Political Views of Martin Luther King and Friedrich A.Hayek Essay

Political Views of Martin Luther King and Friedrich A.Hayek - Essay Example People needed to be actively democratic especially then, since the barriers of racial segregation were being broken down. Desegregation to him was shallow and empty, and integration was the ultimate goal. To him, â€Å"Integration is a genuine intergroup, an interpersonal doing† (King, 118). Therefore, desegregation is a means towards integration. Integration to him was everyone’s right by the nature of him being human. According to Martin, life demanded freedom. Denial of freedom was denial of life itself. This is first the capacity to weigh and deliberate alternatives, make one’s own decisions and be responsible for one’s own action. He argued that a person’s nature of life is altered when he is denied his freedom, because freedom is a basis for a person’s life (King, 121). Martin Luther King Jr. said Americans should realize that the burden placed upon Negro citizens was the inability to vote. According to him, the right to vote was a powe rful tool for change. He suggested that there should be a law allowing all people to vote and that literacy tests should be abolished especially in areas where education was inferior and in a poor state. Purpose, which was the only way to acquire change politically, socially and economically, could only be attained by understanding power properly. He suggested that the solution to fight poverty was to eliminate it directly through guaranteed earnings. This, according to him, can be done through the creation of full time employment and incomes. Additionally, people must be made consumers in one way or another. The belief here is that when poverty is eliminated, other problems like housing will also be eliminated. Friedrich August Von Hayek is also a Nobel Memorial Prize winner, and a renowned... This essay describes main political beliefs of Martin Luther King and Friedrich A. Hayek, whose ideas greatly influenced liberal arts development. Martin Luther King Jr. thought, that Americans should realize that the burden placed upon Negro citizens was the inability to vote. The right to vote was a powerful tool for change. He suggested that there should be a law allowing all people to vote. He suggested that the solution to fight poverty was to eliminate it directly through guaranteed earnings. This, according to him, can be done through the creation of full time employment and incomes. The belief here is that when poverty is eliminated, other problems like housing will also be eliminated. According to Martin, life demanded freedom. Denial of freedom was denial of life itself. This is first the capacity to weigh and deliberate alternatives, make one’s own decisions and be responsible for one’s own action. Friedrich A. Hayek believed, that a free society calls for general rules that predict and constrain coercive powers of individuals and the government. Individuals are also empowered to develop and follow their own life plans.Friedrich examines contemporary policies such as taxation, healthcare, social security, housing, natural resources, urban planning and education in the same light of principles developed in his earlier studies. Friedrich opposes policies that aim at wealth redistribution or social justice, and is very willing for the government to provide an immense range of social services.

Principles of Macroeconomics Essay Example for Free

Principles of Macroeconomics Essay An increase of government purchases occurs after a rise in aggregate output and employment. This tends to stimulate the economy, people then tend to buy more and save less. Therefore, it results to a higher importation than exportation, known as the trade deficit. The budget deficit increases the external deficits because the exports do not proportionately increase to counterweight increase imports. This explains that a large budget deficit raises domestic interest rates and the exchange rate. With a higher exchange rate the domestic products becomes more expensive and foreign goods cheaper. Hence, the import increases while export decreases. Resulting, the trade deficit to be enlarged. Consequently, to help drive the trade and current account of the balance of payments into deficit there is a combination of a higher interest rate and a stronger currency. However, to defend that the budget deficits mainly results from tax cuts that tend to reduce both public revenues and public saving; many researchers have justified the Ricardian equivalence hypothesis. Nevertheless, these tax cuts are effective on reducing public savings and enlarging the budget deficit, equivalently they increase private saving by amount. However, Ricardo’s neutrality hypothesis recommended that the private sector views budget deficits as public investment and treats public and private investment as perfect substitutes. How do the CPI and the GDP deflator differ? Why do economists believe that the CPI overstates the rate of inflation? Is this an important problem? CPI is an accurate measure of inflation. When the price basket goes up so does the CPI. It is limited to what it measures. It only measure the prices of the goods and services purchased by the urban consumers which is about 60% of the total production of the economy whilst on the contrary the GDP deflator measures the total production in the economy. It also allows to show up in the deflator the as people respond to changing prices. With this approach, the GDP deflator is being rebound up to date expenditure patterns. Despite that CPI only measure about 60% of the total production, it helps people give the idea how it affects them because it measures the type of goods they buy. Moreover, it comes out monthly and available anytime. With the historical comparison, most of the time the CPI and GDP price deflator had the same inflation rate, and when there is a difference, they do not differ much. However, if the CPI differs from the GDP deflator, it is only by a fraction of a percentage point, even so this could be important for some economic policy decision. Many economists believe that CPI overstates the rate inflation because they think that CPI is not a good indicator of a current inflation. According to David Ranson, a U. S. economist, a better indicator of current inflation would be increases in the price of commodities because initially inflation affects commodity prices and it will probably take several years for this commodity inflation to work its way through an economy and be reflected in the CPI. It is not an important problem so long as one is using whichever measure is appropriate for their findings. Reference Quantcrunch Tutor (April 2009 ) QA in Macroeconomics http://qainmacroeconomics. blogspot. com/2009_04_01_archive. html

Objective Purpose Of Industrial Training Education Essay

