8 Signs You Need To Get Out of Corporate America

8 Signs You Need To Get Out of Corporate America There are a lot of perks that come with working in corporate America: the pay is usually good, there are usually decent benefits, and sometimes you get to sit in beanbag chairs and get your work-out in during your lunch break. But there are also a ton of drawbacks. Here are 7 reasons you’re probably not well suited to the corporate climate and might consider getting out. You shouldn’t necessarily quit and run off to join the circus, but, you know, start looking around for other opportunities.1. You’re not a natural brown noser.Schmoozing is a requisite for the corporate world. Your talent and skills and the work you deliver- no matter how top notch- is not enough to get ahead. You could be by far the strongest link on the team and still get passed up for promotion in favor of some guy who just knows how to kiss butt. If you’re not the type to cultivate this skill, or you find the whole process abhorrent, maybe corporate is not for you.2. Phonies make you s ick.Ever had a conversation with someone in the business world where you can tell they’re not really listening, not really there? Laughing at jokes like a zombie chorus when the jokes aren’t even funny? Coming out with lines that sound right out of an HR ad? Spewing corporatese left and right with no idea what they’re really trying to communicate? If you can’t handle a world of fake smiles and meaningless buzzwords anymore, just remember: it’s not you, it’s them.3. You yearn to be in charge.You’re not in the driver’s seat for your career- the corporation is. It will look after itself first and foremost: its own health, goals, longevity, and profit margin. If you want more control or agency in the way your career moves forward, try smaller businesses or other career avenues.4. Benefits go bye-bye.You used to get great perks and full benefits packages in corporate gigs. But nowadays, more companies are cutting costs by passing th ose costs on to their employees. Keeping their workers loyal, healthy, and happy is not as much of a priority anymore compared with profit margins and appeasing shareholders. You’re just a cog after all- and totally replaceable. If you want to be valued for your loyalty, maybe start looking elsewhere.5. You’re not into being cutthroat.People are leaping over the backstabbed dead bodies of their colleagues to get ahead. And this type of behavior will always be rewarded. If you’re a bit too tenderhearted for this, then you should rethink where you’re working. Especially considering you’re not necessarily being rewarded for your talents.6. It’s all about the money.No one cares about you personally in a corporate job- and certainly not your partner, your aging parents, or your kids. No one really cares about making a difference or saving the world- despite what their commercials lead you to believe. What they care about is profit. That’s the bottom line. If you’re more altruistic, or just a little bit less profit-obsessed, maybe move along.7. The hours are too much to handle.It’s one thing putting in ridiculous hours for a job you really love, one that’s really doing something for your life and career goals, i.e. doing what you love. It’s another thing entirely to be slaving away nights, weekends, after hours, when you know you’re not personally valued and the work you’re doing isn’t making much of a difference in the world.8. You’re too creative.Never mind being too tenderhearted for the vicious Game-of-Thronesy work climates, you’re just too darned creative for the structure and the monotony of meetings and memos that comprise the corporate 9-to-5. Maybe you find yourself unable to focus with all the meaningless noise. Maybe you’re not productive on the normal daily schedule, and work best from, say, noon to six. Maybe your brain works best in f its of productivity, with plenty of time to roam around and do other tasks in between, to rest your juices. Maybe you’d be much better off getting paid a higher amount per hour, and working fewer hours. Maybe you just feel a cubicle is a cage for your brain. Maybe numbers aren’t your jam. And maybe, just maybe, you’re incredibly talented and need a bit of an unorthodox structure in a place that values your particular set of skills. Either way, you’re very likely to be stifled in the corporate world.

