The Guernica Essay Example | Topics and Well Written Essays - 250 words

The Guernica - Essay Example It projects a heavy emotion through its dismal, grim nature. The Guernica also shows the morphing of humans and animals - a clear opinion from the artist of how war creates a situation where humans and animals seem to be alike. The Guernica depicts a mood that is most likely to be associated with a house of horrors, full of distorted, morphed characters carrying a heavy, dark mood full of gloom and grim. Picasso's opinion of wars is clearly expressed through the Guernica. The complexity of its content makes it a unique work of art. Thus, I have always believed that a work of art is a reflection of how the artist sees the world. It is the artist's expression of the circumstances that occur around him. It is the artist's creation of something that holds underlying symbolisms and mysteries within it, that each person has their own view and opinions towards it. In my point of view, it is the Guernica that best represents a work of art. Its uniqueness is brought about by the unconventional style of depicting characters, and its symbolism cannot be interpreted in a single angle. It gives room for everyone to have their own interpretations and ideas formed - a true mark of a work of art. For me, that is what is considered to be a work of art; and the Guernica is absolutely one of its kind.

Will ethical behavior pay off in long run?

Will ethical behavior pay off in long run? Answer: I do believe that ethical behavior will pay off in the long run, however I do not believe it will pay off as much as people expect it to. People want ethical behavior to be widespread and change the world, but the truth is that some people will never be ethical. Plus, what is ethical to one person is unethical to another. It depends all in the way individuals interpret things. So although I think that consistently acting ethical and passing those beliefs down through the generations will pay off, I do not believe it will pay off as much as people want it to. Definition: Pearson Custom Publishing (Pearson, 1998-2002) defines ethics as the standards of conduct and moral judgment. Markula Center for Applied Ethics (1995-1998) defines ethics as those standards that compel one to refrain from committing crimes against another person such as stealing, murder, assault, slander, and fraud. It is also the standards that encourage honesty, integrity, compassion and loyalty. Ethics is not a religious principle, nor is it based on feelings about a particular problem. It cannot be defined as a legal practice because laws are created to protect rights, not manage ethical principles. While the definition may seem clear, ethics as a practice is somewhat ambiguous since interpretation plays a big part in how people perceive right from wrong. The Markala Center for Applied Ethics (1995-1998) states that in order to understand the meaning of ethics we must find answers the following questions, According to what standards are these actions right or wrong? What character traits (like honesty, compassion, fairness) are necessary to live a truly human life? Defining ethics is relatively easy compared to practicing ethics in the work place. Since the primary concern of most businesses is the bottom line, the ethical views may differ based on the type of business. Ethical views of employees may also differ from the views of the company. This can cause conflict among workers and management as companies strive to improve the bottom line. Personal ethics may be compromised in an effort to keep a job. Most Renowned companies like Enron, Satyam, Lehman Brothers, Tyco, Worldcom, Adelphia, Merrill Lynch, Morgan Stanley, Arthur Anderson à ¢Ã¢â€š ¬Ã‚ ¦. Came tumbling down. They were the darling of the masses as well as the bourses. They were seen to be responsible to employees, shareholders, suppliers, customers. All the reputation and trust built over years was wiped off due to unethical practices. For a business to be successful, it need not compromise with mortality. The more the business does something unethical or illegal the more likely that it will be caught. When ethical environment is poor, organizational performance suffers because of poor group dynamics and suppressed communication. In unethical organizations the employee morale is badly affected leaving organizations vulnerable to setbacks. Sound ethics is necessary precondition of any long term business enterprise. Excellence in business must exist on foundation of values that most of us hold dear. Without a base of shared values, trust and mutual benefits, todays national and international business would fall apart. Basic principles of integrity and fairness can build an enduring reputation. No separate ethical laws are required; we already have a plethora of laws encompassing every facet of business The Factories Act Indian Contract Act Sale of Good Act Companies Act The Consumer Protection Act The Indian Forests Act Prevention of Corruption Act The Mines and Minerals (Regulation Development Act) Agriculture Marketing Act Prescription Drug Marketing Act Accounting Act In the 21st century in the age of instant noodles and instant information, stakeholders can not be taken for granted and they evaluate the business on the following yardsticks Is the business complying with the law of the land? Does the business have a sense of propriety? Do product claims match reality? How forth Coming is the company with information sharing How does the company handle third party ethics How charitable is the company? How does the company react when faced with negative disclosures? Responsible Business Business should not be considered as a commercial activity aimed at maximizing profit. Profit to be maximized but not at the cost of responsibility to shareholders, suppliers and customers. Business should always take into consideration aspects of human rights and social responsibility. Wealth and knowledge must always be shared with the community as water in village pond unlike water in a private well. Pay Back Time Ethical behavior induces further ethical behavior. Employees who are treated ethically will be more likely to behave ethically with customers and business associates. Ethical behavior/decision making will overtake unethical or immoral practices in the long run. Ethical behavior results in confidence, stability of mind and soundness of position, restful sleep and hassle free life. Energies are freed for maximum productivity, creativity, flow of knowledge, information and reasoning capabilities. While practicing unethical behavior one has to engage in exhaustive subterfuge, resulting in diminished effectiveness and reduced success. Satisfy your Inner self Being ethical is doing the right thing when no one is watching Integrity has no need of rules. Real integrity is doing the right thing, knowing that nobodys going to know whether you did it or not-Oprah Winfrey. Most Reversed Tatas were among the first families in India to spread their wealth and wisdom for the benefit of humanity, some examples: In 1998 the Tata Mills failed to pay a dividend. The name Tata was at stake. Sir Jamesedji Tata risked his personal fortune to save a public company, displaying that people mattered to him before profits. In 1924 when Tata Steel was its lowest ebb with no money to pay co-workers, Sir Dorabji Tata risked his entire personal fortune of Rupees One Crore(of that time) which also included his wifes jewelry to get a loan from Imperial Bank of India, for public limited company to save the name of Tatas. One of the guiding principles of JRD Tata was- No success or achievement in material terms is worthwhile unless it serves the needs or interests of the country and its people and is achieved by fair and honest means. Business as a spiritual pursuit encapsulates JRDs philosophy and the ethos of the group he symbolized by stating that we (in Tatas) have retained the fire of idealism and in its glow we have come to recognize that no wealth or power can be more valuable than our dignity; no loss or profit can be more critical than loss of our credibility; no skills or qualification can substitute the integrity of our character. Conclusion Utilizing the principles of ethics in the decision making process will help to ensure that decisions made are fair and respect the rights of those parties involved. Unfortunately, ethical decision making is only as morally sound as the person making the decision. If the person making the decision is does not live by an ethical code, the decision will be swayed in the direction of that belief. Therefore, in order to make sound ethical decisions, decision makers must constantly evaluate their own beliefs and strive to live in an ethical manner and that will definitely pay off in longer run. References http://www.sptimes.com/News/110200/NIE/Treat_others_as_you_w.shtml http://www.powerhomebiz.com/books/ethics101.htm http://essaysforstudent.com/tag/ethical%20behaviour/page1.html http://www.allbusiness.com/buying_exiting_businesses/3503597-1.html http://en.wikipedia.org/wiki/Ethical_leadership http://www.businessballs.com/ethical_management_leadership.htm 7. Fu, Jie, and Joshua Hall. Forthcoming. Fremont General Corporation. In Booms and Busts: An Economics Encyclopedia, Mehmet Odekon, editor. New York: M.E. Sharpe. 8. Morningstar. 2009. Our 2009 CEO of the Year Nominees. Online at: http://news.morningstar.com/articlenet/article.aspx?id=269242. Question 2 Within the business context business are expected to have good ethical values and act socially responsible. The problem is that the ethics of a business is a mixture of individual sets of ethics. This is why it is important to have good individuals as employees. It is also equally important that when you go to work somewhere that you feel like you share the values of those you work with. Ethics is not just talking about the right thing. It is doing what is right in every decision that is made. Based on the above observation discuss the impact on society that ethical leaders can make. American corporations dole out an estimated 15 billion dollars per year on training and consulting for up and coming mangers and leaders. Some target high performers and potential leaders within the organization. Others believe that leadership is more about what you do rather than who you are and, therefore, everyone in the organization is capable of becoming a leader. We have been arguing and writing about the science and practice of management since the early 1900s, and about leadership for at least 2000 years, all in an effort to demystify both. Is management, in fact, a practice, an art, or a science? Are leaders born or made? What do managers actually do? The argument continues. :- It is important to have good individuals as your employees but it is also important that those employees should be ethical because only they make the right decision and make others to follow. Some of the theories that tells us about the leadership ethics are being given to us by some of the philosophers as they are really heplfull they are given below:- Heifetzs Theory -Leadership involves authority to help followers uphold values in the workplace. Burns Theory Emphasizes the moral development of followers and maintains high standards of moral conduct. Greenleafs Theory Strong ethical overtones, true leadership is service to others. Moral development plays a vital role in building up good ethics. Acc. To john locke A new born child is a blank tablet on which life script can be written. Experience and learning shapes the content, structure and direction of a persons life. Examples of Great Ethical Leaders Cyrus the Great (590 BC-529 BC) The study of Cyrus the Great and establishment of his ethical Persian empire some 2500 years ago is a good indication that in our time the concept of world order based on ethics, ethical state, peace and harmony among nations are not an impossible goal and illusion. In this century the most fundamental and essential ingredients of an evolution towards these goals are democracy, freedom of expression, freedom of choice, freedom of religion, cultural toleration, human rights, political feedback mechanism, open trade policy, and open communications among people in this globe. The ethics of life are the pursuit of awareness for us and others. The ultimate goal is total awareness. Ethical Government is a means of achieving that goal by raising man to a higher state of total awareness. Ethical leaders can lead men toward Ethical Government and Society, which can lead man to total awareness. To increase mans power is always ethical. However, only men who use power to expand awareness are et hical. Men who use power to diminish awareness are unethical. Business ethics in the field As part of more comprehensive compliance and ethics programs, many companies have formulated internal policies pertaining to the ethical conduct of employees. These policies can be simple exhortations in broad, highly generalized language (typically called a corporate ethics statement), or they can be more detailed policies, containing specific behavioral requirements (typically called corporate ethics codes). They are generally meant to identify the companys expectations of workers and to offer guidance on handling some of the more common ethical problems that might arise in the course of doing business. It is hoped that having such a policy will lead to greater ethical awareness, consistency in application, and the avoidance of ethical disasters. An increasing number of companies also require employees to attend seminars regarding business conduct, which often include discussion of the companys policies, specific case studies, and legal requirements. Some companies even require their employees to sign agreements stating that they will abide by the companys rules of conduct. Many companies are assessing the environmental factors that can lead employees to engage in unethical conduct. A competitive business environment may call for unethical behavior. Lying has become expected in fields such as trading. An example of this is the issues surrounding the unethical actions of the Saloman Brothers. Not everyone supports corporate policies that govern ethical conduct. Some claim that ethical problems are better dealt with by depending upon employees to use their own judgment. Others believe that corporate ethics policies are primarily rooted in utilitarian concerns, and that they are mainly to limit the companys legal liability, or to curry public favor by giving the appearance of being a good corporate citizen. Ideally, the company will avoid a lawsuit because its employees will follow the rules. Should a lawsuit occur, the company can claim that the problem would not have arisen if the employee had only followed the code properly. Sometimes there is disconnection between the companys code of ethics and the companys actual practices. Thus, whether or not such conduct is explicitly sanctioned by management, at worst, this makes the policy duplicitous, and, at best, it is merely a marketing tool. To be successful, most ethicists would suggest that an ethics policy should be: Given the unequivocal support of top management, by both word and example. Explained in writing and orally, with periodic reinforcement. Doable.something employees can both understand and perform. Monitored by top management, with routine inspections for compliance and improvement. Backed up by clearly stated consequences in the case of disobedience. Remain neutral and nonsexist. The effectiveness of ethics officers in the marketplace is not clear. If the appointment is made primarily as a reaction to legislative requirements, one might expect the efficacy to be minimal, at least, over the short term. In part, this is because ethical business practices result from a corporate culture that consistently places value on ethical behavior, a culture and climate that usually emanates from the top of the organization. The mere establishment of a position to oversee ethics will most likely be insufficient to inculcate ethical behavior: a more systemic programmed with consistent support from general management will be necessary. The foundation for ethical behavior goes well beyond corporate culture and the policies of any given company, for it also depends greatly upon an individuals early moral training, the other institutions that affect an individual, the competitive business environment the company is in and, indeed, society as a whole. The caring leaders focuses on the welfare of : Customers : Employees : Shareholders : Community : Define problems : Find out best alternatives : Collect information Religious views on business ethics The historical and global importance of religious views on business ethics is sometimes underestimated in standard introductions to business. Particularly in Asia and the Middle East, religious and cultural perspectives have a strong influence on the conduct of business and the creation of business values. Examples include: Islamic banking, associated with the avoidance of charging interest on loans. Traditional Confucian disapproval of the profit-seeking motive. Quaker testimony on fair dealing.