Objective Purpose Of Industrial Training Education Essay Practical Training is compulsory for all students in Pasig Catholic College which is a part of academic credit hour to have a diploma. As an Accounting Student, they must undergone practical training for 5 months with 400 hours as per requirement of Pasig Catholic College before they were qualified to receive a diploma in Accountancy. With the combination of knowledge working experience during three months training, students are required to produce a written report. Chapter II Background of the study Pasig Catholic College offers Bachelor of Science in Accountancy. This is a five year course to finish, and students are required to attend OJT with four hundred hours or five months. They are required to attend this training before they receive a diploma. On the other hand they would not be able to receive a diploma unless they finished the training. This study wants to find out the impact of Industrial training if it is useful, or needed to become a competent student. This study want to find out the importance of this training, the advantages and disadvantages, the good and bad training, and the benefits of this training to the students of Accountancy Department. To make this research possible, there should be the target respondents and these are BSA graduating students who are the major respondents and also the information from College OSA and College Guidance Office. Statement of the problem The primary objective of this research is to explore approaches to the effectiveness of industrial training conducted by institutions of Accountancy Department in Pasig Catholic College. This research is also prompted by the concern that the increase in the number of students annually seeking industrial training may burden organizations hosting them and may undermine the quality of training. Objective/ Purpose of Industrial Training The main objective of Industrial Training is to expose the students to actual working environment and enhance their knowledge and skill from what they have learned in the college. Another purpose of this program is to instill the good qualities of integrity, responsibility and self confidence. All ethical values and good working practices must be followed by student. It is also to help the students about the safety practices and regulations inside the industry and to instill the spirit of teamwork and good relationship between students and employees. Employers are increasingly looking beyond a graduates academic knowledge and whether they have what is commonly known as employability skills. According to a survey of skills needed by SME employers (Beta Technology, 1994), 58 percent of respondents viewed qualifications and experience as equally important when recruiting, with further 39 percent commenting that experience only was more important. As such a UK government has established a National Committee for Work Experience (NCWE) whose propose is to engage business and in a national effort to promote student work experience, build on current and past work and encourage the spread of good practice (Blunkett, D., 1999). The value of developing stronger links with industry in the current economic climate is being realized more and more by higher education institutions. Increase input by employers in course development, students placement and the offering of sandwich option in many degrees stem from increasing awareness that it must be mutually beneficial to bring academic and industry closing together. Industry can influence the learning of undergraduates to produce a potential workforce with the academic knowledge and flexibility they will require; students can learn first hand the type of demands which will be made on them when they enter the world of work and are hence batter prepared; academics and industrialists can work together on projects of mutual interest an can pool their expertise and experience to achieve the best results (Kemp and Foster, 1995). In United Kingdom (UK), the prepared report in 1997, endorsed the value of employer based student training by recommending that the Government, with immediate effect, work with the representative of employer and professional organizations to encourage employers to offer more work experience opportunities for students (Huntington, 1999). The University of Ulster has produced its Policy for good practice for all courses incorporating an element of work experience document (Neill Mulholand, 2003). The document defines the main objectives of industrial training being to: Enhance students familiarity with the world of work and enable them to reflect constructively in issues related to work Assist students to evaluate and understand how to work experience relates their personal or career and future professional development Develop employability skills, intellectual skilss, core of key skills, personal attributes and knowledge about how organizations work Consolidate, complement and extend the academic programme and enable the essential integration of professional practice Maintain and develop links between the university, the placement provider and the community and Develop professional skills and strengthen the application of theory to practice. Definition of terms Industrial training is viewed as important strategies expose students to real work life and to equip them with necessary skills so that they would be job ready when they graduate. Institutions tend to introduce this component irrespective of the discipline of studies with the intention of ensuring their students competency and fully prepared for job. Industrial training comes from the word industry. You have heard many times that the United States is a great industrial nation. This is true; USA does owe high standard of living and its position in the world, at least in part to its ability to mass- produce high quality products (Linbeck Lathro, 1974). Industrial training is a form of contested learning. Contested learning means ambiguity and conflict between what is espoused and what is practice in the workplace and/or the university or college classroom. Contested learning in industrial training reflects competing interest (economic,educational or personal) that are found in the actions and values of students, teaching staff or workplace supervisor. In the context of national reviews of vocational education and training, industrial also need to be re-examined in terms of policy, administration, work place and learning outcomes (Hank,1996). Industrial Training or Classroom Training? The question arises as to where training should take place. Should a course be organized and a number of employees trained in a classroom, or should employees be trained individually on the job by the supervisor? These are sometimes difficult questions to answer, but there are some guidelines that will help us. There is some misconception that must be cleared before we can go into a comparison of the two methods. We must understand that there is no perfect way to train in any specific case where training is required. No one way is without its drawbacks. There are many considerations that present themselves. There are questions of money, time, effectiveness, energy required, instructors, and so forth. One method maybe much more effective, but the cost may be prohibitive. Another may be cheap and effective but require more people or more time is practicable. So it isnt just a matter of looking at classroom versus on the on-the-job training and saying that one is obviously better than the other. Both have their good points and both have their drawbacks (Broadwell, 1986) Similarities between Industrial Training and Classroom Training We should see the similarities as well as the differences between the two methods in order to decide which should be best for a particular training program. For example good communication is essential of all learning, no matter whether an employee is learning how polish widgets, a childhood are learning fractions or a preschooler is learning how to set the table. Someone who is good communicating must show them how to do the job, or little learning will take place. Another similarity classroom training and industrial training, at least in a company program, is that the instructor is very likely to be the employees regular day-day supervisor as well. This double relationship can pose special problems on its own, and we should understand how to handle them before going on to decide where the training should take place. There are, of course, differences as well as semilarities between Industrial training and classroom training. No matter what kind of training is done, one