Learn VBA Macro Coding Word 2007

Learn VBA Macro Coding Word 2007 The goal of this course is to help people who have never written a program before learn to write one. Theres no reason why office workers, homemakers, professional engineers and pizza delivery persons shouldnt be able to take advantage of their own hand crafted custom computer programs to work faster and smarter. It shouldnt take a professional programmer (whatever that is) to do the job. You know what needs to be done better than anyone else. You can do it yourself! (And I say this as someone who has spent many years writing programs for other people ... professionally.) With that said, this is not a course in how to use a computer. This course assumes that you know how to use popular software and in particular, that you have Microsoft Word 2007 installed on your computer. You should know basic computer skills like how to create file folders (that is, directories) and how to move and copy files. But if youve always wondered what a computer program actually was, thats OK. Well show you. Microsoft Office isnt cheap. But you can get more value from that expensive software you already have installed. Thats a big reason we use Visual Basic for Applications, or VBA, along with Microsoft Office. There are millions who have it and a handful (maybe no one) who uses everything it can do. Before we go any further, however, I need to explain one more thing about VBA. In February 2002, Microsoft made a 300 billion dollar bet on a totally new technology base for their entire company. They called it .NET. Since then, Microsoft has been moving their entire technology base into VB.NET. VBA is the very last programming tool that still uses VB6, the tried and true technology that was used before VB.NET. (Youll see the phrase COM based to describe this VB6 level technology.) VSTO and VBA Microsoft has created a way to write VB.NET programs for Office 2007. Its called Visual Studio Tools for Office (VSTO). The problem with VSTO is that you have to buy and learn to use Visual Studio Professional.  Excel itself is still COM based too and .NET programs have to work with Excel through an interface (called the PIA, Primary Interop Assembly). So ... until Microsoft gets their act together and gives you a way to write programs that will work with Word and doesnt make you join the IT department, VBA macros are still the way to go. Another reason we use VBA is that it really is a fully baked (not half baked) software development environment that has been used for years by programmers to create some of the most sophisticated systems in existence. It doesnt matter how high your programming sights are set. Visual Basic has the power to take you there. What is a macro? You may have used desktop applications that support what is called a macro language before. Macros are traditionally just scripts of keyboard actions grouped together with one name so you can execute them all at once. If you always start the day by opening your MyDiary document, entering todays date, and typing the words, Dear Diary, Why not let your computer do that for you? To be consistent with other software, Microsoft calls VBA a macro language too. But its not. Its much more. Many desktop applications include a software tool that will let you record a keystroke macro. In Microsoft applications, this tool is called the Macro Recorder, but the result is not a traditional keystroke macro. Its a VBA program and the difference is that it does not simply replay the keystrokes. A VBA program gives you the same end result if possible, but you can also write sophisticated systems in VBA that leave simple keyboard macros in the dust. For example, you can use Excel functions in Word using VBA. And you can integrate VBA with other systems like databases, the web, or other software applications. Although the VBA Macro Recorder is very useful for simply creating simple keyboard macros, programmers have discovered that its even more useful to give them a running start in more sophisticated programs. Thats what were going to do. Start Microsoft Word 2007 with a blank document and get ready to write a program. The Developer tab in Word One of the first things that you have to do to write Visual Basic program in Word 2007 is find Visual Basic! The default in Word 2007 is to not display the ribbon that is used. To add the Developer tab, first click the Office button (the logo in the upper left corner) and then click Word Options. Click Show Developer tab in the Ribbon and then click OK. When you click the Developer tab, you have a whole new set of tools used to write VBA programs. Were going to use the VBA Macro Recorder to create your first program. (If the ribbon with all your tools keeps disappearing, you might want to right-click the ribbon and make sure Minimize the Ribbon is not checked.) Click Record Macro. Name your macro: AboutVB1 by typing that name in the Macro Name textbox. Select your current document as the location to store your macro and click OK. See the example below. (Note: If you pick All Documents (Normal.dotm) from the drop down menu, this test VBA program will, in effect, become a part of Word itself because it will then become available for every document you create in Word. If you only want to use a VBA macro in a specific document, or if you want to be able to send it to someone else, its a better idea to save the macro as part of the document. Normal.dotm is the default so you must change it.) With the Macro Recorder turned on, type the text, Hello World. into your Word document. (The mouse pointer will change into a miniature picture of a tape cartridge to show that keystrokes are being recorded.) (Note: Hello World is almost required for a First Program because the very first programming manual for the early computer language C used it. Its been a tradition ever since.) Click Stop Recording. Close Word and save the document using the name: AboutVB1.docm. You have to select a Word Macro-Enabled Document from the Save as Type dropdown. Thats it! You have now written a Word VBA program. Lets see what it looks like! Understanding what a VBA program is If you have closed Word, open it again and select the AboutVB1.docm file that you saved in the previous lesson. If everything was done correctly, you should see a banner at the top of your document window with a security warning. VBA and Security VBA is a real programming language. That means that VBA can do just about anything you need it to do. And that, in turn, means that if you receive a Word document with an embedded macro from some bad guy that macro can do just about anything too. So Microsofts warning is to be taken seriously. On the other hand, you wrote this macro and all it does is type Hello World so theres no risk here. Click the button to enable macros. To see what the Macro Recorder has created (as well as to do most other things that involve VBA), you need to start the Visual Basic Editor. Theres an icon to do that at the left side of the Developer ribbon. First, notice the left hand window. This is called the Project Explorer and it groups together the high level objects (well talk more about them) that are part of your Visual Basic project. When the Macro Recorder was started, you had a choice of the Normal template or the current document as a location for your macro. If you selected Normal, then the NewMacros module will be part of the Normal branch of the Project Explorer display. (You were supposed to select the current document. If you did select Normal,  delete the document and repeat the previous instructions.) Select NewMacros under Modules in your current project. If there still isnt any code window displayed, click Code under the View menu. The Word document as a VBA container Every Visual Basic program must be in some kind of file container. In the case of Word 2007 VBA macros, that container is a (.docm) Word document. Word VBA programs cant run without Word and you cant create standalone (.exe) Visual Basic programs like you can with Visual Basic 6 or Visual Basic .NET. But that still leaves a whole world of things you can do. Your first program is certainly short and sweet, but it will serve to introduce the major features of VBA and the Visual Basic Editor. The program source will normally consist of a series of subroutines. When you graduate to more advanced programming, youll discover that other things can be part of the program besides subroutines. This particular subroutine is named AboutVB1. The subroutine header must be paired with an End Sub at the bottom. The parenthesis can hold a parameter list consisting of values being passed to the subroutine. Nothing is being passed here, but they have to be there in the Sub statement anyway. Later, when we run the macro, we will look for the name  AboutVB1. There is only one actual program statement in the subroutine: Selection.TypeText Text:Hello World! Objects, methods and properties This statement contains the big three: an objecta methoda property The statement actually adds the text Hello World. to the contents of the current document. The next task is to run our program a few times. Just like buying a car, its a good idea to drive it around for a while until it feels a little bit comfortable. We do that next. Programs and documents We have our glorious and complicated system ... consisting of one program statement ... but now we want to run it. Heres what thats all about. Theres one concept to be learned here that is very important and it often really confuses first timers: the difference between the program and the document. This concept is foundational. VBA programs have to be contained in a host file. In Word, the host is the document. In our example, thats AboutVB1.docm. The program is actually saved inside the document. For example, if this was Excel, we would be talking about the program and the spreadsheet. In Access, the program and the database. Even in standalone Visual Basic Windows application, we would have a program and a form. (Note: There is a trend in programming to refer to all high level containers as a document. This is specifically the case when XML ... another up and coming technology ... is being used. Dont let it confuse you. Although its a slight inaccuracy, you can think of documents as being roughly the same as files.) There are ... ummmmm .... about three main ways to run your VBA macro. You can run it from the Word Document.(Note: Two subcategories are to select Macros from the Tools menu or just press Alt-F8. If you have assigned the macro to a Toolbar or Keyboard shortcut, thats one more way.))You can run it from the Editor using the Run icon or Run menu.You can single-step through the program in debug mode. You should try every one of these methods just to become comfortable with the Word/VBA interface. When you finish, you will have a whole document filled with repeats of Hello World! Running the program from Word is fairly easy to do. Just select the macro after clicking the Macro icon under the View tab. To run it from the Editor, first open the Visual Basic editor and then either click the Run icon or select Run from the menu. Heres where the difference between the Document and the Program might become confusing to some. If you have the document minimized or perhaps have your windows arranged so the editor is covering it, you can click the Run icon over and over and nothing seems to happen. But the program is running! Switch to the document again and see. Single stepping through the program is probably the most useful problem solving technique. This is also done from the Visual Basic editor. To try this out, press F8 or select Step Into from the Debug menu. The first statement in the program, the Sub statement, is highlighted. Pressing F8 executes the program statements one at a time until the program ends. You can see exactly when the text is added to the document this way. There are a lot of more refined debugging techniques such as Breakpoints, examining program objects in the Immediate Window, and the use of the Watch Window. But for now, simply be aware that this is a primary debugging technique you will use as a programmer. Object Oriented Programming The next class lesson is all about Object Oriented Programming. Whaaaattttt! (I hear you moaning) I just want to write programs. I didnt sign up to be a computer scientist! Fear Not! There are two reasons why this is a great move. First, in todays programming environment, you simply cant be an effective programmer without understanding object oriented programming concepts. Even our very simple one-line Hello World program consisted of an object, a method, and a property. In my opinion, not understanding objects is the biggest single problem beginning programmers have. So were going to confront the beast right up front! Second, were going to make this as painless as possible. Were not going to confuse you with a load of computer science jargon. But right after that, were going to jump right back into writing programming code with a lesson where we develop a VBA macro that you can probably use! We perfect that program a little more in the next lesson and finish up by showing you how to start using VBA with several applications at one time.

Developing skills of critical analysis Essay Example | Topics and Well Written Essays - 1500 words

Developing skills of critical analysis - Essay Example The experimental study conducted by to evaluate the meaningfulness of the critical analysis skills in the education sector revealed very interesting facts.The texts chosen for the essay have been selected keeping in view the subject i.e.developing skills of critical analysis and focusing on the role of education in the development of these skills.In order to fully understand the relationship between the two, the sources of information I chose include journal articles, studies conducted by institutions and individuals and also research work on the importance of these skills and educations role in its development in the modern world today. (Doughty, 2007) in his study of the critical analysis skills, gives a very thorough knowledge on the subject, keeping in view the modern worlds requirements and also by focusing more on the educational aspect, that plays an important role in the development of these skills in the individuals. I believe the point of view presented in the study is good blend of both the basics of the critical analysis skills and explanation of educations impact in a good yet criticizing way, thus emphasizing on its relative importance. The techniques and alternatives described serve as a useful means to consider the developing of these skills at a large level and inculcating these skills in the students through education thus making a complete system. (Wallace, 2009) is an influential writer and has written many books for NASA. Her insight on the subject is very interesting as she provides a modern view on critical analysis skills. The discussion and views expressed in the article tend to focus on how individuals perceive information and how two different points of views are made and understood. This is where the importance of critical analysis and thinking is felt and realized that it is something which needs to be practiced and an individual needs to be skilled in it thus expressing his views in a more meaningful way. Moreover the point raised in the article is very prominent that like other skills that are measured and are thought to be meaningful, critical analysis skills should be given such importance as well. I agree with this point, that once the education system tries to adopt this approach, the individuals would be in a better position to practice these skills and this would help in their social up-bringing and overall betterment of the society as a whole. The study by (Facione, 1990) is a comprehensive report that concentrates on the importance of critical thinking and analysis skills using an appropriate research methodology and thus defining the skills requirement for critical analysis. The study also proposes recommendations as to how the education system can adopt certain methods and techniques so as to develop these skills and nurture the dispositions that can help in yielding positivity among the individual to inquire about their surroundings and interpret meaningful results. (Staff, 2005) gives a reasonabl e argument in the article that it is the educational philosophy and the student evaluation criteria in the education system that is not letting the skills of critical analysis being developed in students. It also discusses the importance of these skills for the students today and how the education system is affecting it, thus making the students suffer a great deal. The experimental study conducted by (Paul, Elder, & Bartell, 1995) to evaluate the meaningfulness of the critical analysis skills in the education sector revealed very interesting facts. The claims that the education sector should adopt measures for the development of the critical analysis skills in the students, the teachers themselves are not aware of the critical thinking and analysis skill. This definitely raises concerns that how the education system should be changed so that it becomes the practice, or norm in teaching. Developing skills of critical analysis Critical analysis is an important cognitive tool that is required in this modern world to be abreast with the world in contemplating ideas, assumptions, and actions in a reasonable and logical context. In this essay I would be discussing the importance of

