the content areas could also mean success for their school. For the students, the impact of such programs would be gainful as well since reading in the content areas would, as explained earlier in this text, endow them with learning in the content areas --- something which is indeed the core of student learning. For content teachers, programs regarding content area reading would enable them to boost student achievement with rigor, relevance and to employ literacy strategies that would endow their students academic success (Pappas, 2007). In terms of curriculum and teaching techniques, programs regarding reading in the content areas will have impacts in ways that would oppose the traditional read-and-answer-the-questions approach in content area subjects (Combs, 2004). Content teachers would be expected to support their subject area while building student literacy skills in mastering vocabulary, comprehension and analysis (Pappas, 2007). In recent years, the focus on reading in the content areas has yielded much development, but several areas still have to be mended. Focus still lacks in the aspects of reading comprehension and understanding, and this tends to lessen the gain from programs in content area reading (What is the importance of content area reading instruction in schools?, n.d.). This should thus be taken into account when employing such programs. Another thing to watch out for is that content teachers may understand the importance of teaching reading in the content areas and may desire to do so. However, content area teachers who are not well-versed in basic reading instruction may still find the task intimidating (Glencoe Online, 2006). And though nowadays, various content area reading strategies are widely available in books, journals, and on the Internet, content area teachers remain confused because they lack the necessary training in the teaching of reading. One specific area of confusion lies on when to employ specific strategies (Combs, 2004). All of the impacts that were discussed above, both positive and negative, should be taken into account when attempting to develop reading in the content areas in schools and among students. Reading in the content areas should be employed with the said gainful impacts in mind, and with the young generations well-being as the main purpose for employing such. In the same way, the discussed problematic impacts should also be planned for so that only the gainful impacts would remain and be magnified. These should be done so that in time, through constant and aggressive efforts on the part of everyone concerned, reading in the content areas will produce a generation of students who have learned well in the content areas and who could use such learning to deal with the important issues in life where such learning is called for. Bibliography Combs, D. (2004, November). A Framework for Scaffolding Content Area Reading Strategies. Middle School Journal, 36(2), 13-20. Retrieved June 19, 2007. Fischer, M.W. (2003). "No Child Left Behind" Places Premium on Reading Instruction in Content Areas. Education World. Retrieved June 19, 2007, from http://www.education-world.com/a_curr/profdev034.shtml Fowler, D. (1998). Balanced Reading Instruction in Practice. Educational Leadership, 55(6,) 11-12. Academic Search Premier. NC State University Library, Raleigh. Retrieved June 19, 2007. Glencoe Online. (2006, September). Reading in the Content Areas: Strategies for Success. Teaching Today. Education Up Close. Retrieved June 19, 2007. Guenther, J. (2005, April). Book Review: Content Area Literacy Instruction for the Elementary Grades. The Reading Matrix, 5(1). Retrieved June 19, 2007. Holloway, J. H. (2002). Integrating Literacy with Content. Educational Leadership 60(3),87-88. Academic Search Premier. NC State University Library, Raleigh. Retrieved June 19, 2007.