basic requirement is good communication. Whether there is a group of students in a classroom or one supervisor with one employee, the whole point of the relationship is for the teacher or supervisor to communicate information in certain skills. Even if the employee has only the textbook and no instructor at all, there still must be good communication. The book must be written so that the employee can easily grasp what is said, and it must present the information is such a way that the employee will not only be able to absorb the material, but motivated to absorb it (Broadwell, 1986). Good communication is not an accidental thing. There are things that stand in the way of passing information to others, and there are aid the process (Broadwell, 1986). Differences between Industrial Training and Classroom Training Just are there are similarities between training done on the job and that done in the classroom, there are some rather important differences. Remember, the reason of mentioning these likenesses and dissimilarities is to show that no one means is perfect, nor is one method always the best. Each has the advantages and disadvantages. Supervisors should examine each of the methods and see what suits their needs and problems. (In this research we are emphasizing Industrial training, but not because it is the only method that should ever be used.) Communication One major difference that works to the advantage of the person doing Industrial Training is that there is only one person to code ideas for. In the classroom the instructor must worry about trying to find words that can be decoded by the entire group, although it has different background. When the supervisor is instructing one man on the job, the problems of the communications are solve if the instructor can find the level that works for this one person. Natural Environment Another advantage is that the two of them are working in a real situation under nearly actual conditions, rather than trying to simulate them in the classroom. There is rarely ever a better arrangement than to have employees training at the machines where they normally work, especially if they actually train in the natural environment of the job. Such a situation cuts down considerably on the amount of information that has to be transferred from the training back to the job. This is one major problem with classroom training. It is always difficult to simulate a real situation in the classroom, so the employees find it equally difficult to make the application of the training when they get back to the job. On the other hand, when the training is done at the work site, they do not have to carry it back. So from this standpoint, on industrial training has a decided advantage over classroom training (Broadwell, 1986). Advantages and Disadvantages of Industrial Training Lets summarize all of the advantages and disadvantages of using Industrial Training to make sure we see this type of instruction in its proper perspective. Well look the advantages first. There is the matter of time. It generally is much quicker to train one person right at the job site than to bring the person into a classroom situation. There is less travel time to and from the training; it takes less preparation of facilities at the job than the classroom, the training can be more effective when done on the actual equipment, so time is saved through efficiency in training. Next there is less interference with production because only one person is involved at a time. The supervisor can take the worker from the loom, or from the assembly line, or from whatever activity, and let the rest of the work go on. The training sessions are usually short anyway, so even if the employee is needed for production all the time, the shutdown time will be short. Working under actual conditions has already been shown to be one very good advantage of training at the job location. We mention it again to emphasize that the whole point of training is to show the employee how to perform on the job. What better way to do this than to train under actual conditions, at the same place where the work is to be done, on the same equipment that is going to be used in doing the work? Having the one person who knows the standard of a good jobthe supervisor-do the training is certainly a major advantage of Industrial training. Taking employees of to a classroom has some advantages, but if the instructor in the classroom does not know exactly what is expected of the employees back on the job, practical training will not be accomplished. Even an instructor who had considerable experience on the job being trained for may still not know what exactly is expected of this employee, on this specific job, by this specific boss. Finally there is a matter of economics. Having only one employee off the job at the time at a time is less costly than taking several at the same time. If the production is not cut off, or at least is reduce only slightly, there is saving. The time saved by not having to move employees to a training room is always worth money. There is saving, too, if it is not necessary to provide and maintain a classroom facility. We discussed some of the disadvantages earlier. Lets summarize them also. The matter of the supervisor representing authority can be a disadvantage. The employee may resent being trained by the boss, especially if the boss exerts too much of this authority. (Look, youd better learn this in a hurry and get back to your job, or Im going to dock your pay.) One hindrance to any kind of instruction is a poor trainer. On the job the supervisor may be an excellent boss, he may know the job very well, and he may be well thought of by the employees, but teaching is a skill and the supervisor may not have this particular skill. If not, then it well be a drawback to good training. Some of the characteristics that make a person a good supervisor will help make a good instructor. But one has to learn to be a good supervisor, so one must learn to be an instructor. To do otherwise will be to go on being listed as a disadvantage to Industrial Training. Distractions will interfere with successful training and are more likely to be present at the job site than elsewhere. The problem may be noise, other employees, people asking questions (of either the employee being trained or the person doing training), normal movement in the surroundings, or a number of other things. Whatever they are, distraction are problems that have to be face and solved before the training will be successful. Time is also disadvantage. While training one employee at a time is efficient for that employee, it certainly isnt the most efficient way to train large groups of people. If the supervisor is expected to carry a normal load and still spend considerable time training each employee individually, there is going to be a real time problem. Ideally, the time for training should be built into the job so that it can be taken as a regular part of the job and not sandwiched in between other assignments. In any case it should be noted that good training takes time, and since good training is the only kind that will pay for itself, time (or lack of it) may be disadvantage to doing the training on the job (Broad well, 1986). What is good or bad training? It is much easier to define the results of good training than to define the action of good training. If, after training, the students can do what he couldnt do before the training, and if training did not take too long and didnt cost too much, we conclude that the training was good. On the other hand, the bad training is, when the training is over, the students still cannot do the job for which she was trained, then the training may have bad. We say may because the good training