Read the sources and summarize them Essay Example | Topics and Well Written Essays - 500 words - 2

Read the sources and summarize them - Essay Example The Haymarket riot or Haymarket massacre was a struggle for workers’ rights and has become a symbol of the rights of workers internationally. The incident highlighted the increasing confrontations that were taking place between the workers and the industrialists. The workers having formed unions were agitating for greater power and economic security as well as better working conditions in the workplaces. Since 1889 it has been associated with international Labor Day celebrated on May 1 every year. The riot took place on May 4, a day after police intervention between strikers who wanted to return to work and those who tried to prevent them, during a strike at McCormick Harvesting Machine Company in Chicago. The strike was part of a workers campaign for 8 hour working days. The labor leaders called a meeting at Haymarket square to protest the police action and the governor was present as an observer. After most of the demonstrators had dispersed peacefully, a bomb was thrown by an unidentified person and the violence that followed a peaceful meeting, led to several deaths. The riot created an atmosphere of distrust and frenzy against immigrant workers and labor leaders. Amidst allegations and counter allegations eight people were convicted of murder, although nothing was ever proved against any of them. Of the eight known as the Chicago Eight, four were hanged on November 11 1887 while one committed suicide. When the remaining three sent a mercy petition to the then governor of Illinois, a few years later, it was found that the judge and jury had been biased and evidence fabricated against the defendants. They were therefore pardoned to the dismay of industrialists and the press. The pardon was a shot in the arm for those in favor of labor reform. Mary Harris Jones who worked as an organizer for the Knights of Labor passionately declared â€Å"I long to see the day when Labor will have the destiny of the nation in

Commentary (Economics HL) Essay Example | Topics and Well Written Essays - 750 words - 1

Commentary (Economics HL) - Essay Example It’s a forum for governments to negotiate trade agreements. It’s a place for them to settle trade disputes. It operates a system of trade rules. (But it’s not Superman, just in case anyone thought it could solve — or cause — all the world’s problems!)† (What is WTO, 29 September 2008) Some of the most significant functions of the WTO are underlined in the above quote; WTO is an ideal platform for the governments of different countries to negotiate the terms and conditions at which they want the trade to take place. No other organization provides any government with this wonderful opportunity to venture into global trade and to get a taste of the same. Global trade contributes immensely to the economy of any country which is actively involved in it. For instance, Pakistan produces the maximum no of footballs when compared to any other country in the world; the footballs are exported to different countries and the whole process of exporti ng becomes global trade, the profit generated from the production of footballs helps the economy of Pakistan to grow. WTO has 153 members as of now and Pakistan is also one of the 153 members, so this is how WTO helps in the growth of a countries’ economy. The first step in the process of negotiation is talks; the WTO organizes Talks between the representatives of various countries. Negotiation is a very important part of the WTO, the organization firmly believes in negotiating terms and conditions and the same has an influence on the member countries of the WTO. This policy of outing negotiation the first step in the agenda has helped the WTO grow with leaps and bounds. â€Å"Where countries have faced trade barriers and wanted them lowered, the negotiations have helped to liberalize trade. But the WTO is not just about liberalizing trade, and in some circumstances its rules support maintaining trade barriers — for example to protect consumers or prevent the spread of