Savannah and Chloe Essay -- Personal Narrative Friendship Essays

Savannah and Chloe Have you ever watched a friendship fall apart? It’s an interesting thing to experience. What’s truly amazing is that there are obvious signs, but few people recognize them in time to stop it. This is what happened to me. This is the friendship that I watched slide through the cracks. This is my story. Savannah and I had been friends since the second grade. We lived next door to each other. We were in the choir together. We walked home from school together. We were inseparable. We were often referred to as one person. We were no longer individuals. Like Mary-Kate and Ashley, we became Savannah and Chloe. I remember those years well. Savannah would be outside with her sister, and without a second thought would run through our front door to grab something to eat or go to the bathroom. The same privileges were given to me. I would charge through her front door without a moment’s hesitation. This was just the way we lived our lives. It was expected of us. After all, we were Savannah and Chloe. This plot continued through elementary school and into the summer before our sixth grade year. Our lives had been relatively simple until that time. School. Choir. Friendship. That was all we had to worry about. That is, until that fateful day when my mother told me that she had met someone. It had always been just her and me. So once Jack came into the picture, life took on a completely different aura. Not only did I acquire a new stepfather, but two stepsisters as well. This sudden multiplication of people created chaos. I began spending more time with my family, getting to know the newest members. Savannah quickly became friends with my step siblings. We all spent time together ... ... since that night. She got married in April of 2004. I wasn't there. I couldn't bring myself to watch from the outside. Since the moment we met, we had based our relationship on all or nothing. I couldn't be just another face in the crowd. I've heard that Savannah is living a happy life with Mark. They bought a house and are planning on starting a family. There have been times that I've wanted to call her, but I know our relationship would never be the same. She is a different person now and so am I. I've grown up. I've realized that relationships aren't always durable. I've learned that the people you love the most can hurt you the most. I’ve learned that sometimes you wake up and friendships are over. You are no longer a part of their life. You are now a part of their past. A fond memory. A distant thought. Whatever you call it, it is the past.

American Success in Achieving Independence Essay

Introduction The British military was considered the strongest in the world at the outreach of fighting between England and the American colonies in 1775. Britain had just defeated France and the Indians in the Seven Years War and had attained its prominence as a world’s superpower. Yet despite Britain’s overpowering military dominance, the British found themselves unable to subdue General Washington and the American colonies. The American’s success in achieving independence during the American Revolution was not due to General Washington’s strategic skill but by numerous British blunders. The British mistakes during the Revolutionary war are: they never had an overall strategy; they failed to identify the Center of Gravity, shifting from offensive strategy to a defensive strategy and diverting the war to the Southern colonies. Overall strategy The British never had an overall strategy for winning the Revolutionary War. They acted vigilantly at points when authoritative and serious attacks could have undermined the Continental army. The British assumed that American rebellion would disintegrate when British troops lands on American shores. They believed that the Continental Army was amateurish and unable to fight a interminable war against an organized British military force. Not until after the Battle of Bunker did the British even begin to consider in terms of war rather than simply rebellion. Britain certainly not intended for a lengthy war and constantly expected for the one pivotal victory. The Continental Army was fighting a domestic war while the British had to ship their troops from across the Atlantic. Fighting against their own countrymen was also both a psychological and emotional handicap for the British soldiers. The British military regularly made mistakes, especially General Howe. His indolence to take action at the start of the war made it probable for General Washington and the Continental Army to survive. Occurrences of poor communication and collaboration between British commanders resulted in squandered occasions as well in Saratoga and Yorktown. The component of period unceasingly handicapped British maneuvers. Communications both across the Atlantic and within the colonies were dawdling and useless. Some commanders took matters into their own hands and followed strategies that they felt best suited their immediate goals. The indecision surrounding responses frequently led to unwarranted caution, unnecessary delays, or unforeseeable prospects in strategic situations, which eventually demonstrated to be costly. Because of the length of time it took for communications, field conditions continually changed. Failure to identify the Center of Gravity The Americans had no discernable central government and the British could not determine a truly decisive Center of the Gravity (COG). The COG is the hub of all power and movement, on which everything depends (Clausewitz, pp. 595-596). There was no COG that Britain could seize and end the war. There was no one that the British military could defeat that would quickly bring about the abandonment of the entire colonist opposition. Throughout the campaign, General Howe continued to allow the Continental Army to withdraw from the field without entirely destroying them. General Howe’s unwillingness to conduct a forceful pursuit and destroy General Washington’s Continental Army saved the Americans from a defeat that could have possibly ended the American Revolution. General Howe did not take into account that the Continental Army was the life of the rebellion and should have been considered as the COG. The British dissipated an opportunity to inflict a destructive defeat on the Continental army at the Battle of Bunker Hill in June 1775. Although they strained the insurgents from the elevated field, the British army missed their chance to deal the rebellion a possibly disastrous blow from the start. Another chance of destruction of the Continental Army came in August 1776. General Washington and the Continental Army had been routed in the Battle of Long Island and withdrew to the defenses of Brooklyn Heights, which left them confined between Hessian and British troops and the East River. General Washington was able to keep the revolution alive by maintaining the Continental Army in the field. Shifting from offensive strategy to a defensive strategy Without French assistance, it is uncertain that the American colonies could have been a match over Britain’s sizeable and well-equipped military. France clandestinely provided the American colonies with supplies and money, and upon formally declaring war on England in June 1778, also committed soldiers and naval fleets. With the French joining the naval war, Britain switched from an offensive strategy to a defensive strategy since their naval superiority is contested. Operations in America became secondary to defense of the British Isles and larger economic interests in the Caribbean. The ministry decided to defend and strike the French in West Indies, which was regarded as more valuable than the American colonies. The British militaries had to be dispersed in several theaters and spread so thin across the Atlantic and no longer concentrated on the colonies, which consequently lost the war in America (Middlekauff, p. 438). Britain’s failure to identify key locations to concentrate her Navy led to not able to secure their most strategically located territories and did not have enough military resources to continue the war in America. â€Å"With the defense thus concentrated, England’s great weapon, the Navy, should have been vigorously used on the offensive† (Mahan, p. 394). Diverting the war to the southern colonies During the initial years of the American Revolutionary War, the initial military battles were in the north. The British changed their strategy to focus on the southern colonies as the leadership felt that the south was home to many loyalists where they could enlist their support and assistance. England felt loyalists in the South were oppressed by the revolutionary government and would flock to them in support (Mahan, p. 516). Britain constantly pursued and hoped for Loyalist support but was never received. Moreover, Britain also definitely did not do what was needed to gain and sustain the Loyalists’ support because they inclined to disregard the help that the Loyalists contributed. In addition, the British Parliament assumed that loyalists would be a more intimidating force and play a more effective position in the war. The British was successful in most conventional battles fought in that region, but American generals in the south turned to irregular and hit-and-run combat that ultimately thwarted the British military. The British should have focused most of their forces on the Continental Army in the north instead of taking the south. Counter-Argument Some argue American independence might not have won without the leadership of General George Washington. He was honest, brave, and sure that the America and its Continental Army can win. He certainly not gave up faith that he would reach that object. His first military victory resulted in the British evacuating Boston in March 1776. General Washington reevaluated the wisdom of the tactical defensive and thereafter avoided confrontations with large concentrations of enemy forces after unsuccessful defense of New York and next Philadelphia. General Washington came to realization that it was far more critical for him to maintain the army as an entity than it was to win any particular battle or campaign (Weigley, p.12). Instead of trying to defeat the British in one decisive action, General Washington instinctively realized that the revolution would survive as long as the Continental army survived. Washington had to remain not only on the strategic defensive, but frequently on the tactical defensive, as well. He correctly understood that, by keeping his army intact, he could keep the revolution alive. If he could maintain the war long enough, Britain would exhaust her resources and struggle across the Atlantic and independence would be gained. Although General Washington lacked major victories in the Revolutionary war, his noted two tactical successes, at Trenton and Princeton, were conducted against smaller concentrations of an enemy force. But, General Washington made a number of excellent decisions at crucial times throughout the conflict. Conclusion Britain had an enormous military advantage at the beginning of the American Revolution with vastly superior naval power and a professional military with far greater financial resources. The British fought a much weaker enemy yet failed to accomplish its military and political objectives. General Washington recognized that the Continental Army was the backbone of the revolution, the Center of Gravity, where the British failed to identify. Another reason was the assistance the Americans received from the French. The British military were remarkably unmatched and clearly the superior army, and had the French not provided aid, it seems unlikely that General Washington and the Continental Army could have defeated the British. They pulled together and were able to capitalize on the British’s blunders. Bibliography 1. Clausewitz, C. On War. Michael Howard and Peter Paret, eds. and trans. Princeton: Princeton University Press, 1989 2. Mahan, A. T. The Influence of Sea Power Upon History, 1660-1783. New York: Dover, 1987. 3. Middlekauff, R. The Glorious Cause: The American Revolution, 1763-1789. New York: Oxford University Press, 2005. 4. Weigley, R. F. The American Way of War: A History of United States Military Strategy and Policy. Bloomington: Indiana University Press, 1977.