is that training which produces the desired result (Broarwell,1986). Benefits of Industrial Training Industrial training refers to the acquisition of practical skills and firsthand knowledge about the industry concerning a profession whilst still acquiring a relevant degree or diploma. Students of tertiary and vocational institutions are presented with the opportunity to work in the field of their profession with companies and organizations relevant to that profession and as a result bridge the gap between the knowledge obtained by theory and practical working knowledge required in their professions. For many, the thought of going out in the field with very basic knowledge of how it operates is a daunting prospect as they may not know what to do or even how to go about the whole process of industrial training (IT). This is not helped by the reluctance of companies when it comes to accommodating these students with vacancies or opportunities to carry out their IT. For many companies, they do not see the direct benefits they may accrue as a result of equipping students with such pract ical knowledge without the certainty that they will not take the advantage of newly obtained skills to benefit another rival company. On the other hand, for many students, it is a matter of who they know to obtain opportunities in certain companies rather than an equal opportunity policy. Also, a lot of these students participate in this IT program as casual on lookers with the sole driving force as the prerequisite to graduate rather than the opportunity to grasp as much of the skills and knowledge relevant to their profession as possible. Therefore on that note, this article goes ahead to present the benefits of IT to all parties directly and indirectly involved with the aim of changing the negative attitudes of both the students and the business community as well as gaining a better understanding and appreciation for it (Ayarkwa, J.,Emmanuel Adinyira,E., Osei-Asibey,D., 2012) Chapter lll. Methodology Type of research This type of research is face-to-face interview and written questionnaire. The proponent conducted a survey by giving out questionnaires to the graduating students of Accountancy Department, and also by conducted interview at College OSA and College Guidance. Respondents The respondents of the research are from BSA Graduating Students which compose of 24 students and the staff of College OSA Department and College Guidance. And these students and Staff of College OSA and College Guidance department answered and make my researched succeed. Questionnaire Dear respondents, This survey questionnaire serves as basis to determine the impact of industrial training to BSA students. Please answer each item honestly. Rest assured that your answer will be confidential. Have you finished Industrial Training? _____ Yes ______No If yes, where? Name of the Company _______________________ Location __________________________________ Which of the following are considered benefits in attending Industrial Training? Acquiring skills from the IT. Learn about how industry operates and how it relates to our life. Career opportunities give you a glimpse into the future possibilities of your selecting a career wisely. Learn to apply basic information and procedures in home maintenance. As you explore industrial training you found an interesting hobby You may decide to continue your studies in one or more of these areas. You develop an interest in one of the many jobs industry offers. After the training, how do you feel for your future career? Confident Doubt Competent Presentation, Interpretation and Analysis of Data BSA 5th year Students: Finished Industrial Training Respondents Percentage Yes 20 83% No 4 17% Total 24 100% Based on the survey result, out of twenty BSA graduating students, twenty of them finished the Industrial training which eighty percent and only four students not yet finished Industrial Training. Benefits of Attending Industrial Training Choices Total respondents Percentage Acquiring skills from the I.T 10 20 50% Learn about how industry operates and how it relates to our life. 15 20 75% Career opportunities give you a glimpse into the future possibilities of your selecting a career wisely. 20 20 100% Learn to apply basic information and procedures in home maintenance. 18 20 90% As you explore industrial training you found an interesting hobby 2 20 1% You may decide to continue your studies in one or more of these areas. 16 20 80% You develop an interest in one of the many jobs industry offers. 19 20 95% All the choices above are the benefits of attending Industrial Training. We make sure and we want to know which is the most effective as benefit to the students in attending Industrial Training. To come up with this I get the frequency to know which is the most effective to the BSA graduating students. As a result, the benefits in attending Industrial Training follows: First, Career opportunities give you a glimpse into the future possibilities of your selecting a career wisely. Second, you develop an interest in one of the many jobs industry offers. Third, learn to apply basic information and procedures in home maintenance. Fourth, you may decide to continue your studies in one or more of these areas. Fifth, learn about how industry operates and how it relates to our life. Sixth, acquiring skills from the Industrial Training. Lastly, as you explore industrial training you found an interesting hobby Choices Respondents Percentage Confident 5 25% Doubt 0 0% Competent 15 75% Based on the above result, after Industrial training of students of Accountancy Department they are competent and ready for a job in the future career which seventy five percent and followed by twenty five percent who have self confident after the training. It means that Industrial Training helps students to become competent. The impact of Industrial Training is very important for the competency of students in Accountancy Department. Competency can be defined in a number of ways. It can be defined as the ability to work to apply knowledge, skills, attitudes and values to standards of perfection required in specific context (NZQA,19996). On the other hand, commercial organizations view competency as an underlying characteristic of an individual that is manifest in superior performance in the work place as evidenced by their behavior in a variety of work context (Spencer Spencer, 1993). The term competence refers to the potential capacity of an individual or a collective to successfully perform to certain formal or informal criteria, set by one self or by others, to handle certain situations or complete certain task or job. (Ellstrom,1997). Conclusion Based on the result of the study, the following are the conclusions. Industrial training is very important or necessary to the graduating Accounting Students. It is very useful or helpful to every accounting students or individuals to motivate competency. The benefits of industrial training are also needed, especially when you are applying a job. The advantage of attending industrial training is very significant to our personality. The competency of students is not only from the classroom training, but also the big part is to have industrial training. Therefore, I conclude that the impact of industrial training is very big in the part of individuals. It is very useful and helpful and most especially to our personality. Recommendations: Promote Industrial traianing to individuals and make it more and more effective training to the students in Accounting Department. The adviser must monitor the students workplace and status if he/she doing well or trained well. The students must focus the training and make sure that he/she learned effectively from the training.