School Based Management And School Changes Education Essay

School Based Management And School Changes Education Essay Abstract For more than three decades, School-Based Management (SBM) has become a global movement towards the quality of education. The ultimate goal of implementing SBM was to enhance quality of education in general and more particularly for better school improvement and increased student achievement. This article addresses the views of school stakeholders in exploring the association between SBM policy and school changes. The paper is on the basis of mixed-methods research design, combining quantitative and qualitative dimensions of research. The quantitative research design was applied through an empirical survey between February and June 2012, involving 318 respondents from 18 urban and sub-urban schools of Ngada, Flores, Indonesia. In addition to the survey, personal in-depth interviews and focus group discussions were conducted, followed by documentary analyses. Keywords School-based management, school changes, Indonesia, Flores Introduction For more than three decades, School-Based Management (SBM) has become a global movement towards the quality of education. The ultimate goal of implementing SBM was to enhance quality of education in general and more particularly for better school improvements and student achievements. Research in the last twenty years affirm how SBM policy and programs have been evident to be effective for the improvement of schools and student learning outcomes (Bandur Gamage, 2009; Bergman, 1992; Brown Cooper, 2000; Caldwell, 2005; Dempster, 2000; Gamage, 2006, 1998; Kuehn, 1996; Odden Wohlstetter, 1995; ONeil, 1995; Sharpe, 1996). Several studies have also consistently revealed a positive association between higher parental and/or community involvement and improved student achievement resulting from implementing effective SBM (Blank, 2004; Gamage, 1994; Sheldon Voorhis, 2004; Williams, Harold, Robertson, Southworth, 1997). For instance, on the basis of research conducted in the Victorian state schools system, involving 75 interviews, Gamage (1998: 313) found that healthier teaching and learning environments as well as improvement of student achievement could be achieved by the fact that the parents and teachers who are the closest to the students have formed a partnership and both parties are represented in the governing body with accountability. Similarly, Sheldon and Voorhis (2004: 127) affirm that many researchers have supported the idea of how community and parental involvement can improve schools and the quality of education that the children achieved as well as the academic achievement of students. Several researchers also found how school-based management is associated with partnership in school decision-makings (Bandur, 2012; Blank, 2004; Gamage, 1998). For instance, Blank (2004: 62) asserts that schools can promote improvements in student learning by building relationships between schools and diverse community entities. He then clarifies that building partnerships that link school, family, and community is intimately connected to student achievement because linking schools and community resources leads to providing services and support that address various needs of the students. Partnership can also provide learning opportunities that enhance young peoples social, emotional, and physical development as well as academic skills. School changes in this article are related to: (1) how SBM policy has changed the absolute authority figure of school principals for school decision-makings; (2) how SBM policy encourage higher participation of parents and other school communities in schools; (3) how SBM policy change the fashion of financial management in schools; (4) how SBM policy create partnership in decision-making processes; and (5) how SBM has led to better teaching and learning environments. In the study, the general research questions were formulated as what are the results of implementing SBM policies and programs in schools as perceived by the school stakeholders? What is School-Based Management? School-Based Management (SBM) is a generic term in a response to change the centralistic and bureaucratic fashions of public school system toward more decentralized and democratic model. The term was born in mid-1960s in Australia after a public debate at the Australian National University, Canberra to choose a model of public school system that serve better students. Under the SBM scheme, power and authority in decision-making are shifted from governments to individual schools for better school improvement and increased student achievement. Later, the reform has appeared worldwide under various terms site-based management, site-based decision making, school-based decision making, school-based governance, shared decision making, and even school-based initiatives. However, even though these terms represent the widespread education reform agenda, they vary slightly in meaning, particularly to the extent whether authority and responsibility are devolved to school councils or whether th e councils are mandatory or not by laws and regulations. In this sense, similar to the SBM reforms in Chicago, USA and Victoria, Australia, Indonesian SBM model is mandatory, which means that all Indonesian public schools are compulsorily implementing SBM policy and programs on the basis of Law 20/2003 on National Education System and Government Regulation No.66/2010. Based on research conducted in Victoria, the ACT and NSW, and other countries, Gamage (1996: 65) defines SBM as a pragmatic approach to a formal alteration of the bureaucratic model of school administration with a more democratic structure. It identifies the individual school as the primary unit of improvement relying on the redistribution of decision-making authority through which improvements in a school are stimulated and sustained. In this context, the focus on facilitating improvements in the individual school as the key to successful educational reform strategies has a good deal of public appeal and other research support (Gamage Zajda, 2005; Gamage, 2003; Whitty, Power Halpin, 1998; Cheng, 1996; Odden Wohlstetter, 1995). Marburger (1991: 25-26) considers SBM as an approach in which decisions that are traditionally made by a superintendent are now being made by the school council comprising of the principal, teachers, parents, citizens, and the students. Likewise, Anderson (2006: 223) defines SBM as the shifting of decision-making authority from the district office to individual schools. Many scholars also affirm that the movement towards SBM is often assumed as the approach to serve students better by improving the school practices in meeting the diverse expectations of the stakeholders in a changing environment towards increasing student performance and achievements (Cheng Mok, 2007; Anderson, 2006; Caldwell, 2005; Gamage Zajda, 2005; Gamage Sooksomchitra, 2004; Muijs and Harris, et. al, 2004; Sheldon Voorhis, 2004; Blank, 2004; Gamage, 1998, 1994). Gamage (1996: 21-22) has proposed a revised theory of SBM based on twenty years of experience in the Australian SBM systems. In the revised theory, he has devised seven assumptions, on which to base a more realistic application of SBM. The first assumption is that a school council shall consist of all relevant stakeholders such as the principal or the head teacher and the representatives of staff (both teaching and non-teaching), parents, local community, and in the case of secondary schools, students. The representatives of the staff, parents, and students are expected to be elected by the relevant constituencies, whereas the community representatives are to be nominated by the other elected members and the school leader. The second assumption is that the devolution or transfer of both authority and responsibility needs to be affected by a legislative enactment. This approach will transform the former advisory body to a democratic governing body. The third assumption is the heavy reliance on the voluntary participation of the parents, community, and student representatives in the process of policy formulation in governing the school. It is believed that the school stakeholders are motivated and dedicated to developing quality schools because of the genuine transfer of authority and responsibility. The fourth assumption is that the lay councilors, with appropriate induction and training, will acquire sufficient knowledge to function as equal partners. The knowledge and experience of the lay-members who come from fields other than education are relevant and useful to the educational enterprise in order that the needs of contemporary schools are met. The fifth assumption is that because of de-zoning, the schools need to function in an interesting and effective mode that can improve the image of the school in a similar way to the business reputation of a private/public enterprise. Such an image will help attract high levels of school enrolments. The sixth assumption is that SBM would be cost effective because the ownership of the policies and higher levels of commitment leads to minimization of costs and better utilization of limited resources. More resources would also be available as a result of minimizing the size of the educational bureaucracy, as well as drawing on previously untapped resources from the school community. The last assumption is that stricter control needs to be enforced by the centre to ensure accountability for the finances placed at the disposal of the school in conformity with the Ministerial/Departmental Guidelines relating to the operation of school councils. The principal is made accountable to the governing body and through it to the states education authorities, as well as to the school community. Submissions of regular progress reports to the governing body and annual reports to other relevant authorities and the school community are required. Decentralization and SBM in Indonesia Prior to the implementation of School-Based Management (SBM) in Indonesia, its system of education was highly centralized. Bjork (2003: 193) affirms that by the end of the twentieth century, Indonesia was among the most highly centralized nations in the world. However, the real transformation with the concept of decentralization commenced in May 1998, when there was a radical political movement towards decentralization (Aspinall Fealy, 2003; Bangay, 2005; Bjork, 2006; Guess, 2005; Raihani, 2007). In terms of successful movements towards decentralization, Guess (2005: 220) claims that the Indonesian big bang devolution program has been described as one of the fastest and most comprehensive decentralization initiatives ever attempted by any country in the region. The decentralized system led to the implementation of educational decentralization through School-Based Management (SBM) which has been considered as a milestone in developing a better quality of national education (Departemen Pendidikan Nasional, 2004, 2002). For these reasons, on the basis of Law No.25/2000 on National Development Planning (2000-2004), the Indonesian Ministry of National Education, appointed a Komisi Nasional Pendidikan (KNP) or Commission of National Education in February 2001. The KNP worked until December 2001 with responsibilities, among others, to: (1) formulate policy recommendations to have a better quality education; (2) provide inputs to government about educational decentralization. It was expected that the work of this Commission would become a basis from which to comprehensively reform Indonesian education. One of the recommendations of the KNP was to develop educational councils at district level and school councils at school level. Thus, developing educational and school councils was one of the educational decentralization policies, aimed at devolving power and authority from central government to schools, resulting in improvement of democratic principles, community participation, equity, as well as accommodation of diverse local interests and needs (Departemen Pendidikan Nasional, 2001: 26). It was believed that local communities are the ones who will understand their own problems and needs better and decided to provide them greater roles and responsibilities in terms of operational decision making on national education policies. For this purpose, the central government embarked on the formation of education councils and school councils in each district of Western Sumatera, Bali, and Eastern Java. On the basis of these trials, the councils were considered strategic in coping with improving the Indonesian national education. Then, Government issued a set of guidelines in relation to the implementation of SBM in 2002 and later revised in 2004 in order to provide mandatory corporate governing body type school councils described as follows: This concrete one-sidedness requires to be channeled politically to become collective action placed by Educational Council located in the district/city and School Council at the level of educational unit (Departemen Pendidikan Nasional, 2002: 1). Further, the Education Act 20/2003 on National Education System strengthened the formation of school councils. In accordance with the involvement of local communities in achieving better quality education, Article 56 of the Act provides that the community members are required to participate in improving the quality of education. In this case, the educational council and school council represent the community, as stated: Community shall take part in the quality improvement of educational services, which include planning, monitoring, and evaluation of educational programs through the Educational Council and School Council (Education Act 20/2003, Article, 56). The Act defines a school council as an independent body established to provide advice, directions and support for personnel, facilities and equipment, and monitoring of a school (Article 56). On the basis of the Act, Government regulated power and authority vested in the school councils, as well as characteristics and formation, membership and structure of a school council. It is clear that authority is devolved to school councils and the councils are empowered to create better quality education in their schools. How SBM Change Schools Currently, SBM has been evident to be effective for the improvement of schools and student learning outcomes (Bandur Gamage, 2009; Bergman, 1992; Brown Cooper, 2000; Caldwell, 2005; Dempster, 2000; Gamage, 2006, 1998; Kuehn, 1996; Odden Wohlstetter, 1995; ONeil, 1995; Sharpe, 1996). More particularly, Odden and Wohlstetter (1995: 32) identified the conditions that promote improved school performance through SBM. They discovered that school stakeholders in the schools in which SBM has been effectively implemented to improve school performance have the authority over budget, personnel, and curriculum. These successful schools implementing SBM have used their new power and authority to introduce changes that directly affect teaching and learning practices. They also found other conditions, including (1) professional development and training opportunities to strengthen teaching, management, and problem-solving skills of teachers and other stakeholders; (2) adequate information to make informed decisions about student