Do i consider myself a leader or a manager?

It is said that a leader is â€Å"someone who people naturally follow according to their own choice, whereas a manager must be obeyed.   Leaders are people who do the right thing, and managers are people who do things right. Leaders are implored to do the right or moral or ethical thing to do, while managers, though not necessarily immoral or unethical in their actions and decisions, are more concerned with doing things in the right manner. In business sense, the right manner would be the most cost-efficient, effective, and also, most profitable. Hence, there is blurry boundary between managers and leaders. (The Difference Between Management And Leadership). How do I consider myself—a leader or a manager? I think I function well in both roles. To start off managers keep things moving, leaders are more visionary, looking at things differently† (Miller) Author Miller reinforces the first view that managers are more focused on doing things right; thereby saying that managers take care of the daily grind of the operations of the organization. Leaders, on the other hand, are far-sighted, in such that they are more of visionaries, always looking towards the far-off rainbow. They inspire people to recognize this rainbow as a beautiful and noble vision, worth working for as a result and a process. Using this rainbow symbol, the managers do see, appreciate and recognize the rainbow as a vision worth reaching, but afterwards they get down immediately to planning, goal-setting and the whole gamut of organizing and management to start things moving. Managers prioritize on how things are done, while leaders emphasize on what should be achieved in the long run. Meanwhile, Farr comments on how some business writers and consultants remark that â€Å"leaders as more creative and valuable to an organization than managers† (Farr, 1997). Some managers are perceived to be too inclined in focusing on managing daily organizational activities, and making sure things are being done correctly.   However, some managers overlook opportunities, threats and trends, or external factors that affect the organization. As for me, looking at all these, I can say that I have tested myself on both roles. I have the vision and foresight of a leader in initiating projects, and at the same time, I am able to look into the simplest office procedure and manage people and the daily flow of operations since I am also meticulous by nature. In the end, it is helpful to keep in mind from moment to moment that it is not so much the stressors I face as a leader or a manager but how I see them and what I do with them that determine how much they are in my control. If people can change the way they see, they can change the way they respond. It is not only the major turning points in our lives that require us to adapt. Every day, in functioning as a manager and a leader, I face a range of moderately important to trivial obstacles and occurrences which I have to deal, and which may turn into a much larger problem than they need to be if I lose my perspective and balance of mind. REFERENCES Farr, J. Leadership Vs. Management: Do You Know the Difference? Business Leader Online. 1997. Sep Retrieved Oct. 13, 2006 at Miller, P. What's The Difference Between Leaders and Managers? High Beam Research. Retrieved Oct. 13, 2006 The Difference Between Management And Leadership. University of Edinburgh: School of Engineering and Electronics. Retrieved Oct. 13, 2006 at: ;http://www.see.ed.ac.uk/~gerard/MENG/ME96/Documents/Intro/leader.html; ; ; ; ;

USS California (BB-44) during World War II

USS California (BB-44) during World War II Entering service in 1921, USS California (BB-44) served the US Navy for over a quarter century and saw combat operations during World War II (1939-1945). Dubbed The Prune Barge due to the large volume of the fruit exported by California in the early part of the 20th century, the battleship was the second vessel of the Tennessee-class and was severely damaged during the Japanese attack on Pearl Harbor on December 7, 1941. Raised from the harbors mud, it was repaired and heavily modernized. Rejoining the fleet in 1944, California took part in the Allies island-hopping campaign across the Pacific and played a central role in the Battle of the Surigao Strait. Though hit by a kamikaze in early 1945, the battleship was quickly repaired and returned to action that summer. Remaining in the Pacific through the end of the war, California later helped transport occupation troops to Japan. Design USS California  (BB-44) was the second ship of the  Tennessee-class of battleship.  The ninth  type of dreadnought battleship  (South Carolina, Delaware, Florida,  Wyoming,  New York,  Nevada,  Pennsylvania,  and  New Mexico) built for the US Navy, the  Tennessee-class was intended to be an enhanced variant  of the preceding  New Mexico-class.  The fourth class  to follow the Standard-type approach, which required ships to possess  similar operational and tactical attributes,  the  Tennessee-class was propelled  by  oil-fired boilers rather than  coal and employed an  Ã¢â‚¬Å"all or nothing† armor arrangement.   This armor scheme  called for critical  areas of the ship, such as magazines and engineering, to be heavily protected while less important spaces were left unarmored.  Also, Standard-type battleships were required to have  a  minimum top speed of 21 knots and a tactical turn radius of 700 yards or less. Designed after the  Battle of Jutland, the  Tennessee-class class was the first to utilize the  lessons learned in the engagement.  These included enhanced armor below the waterline as well as fire control systems for both the main and secondary batteries which were placed on top of two large cage masts.   As with the  New Mexico-class, the new ships carried twelve 14 guns in four triple turrets and fourteen 5 guns.  In an improvement over  its predecessors, the main battery on the  Tennessee-class could elevate its guns to 30 degrees which increased the weapons range by 10,000 yards.  Ordered on December 28, 1915, the new class comprised two ships: USS  Tennessee  (BB-43) and USS  California  (BB-44). Construction Laid down at the Mare Island  Naval Shipyard on October 25, 1916, construction of California advanced through the winter and following spring when the  US entered  World War I.  The last battleship built on the West Coast, it slid down the ways on  November 20,  1919, with Barbara Zane,  daughter of California  Governor William D. Stephens, serving as sponsor.  Completing construction,  California  entered commission on August 10, 1921,  with Captain Henry J.  Ziegemeier in command.  Ordered to join the Pacific Fleet, it immediately became this forces flagship. USS California (BB-44) shortly after completion in 1921. US Naval History and Heritage Command USS California (BB-44) - Overview Nation:  United StatesType:  BattleshipShipyard:  Mare Island Naval ShipyardLaid Down:  October 25, 1917Launched:  November 20, 1919Commissioned:  August 10, 1921Fate:  Sold for scrap Specifications (as built) Displacement:  32,300  tonsLength:  624.5 ft.Beam:  97.3  ft.Draft:  30.3  ft.Propulsion:  Turbo-electric transmission  turning 4 propellersSpeed:  21  knotsComplement:  1,083  men Armament (as built) 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes Interwar Years Over the next several years,  California  participated in a routine cycle of peacetime training, fleet maneuvers, and war games.  A high-performing ship, it won the Battle Efficiency Pennant in 1921 and 1922 as well as Gunnery E awards for 1925 and 1926.  In the former year,  California  led elements of the fleet on a goodwill cruise to Australia and New Zealand.  Returning to its usual operations in 1926, it underwent a brief modernization program in the winter of 1929/30 which saw enhancements to it anti-aircraft defenses and additional elevation added to its main battery.   Though largely operating out of San Pedro, CA during the 1930s,  California  transited the Panama Canal in 1939 to visit the  Worlds Fair in New York City.  Returning to the Pacific, the battleship took part in Fleet Problem XXI in April 1940 which simulated a defense of the Hawaiian Islands.  Due to increasing tensions with Japan, the fleet remained in Hawaiian waters after the exercise and shifted its base to Pearl Harbor.  That year also saw  California  selected as one of the first six ships to receive the new RCA CXAM radar system.  Ã‚  Ã‚   World War II Begins On December 7, 1941,  California  was moored at the southernmost berth on Pearl Harbors Battleship Row.  When the Japanese attacked that morning, the ship quickly sustained two torpedo hits which caused extensive flooding.  This was worsened by the fact that many watertight doors had been left open in preparation for an impending inspection.  The torpedoes were followed by a bomb hit which detonated an  anti-aircraft ammunition magazine.   A second bomb, which just missed, exploded and ruptured several hull plates near the bow.  With the flooding out of control,  California  slowly sunk over the next three days before settling upright in the mud with just its superstructure above the waves.  In the attack, 100 of the crew were killed and 62 wounded.  Two of Californias crew, Robert R. Scott and Thomas Reeves,  posthumously received the Medal of Honor for the actions during the attack. USS California (BB-44) after sinking on December 7, 1941. Naval History and Heritage Command Salvage work commenced a short time later and on March 25, 1942,  California  was re-floated and moved to dry dock for temporary repairs.  On June 7, it departed under its own power for Puget Sound Navy Yard where it would begin a major modernization program.  Entering the yard, this plan saw significant alterations to the ships superstructure, the trunking of the two funnels into one, improved watertight compartmentalization, expansion of the anti-aircraft defenses, alterations to the secondary armament, and a widening of the hull to increase stability and torpedo protection.  This last change pushed  California  past the beam limitations for the Panama Canal essentially limiting it to wartime service in the Pacific. Rejoining the Fight Departing Puget Sound on January 31, 1944,  California  conducted shakedown cruises  off San Pedro before steaming west to aid in the invasion of the Marianas.  That June, the battleship joined combat operations when it provided fire support during the Battle of Saipan.  On June 14, California sustained a hit from a shore battery which inflicted  minor damage and caused 10 casualties (1 killed, 9 wounded).  In July and August, the battleship aided in the landings on Guam and Tinian.  On August 24, California  arrived at Espiritu Santo for repairs after a minor collision with  Tennessee.  Completed, it then departed for Manus on September 17 to join forces massing for the invasion of the Philippines. USS California (BB-44), 1944. Naval History and Heritage Command Covering  the landings on Leyte between October 17 and 20,  California, part of Rear Admiral Jesse Oldendorfs 7th Fleet Support Force, then shifted south to the Surigao Strait.  On the night of October 25, Oldendorf inflicted a decisive defeat on Japanese forces at the Battle of Surigao Strait.  Part of the larger Battle of Leyte Gulf, the engagement saw several Pearl Harbor veterans exact revenge on the enemy.  Returning to action in early January 1945,  California  provided fire support for the Lingayen Gulf landings on Luzon.  Remaining offshore, it was struck by a kamikaze on January 6 which killed 44 and wounded 155.  Completing operations in the Philippines, the battleship then departed for repairs at Puget Sound. Final Actions In the yard from February through late spring,  California  rejoined the fleet on June 15 when it arrived off Okinawa.  Aiding troops ashore during the final days of the Battle of Okinawa, it then covered minesweeping operations in the East China Sea.  With the end of the war in August,  California  escorted occupation troops to Wakayama, Japan and remained in Japanese waters until mid-October.   Receiving orders to return to the United States, the battleship shaped a course through the Indian Ocean and around the Cape of Good Hope as it was too wide for the Panama Canal.  Touching at Singapore, Colombo, and Cape Town, it arrived at Philadelphia on December 7.  Moved into reserve on August 7, 1946,  California was decommissioned on February 14, 1947.  Retained for twelve years, it was then sold for scrap on March 1, 1959.