History Of Football Essay -- Sports Football Essays History

History Of Football Sometime around 1050, Englishmen dug up a skull of a dane and started to kick it around in frustration toward the dane. It became known as â€Å"Kicking the dane’s head† .The skull began to hurt the boy’s feet, so a boy came up with the idea of using an inflated cow bladder to help their feet(Tuttle, 13).   Ã‚  Ã‚  Ã‚  Ã‚  In 1189, King Henry banned the game, because people were too involved in the game to practice archery and fighting for war(Tuttle, 13). During the 1500’s the game shifted to Ireland where people invented the Irish rules that made the game tougher. As the game progressed it turned into soccer and rugby(Tuttle, 14).   Ã‚  Ã‚  Ã‚  Ã‚  On November 6, 1869, Princeton and Rutgers played the first college soccer game(Tuttle, 14). During the spring of 1871 a group of people at Harvard University made a game called the â€Å"Boston Game†, which was similar to rugby rules(Tuttle, 14).   Ã‚  Ã‚  Ã‚  Ã‚  On May 15, 1874, Harvard played McGill University, which was from Montreal. They played with an egg-shaped ball instead of a round ball(Tuttle, 14). They played with 11 men instead of 15, because 4 could not make the game.   Ã‚  Ã‚  Ã‚  Ã‚  In 1880, Walter Camp, Yale’s rugby captain, created the line of scrimmage and other modern football attributes to improve the game because it was too low scoring (Tuttle, 13). He also changed the scoring system to: safety-1 point, touchdown-2, Point after touchdown-4, and a field goal-3. He then changed the yards kneeded to gain a first down to 5 and used 3 downs(Tuttle, 16). Later coaches changed Camps’ rules to rules we use now.   Ã‚  Ã‚  Ã‚  Ã‚  In 1919 the American Professional Football Association was made in Canton, Ohio(Treat, 23). It started out with 5 teams (Akron, Canton, Columbus, Dayton, and Rochester) (Treat, 23). It cost twenty-five dollars to open a franchise(Treat, 23). The Chicago Bears and Green Bay Packers joined the League in 1921 to make one of football’s greatest rivalries. The American Professional Football Association changed its name to the National Football League (NFL) in 1922(Tuttle, 61). By 1923, there were 20 teams in the NFL(Treat, 34). During the 1920’s, mostly due to the depression, the NFL began to drop to only 12 teams(Treat, 35).   Ã‚  Ã‚  Ã‚  Ã‚  In order to make the scoring increase, the NFL made it legal to throw a forward pass in 1933(Encarta). The defense rushing the quarterback made it difficult to complete passes... ...ta), where it stopped, but started back up again in 1999.   Ã‚  Ã‚  Ã‚  Ã‚  In 1992 the National Football League started making major changes toward the future. It created Free Agency, because of a lawsuit(Encarta). Free Agency allows players freedom to move around from teams after their contract. The NFL also invented the Salary Cap, which allowed NFL teams only a certain amount of money to spend on players’ contracts(Encarta). Both Free Agency and the Salary Cap have made it easier for teams to have the same amount of talent, and have made tremendous strides into football’s future.   Ã‚  Ã‚  Ã‚  Ã‚  The demand for football has become so popular, that during televised games companies will pay millions of dollars for thirty seconds of commercial advertisement space.  Ã‚  Ã‚  Ã‚  Ã‚  Stadiums now hold tens of thousands of people. At the University of Michigan, their stadium seats more than 100,000 people. Stadiums are now built with retractable roofs and instant replay at each seat.   Ã‚  Ã‚  Ã‚  Ã‚  Several indoor football leagues have started all over the country, where they play with walls and 50 yards. The owner of the World Wrestling Federation (WWF) is expected to open a tough football league in 2001 called the XFL.

How does Steinbeck present the culture of the migrant worker in the novel? Essay

John Steinbeck wrote a novel called Of Mice and Men in 1937. At the time America was in a period of economic depression following the Wall Street crash. John Steinbeck saw the effects and saw how people had to work hard away from home as migrant workers and this motivated him to write this novel. The story is about 2 migrant workers; Lennie and George. In this essay we will be looking at the character of the migrant workers, their motivations and their dreams for the future. Also we will be looking at the language and then conclude by answering the question ‘how does Steinbeck present the culture of the migrant worker in the novel? Migrant workers are people who go looking around for work away from home. They normally do not form long term friendships and normally do not form relationships with women. However in Steinbeck’s novel there are two friends called Lennie and George who have a long term friendship. Lennie is a big man with a mental age of about 8. He always relies on George to tell him what’s right and wrong. We can know that normal migrant workers are lonely. This is supported when George says â€Å"guys like us that work on ranches, are the loneliest guys in the world. The way he says loneliest, he doesn’t just say lonely he refers to migrant workers as â€Å"the loneliest people†. The migrant worker is shown to be lonely by Steinbeck. Also when Candy says â€Å"of course I ain’t got family† it tells us that it is usual to not have family and is a common feature shared by the migrant workers. Each character in the novel has his or her own characteristics, and this is how Steinbeck presents the culture of the migrant worker. Candy is characterised as being old and useless -the one who they use and Crooks is the lonely and isolated one. We come to know that Crooks feels lonely when he says â€Å"books ain’t no good a guy needs somebody to be near him†. The way he says ‘somebody’ means that he is desperate to have a friend and this desperation shows his loneliness. So Steinbeck presents us with different characteristics of each character like anger and loneliness. We also see signs of selfishness when Carlson shoots Candy’s dog. This novel is about hope and despair, love and disgust but Carlson isn’t really plugged into these things. This world is black and white to him with no subtitle for example when slim leads George away from the riverbank as he has gathered what has just happened Carlson says â€Å"what the hell do you thinks is eating them two guys†. This shows he is clueless to his surroundings but this is how he survives the life of the migrant worker. So overall there are different characteristics of the migrant workers. This is due to their circumstances like Crooks being black, Candy being old and Curley’s wife not loving him and not being loved by him. So Steinbeck presents the culture of the migrant workers to be selfish and lonely. But there are two characters that are different to the others; they are the dreamers, Lennie and George who symbolise hope for the migrant worker. What’s different about them is that they are friends who stick together till the end of the novel. This is shown when George says