performance, parent and community satisfaction, and school resources; and (3) systematic and creative in communicating with parents and the community. Several studies have also consistently revealed a positive association between higher parental and/or community involvement and improved student achievements resulting from implementing effective SBM (Blank, 2004; Gamage, 1994; Sheldon Voorhis, 2004; Williams, Harold, Robertson, Southworth, 1997). For instance, on the basis of research conducted in the Victorian state schools system, involving 75 interviews, Gamage (1998: 313) reports that healthier teaching and learning environments as well as improvements of student achievements could be achieved by the fact that the parents and teachers who are the closest to the students have formed a partnership and both parties are represented in the governing body with accountability. Similarly, Sheldon and Voorhis (2004: 127) affirm that many researchers have supported the idea of how community and parental involvement can improve schools and the quality of education that the children achieved as well as the academic achievements of student s. Several researchers also found how school-based management is associated with partnership (Bandur, 2012; Blank, 2004; Gamage, 1998). For instance, Blank (2004: 62) asserts that schools can promote improvements in student learning by building relationships between schools and diverse community entities. He then clarifies that building partnerships that link school, family, and community is intimately connected to student achievements because linking schools and community resources leads to providing services and support that address various needs of the students. Partnership can also provide learning opportunities that enhance young peoples social, emotional, and physical development as well as academic skills. Research Design and Methods The research design employed in this study was the mixed-methods design. The design has advantages to attain valid and reliable research outcomes as well as to provide specific techniques and strategies by which the researchers are guided in data collection procedures and data analyses (Creswell, 2005; Creswell Clark, 2007). More particularly, this study employed the concurrent triangulation strategy, which primarily aims at using separate quantitative and qualitative research as a means to offset the weaknesses inherent within one method with the strengths of the other method. In this context, the quantitative and qualitative data collection is concurrent, happening in one phase of the research study. The strategy integrates the results of the two methods during the interpretation phase. In the data collection phase of this study, the empirical survey was conducted concurrently with in-depth interviews, focus group discussions, and documentary analyses. As the primary goal of condu cting interviews was to seek clarifications and deeper understanding on the issues emerged in the empirical surveys, the results of quantitative data analysis and qualitative data analysis were combined. Research method is more specific than research design. Research methods are techniques of data collection and analysis, such as a quantitative standardized instrument or a qualitative theme analysis of text data (Creswell, 2005; Creswell Clark, 2007). In this study, the term mixed-methods research means to the research design which has philosophical assumptions to guide the direction of the data collection and analyses. As methods of inquiry, it focuses on collecting, analyzing, and mixing both quantitative and qualitative data in a single study. For the purpose of quantitative data collection, questionnaire was employed for obtaining close items and scale items related to the objectives of the study. The close items allow the respondents to choose from two or more fixed alternatives, for example, the dichotomous items which provide two alternatives only: yes or no, while the scale is a set of items to which the respondents respond by indicating degrees of agreement or disagreement (Burns, 1994, p. 349). The questionnaire of the study consisted of two major parts. The first main part is about the demographic information of respondents for the purposes of providing descriptive statistics, including: school location, gender of respondents, ages of respondents and their position in schools. The second part is about respondents perspective on the results of implementing School-Based Management (SBM) policy and programs; general functions of communication in schools; the importance of communication for school improvements and student achievements; communication networks in schools; and styles and strategies of communication of school leaders within the SBM framework. For the purposes of qualitative data collection, in-depth interviews and focus group discussions (FGDs) were used to obtain open-ended information. These techniques of data collection were useful for providing better insight of the research problems. For this reason, the researcher the researcher set up two major steps. The first step dealt wit selected the key informants. Accordingly, fourteen key informants (principals and school council presidents) in seven schools were interviewed personally face to face. In addition, FGDs with seven groups of teachers in the schools were conducted. All interviews were recorded in the digital-tape recording and note-books for checking validity and reliability. Validity and Reliability of the Item Scales Several statisticians (Brace, Kemp, Snelgar, 2006; Manning Munro, 2006) affirm that the Principal Component Analysis (PCA) is a type of Factor Analysis which is used to explore the possibility of a factor structure underlying the variables. In particular, Manning and Munro (2006) explain the usefulness of PCA to measure the validity of variables. In the context of quantitative research, validity is simply defined as the degree to which it measures what it claims to measure (Manning Munro, 2006; Wiersma Jurs, 2005; Pallant, 2005; Best Kahn, 1998). The results of Principal Component Analysis demonstrate that the factor loadings of all scale items were ranged from .72 to .97 and the Kaiser-Meyer-Olkin (KMO) of Sampling Adequacy was statistically significant (Bartletts Test of Sphericity, p = .000) and ranged from .64 to .87. These results clearly indicate a good factorability (Brace, Kemp, Snelgar, 2006, p. 318). Reliability in quantitative research refers to the consistency of the methods, conditions, and results (Manning Munro, 2006; Wiersma Kurs, 2005; Pallant, 2005; Best Kahn, 1998). There are three common ways of testing reliability in quantitative research, namely, test-retest reliability, split-half reliability, and coefficient (Munning Munro, 2006; Pallant, 2005). The test-retest approach is applied when a researcher tests the same set of people on two different occasions and the scores from the first test is correlated with the scores from the second test. In the split-half reliability, a researcher administers questionnaires only once and split the items used to create composite variable into two equivalent halves, followed by creating two composite variables from these two sets and correlate them. For the purpose of this study, the coefficient alpha (also known as Cronbachs alpha) was applied. The values of coefficient alpha above .70 are considered to represent acceptable reliability, above .80 good reliability, and above .90 to represent excellent reliability. The values of coefficient alpha of this instrument ranged from .82 to .95, indicating good and excellent reliability (Manning Munro, 2006, p.25). Results and Discussions Demographic Information In the study, several variables in relation to demographic information were analyzed for providing the general background of respondents. These include location, genders, qualification of formal education, positions in schools, and ages of respondents. The majority of respondents (57%) were located in district town schools of Ngada, while 43% of them were from village schools located in Golewa Sub-district area. Then, the majority of respondents (53%) were male, while 47% of them were female. Meanwhile, most of respondents (39%) graduated from bachelor degrees, while 36% of them graduated from diploma educational institutions. Meanwhile, 25% of respondents had the high school teacher training education or senior high school. The biggest percentage (38%) of respondents in the empirical survey was parents, followed by teachers and school council members (26% and 24% respectively). Other respondents were administrative staff (9%) and principals in seven schools (2%). Most of the respondents (40%, N=318) were between 41 and 50 years old. Twenty-six of them were between 31 and 40 years old, while small percentages of respondents were between 51-60 and 20-30 years old (20% and 14% respectively). Opinion on the Current Practice of SBM Policy In Indonesia, the policy in decentralized education system through School-Based Management (SBM) was actually the initiatives made by the Central government in Jakarta. Fortunately, the initiative was strongly supported by international donor agencies. In Flores, Australian Agency for International Development (AusAID) provided assistance for school stakeholders in the areas of SBM policies and programs, including the devolution of authority and responsibility from governments to school councils in terms of building new schools, building renovation, library, school text books, school curriculum, school development planning, monitoring anf evaluation, school operational grants, as well as how joyful teaching and learning is linked to active participation of the whole school community members. An analysis was made in this study to find out the overall impression of school stakeholders on the current implementation of SBM policies and programs. As shown in Table 1, all respondents in th e empirical survey perceived the implementation of School-Based Management (SBM) either adequate (5%), good (46%) or excellent (48%). This implies that SBM policies and programs in these schools were applicable. Table 1 Opinion on the current practice of SBM Valid Item Frequency Valid Percent Unsatisfactory Adequate Good Excellent 0 17 147 154 0 5.3 46.2 48.4 Total 318 100.0 An effort was also made to find out whether there was statistically significant difference in terms of the school stakeholders opinion in terms of the implementation of SBM. As presented in Table 2, there was no statistically significant difference (Chi-sq =59, N = 318, p = .74) with the 96% of respondents who are working in schools (teachers, administrative staff and school principals) who either stated good or excellent on the implementation of SBM, compared with 94% of respondents (school council members and parents) who stated the same. Table 2 Opinion on the implementation of SBM by position of respondents in school NewPosition * Opinion on the Implementation of SBM Crosstabulation Opinion on the Implementation of SBM Total Adequate Good Excellent New Position 1* Count 5 56 60 121 % within NewPosition 4.1% 46.3% 49.6% 100.0% 2** Count 12 91 94 197 % within NewPosition 6.1% 46.2% 47.7% 100.0% Total Count 17 147 154 318 % within NewPosition 5.3% 46.2% 48.4% 100.0% * = Teacher, administrative staff, principal ** = School council members and parents Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square .593a 2 .744 Likelihood Ratio .612 2 .736 Linear-by-Linear Association .311 1 .577 N of Valid Cases 318 0 cells (.0%) have expected count less than 5. The minimum expected count is 6.47. How SBM Change the Authority on School Decision-Makings Since the implementation of SBM, authority in decision-making is vested from governments to school level decision-makers. For this purpose, each Indonesian school has established school councils for decision-making processes. In this research, it was necessary to find out how the school stakeholders considered the authority in decision-making after the implementation of SBM. Table 3 SBM and decision-making authority in school Valid Item Frequency Valid Percent Disagree Agree Strongly Agree 18 166 134 5.7 52.2 42.1 Total 318 100.0 Table 3 shows that the vast majority (94%) of respondents in the empirical survey either agreed (52%) or strongly agreed with the statement: School-Based Management has resulted in the provision of wider authority in school for decision-making. This result implies that as perceived by the respondents, authority for decision-making has been vested in school level since the implementation of SBM. In the history of Indonesian education system prior to the implementation of SBM, school principals were the authority figures in school decision-makings. They worked very closely to the district government officials in relation to the arrangements of new school buildings, school renovation, and even school textbooks for children. In such a practice, parents and other school community members never involved in decision-making processes. These practices were in line with Education Law No.2/1989 on National Education System and Government Regulation No.28/1990. It was regulated that central government has the authority in regard with curriculum, textbooks, school facilities, deployment, and development of staff, while authority in relation to new school buildings and renovations are in the hands of district governments (Article 9, Government Regulation 28/1990). In contrast, under SBM scheme, authority in these areas is not solely vested in school principal, but to the school councils. This requires principals to distribute the authority to school council members. The central government decided on the structure and composition of the councils to represent school communities. However, each school itself was given the authority to decide the size of the council based on their school size. Thus, each school has to elect a school council with a minimum of nine members depending on the size of the school. The membership of a school council should comprise of principal and the representatives of teachers, students, parents, school foundations, local governments, and community. The community representatives should consist of: (1) public figures, (2) educational experts; (3) industries or businesses; (4) professional organization of teachers; representatives of alumni; and (5) representatives of students. Apart from electing and/or nominating a maxi mum of three representatives only from teachers, school foundations, and Advisory Body for the Village Governance (Badan Pertimbangan Desa/BPD), there is no limitation of the total number elected from the representatives of the community members. Opinion on How SBM Creates Higher Participation of School Stakeholders An effort was then made to seek the nature of participation of school stakeholders in school decision-makings as perceived by the school stakeholders. Table 4 SBM and higher participation in school Valid Item Frequency Valid Percent Agree Strongly Agree 196 122 61.6 38.4 Total 318 100.0 Table 4 shows that all respondents (100%) stated either agree (62%) or strongly agree (38%) with the statement: SBM implementation has resulted in increased participation if all stakeholders in school. The result indicates how SBM policy in schools has crea