Free Essays on The Lark Above The Trenches

as â€Å"guns† and â€Å"hell†. The bleakness definitely comes through the poem, with haunting images such as â€Å"men gasping their lives away†. This desperate and chilling image is continued with the winter feeling â€Å"ice-cold†. Winter has negative connotations, especially when there is no escape for these men and they are stuck outside. This harsh reality is interrupted by the lark who boosts the morale of the men by its song raising their â€Å"wounded hope†, suggesting that life is reaffirmed and hope is renewed by the wonderful song. In this poem the elements of desolation and hope are finely bal... Free Essays on The Lark Above The Trenches Free Essays on The Lark Above The Trenches An appreciation of â€Å"The lark above the trenches† by Muriel Elsie Graham Many poems written in response to the events of the 1914-19 war are the products of direct experience of the processes of war – making weapons, nursing the wounded, the loss of brothers, sons or lovers in the trenches – by women in active service in the battle areas as well as by women involved in the war effort at home. The range of this poetry is wide. It is often experimental and in advance of the male poetic response. Muriel Graham has been inspired to write this poem by the newspaper cutting presented at the beginning of the poem. Immediately by reading this epigraph we already recognise the contrast of the beautiful song of the lark with the terrible situation that these soldiers are in. In each stanza, this poem expresses a profound and sombre uncertainty for the soldiers. However, the contrast is reiterated at the end of each stanza, with the reminder of the lark’s song, and we have a glimmer of hope. The opening of the poem is very grim and negative. The repetition of â€Å"all† emphasises the drudgery of these soldiers’ lives. Also adding to that emphasis is the continual regular rhyming pattern (ABCCAB) this definable sense of rhythm is furthered by the use of iambic pentameter, which often emphasises such negative words as â€Å"guns† and â€Å"hell†. The bleakness definitely comes through the poem, with haunting images such as â€Å"men gasping their lives away†. This desperate and chilling image is continued with the winter feeling â€Å"ice-cold†. Winter has negative connotations, especially when there is no escape for these men and they are stuck outside. This harsh reality is interrupted by the lark who boosts the morale of the men by its song raising their â€Å"wounded hope†, suggesting that life is reaffirmed and hope is renewed by the wonderful song. In this poem the elements of desolation and hope are finely bal...

History of WD-40

History of WD-40 If youve ever used WD-40 to oil up something squeaky in your home, you may have wondered, just what does WD-40 stand for? Well, according to the company that makes WD-40, WD-40 literally stands forWater Displacement 40th   attempt. Thats the name straight out of the lab book used by the chemist who helped develop WD-40 back in 1953. Norman  Larsen  was attempting to concoct a formula to prevent corrosion, a task which is done by displacing water. Norms persistence paid off when he perfected the formula for WD-40 on his 40th try. Rocket Chemical Company WD-40 was invented by the three founders of the Rocket Chemical Company of San Diego, California. The team of inventors was working on a line of industrial rust-prevention solvents and degreasers for use in the aerospace industry. Today, it  is manufactured by the San Diego, California-based WD-40 Company. WD-40 was first used to protect the outer skin of the Atlas Missile from rust and corrosion. When it was discovered to have many household uses, Larsen repackaged WD-40 into aerosol cans for consumer use and the product was sold to the general public in 1958. In 1969, the Rocket Chemical Company was renamed after its only product WD-40. Interesting Uses for WD-40 Two of the craziest purposes for WD-40 include a bus driver in Asia who used WD-40 to remove a python snake which had coiled itself around the undercarriage of his bus and police officers who used WD-40 to remove a naked burglar trapped in an air conditioning vent. Ingredients WD-40s main ingredients as supplied in aerosol cans, according to the U.S.  Material Safety Data Sheet  information, are: 50% aliphatic hydrocarbons. The manufacturers website claims this ratio in the current formulation cannot accurately be described as  Stoddard solvent, a similar mixture of hydrocarbons.25%  petroleum  base oil. Presumably, mineral oil  or light lubricating oil.12–18% low  vapor pressure  aliphatic hydrocarbon. Reduces the liquids viscosity so that it can be used in aerosols. The hydrocarbon evaporates during application.2–3% carbon dioxide. A propellant which is now used instead of the original  liquefied petroleum gas  to reduce WD-40s flammability.10% inert ingredients.​ The long-term active ingredient is a non-volatile viscous oil which remains on the surface to which it is applied, giving lubrication and protection from moisture.​ The oil is diluted with a volatile hydrocarbon to make a low viscosity fluid which can be aerosolized to penetrate crevices. The volatile hydrocarbon then evaporates, leaving behind the oil. A propellant (originally a low-molecular-weight hydrocarbon, now carbon dioxide) creates pressure in the can to force the liquid through the cans nozzle before evaporating. Its properties make it useful in both domestic and commercial settings. Typical uses for WD-40 include removing dirt and removing stubborn screws and bolts. It can also be used to loosen stuck zippers and displace moisture. Due to its lightness (i.e. low viscosity), WD-40 is not always the preferred oil for certain tasks. Applications that require higher viscosity oils may use  motor oils. Those requiring a mid-range oil could use  honing oil.

Colonialism & Empire Essay Example | Topics and Well Written Essays - 1500 words - 1

Colonialism & Empire - Essay Example As the study declares to begin the debate, one first needs to examine what imperialism fundamentally means, both in terms of the American Empire and in general. Generally examined, Imperialism basically refers to the practice of a nation controlling, or seeking to control, another nation, either through military means or otherwise, and whether in terms of geographical influence or political policies. Imperialist expansion in its traditional form and sense aimed mainly to seek a political, geographical or military advantage to benefit the expanding state, or it was viewed as such, but in recent times, these definitions seem to be changing, with the focus more on the benefit towards the influence country, rather than the inverse. Countries that aim to excise this influence may be referred to as an empire as they henceforth shall be. In the modern day world, America and Russia can be considered to be empires, considering their political influence over regions and countries past their bo rders. While the days of kings and queens is generally over, and we don’t seem to have empires as we traditionally imagine when we hear the word, when viewed from a technical standpoint, and in terms of today’s changing world, an empire is basically a geographically extensive dominion controlled by a singular source point. This paper outlines that considering the political influence America has all over the world, and in particular on certain countries such as Iraq or Afghanistan, as well as other countries like the Philippines or Spain in the past – from which the idea of American Imperialism first sprang up – America too can be, and should be, considered an empire as vast as any historical empire, or a nation-empire, that is, a nation extending its influence to a particular nation or region, individually or in alliance with other nations. Therefore, while the United States might not be an empire in the extremely traditional sense of the world, when considering the modern definition and the central role America plays in the world’s politics, including its considerable influence on them, America does indeed fulfill the definition of an Empire, and therefore, it can be said to have a considerable imperialistic influence as well. The United States first demonstrated imperialism and i ts existence as an empire in the Spanish war of 1898, where the Americans aimed to free Cubans from Spanish Atrocities. This is perhaps similar to the influence the Americans had on the Iraqi people in the war on Iraq, where it aimed to free the people of Iraq from the tyrannic rule of their then leaders. Perhaps it should therefore be said that the modern day word for an Empire is a Superpower, with expansion being referenced to as occupation, and policies that imperialism is originally based upon being termed as tools to help build a nation.  

Rise and Fall of the Qin Dynasty Essay Example | Topics and Well Written Essays - 1750 words

Rise and Fall of the Qin Dynasty - Essay Example In 225, the King of Wei surrendered where all of his territories were annexed to Qin dynasty. It was followed by the defeat of the Kingdom of Chu in 223 BC where its King was eventually killed and its General committed suicide. A year later, the Yan territory was taken until finally in 221, the last King of other warring states was captured with the seizure of the King of Qi (Portal 32-35). For the first time, ancient China was unified under a single leadership with Qin Shi Huang at the helm declaring himself as the first emperor of China (Portal 32-35). Qin dynasty’s rose to prominence as the first dynasty to unify China is a huge achievement considering that it started from a humble beginning. Qin dynasty begun when the last heir of the Zhou dynasty gave land to one of its Dukes, Duke Zhuang which enabled the Qins to start as one of ancient China’s vassal lords. Later, the small land granted by the Zhou dynasty expanded when Duke Zhuang’s son embarked on expans ionary quest that eventually established the State of Qin (Yu 15). The Qin dynasty’s reign however was short lived lasting only for 15 years from 221 until 207 BC. Despite this short period of Qin dynasty’s existence, it left a lasting legacy in China that even its name as a country was derived from this dynasty. Unification of China In 221 AD, the Qin dynasty through the leadership of Qin Shi Huang finally emerged as the victor during the period of warring states through its superior and fierce military. Immediately after its victory Qin Shi Huang installed himself as the first emperor of China which unified China under one ruler for the first time. Qin Shi Huang first directive as the emperor of China was to initiate reforms such as the improvement of the administration of its bureaucracy with the establishment of shi bureaucracy where educated bureaucrats were tasked to administer the various functions of the regime. The nature of military also changed when the vass al warriors under the former warring monarchs eventually faded in significance when they were replaced by the conscription of peasants who were previously imprisoned. Implementation of Reforms The reforms initiated by the Qin dynasty yielded to the increase of collection of funds and this afforded the regime to improve its military capability by building the size of the army and further improve the technology of its weapons. This increased military capability provided the Qin dynasty the advantage to defeat other kingdoms during the period of warring states and eventually unified it to make it the China that we know today. The Legalist Sanction One of the systems employed by the Qin dynasty that made it an effective state and perhaps even became precursor of the present idea of nation state is the use of legalist sanction. Legalist sanction was the basis of the despotic regime of Qin dynasty. This legalist thought was founded by Shang Yang who espoused that people should be subservi ent to the state but the state must also be ruled by law without exemption that even its rulers are subjected to it (Yu 80). Following this absolutist principle, the Qin dynasty believed that it is the foremost duty of any leader to increase the power and wealth of the state. Legalist sanction also imposes that for a state to be orderly it has to employ strict laws to create social stability. The legalist sanction w