â€Å"with us it aint like that. We got a future. We got somebody to talk to that gives a damn about us†. This tells us that they have a dream the way George say â€Å"we got a future†. This shows us hope. Also when Lennie says â€Å"I got you to look after me and you got me to look after you†. This shows us lots of things, firstly it shows us friendship between them but it also shows that Lennie relies on George. George’s dream is to have is own piece of land and Lennie’s is to tend rabbits on that piece of land. But there are also other characters that have dreams like Curley’s. Her dream is to become an actress when she says â€Å"he was going to put me in the movies†. This shows us that she wanted to become an actress and therefore shows us that even she has a dream. Also Crooks dreams of being seen as equal to everyone else. He remembers his childhood, when he played with white children who came to his family’s chicken ranch. Even the old and useless Candy has a dream which merges with Lennie and George’s dream which is to have their own piece of land. So overall Steinbeck presents us with a lot of different characters of the migrant workers. He shows anger, aggression and even loneliness, but he also shows other things like hope, friendship and the dream of the migrant workers. He also shows the dream of the migrant worker and how it is pointless to have a dream. He shows us that dreams lead to disappointment. In the novel nobody’s dream comes true for example Crooks doesn’t get that equality he thinks he deserves, Curley’s wife doesn’t get to be an actress and Candy’s dreams get shattered along with George of having their own piece of land. The best way to avoid disappointment is to not have a dream this is what Steinbeck is explaining in this novel. Steinbeck uses a lot of descriptions to show the scenery. For example he describes a place at the beginning to be â€Å"close to the hillside bank and runs deep and green. The water is warm too†. Then at the beginning of section 2 he describes were they work when he says â€Å"the bunk house was long, rectangular building. Inside the walls were whitewashed and the floor unpainted†. He gives a contrast because at the beginning he describes a place that is beautiful and colourful by the way he says deep and green and when he describes the work place he uses very plain description like rectangular bunk house and ‘the floors unpainted’. This gives us a contrast between the life of nature and then the life of the migrant worker. The language used tells us that they were uneducated and had an accent by the way Lennie says ‘purty’ instead of ‘pretty’. Also we can tell that they are uneducated by the way they speak like when Lennie says â€Å"make um let me alone†. Steinbeck is recreating an authentic sense of the spoken voice. However people who sound uneducated can still have brains for example Crooks. He reads law books but his language is just as bad as the others when he says â€Å"I ain’t so crippled I can’t work like a son of a bitch if I want to†. They also use racist words towards crooks like ‘nigger’. This is only said to show us that they were all living in a time, in society that was racist. Overall I think that Steinbeck shows the culture of the migrant workers in numerous ways, he gives us different characteristics of the migrant worker for example anger, suspicions, selfishness and loneliness, but the most important thing is the dream of Lennie and George that one day they will have their own piece of land and this is what keeps them going. This shows hope for the migrant worker. Candy and his dog provides a parallel to George and Lennie. When candy’s dog got old and useless he got killed, but not by Candy but by Carlson, Candy felt that he should have killed the dog himself when he says â€Å"I should have killed him myself†. At the end of the novel George kills Lennie because he knew it would be better for him to kill Lennie and not regret it like Candy did with his dog. Steinbeck shows us that not all migrant workers are selfish and don’t make long term friendships by the characters Lennie and George. Steinbeck tells us how quickly hopes and dreams can get destroyed. The title ‘of mice and men’ refers to a poem which tells us of a mouse and how the mouse builds up his nest and how the nest is destroyed. The mouse symbolises Lennie and George and the nest is symbolises their dream and how it is destroyed so suddenly.

A Brief History of the Tower of London

A Brief History of the Tower of London If you watch a British entertainer on their home soil make a joke about the Royal Family, youll probably see them follow it up with a quip like oh, they’ll take me to the Tower! They dont need to say which tower. Everyone growing up in the mainstreams of British culture hears about The Tower, a building as famous and central to the national myths of England as the White House is to the myths of the United States. Built on the north bank of the River Thames in London and once a home of royalty, a jail for prisoners, a site for executions and a storehouse for an army, the Tower of London now contains the Crown Jewels, guardians nicknamed Beefeaters (they arent keen on the name) and legend securing ravens. Dont be confused by the name: the Tower of London is actually a huge castle-complex formed by centuries of addition and alteration. Described simply, the nine hundred-year-old White Tower forms a core surrounded, in concentric squares, by two sets of powerful walls. Studded with towers and bastions, these walls enclose two inner areas called wards that are full of smaller buildings. This is the story of its origins, creation and the near continual development which has kept it at the center of an, albeit changing, national focus for nearly a millenia, a rich and bloody history that easily attracts over two million visitors every year. Origins of the Tower of London While the Tower of London as we know it was built in the eleventh century, the history of fortification on the site stretches back into Roman times, when stone and wooden structures were built and marshland reclaimed from the Thames. A massive wall was created for defence, and this anchored the later Tower. However, the Roman fortifications declined after the Romans left England. Many Roman structures had their stones robbed away for use in later buildings (finding these Roman remains in other structures is a good source of evidence and very rewarding), and what remained in London was likely foundations. Williams Stronghold When William I successfully conquered England in 1066 he ordered the construction of a castle in London, using the site of the old Roman fortifications as a base. In 1077 he added to this stronghold by ordering the construction of a huge tower, the Tower of London itself. William died before it was completed in 1100. William needed a large tower partly for protection: he was an invader attempting to take over a whole kingdom, one which needed pacification before it would accept