Anorexia Nervosa and Bulimia Nervosa Essay -- Essays on Eating Disorde

  Ã‚   Imagine starving yourself to the point of death. Imagine throwing up repeatedly after every meal. This may seem too harsh of a reality to comprehend, but between 30-60% of all United States females are on calorie restrictive diets. (Reel, 3) These diets eventually lead to obsessions about their desired weight and often result in an eating disorder. The two most prevalent disorders today are; Anorexia Nervosa and Bulimia Nervosa. Bulimia Nervosa affects 2 to 3 % of all women 15 to 40. Many young women between middle and high school develop often these bad habits to cope with the insecurities developing around them. These two disorders are affecting individuals younger and younger each year. Anorexia generally begins between 12 and 20 and coincides with the beginning and ending of high school. Recent studies have shown that Bulimia tends to affect 5% of all high school girls. (Levine, 132-4) These girls either have a serious Bulimic disorder or have routine weekly binges. Why are eating disorders so prevalent among young women? This question plagues many teachers, parents, and even friends of victims. There are many controversial causes surrounding this very question. Three major causes seem to dominate the minds of researchers worldwide. One's family factors and social scene ultimately effect one's psychological factors, which could eventually lead into the development of a serious eating disease. Each of these factors tend to effect everyone differently, but from various research they all have the same outcome; an eating disorder.    Bulimia, or "ox hunger", is a disease characterized by abnormal increases in hunger whereby an individual binges rapidly, then attempts to undo the effects by vomiting, taking laxatives,... ... Every disease can be cured with love and patience. With these eating disorder patients life has seemed to treat them wrong, all they need is some reassurance that everything will turn out fine.    Works Cited Ask NOAH about Mental Health. "Eating Disorders: Anorexia and Bulimia Nervosa." http://noah.cuny.edu/wellconn/eatdisorders.html How Serious Are Eating Disorders (16 March 1999) Berg, Frances M. Afraid to Eat. Hettinger: Healthy Weight Journal, 1997. Costin, Carolyn. Your Dieting Daughter, Is She Dying for Attention? New York: Brunner/Mazel Publishers, 1997. Eating Disorders Recovery Group. "Mirror, Mirror on the Wall, Who's the Fattest of Them All?" http://www.mirror-mirror.org/eatdis.html (17 March 1999) Levine, Michael P. Student Eating Disorders: Anorexia Nervosa and Bulimia. Washington: National Education Association, 1987