Analysis of the Benchmark for External Auditors Assignment

Analysis of the Benchmark for External Auditors - Assignment Example Without exception, all external auditors should not allow their independence to be affected by his or her own interests. For, Auditing Standards mandate that external auditors must accept an audit engagement if they feel that their self-interests affect their independence. Independence means not only independence in fact but also go hand in hand with independence through appearance. The Auditing Standards on independence rule states that the auditor must not have any material self-interest in the clients. An auditor has self-interest if the auditor, the auditor's spouse, and children own a share of stock or two in the audit client. The Companies Act of 1948 is the legal framework for external auditors to follow in terms of independence (Power 1997, 17). Clearly, many auditors will not allow their independence to be affected by self -interests. Likewise, it is mandatory that all external auditors will not allow their independence to be affected by self - review. The auditor is required under all audit situations to consider if self -review will affect his independence. The auditor must not continue with the auditor sign as an external auditor if he or she believes that self-review will infringe on the auditor's independence. Clearly, it is mandatory that all external auditors will not allow their independence to be affected by self - review. Further, all external auditors should not allow their independence to be affected by advocacy. The auditor's membership in a group will have a strong impression that the auditor is not being independent in terms of auditing a client. The Code of Ethics for external auditors commands that the external auditor must not have his membership in an organization affect the independence of the auditors. The auditors must be independent in fact and in appearance. For any sign that tinges on decreasing the independence of the external auditor would signal that the external auditor should immediately withdraw from the engagement. Definitely, all external auditors should not allow their independence to be affected by advocacy. Furthermore, all external auditors must not permit their independence to be affected by familiarity. It is a fact that many external auditors can easily finish their audit assignments for many of their former audit clients. The auditors will just focus on accounts that seem doubtful or where the internal control is weak because they had already issued an unqualified opinion on the prior financial statement.  Ã‚  

Video Evaluation Essay Example | Topics and Well Written Essays - 1500 words

Video Evaluation - Essay Example This is a very discouraging concept to believe (Molyneux 2013). Prior to watching this video, it was to my understanding that social programs helped the poor people. I thought that the job forecast was actually increasing. I knew that our government was in over its head with debt but I presumed it was due to our country’s intervention in the Middle East. I believed that the middle class actually were living paycheck to paycheck and I did believe many lived off of credit cards and loans. However, I did not really realize that what they had spent was money they did not have in the first place. At the rate that this economy is moving, there is little to no hope of changing. I had no idea that we were so much worse off economically than we were in the 1950s and while it is easy to blame the President, the majority of the issues are also to be blamed on Congress. I discovered by watching this video, I was quite wrong about many of my theories about our economy. There is much to be learned from this video. The statistics are extremely eye-opening. When looking at the graphs and charts that Molyneux had created, it is evident that many thing that the government are doing to try to help increase the recovery process are actually failing. Programs that were established over 40 years ago are haunting the country today as people who do not work and live off the government are making more than those who do work. The debt is increasing per household, per corporation and also federally. People are spending imaginary money that they simply do not have. The wages people are making are spent on their debts. Items are increasing in price while what they make per hour cannot cover the prices of goods that people need. Many people are living well below poverty level. Actually, it appears that the people who are on welfare are sitting better economically than the people who are actually working to

Role of the US Financial System Essay Example | Topics and Well Written Essays - 750 words

Role of the US Financial System - Essay Example The financial system consists of two types of markets: the money markets and the capital market. The money markets are financial assets with a maturity date of one year or less. The most influential of all money market instruments which provides liquidity to the system are treasury bills. Treasury bill are 90 day maturity short term bills which pay the investors a modest interest rate for of approximately 4-5% for borrowing money to the government (Jsj, 2007).. Treasury bills are sold in the public market by investors and are considered a risk free proposition for investors since the assets is guaranteed against the US treasury reserves. The government along with the federally issued T-bill also sales other types of financial instruments in the money and capital markets. The government sells a lot of government bonds in order to finance governmental expenses such as making infrastructure improvements, capital projects, and cover emergency expenses among other uses. Bonds are sold by the federal, state, municipal government, and state agencies to acquire funds to finance their operations. The capital market takes place in stock exchanges around the world. The United States has many stock exchanges including the world most powerful exchange called the New York Stock Exchange. Another powerful exchange is the over the counter market of NASDAQ. In the stock market industry there have been a lot of mergers between international exchanges joining forces to gain power. In the floor of the stock exchange the brokers make purchases and sales of common stock, preferred stocks, futures, options, bonds among other types of financial instruments immediately after a client places an order. The stock market and the exchanges in which activity takes place are an economic market structure that is considered a perfect competition. In a perfectly competitive market the market reacts to new information immediately and

Ethics Essay Example | Topics and Well Written Essays - 750 words - 21

Ethics - Essay Example But the virtue which is made up of these goods, when they are severed from wisdom and exchanged with one another, is a shadow of virtue only, nor is there any freedom or health or truth in her†¦Ã¢â‚¬  Socrates did not fear death nor the danger of death. Reasoning practically, he said that he did not fear death as a soldier, and it would be strange if he feared death as a philosopher. In the Apology, Socrates was quoted as saying the following: â€Å"For the fear of death is indeed the pretence of wisdom, and not real wisdom, being a pretence of knowing the unknown; and no one knows whether death, which men in their fear apprehend to be the greatest evil, may not be the greatest good.† Furthermore, Socrates said that death should not be feared because nobody knows if it is good or bad. To him, death appears to be good, because it is either a deep sleep (the absence of consciouness), or a new life with those who had gone before. For Socrates, the first is a beneficial rest, while the second is an opportunity to converse with the great minds and discuss many lofty issues. It is a further chance to seek knowledge and wisdom. It is Socrates’ reasoning that fear and wisdom could not co-exist, that fear is the absence of wisdom. But since he also said that virtue could not exist without wisdom, then fear and morality could not also co-exist. A moral man is a virtuous man, and in the absence of wisdom there is also an absence of virtue. that you engaged in the kind of practice as a result of which you now risk dying?’†, to which he answered that he did not care for the collective opinion of men, only whether what he did what was good or bad. In this context, â€Å"shame† meant public embarrassment. On the other hand, after he was meted his sentence he said, â€Å"I go to death, to which you have sentenced me, and you to shame and dishonor,† in which case he used â€Å"shame† was used to meant disgrace in not doing what was right. In this sense,

Role of the US Financial System Essay Example | Topics and Well Written Essays - 750 words

Role of the US Financial System - Essay Example The financial system consists of two types of markets: the money markets and the capital market. The money markets are financial assets with a maturity date of one year or less. The most influential of all money market instruments which provides liquidity to the system are treasury bills. Treasury bill are 90 day maturity short term bills which pay the investors a modest interest rate for of approximately 4-5% for borrowing money to the government (Jsj, 2007).. Treasury bills are sold in the public market by investors and are considered a risk free proposition for investors since the assets is guaranteed against the US treasury reserves. The government along with the federally issued T-bill also sales other types of financial instruments in the money and capital markets. The government sells a lot of government bonds in order to finance governmental expenses such as making infrastructure improvements, capital projects, and cover emergency expenses among other uses. Bonds are sold by the federal, state, municipal government, and state agencies to acquire funds to finance their operations. The capital market takes place in stock exchanges around the world. The United States has many stock exchanges including the world most powerful exchange called the New York Stock Exchange. Another powerful exchange is the over the counter market of NASDAQ. In the stock market industry there have been a lot of mergers between international exchanges joining forces to gain power. In the floor of the stock exchange the brokers make purchases and sales of common stock, preferred stocks, futures, options, bonds among other types of financial instruments immediately after a client places an order. The stock market and the exchanges in which activity takes place are an economic market structure that is considered a perfect competition. In a perfectly competitive market the market reacts to new information immediately and

Ethical Essay Example | Topics and Well Written Essays - 1000 words

Ethical - Essay Example From basic nursing care to the advance and critical nursing practices, to researches and home care system, every procedure to be carried out must be done with utmost understanding of the procedure itself and its implications for both the patient and the nurse practitioner. Butts and Rich (2012) stated in their book Nursing Ethics: Across the Curriculum and Into Practice that â€Å"Rules and theories matter little without the formation of good character† and believed that nurses are faced with ethical issues every single day. They added that imbibing textbooks ethics serves as a sturdy foundation for nurses to develop practical wisdom and virtuous character in practice. Assessment is the initial step in every nursing procedure therefore it is vital to first determine the nurse’s understanding of what ethical issue really means. A lot of people misunderstood ethics as mere observance of social norms, religious beliefs or the law instead of it being an impartial concept of its own (Paul and Elder, 2006). It may be understood as a moral principle of a specific individual, group, or custom and other author allows its usage to be interchangeable with â€Å"morality† (Deigh, 1995). ... and a process of enactment.† There is no absolute right or wrong in responding to ethical dilemmas but the goal for deciding how to act upon it is based on the basic notion of beneficence and non-maleficence. The knowledge on General Principles of Nursing Ethics is vital in facing these situations. It is important that nurses are aware of these virtues in order to be properly guided in decision making. These are beneficence, non-maleficence, respect for autonomy, justice, and respect for person. Beneficence is active promotion of good while non-maleficence means duty to do no harm. Respect for autonomy is acknowledging the patient’s rights, values and choices so as respect for person which equates to treating all patients as worthy individual. And lastly, justice is the promotion of equity or fairness in every situation a nurse encounters (Barnett, 2003). Ethical issues faced in the nursing practice can be clinical problems relating to patient right and care, professiona lism, philosophical, organizational and societal (Bosek, 2009). One of the most common face is conflict between patient autonomy and nurse’s belief such as denial of blood transfusion for the Jehova’s Witness or withdrawal from life sustaining treatment even if it can cause fatal consequences, or tending to post-operative abortion patients that are done not for medical purposes. An example of this was the quandary faced by nurses of University of Medicine & Dentistry of New Jersey when they were directed by the hospital in September 2011 that all nurses are required to assist in pre- and post-operative care of abortion patients (Katarsky, 2011). Clearly this presents ethical battle against the nurses’ morality especially if they are pro-life or have opposing cultural and religious beliefs.