him and his children. While London seems to have been made safe quite quickly, William had to engage in a campaign of destruction in the north, the Harrying, to secure that. However, the Tower was useful in a second way: the projection of royal power wasnt just about walls to hide in, it was about showing status, wealth and strength, and a large stone structure that dominated its surroundings did just that. The Tower of London as Royal Castle Over the next few centuries monarchs added ever more fortifications, including walls, halls and other towers, to an increasingly complex structure which became referred to as The Tower of London. The central tower became known as the ‘White Tower’ after it was whitewashed. On the one hand, every successive monarch needed to build here to demonstrate their own wealth and ambition. On the other hand, several monarchs had need to shelter behind these imposing walls due to conflicts with their rivals (sometimes their own siblings), so the castle remained nationally important and a military keystone in controlling England. From Royalty to Artillery During the Tudor period the use of the Tower began to change, with visits from the monarch declining, but with many important prisoners held there and an increase in the use of the complex as a storehouse for the nation’s artillery. The number of major modifications began to decline, although some were spurred on by fire and naval threats, until changes in warfare meant the Tower became less important as an artillery base. It wasnt that the Tower was any less formidable to the type of people it had been built to defend, but that gunpowder and artillery meant its walls were now vulnerable to new technology, and defences had to take markedly different forms. Most castles suffered a decline in military importance, and instead transformed into new uses. But monarchs were looking for different sorts of accommodation now, palaces, not cold, draughty castles, so visits fell. Prisoners, however, did not require luxury. The Tower of London as National Treasure As the military and government use of the Tower declined, parts were opened up to the general public, until the Tower evolved into the landmark it is today, welcoming over two million visitors annually. Ive been myself, and its a striking place to spend time and muse on the history its seen. It can get crowded though! More on the Tower of London The Tower of London Ravens: Ravens are kept at the Tower of London, in part to fulfill the demands of an old superstition†¦ this article explains why.The Beefeaters / Yeoman Warders: The Tower of London is guarded by people called Yeoman Warders, but they’re better known by a nickname: the Beefeaters. Visitors to the Tower should keep an eye out for, what by modern standards, are their unusual uniforms.

Business ethic chap Essay Example

Business ethic chap Essay Example Business ethic chap Essay Business ethic chap Essay The purpose of this lesson is to introduce the student to ethics. You will give students a basic understanding of ethics and show where employees face the dilemma of balancing their own moral standards with those of the company they work for and the supervisor or manager to whom they report to on a daily basis. CHAPTER OUTLINE The textbook outlines the chapter with the following seven headings. As an instructor, you can use the headings to focus and direct your major lecture topics. What is ethics? Understanding Right and Wrong The Golden Rule Ethical Theories Ethical Relativism Ethical Dilemmas Ethical Reasoning CHAPTER OBJECTIVES You will find notations throughout the support material indicating the appearance of the objectives. The notations will appear, for example, as BOX 1. 1 for Chapter 1 r objective 1. Upon completion of this chapter, the students will be able to: 1 . Define ethics. Assessment Method Progress check questions Assignments/activities 2. Explain The Golden Rule. Assessment Method 3. Define ethical relativism. Progress check quiz 4. Define applied ethics. . Recognize an ethical dilemma. 6. Understand the process for resolving an ethical dilemma. Assessment Method ASSESSMENT TOOLS This chapter supplement includes quizzes, homework assignments, a test bank, projects, and group exercises. KEY TERMS AND CONCEPTS Key terms and concepts are posted in the student textbook margins. They are compiled here alphabetically for your quick reference. You can use this t able to check off terms as they are covered in class. Write the terms you will be covering in your lesson on the board prior to class. Refer to the board during the lecture time. Also do a quick review of the terms after the breaks by asking students to provide an extemporaneous benefiting. It will help students refocus prior to resuming the lecture. For online faculty, post terms of the day for students to review. Include a definition quiz as part of your daily lesson. Select the key terms from the board, give the definition, and have the students write the correct term. Term Definition Page The Golden Rule Do unto others as you would have them do unto you. 7 Applied ethics The study of how ethical theories are put into practice. Culture A particular set Of attitudes, beliefs, and practices that characterize a group Of individuals. 4 Ethical dilemma A situation in which there is no obvious right or wrong decision, but rather a right or right answer. 9 Ethical reasoning Looking at the information available to us in resolving an ethical dilemma, and drawing conclusions based on that information in relation to our own ethical standards. 13 Ethical relativism W here your ethical principles are defined by the traditions of your society, your personal opinions, and the circumstances of the present moment. Ethics How people try to live their lives according to a standard of right or wrong behaviorin both we think and behave toward others and how we would like hem to think and behave toward us. 5 Instrumental value Where the pursuit of that value is a good way to reach another value. 5 Intrinsic value Where a value is a good thing in itself and is pursued for its own sake, whether anything good comes from the pursuit or not. 5 Society A structured community of people bound together by similar traditions and customs. Universal ethics Actions are taken out of duty and obligation to a purely moral ideal rather than based on the needs of the situation, since the universal principles are seen to apply to everyone, everywhere, all the time. 8 utilitarianism Ethical choices that offer the greatest good for the greatest number of people. 8 Value syste m A set of personal principles formalized into a code of behavior. 5 Virtuous ethics A concept of living your life according to a commitment to the achievement of a clear idealwhat sort of person would like to become, and how do I go about becoming that person? 7 LESSON OUTLINE Estimated time Topic Description Asset 5 minutes Administrative Take attendance. Roster 10 to 25 minutes Chapter 1 Introduction 1. 