Observing the Role of Homeostasis in the Body after Exercise

Observing the role of homeostasis in the body after exercise Biology (T): Functioning Organisms Biology Practical Report 0383210 Mrs Woinarski Due 14th November 2012 Introduction: Homeostasis plays a vital role in the maintenance of a normal environment in which bodily systems are able to function most efficiently. The importance of homeostasis can be seen in blood pressure and pulse rate, as measurements which are not in the normal range can create serious health problems. Exercise has a known effect on both of these systems, as it results in a rise in body temperature and dilation of blood vessels, as well as an increase in breathing rate.By measuring how these rates return to normal levels after exercise demonstrates homeostasis in the body, and helps to describe the ways in which the endocrine system and organs involved impact this. Aim: To demonstrate the role of homeostasis in reaching normal levels for pulse rate and blood pressure after an increase due to exercise and investi gate which of the relative feedback systems works faster to achieve homeostasis. Apparatus: Stopwatch 1. 5m Skipping Rope Electric blood pressure monitor Method:Using the electric blood pressure monitor, both blood pressure and pluse rate were measured at a resting level for the first participant. In an open area, participant was asked to skip 100 times using rope, without any break. Immediately afterwards, the stopwatch was set and the blood pressure and pulse rate of the participant were measured using the blood pressure monitor and recorded. Using the stopwatch to see time after exercise, blood pressure and pulse rates were measured again at t=1, t=5 and t=10, where t equals minutes after exercising.The entire process was completed on each participant individually. Results: Raw Data Table 1: Results for Participant 1 Time (t) |Pulse rate (bpm) |Blood pressure (mmHg) | |-1 |88 |105/67 | |0 |140 |135/119 | |1 |128 |138/69 | |5 |108 |113/63 | |10 |96 |109/66 | | Table 2: Results for Participant 2 Time (t) |Pulse rate (bpm) |Blood pressure (mmHg) | |-1 |90 |100/70 | |0 |150 |130/100 | |1 |120 |120/82 | |5 |100 |112/75 | |10 |93 |103/70 | | Table 3: Results for Participant 3Time (t) |Pulse rate (bpm) |Blood pressure (mmHg) | |-1 |81 |112/68 | |0 |100 |120/93 | |1 |95 |117/90 | |5 |91 |113/81 | |10 |80 |110/69 | | Table 4: Results for Participant 4 Time (t) |Pulse rate (bpm) |Blood pressure (mmHg) | |-1 |92 |126/79 | |0 |92 |154/65 | |1 |92 |143/67 | |5 |92 |131/60 | |10 |92 |125/71 | | Table 5: Results for Participant 5 Time (t) |Pulse rate (bpm) |Blood pressure (mmHg) | |-1 |86 |80/55 | |0 |90 |85/67 | |1 |89 |85/67 | |5 |87 |83/68 | |10 |83 |79/53 | |Processed Data Discussion:The results of this experiment effectively demonstrate the role of homeostasis in returning both pulse rate and blood pressure to normal rates after exercising, as can be seen in the trends in the data provided. As seen in graphs 1, 2 and 3 the trend was a peak in both blood pressure and pulse rate immediately after exercise, followed by a slower decrease to normal levels. Pulse rate, as seen in graph 1, changed quite dramatically in participants 1 and 2 after exercise, and although this same peak is not so obvious in participants 3 and 5, they show a similar pattern.The difference in scale of change here could be affected by many uncontrollable variables, such as the participants’ fitness levels. However, by comparing each participant’s results to their resting levels, an accurate description can be made. Participant 4 is, in this case, an anomaly, as exercise did not have any effect on their pulse rate (Table 4). Graphs 2 and 3 show the participants’ change in blood pressure as a result of exercise, separated into systolic and diastolic blood pressure measurements.Again, a peak can be seen immediately after exercise as blood is being forced throughout the body to supply nutrients to muscles which have just been used, shown in both systolic and diastolic rates. Blood pressure returns to normal through a homeostatic process after exercise, as a result in the changing size of blood vessels. After blood pressure had returned to normal, in the majority of participants, it then in fact continued to decrease slightly before creating a new resting level. This is a result of the dilation of blood vessels, which then move more easily through arteries. Conclusion:In conclusion, the process of homeostasis in returning to normal levels of blood pressure and pulse rate after exercise have effectively been demonstrated. The different speeds at which these homeostatic processes are completed are a result of the endocrine feedback systems involved. Sources of error in the experiment are the limited results obtained as a result of time constraints. For a more accurate outcome, more participants should be tested so that any anomalies can be disregarded, and each participant should be tested multiple times to obtain average results as a way to avoid any mechanical errors.As the same device was used to test the blood pressure and pulse rate of each participant, mechanical error was reduced, however multiple tests would have improved the results. Bibliography: ‘Homeostatic mechanisms’ 2012, WestAustralian Government, viewed 10 November at http://tle. westone. wa. gov. au/content/file/ea6e15c5-fe5e-78a3-fd79-83474fe5d808/1/hum_bio_Science_3a. zip/content/003_homeostasis/page_05. htm Hardy, Richard N. 1983, Homeostasis, 2nd ed, Edward Arnold, London ———————– [pic] [pic] [pic]

Free Essays on Paul Baumer

Paul Baumer- All Quiet On The Western Front The story of Paul Baumer, the narrator from the novel All Quiet on the Western Front by Erich Remarque, is one of the stories that have a great impact on my life. The story centers on Paul Baumer, who enlists in the German army with glowing enthusiasm. But in the course of war, he is consumed by it and in the end is â€Å"weary, broken, burnt out, rootless, and without hope.† Baumer and his classmates who enlisted into the army see the true reality of the war. They enter the war fresh from school, knowing nothing except the environment of hopeful youth and they become mature with the war, which in the end is their only home. So then they lose their innocents. In the end, everything they are taught: are not the slightest use to them because the only thing they need to know is how to survive. Along with that, they need to know how to escape the shells as well as the emotional and psychological torment of the war. Baumer has â€Å"grown accustomed to it; war is the cause of death like influenza and dysentery. † Deaths are more frequent, more varied and terrible." He has rid himself of all feelings and thoughts. His emotions are hidden deep within himself, along with the soldiers who fell prey to them. His dullness protects him from going mad at the sight of a slaughtered or butchered friend. He wants to live at all costs so every expression of his life must serve one purpose and one purpose only. For the cost of life is the death of his emotions, his survival depends on it. Every shot that fires, a soldier must face the possible certainty of death. Whenever he looks into the eyes of an enemy soldier, he does not see a man, but sees death staring back at him. What can you do but fight back? He cannot and will not coexist with you. It does not matter that he is a man of your same distinction; it does not matter if he has a mother, a father, a sister or a brother. All that matters is that h... Free Essays on Paul Baumer Free Essays on Paul Baumer Paul Baumer- All Quiet On The Western Front The story of Paul Baumer, the narrator from the novel All Quiet on the Western Front by Erich Remarque, is one of the stories that have a great impact on my life. The story centers on Paul Baumer, who enlists in the German army with glowing enthusiasm. But in the course of war, he is consumed by it and in the end is â€Å"weary, broken, burnt out, rootless, and without hope.† Baumer and his classmates who enlisted into the army see the true reality of the war. They enter the war fresh from school, knowing nothing except the environment of hopeful youth and they become mature with the war, which in the end is their only home. So then they lose their innocents. In the end, everything they are taught: are not the slightest use to them because the only thing they need to know is how to survive. Along with that, they need to know how to escape the shells as well as the emotional and psychological torment of the war. Baumer has â€Å"grown accustomed to it; war is the cause of death like influenza and dysentery. † Deaths are more frequent, more varied and terrible." He has rid himself of all feelings and thoughts. His emotions are hidden deep within himself, along with the soldiers who fell prey to them. His dullness protects him from going mad at the sight of a slaughtered or butchered friend. He wants to live at all costs so every expression of his life must serve one purpose and one purpose only. For the cost of life is the death of his emotions, his survival depends on it. Every shot that fires, a soldier must face the possible certainty of death. Whenever he looks into the eyes of an enemy soldier, he does not see a man, but sees death staring back at him. What can you do but fight back? He cannot and will not coexist with you. It does not matter that he is a man of your same distinction; it does not matter if he has a mother, a father, a sister or a brother. All that matters is that h...