Rape In The Us Military Criminology Essay

Rape In The Us Military Criminology Essay Cases of rape and sexual assault in the ranks of our U.S. military continue to grow, and very few proactive steps seem to be taken, by higher up to bring the offenders to justice, to try and put an end to these horrific occurrences. The military institution seems unable to end this issue on its own, and seems in need of our country to step in and make sure these crimes stop, the offenders come to justice, and the victims get the help and support they need. To get to the heart of the issue is it important to know why rape is so common in the military, why these crimes often go unreported, and what steps the military and our country can take to help prevent future rapes. It is important to look into rape cases and try to determine the causes of the rape. What are the situations in which these rapes occur? In a documentary shown in class titled The Invisible War a large number of women talked about being raped while serving in the military. None of these women did anything that would suggest their interest in sexual relations, but each one of them was forced into the act. One common element that relates all these cases together is that in each situation the woman that was violated was one of the only women in her military unit. With such a high ratio of men to women the risk of sexual assault and rape greatly increases. In one case concerning the Coast Guard the unit was all men until a new female recruit was stationed there along with them. Almost immediately she had everyones attention, and it was greatly unwanted. She immediately became a victim of verbal sexual misconduct, and as a result asked to be moved to another duty station. Her authorities denied this request. As a result a few weeks later her own brothers in arms raped her. In the military camaraderie is something that is strived after, but these men displayed nothing of the sort. With such a minority of women, and in some cases one woman on her own risk of rape greatly increases. Just because there is a minority of women doesnt really explain why men would take advantage of this. One possible answer to this mystery can be answered in a study that was conducted in the Navy that revealed a history of men coming into the service having either raped or having attempted rape at twice the rate of the civilian population. (West West, 2012) This suggests that a large amount of men in the military have a history of rape that when mixed with easy targets makes the chances of rape occurring escalate. With recruits like this being allowed into our countries military, it is obvious why so many rapes happen. Physical explanations and actual cases and studies do help give an explanation of rape in the military, but there is also a sociological perspective and ethological and psychophysiological explanations. The sociological perspective of rape helps to explain why the military as an organization is a place where rape offenders thrive. There are three aspects that are used to explain this theory. The first aspect looks into the militarys organizational structure and culture. The military is a hierarchal one that was organized to produce warriors who are taught to overcome barriers and to be manly. This culture is a very masculine one. Aaron Belkin states a commander hierarchy combined with a culture that emphasizes dominance creates a recipe for rape. Women do not fit into this type of military very well, and that ones that try often find themselves the victim of a horrible crime. The second aspect, masculinity, was just viewed in combination with the first. The final aspect is the mechan ism for redress. The fact that the whole procedure for investigation is done in-house poses a serious problem. Other countries take cases of rape outside the military and hand it over to civilian police. These three aspects make up the sociological perspective of rape. To introduce ethological and psychophysiological explanation as an understanding of human actions which we saw as primarily voluntaristic, motivated strategies manifest in competing interests, arouses, not altogether surprisingly, a sense of vertigo or indeed nausea. (Littlewood, 1997) With these perspectives on rape it does help us to understand a little better why rape occurs in the military. With rape being such a serious crime, it is a strange fact that so many rapes go unreported. Answering that question will give a better understanding of how serious rape affects the victims of the crime. Often when stats are gathered about a crime, many crimes arent reported. This dark figure of crime is credited to the fear that rape puts into victims minds. A very sad example is from The Invisible War. Kori, one of the victims, was being interviewed and during the interview she finally admitted to her husband that she was only a victim of sexual assault but that she in fact had been raped, and not only was she raped, but in one of the sexual assaults she was beaten so severely that her jaw was smashed. And the discs in her neck were damaged so badly that she required surgery, which the Coast Guard did not do-even though there was physical evidence of assault. (West West, 2012) Finding something hard to tell your own husband puts in perspective how hard it would be to tell anyone e lse, especially a member of the unit in which you were raped. In the military when subordinates are targets of a higher ranks wants and desires it makes it difficult to disobey those orders, no matter how unlawful. In the Army Times news article A Secret Sex Life, army Brig. Gen. Jeffrey A. Sinclair has engaged in a deliberate, degrading course of conduct where he targets his subordinates to satisfy his abhorrent desires. (Gould, 2012) This follows up on the previous point, because the victims are for the most part helpless when the offender has power over them both physically and with rank. When the person who commits the rape is also the person who gives you your daily orders and commands it makes it very difficult to accuse that person. One reason it is so difficult is that to achieve these higher ranks an individual has to demonstrate loyal dedication to the military and they are viewed as the best examples in the ranks. So when this person is accused of a crime by an insubordinate that has been in the military for less than a year it becom es a matter of whose word has more swaying power. Rather than suffer the embarrassment of the rape, and still not find justice, victims choose the alternate route, keeping silent. In the article A Secret Sex Life an unnamed female captain said she repeatedly tried to end the relationship andà ¢Ã¢â€š ¬Ã‚ ¦she asked Sinclair to transfer her out of his command. (Gould, 2012) Although this didnt start out as actual rape, just fraternization, it escalated into a sexual relationship in which the female officer felt trapped and was exposed to sexual assault. The women even threatened suicide at one point to try and get her point across to the general, and to prevent having to suffer the embarrassment of everyone knowing the truth about her and the general. All these unreported cases of rape are known as the dark figure of crime. This dark figure of crime is that portion of the total crimes committed each year that never comes to light. (Hemmens Walsh, 2011) Rapes in the military are definitely underreported, an issue, which desperately needs to be addressed, and a solution needs to be made. If more rapes were reported it would give investigators a better idea of why they happen, where the majority of them take place, and how to best help eliminate future rapes from occurring. With the above information on why rapes occur and why so many go unreported what steps can the military take to prevent future rape? Being a member of the United States Marine Corps I know first hand quite a few of the steps that the Department of Defense, DoD, is taking to try and prevent future rapes. The main tactic they use is to try and educate us, the members of the military, is to show us how rape destroys both the life of the offender and the victim. They make it very clear the strict punishment that will be imposed on the offender if he or she chooses to commit this heinous crime. One problem with these educational videos is that they often come across as comical and poorly done. The lack of seriousness and maturity that many military members show during the viewing of these films really shows me how serious the issue must be. Knowing that the punishments dont usually fit the crime makes me very pessimistic while watching these films too. The truth of the matter shows that a round 87% of sexual crimes remain a secret and do not ever attract the attention that they need to go to trial. The DoD does have aims to better protect the rights of rape defendants. We see this with the Pentagonà ¢Ã¢â€š ¬Ã‚ ¦finalizing changes to the militarys rape law that experts say will shore up the rights of troops accused of sexual assault. (Tilghman, 2012) So instead of trying to protect the victims the DoD is taking the opposite approach in trying to protect the offenders who are on the defensive. One good change that the DoD is going to take is that they will allow civilian agencies access to victims and offenders records, and military personnel wont only use them. This will at least allow the victims the use of their own attorneys. The military does use the Uniformed Victim Advocate, UVA. The UVA is a member of the chain of command whose main role is to help victims of a military crime. This is a method that helps the victim deal with his or her issues, and know how best to address the crime committed, but it doesnt help prevent the actual crime from happening. In order to put an end to rape happening in the military the chain of command needs to make it clear that there is a zero tolerance policy when rape is committed, and they need to stand behind this rule. One of the main steps that the military needs to take in order to help prevent rape is to have a better screening process for those interested in joining. As we saw before with the Navy recruits being allowed to join, this cannot be allowed. The last and most important step that the military needs to take is to address the sociological perspective of rape and the three aspects that go along with it. They need to either ban women from the military altogether, a path that I feel would be the most appropriate, or they can take measures to give the females in the military more protection. I feel women in the military will always be vulnerable to attacks, and even though all rapes dont involve women a majority of them do. Rape, in the military, needs to stop. The DoD needs to put its fist down and make punishment for offenders and the protection of victims of the utmost importance. It affects too many people, and if it isnt tolerated in the civilian world then the same should hold true for the military lifestyle as well. Rape is too common in the military, too often it goes unreported, and more safety nets and precautions need to be put in place if women are to be a productive part of our military. Following simple guidelines for insuring these issues being resolved would go a long way for our country and would help produce a positive view on the U.S. military.

The Die Hard Trilogy: Mcclain An Example Of A Hero In America Essay

The Die Hard Trilogy: McClain An Example of A Hero In America "and he saved the day, got his girl and everyone lived happily ever after." Sweet, short, cut and dry, that was the typical ending of our childhood books and early movies. There was the perfect hero and the bad villain. That was in the pre-modern era, now our hero isn't always perfect and has his flaws. The hero in today's movies needs these flaws and needs to travel through a combination of paths to become a hero. In order to sell movies which decide who a hero is in today's society. A hero in today's society needs to admit that he needs help and isn't superman, he needs to have problems and prove that he doesn't belong up on a pedestal where his image is totally unattainable, third he needs to travel one of the paths of a hero according to Seger. Bruce Willis plays the character John McClain in the trilogy Die Hard, he is a good example of a hero in America today. In the third movie, McClain takes on a partner to help him fight a mad bomber. This is different from the movies from the past, James Bond or John Wayne never needed help. The partner he picks is a inner city black man, in the fifties this never would have happened. The fact that he picks a black man incorporates some multicultural aspects into the movie. The fact that he picks a partner shows some post modern aspects of Hollywood. Both of these facts help sell movies and help define a hero in America today. An...