1 What is ethics? 1 . The field of ethics is the study of how people try to live their lives according o a standard of right and wrong behavior. 2. How people derive at the definition of whats right or wrong is a result of many factors. Teaching tip: Ask students what factor influences peoples definition of what is right most. Answers may vary. Objectives or wrong the Discuss each of the objectives to be completed during the lesson with the class. Upon completion of this chapter, the student will be able to: 1. Define ethics. 6. Understand the process for resolving an ethical dil emma. Textbook p. 3-4 Powering slide 3 25 to 55 minutes Lecture 1 BOX 1,2, 1. 3 people do not acquire their personal moral standards same way that you learn the alphabet. 2. When individual LULAS share similar standards in a community, we can use the terms values and value system. In the Teaching tip: Ask students if the terms morals and values are often used to mean the same thing. Students should be able to agree that both are used to mean the same thing. . An intrinsic vial u-?where a value is a good thing in pursued for its own sake, whether anything goods come from that pursuit or not. Itself and is Teaching tip: Ask students to identify some examples of things that have intrinsic value to them. Responses should include: happiness, health, and self-respect. 4. An instrumental value-?where the pursuit of that value is a good way to reach another value. Teaching tip: Ask students if this statement is true, Money cant buy happiness. Answers will vary, however students should rea lize there is truth underlining this statement. 1. For some, the goal of living an ethical life is expressed by The Golden Rule; do unto others as you would have them do unto you or treat others as you would like to be treated. Teaching tip: Ask students if the golden rule is effective for allowing an individual to live an ethical life. Answers will vary. 1 . The Greek philosopher Aristotle belief in individual character and integrity established a concept of living your life according to a commitment to the achievement of a clear ideal-?what sort of person would like to become, and how do I go about becoming that person? 2. The problem with virtuous ethics is that societies can place different emphasis on different virtues. 3. Ethics for the greater good theory is focused on the outcome of your actions rather than the apparent virtue of the actions themselves-?that is, a Ochs on the greatest good for the greatest number of people. 4. Originally proposed by a Scottish philosopher named David Home, this approach to ethics is also referred to as utilitarianism. Teaching tip: Ask students what the problem is with this approach. Students should be able to identify that this idea promotes the idea that the ends justify the means. 5. Originally attributed to a German philosopher named Emmanuel Kant, universal ethics argues that there are certain and universal principles that should apply to all ethical judgments. 1 . Ethical relativism is where your ethical principles are defined by the radiation four society, for your personal opinions, and the circumstances of the present moment. Teaching tip: Ask students w hat the idea of relativism implies. Students should conclude that this idea implies some degree of flexibility as opposed to strict black-and-white rules. P. -8 Powering slides 3 4 Frontline Focus Doing The Right Thing Megan is a rental agent for the Oxford Lake apartment complex. The work is fairly boring but shes going to school in the evening, so the quiet periods give her time to catch-up on her studies, plus the discounted rent is a great help to her budget. Business has been slow since two other apartment complexes opened up, and their vacancies are starting to run a little high. The company recently appointed a new Regional Director to inject some energy and creativity into their local campaigns and generate some new rental leases. Her name is Kate Jones and, based on first impressions, Megan thinks she would sell her grandmother an apartment as long as she could raise the rent first. Skates first event is an Open House, complete with free hot dogs and cokes and a clown making balloon animals for the kids. They run ads in the paper ND on the radio and manage to attract a good crowd of people. Their first applicants are Michael and Tania Wilson, an African American couple with one young son, Tyler. Megan takes their application. Theyre a nice couple with a stable work history, more than enough income to cover the rent, and good references from their previous landlord. Megan advises them that they will do a background check as a standard procedure and that things look very good for their application. After they leave, Kate stops by the rental office. How did that couple look? Any issues with their application? None at all answers Megan. I think theyll be a perfect addition to our community. Dont rush their application through too quickly/ replies Kate. We have time to find some more applicants and in my experience, those people usually end-up breaking their lease or skipping town with unpaid rent. 1. What would be The Right Thing to do here? How would The Golden Rule on page 7 relate to Means decision? At this point, Megan has no reason not to treat the Willows application in the same way as any other application for an apartment at Oxford Lake. Despite Skates instruction to not rush their application thro ugh too quickly, the aground check on the Willows should proceed as normal. The Golden Rule suggests that you should do unto others as you would have them do unto you. Megan should consider how she would feel if her application for a job or an apartment was tagged by a reviewer and held back in some way. 2. How would you resolve this Ethical Dilemma? Review the 3-step process on page 1 1 for more details. Megan should continue to take applications but also allow the Willows background check to proceed as normal. 1 . Analyze the Consequences: Kate might be right and the Willows might break their lease, but Oxford Lake takes he same risk on any tenant and it would be wrong to start profiling applicants on anything other than their application criteria. Also, if Megan did bury the Willows application and they found out, Oxford Lake could be sued for discrimination. 2. Analyze the actions: Burying the Willows application would cross the line. 3. Make a decision: Not following through on the Willows application would be the same as not rushing. Megan has to decide if there is a greater risk in following Skates instructions and exposing the apartment complex to the risk of a lawsuit, or doing the right thing and vomiting applications based on the companys criteria rather than Skates instincts. . What should Megan do now? Answers may vary depending on a comfort level with job security (or the lack thereof). Megan should do the right thing and process the Willows application as normal, while continuing to take additional applications.