The Cask of Amontillado

The Cask of Amontillado Introduction Montresor starts the story of â€Å"The Cask of Amontillado† by indicating that his friend irreparably offended him and seeks vengeance. He plans to revenge in a calculated way without putting himself at risk with the law. Edgar Allan Poe is famous for using theatrical imagery in the gothic type. The gothic type of literature has an array of conventions.Advertising We will write a custom essay sample on The Cask of Amontillado specifically for you for only $16.05 $11/page Learn More These include the suggestions of horror, supernatural, and mysterious, alien settings such as fortress as well as the collapsing buildings. The story utilizes graphical language and imagery in the development of a sense of deceptive and persuasive nature and circumstances in the expansion of the symbolic approach of sustaining a condition of suspense. Analysis and explanation of ‘The Cask of Amontillado’ The imagery selected by Poe in The Cask of Amontillado is critical in furthering the plot of the narrative. The suspense created by the author remains until the end of the story. The cause of the intense abhorrence harbored by Montresor towards Fortunato remains anonymous throughout the story. The narrator does not reveal why he hated Fortunato so much to the extent of leading him to his death. The lacking information helps the author to add tension. It makes the reader to create acquaintance with the language used by Montresor as he craftily leads Fortunato to his demise.  In addition to the creation of a closer concentration to the graphical wording, the author also utilizes imagery to develop a sense of the looming doom. There are two providers of the looming doom and tension. The prefiguring and satire take root through the composition of the whole narrative. The elements are highlighted by the author through imagery that creates a sense of situation that is engulfed with the overpowering fear for the reader. The narra tive heavily depends on expressive wording and imagery to attain a sense of mood that matches the narrative’s sinister plot. The extensive utilization of sinister imagery is fundamentally successful in creating a dark mood.  The author has used color imagery as a central pivot point to question the motives by Montresor. By covering the face with a black silk camouflage, Montresor is not a depiction of the blind fairness but rather the Gothic reverse of prejudiced revenge. On the contrary, Fortunato dresses in the mixed color attire of the court fool. He is duped plainly and disastrously by Montresor’s camouflaged intentions. The color design in the narrative is the representation of the satire of Fortunato’s fatal sentence. He countenances the comprehension that even the festive period can be gravely serious.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More T he author selects the festival setting for its desertion of social order. Typically, the festive season signifies pleasant social interaction. However, Montresor alter its joyous abandon and turn the festive mood on its head. The repetitive references to the bones that line the crypt foretell the narrative’s plunge into the criminal world. The two characters’ underground journey is imagery for the journey to hell. Since the festive mood in the world of the living does not happen as Montresor would wants, he decides to take the celebration mood below the earth within the sphere of the deceased and the satanic. The author further develops suspense through foreshadowing. During the conversation between the two characters, Fortunato states that he shall not die of a cough. In reply to this, Montresor concurs. It is an indication that he already knows that Fortunato will actually die of thirst and hunger in the vaults. The description of the family insignia is also the fore telling of the upcoming events. The emblem characterizes a human foot squashing a stubborn snake. The foot imagery is a representation of Montresor. The snake symbolizes Fortunato. Despite Fortunato having Montresor with injurious affront, he will eventually squash him. The talk about Masons also foretells Fortunato’s death. He dares Montresor’s assertion that he is a member of the Masonic order. Montresor responds menacingly with a visible retort. This is apparently depicted when he claims that he is a mason by removing his trowel. In fact, he meant that he is factually a stonemason. By saying this, he implied that he builds objects out of rocks and mortar. In this context, the imagery is that he will construct Fortunato’s crypt.  The closing moments of the talk between the two characters intensify the horror. It proposes that Fortunato will have in the end and paradoxically some kind of advantage and control over Montresor. From Fortunato’s statement, â€Å"For the love of God, Montresor!† he meant that Montresor has finally managed to take Fortunato to the vault of hopelessness and misery. The imagery is pointed to by his incantation of a God that abandoned him long ago. The words are Fortunato’s last expressions in life. The bizarre distress exhibited by Montresor in rejoinder to the words proposes that he requires Fortunato further than he is ready to confess. Conclusion The narrative extensively uses imagery to make a variety of communication with the reader. The author uses graphical imagery to create a sense of intrigue to capture the attention of the reader throughout the narrative. By using imagery, the author creates suspense through foreshadowing. The narrative effectively uses Gothic literature to create a sense of fear that accompanies the death of Fortunato.Advertising We will write a custom essay sample on The Cask of Amontillado specifically for you for only $16.05 $11/page Learn Mo re

Library Assignment Essay Example | Topics and Well Written Essays - 500 words

Library Assignment - Essay Example All the same, this was never the key source of error. In the year, 1963 Price proceeded to work making use of several data in abstract compendia for the years 1907 to 1960. The study conducted in the years 1907 and 2007 by use of available statistics from several literature databases, Social Science Citation Index (SSCI) and the Science Citation Index (SCI) have indicated findings relating to the Growth rate of scientific publications. Significantly, the intention of the study was to give information regarding the growth and development of Scientific Publications (Garfield, 27). The study is descriptive in that; it gives descriptive data on which the research was based on and also includes the statistical processes used in the description of the population in the study. The findings from the study assist in organization and data description. The variables involved were the data from the traditional scientific publishing. Traditional scientific publishing; publications in peer-reviewed journals, is still considered to be increasing though there are large variance between some sectors. There exist no signs that the growth rate has decreased within the past 50 years. At the same time, publications making use of channels, for instance, open archives, home pages and conference proceedings are reported to be developing at a higher rate. The growth rate for the SCI was compensating a declining section of the traditional scientific literature (Garfield, 29). There also exist some open signs that the compensation by the SCI is generally minimal in a section of the scientific areas with the largest development rate involving engineering and computer sciences. From the reading, it is obvious that the populace being considered are the humans, and this is with respect to how they rate the scientific publications. The common characteristics of this

Togther we stand Essay Example | Topics and Well Written Essays - 500 words

Togther we stand - Essay Example To substantiate the hypothesis, the necessary research was made, with the assistance of some people in the Environmental Protection Agency (EPA). With the help of monitoring devices, such as gas analyzers and detectors, the toxic fumes being emitted by the company were identified. The findings revealed that the level of poisonous chemicals being emitted is way above acceptable levels. The EPA concluded that the pollution that resulted from the operations of the gas company is indeed detrimental to the health of the residents. They have slowly polluted the air, soil and water. The results of the research were showed to the city health administrators and some doctors and they all agreed that there is a direct link between the pollutants and the health problems currently being suffered by our community members. The city health officials presented data on the rising incidences of asthma, pneumonia and other respiratory illnesses and skin diseases ever since the gas company started operat ions. Given the above scenario, this letter was decided to be written to ask for support in this fight against air pollution. To address this urgent issue, it is kindly suggest that community leaders, together with the city health administrators and government representatives from the EPA to meet with the management of the gas company and inform them of the findings regarding their emissions and how it has affected the health of our residents. It is important that data to this effect be presented to them to support the veracity of our claim. It is but proper to require the gas company to disclose the amount of toxins and chemicals that they emit. They should come out with a plan on how to reduce and manage their wastes and emissions so as not to adversely affect the health of the residents within the community where they operate. They should at the very least deliberate on ways on reducing their greenhouse gas emissions. Other companies have