Child Developement :: essays research papers

Volunteering at the YMCA was a great experience. I conducted a two-hour craft class with approximately seventeen children between five to seven years of age. Two â€Å"Y† counselors assisted me with the children. The project I selected was a magazine collage based on nutrition and fitness. The children enthusiastically participated. I brought a large scaled laminated version of the food pyramid. We began by discussing the food groups and they assisted in the assembly of the pyramid. We then discussed the importance of breakfast, good after school snacks and junk food. They energetically engaged in conversation. The children were given black construction paper and magazines to look through to find pictures, they would cut or tear the pictures into small pieces and sort the pieces and glue the pieces onto their paper. The children were sensitive to the needs and feelings of the others around them. They varied widely in a number of different ways. Some of the children could make their own decisions and work independently, while others looked for adult approval. Some worked very quietly when others were noisy. Others were wiggle worms when some were concentrating and working intensely. One beautiful little girl was acting out, vying for even negative attention, when she was no longer the center of attention. She reacted emotionally when she received a written referral from the counselor. When one asked to go to the bathroom suddenly half a dozen children had to go to the bathroom! Based on the Eight Stages of Development developed by psychiatrist, Erik Erikson in 1956 stages three and four were present. Stage (age) Psychosocial crisis Significant relations Psychosocial modalities Psychosocial virtues Maladaptations & malignancies III (3-6) -- preschooler initiative vs. guilt family to go after, to play purpose, courage ruthlessness -- inhibition IV (7-12 or so) -- school-age child industry vs. inferiority neighborhood and school to complete, to make things together competence narrow virtuosity -- inertia 3. Learning Initiative Versus Guilt (Purpose) Erikson believed that this third psychosocial crisis occurs during what he calls the "play age," or the later preschool years. During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination 4. Industry Versus Inferiority (Competence) Erikson believed that the fourth psychosocial crisis is handled, for better or worse, during what he calls the "school age," presumably up to and possibly including some of junior high school.

Principle of Management Essay

From Scientific to Administrative Back around 1860, Henri Fayol, a then-young engineer, began working at a coal mine in France. While working at the mines, he noticed that managing the miners was not an easy job. Managing was not as effective as it could be. Managers had few resources and tools to better manage people. At the time, Frederick Winslow Taylor, founder of the school of scientific management, was making strides in maximizing productivity by focusing on the work and worker relationship. In other words, Taylor believed that there was a science to work. If workers worked more like machines, there would be increased productivity. Frederick Winslow Taylor founded the school of scientific management Unlike Taylor’s scientific management theory, Fayol believed that it was more than just work and workers. Managers needed specific roles in order to manage work and workers. This became known as the administrative school of management and was founded on the six functions, or roles, of management: 1.Forecasting 2.Planning 3.Organizing 4.Commanding 5.Coordinating 6.Controlling Principles 1-7 These roles, used as a process, focused on the entire organization rather than just the work. Once broken down into smaller parts, the six functions evolved into Fayol’s 14 Principles of Management. In this lesson, we will focus on the first seven principles: 1.Division of Work 2.Authority 3.Discipline 4.Unity of Command 5.Unity of Direction 6.Subordination of Individual Interests to the General Interest 7.Remuneration While Fayol’s 14 Principles of Management are not as widely used as they once were, it is important to understand how the foundation of administrative management theory was developed to address the needs of the times. This macro approach was the first of its time. Let’s not forget, Taylor did not focus on the human element. Henri Fayols principles of management focus on the human element His scientific approach to work focused on building a better, stronger, faster and more productive team through physical elements. Fayol didn’t see it that way. Fayol saw workers as humans possessing elements that required a more general approach to getting the work done. He saw it as a whole organizational effort. Principles Explained Let’s take each principle and use examples to better understand how these principles work together to create an administrative management mindset. Let’s use Fayol and the Principles, a rock band, to help us better understand the first seven of the 14 Principles of Management. 1. Division of Work: When employees are specialized, output can increase because they become increasingly skilled and efficient. Fayol and the Principles is made up of four members, including Fayol. Each band member specializes in a specific instrument or talent. Fayol is the lead singer, while the other members play instruments. The band is able to produce quality music because each performs the job in the band that he or she is most specialized in. If we were to mix it up a bit and put Fayol on bass guitar and another member on singing – neither of whom possesses the skill to perform the job – the sound would be much different. 2. Authority: Managers must have the authority to give orders, but they must also keep in mind that with authority comes responsibility. Fayol and the Principles understand that they should specialize in their specific areas; however, there needs to be a leader. Fayol assumes the role as leader and gives everyone orders. He says ‘Play this. Do that.’ But with that comes responsibility. He knows that, whatever task he delegates to the band, he must make sure that the task is completed, that the task is done in a productive way and that it yields results. 3. Discipline: Discipline must be upheld in organizations, but methods for doing so can vary. From time to time, the band members do not perform to Fayol’s standard. Even though Fayol looks at the organization as a whole organizational effort, he also knows that he must administer discipline for ineffectiveness. Two of Fayol’s band members decided to take a break from practice to play a competitive game of Pin the Tail on the Donkey. He must administer swift discipline in line with the offense. He also knows that there is no one discipline that can be levied against the band members. It must be done on a case-by-case basis. In this case, the two band members were penalized pay for the time spent playing a game when they should have been practicing for their show. 4. Unity of Command: Employees should have only one direct supervisor. Multiple people sometimes give orders. In the case of the rock band, Fayol is in charge. This is expressed by the name of the band and implied by the orderly way in which work is delegated. Fayol is the only person to give direction. 5. Unity of Direction: Teams with the same objective should be working under the direction of one manager and using one plan. This will ensure that action is properly coordinated. Just like unity of command, it is important for Fayol to keep the band on a single track, course or direction. One manager. One plan. One vision. 6. Subordination of Individual Interests to the General Interest: The interests of one employee should not be allowed to become more important than those of the group. This includes managers. Fayol knows how to maintain a balance between personal endeavors and those of the greater good. Fayol and the Principles are a rock band. This is their purpose, their identity. If one of the members feels differently, regardless of how strongly he feels, this self-interest, or individual interest, is not more important than those of the band and its members. 7. Remuneration: Employee satisfaction depends on fair remuneration for everyone. This includes financial and non-financial compensation. When it comes to payday, Fayol knows that he must pay the band and pay them fairly. This includes money and perks. It is tempting to take all of the backstage perks and keep them for himself, like free T-shirts and sodas, but by sharing the rewards, Fayol has a much more satisfied team. Lesson Summary In summary, Fayol’s 14 Principles of Management serve the organization as a whole. By dividing the work into specialized and specific jobs, workers are able to work more efficiently. Small management units who oversee functional areas of the organization are now able to assign work and hold workers accountable for their production. This makes it easier to measure productivity. Once a system of accountability is in place and productivity can be monitored, it is easier to determine who is performing and who is not performing. Managers are able to selectively and individually discipline workers who fall short of goals quickly and in the correct measure. Having just one manager assigned to a team takes away any task confusion. Workers have only one supervisor directing them. With only one supervisor directing work, it is easy to motivate employees to buy into one plan. This minimizes self-interest. With only one manager managing the work of one team, which shares one vision, compe nsating the team can be done fairly.

Jimmy Sevile: Icon in Life, Sexual Predator in Death Essay

Child abuse and pedophilia is absolutely rife, not just in Britain but all over the world and most people have no idea the kind of scale we are looking at. Perhaps equally as shocking, the people being exposed as ring-leaders in the abuse cases are often high profile celebrities and well known public figures. The information that becomes public over the coming weeks and months could shatter not just the BBC, but the whole country from top to toe, as entertainers, public figures and even former Prime ministers and current politicians are being exposed as child abusing pedophiles. This isn’t just a cover up, it is one of the biggest scandals of all time orchestrated by apparently respectable members of the British establishment. That a BBC children’s presenter, Sir Jimmy Savile, was also one of the UK’s most active serial pedophiles is still a shock that is reverberating throughout the United Kingdom. Sir Jimmy Savile, was a TV and radio presenter who fronted various kid’s shows for the taxpayer funded BBC. The most famous of his shows was called Jim’ll Fix It where kids all over the UK would write letters to him personally to ask if the show could grant their various childish wishes. This was allegedly comissioned after complaints about Savile’s sexual interest in children had surfaced. Savile is estimated to have raised ? 40 million for charity. One cause for which he raised money was Stoke Mandeville Hospital, where he volunteered for many years as a porter. He raised money for the Spinal Unit, NSIC (National Spinal Injuries Centre), and St Francis Ward – a ward for children and teens with spinal cord injuries. Savile also volunteered at Leeds General Infirmary and Broadmoor Hospital. In August 1988, he was appointed by junior health minister Edwina Currie chair of an interim task force overseeing the management of Broadmoor Hospital, after its board members had been suspended. Savile had his own room at both Stoke Mandeville and Broadmoor. In 1989, Savile started legal proceedings against News Group Newspapers after the News of the World published an article, in January 1988, suggesting he had been in a position to secure the release of patients from the Broadmoor Hospital who were considered â€Å"dangerous†. Savile won on 11 July 1989; News Group paid the legal costs, and he received an apology from editors Kelvin MacKenzie and Patsy Chapman. In 2012, it was reported that Savile had sexually abused vulnerable patients at the hospitals. It was reported that the civil servant who proposed Savile’s appointment at Broadmoor was investigated by police and prevented from working with children. From 1974 to 1988, Savile was the honorary president of Phab (Physically Handicapped in the Able Bodied community). He sponsored medical students performing undergraduate research in the Leeds University Research Enterprise scholarship scheme, donating more than ? 60,000 every year. In 2010, the scheme was given a commitment of ? 500,000 over the following five years. Following Savile’s death in October 2011, it was confirmed that a bequest had been made to allow continued support for the programme. The ramifications of the story are however far bigger than just another stomach turning media scandal. In his lifetime Savile had been embraced at the very heart of the British establishment. He was entertained by the Prime Minister Margret Thatcher at chequers, blessed by the Pope and Knighted by the Queen. It has recently come out that in the 1980? s he was taken on by the UK’s Conservative Government to look after a high security mental hospital, Broadmoor, where it appears he was given his own set of keys despite no related qualifications or training whatsoever. It remains a mystery to many why Her Majesty’s police never managed to catch the man. Scotland Yard now describe him as â€Å"one of Britain’s worst sex offenders†. Furthermore some people are saying his sexual predilictions were a bit of an open secret at the BBC in the 1960? s and 1970? s so it’s troubling to think that he was not screened out of the British Royal Family’s social circle by an organisation such as MI5. One thing is clear, Sir Jimmy Savile operated underneath the nose of the UK’s establishment and only in the aftermath of his death did anyone dare take him on. Jimmy Savile was at the centre of this Pedophile ring that procured children for well-known figures in the British Establishment, including former British Prime Minister, pedophile and murderer Edward Heath. The perverted life of Jimmy Savile was exposed as a pedophile and necrophiliac by researchers such as David Icke as far back as the 1990s, but, people just ridiculed the accusations and the police, media, politicians and of course the BBC have all covered it up. In August 1988, shortly before the publication of a highly critical report into its operating procedures, the entire management board of Broadmoor secure psychiatric hospital was suspended by the Department of Health, which at the time had joint responsibility for its direct management. The running of Broadmoor, the highest-profile facility of its kind in the country and the home to many of Britain’s most notorious criminals, was placed in the temporary control of a â€Å"taskforce† to be headed up by an unexpected figure, Jimmy Savile. West London Mental Health NHS Trust, which now runs the hospital, believes Saviles involvement as a volunteer began in the late 1960s or early 70s. He had his own office in the grounds of the hospital, a bedroom and his own personal set of keys to the hospital wards. Savile also has some ties with Peter Sutcliffe known as the Yorkshire Ripper. Jimmy Savile, became very good friends with the mass murderer while doing voluntary work at Broadmoor. The vast majority of the victims currently coming forward allege that Jimmy Savile abused them. But detectives announced that they were mounting a full criminal investigation after some of the hundreds of people who have come forward in response to the unfolding scandal made allegations that they were abused by other individuals who are still alive. It is understood that most of these claims of sexual abuse relate to people who were associated with Savile in some way. The Savile case is just the tip of the iceberg because pedophilia is widespread amongst the ruling class of the world but it’s easily covered up. If the police investigation gets too close to people at the top there will be another cover up. A few more celebrity names will be charged and that will satisfy the public’s demand for prosecutions but those at the top will once again escape justice. Ritualistic satanic child sex abuse is real. It’s widespread especially within the ruling elite and it’s up to all of us to expose it and put an end to it. If Savile had been exposed while he was alive he would have taken many famous people down with him including those within the British Establishment.

Bloom, Gardner and Gauge

Gagne introduced instructional design that should center on different delivery methods. Benjamin Bloom at around the same time discovered that educational activities were divided into three domains. Clark, 1999) Later Howard Gardner established the theory that instead of all intelligence being the same, each person was blessed with trengths in different areas. Each of these three educational theorists had a huge impact on educational practices. Though each theorist had a distinct theory, all seem to address the idea that students are not made from the same cookie cutter mold, and teaching should be adjusted accordingly. Robert Gagne Robert Gagne stated, â€Å"Learning is something that takes place inside a person's head-in the brain. (Robert Gagne, 2005) Robert Gagne proposed there were many different ways to learn. There are five major categories of learning: intellectual, cognitive, motor, verbal, and attitudes. In order for each type of learning to occur, ertain conditions must b e in place. His theory was named â€Å"Conditions of Learning† after this particular idea. Additionally, depending on the objective, specific tasks must be followed in order to meet the objective. When referring to the five major categories of learning, Gagne spends quite a bit of time discussion the intellectual category.He specified that tasks that require intellectual aptitude could be structured in a â€Å"hierarchy according to complexity. † (Kearsley, 2005, p. 1) The implication of using the hierarchy is to recognize fundamentals that must be completed in order to produce successful earning. Another interesting idea Gagne propounds is Task Analysis. To do this, the accomplished, if the instructor follows a set task analysis, the student's chance of being successful is greatly enhanced. Gagne stated there are nine steps in a task analysis, instructional design, which must be present. (Kearsley, 2005, p. ) There are, in order, â€Å"Gaining attention (reception), informing learners of the objective (expectancy), stimulating recall of prior learning (retrieval), presenting the stimulus (selective perception), providing learning guidance (semantic encoding), eliciting performance responding), providing feedback (reinforcement), assessing performance (retrieval), enhancing retention and transfer (generalization). † (Kearsely, 2005, p. l) This can be viewed as a framework for any instructors lesson plan, and interestingly enough looks like the traditional Madeline Hunter model of instructional design.Benjamin Bloom Benjamin Bloom stated, â€Å"The purpose of education is to change the thoughts feelings and actions of students. † (Benjamin Bloom, 2005, p. 1) Bloom revolutionized education with his taxonomy, which state that in order for learning to occur each lower level must be mastered before moving up to the next level. The levels are in ascending order are knowledge, application, understanding, analysis, synthesis, and evaluation . He also found that â€Å"95% of the test questions students encounter requires them to think only at the lowest possible level†¦ he recall of information. † (Bloom's Taxonomy, n. d. , p. 1) Instructors are encouraged to build into their lessons each level of the taxonomy in order to promote a greater mastery of the objective. Many educators, when reading Bloom's taxonomy, assume that they must always have questions and activities, which are geared towards analysis, synthesis, and evaluation. Unfortunately, they do not understand Bloom well. The lower levels such as knowledge, application, and understanding must be mastered before using the higher three levels.Logically, the student must have knowledge of the information, understanding of it, and be able to apply it before he or she is able to analyze the information. In addition to the cognitive domain, Bloom also identified the affective and psychomotor domains as equally important. The affective domain is how people deal with information emotionally. This domain is particularly useful when explaining insight. Insight allows people to have inspiration and â€Å"a-ha† moments. Confucius best describes the psychomotor domain, â€Å"l hear and I forget. I see and I remember. I do and I understand. (Confucius Quotes, 2005, p. 1) These basic motor skills are mastered with repetitive practice. Howard Gardner Howard Gardner challenged the view that there was only one type of levels of multiple intelligences. He also argued that intelligence is the â€Å"capacity to solve problems or to fashion products that are valued in one or more cultural settings. † (Gardner & Hatch, 1989 as cited by Smith, 2002, p. 4). Gardener listed (Smith, 2002) seven separate intelligences. They are linguistic, logical/mathematical, musical, spatial, interpersonal, intra personal, and kinesthetic.Recently he has suggested that naturalist be added to the list. Linguistic and logical intelligences are most valued and therefore rewarded by educators. IQ and state tests generally test these two intelligences. Gardner proposes (Smith, 2002) discovering each child's intelligences and fostering them rather than stifling them which is often the case. Gardner encourages instructors to break out of the mold of formal education. â€Å"School doesn't have to be the way we remember it,† Gardner stated. Teachers Should Diversify Approaches to Teaching, Gardner says, n. d. , p. ) When information is presented in multiple formats, children have a greater chance for success. (Teachers Should Diversify Approaches to Teaching, Gardner says, n. d. ) Theoretical Differences The three theorists who have Just been introduced have many ideas, which are the same. Chief among them is the idea that intelligence can no longer be defined as being the same for everyone. Each theorist, though they worded it differently, each proposed that differentiated instruction is necessary to a student's success in school. B oth Bloom and Gagne agreed that there are cognitive, affective and psychomotor intelligences.Gardner agreed that those three intelligences existed, but he took it a step further adding four more intelligences into the mix. . All three theorists acknowledge that there is a certain intelligence, which is rewarded in education. In fact, both Bloom and Gardner acknowledge the fact that most instructors test the intellectual or linguistic/logical intelligences almost exclusively. However, all three theorists differ on a few points. First, Gagne suggests that there is a definitive method to conduct instruction. His list of instructional events is rigid and methodic.Gagne points out that strict adherence to the events will increase the likelihood of success. Additionally, Gagne assumes that â€Å"external instructional learning conditions support internal learning conditions. † (Maeir, n. d. , p. l) Gagne had suggested that there was a hierarchical order to learning types, not intel ligence. Bloom did not dwell too much on intelligence as much as how learning was presented. He postulated that instruction should be built on a hierarchy of mastery. Goal attainment was far more important than comparing a student's intelligence.Kinnes, 2005) Gardner suggests that differentiating the instruction to fit each separate intelligence is much more beneficial to the student. He also propounds that if a student is strong in musical intelligence, he or she should be allowed to work solely on that intelligence. Current Practice in my classroom. Before this assignment, I was unaware of Gagne's Conditions of Learning. Upon researching Gagne, I discovered that his theory was eerily close to Madeline Hunter's Essential Elements of Instruction model. Gagne's theory reflects good teaching practice.I might not follow them to the letter on a daily basis, but I do ollow a set pattern. When planning for a lesson, I frequently reference Bloom's Taxonomy as a guide. Bloom's idea of conce pt attainment is one that I firmly believe in and use. It is ludicrous to suggest that instructors should teach a lesson with no idea of what students should walk away with at the end of a lesson. However, many teachers do just that when they instruct. They cite time pressures as an excuse not to plan a lesson. I find that I am most effective when I plan with the end in mind. Both the students and I are more focused on the goal or objective.In addition to teaching eventh grade science, I also teach induction week classes on Madeline Hunter's Essential Elements of Instruction. The lesson I am most passionate about is writing and teaching to effective objectives. I frequently endeavor to apply Gardner's theory of multiple intelligences in my science classroom. I give multiple ways for students to answer and solve problems. For instance, students are given choices on how to do their vocabulary. They can draw the meaning of the word, or summarize the definition. I build into the hour op portunities for students to move around, act out theories, build something, or take otes.When children are in my classroom, they know that the traditional passive reception and regurgitation of facts is not the norm, and enjoy the class as a result because it addresses their different intelligences. Conclusion Intelligence as defined by the dictionary as â€Å"The capacity to acquire and apply knowledge, especially toward a purposeful goal. An individual's relative standing on two quantitative indices, namely measured intelligence, as expressed by an intelligence quotient, and effectiveness of adaptive behavior. † (Lexico Publishing Group, LLC, 2005, p. Although the three theorists, Gagne, Bloom, and Gardner viewed intelligence differently, they all agree that the teacher is the decision maker in the classroom, and ultimately decides how to apply their theories for student success. Referenceshttps://en.wikipedia.org/wiki/Benjamin_Bloomhttps://www.iup.edu/WorkArea/DownloadAsse t.aspx?id=25837https://www.brainyquote.com/quotes/quotes/c/confucius136802.htmlhttp://www.nwlink.com/~donclark/hrd/bloom.htmlhttp://www.dictionary.com/http://www.instructionaldesign.org/theories/conditions-learning.htmlhttp://health.usf.edu/medicine/educationalaffairs/pace_files/TIP_Theories.htmlhttps://www.pdx.edu/sba/http://weac.org/