The case study of focused scenario#3 Example | Topics and Well Written Essays - 500 words

The of focused scenario#3 - Case Study Example Pt enjoys gardening, volunteers at the local library for 4 hrs. each wk. and teaches a Sunday school class at her church. During the subjective history taking, the headaches experienced by the patient is to be assessed for the quality (deep or superficial, localized or radiating, aching, throbbing, sharp, shooting, burning) and intensity (subjective pain scale) Location or path is also important to ask, especially if the headache is of radiating type. Any medications taken should also be noted. As for the "funny sensation" on the patient's extremities, the onset and character should be assessed as well as any accompanying numbness on the affected areas. Physical to the head, diseases such as stroke, meningitis and encephalitis are important to ask in the Past Medical History Family History should be more thorough and note the presence of any hereditary neurologic disease, mental retardation, epilepsy or seizure disorder, weakness or gait disorders and metabolic disorders such as hypertension and diabetes mellitus (Seidel, et.al, 2006). Since the patient does gardening, it is important to ask the patien t for exposure to insecticides, organic solvents and other gardening chemicals. Use of alcohol and drugs should also be asked. patient's complaints are neurologic.

Decriminalization of Prostitution Essay Example | Topics and Well Written Essays - 1500 words

Decriminalization of Prostitution - Essay Example It is regarded as the world’s oldest professional, and it has global annual revenue of more than $100 billion. Prostitution is practiced in different ways. One and the oldest way are to sell it on the street, clubs, or pubs. This is mainly done by cheap prostitutes who will sell sex for loose change. Second way, is through brothels. A brothel is a dedicated room or building where prostitution takes place but in a civilized way. It is just the way you may go to a market and shop for groceries. The third one is escort prostitution, whereby a client can call a prostitute to his room or house. Escorts are also learned people and dress like a normal lady, and they can easily fit in a classy social event like for business or delegates events. There are three major terms that are usually discussed in this debate. Abolition: This is where a government comes up with a decision to abolish any form of prostitution. This includes the removal of any structure where prostitution is practice d. Legalization: this is when a government allows prostitutes to conduct their services like a normal business. However, the prostitutes have to be registered by the police and must follow the health policy for prostitution. ([Reynolds, H, (1985) the economics of prostitution, spring field, IL: C.C. Thomas.) Decriminalization: this is whereby the rules against prostitution are removed. Laws against pimping are also removed. With the removal of these laws, sex workers will now have the freedom of establishing their own associations and self help groups. I personally do not believe in the decriminalization of prostitution for a number of reasons which include the following. Prostitution that is already legalized creates a setting whereby crimes against women and children are in turn commercialized. The International Labor Organization report admits that most women ‘choose’ prostitution for economic reasons. Hence it is not of free will but they are forced into it by pover ty other vices. Prostitution as an institution, also, is morally wrong and cannot be deemed right despite the endless reasons and excuses given by individuals who indulge in the sex business. Prostitution also contributes to human trafficking to a large extent. This trade is fuelled to a large extent by the availability of women and children who have gone through the process of human trafficking. Another reason as to why prostitution should not be decriminalized is because of the amount of violence the women in the trade are exposed to .Legalizing it does not protect the women from such dangers. Studies show that women in the sex industry face high rates of violence. Research also shows that 82% of prostitutes had been physically assaulted since entering the prostitution, 80% had been physically threatened and some of those with a weapon. Some of those threats that were physical ended up with serous body wound such as gunshot wounds and knife wounds. Hence from the above statistics one can clearly see that prostitution in itself is a form of male violence against women and children, and decriminalizing it will only expose more of these prostitutes. Prostitution also contributes to the global spread of HIV and AIDS, this is because once a single prostitute is infected by the virus between the time she is infected and the time she realizes her status, the number of clients she may have infected is likely to be very high, not considering the number of additional persons she will infect if she decides to continue despite her knowledge of her status. The fight against rape cannot be won if prostitution is condoned this is because prostitution in itself is bought rape. Culture in which women can be bought for use is one in which rape flourishes. Also

Should Tertiary Education Be Compulsory in Hong Kong?

Should Tertiary Education Be Compulsory in Hong Kong? Education and Hong Kong Narrowed Topic: â€Å"Tertiary education should be compulsory for all students in Hong Kong.† To what extent do you agree with this view? The expansion of compulsory education, which includes preschool education and tertiary education, in Hong Kong has been a controversial topic in the past few years. As employers requires their teams has higher education qualifications nowadays, itgaveriseto a discussion about the popularization of tertiary education. Tertiary education have played an important role for teenagers to discover their interest for future career and being as symbol of a ‘ticket’ to the upper class. It is said that extension of compulsory education could ensure the equality of opportunity and heighten the levels in different perspective. However, it has been argued that tertiary education could hardly mitigate the problem of skilled labor shortage in Hong Kong. To a large extent, I agree with the statement. This essay will discuss both for and against side of the tertiary education being as part of the compulsory. Tertiary education refers to all post-secondary education, including but not limited to universities, like technical training institutes, community colleges, research laboratories and more (World Bank Group, 2013). Compulsory education is universally accepted as basic human rights but when the question leads to the extension to tertiary education, people always doubt the necessary of the expansion. According to the Universal Declaration of Human Rights, Article 26, ‘Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.’ This proves that tertiary education is part of the human rights that could ensure the equality of opportunity for everyone. It could form a linkage of institutions that support the manufacture of the higher-order capacity necessary for development. Since Hong Kong’s Gino Coefficient has reached to 0.537 (Census and Statistics Department andSocial Welfare Department, 2011), many students could not afford the tuition for colleges. These undergraduates, who do not acquire any specialties, would find some low payment job and their social mobility is limited. Even in the same generation, their intra-generational social mobility is also respectively less than the others because of the lower education qualification. A vicious circle could be formed that they remain being as the bottom class of the society. It is unfair to the citizen since all of us could have the equivalent chances. The opportunity of getting tertiary education shall be equal, no matter the citizen is wealthy or poor. Tertiary education is not only part of the human rights, but also could heighten the level on different aspect in the society. In the industry perspective, Mundial (2003) mentioned that tertiary educations traditional character could be to develop students for employment through the transference of knowledge and by providing basic research and training to employees and supporting the sustained expansion of knowledge. It results more educated and productive labor force. Cities with great amounts of academic graduates commonly have upper ranks of innovation and productivity growth (Tejvan P., 2014). Moreover, in the government side, tertiary education incorporate remarkable contributions to society, with advanced education labors typically paying more tax. Graduate degree’s owners are also less likely to depend on public assistance programs. According to Brookings Institution’s Hamilton Project (Greenstone and Looney, 2011), it shows only 2% living in households that rely on Supplemental Nutritional Assistance Program (SNAP) welfares, analyze with 12% of secondary school graduates. Other than higher contributions, popularization of tertiary education could increase the city’s economic competitiveness. Tertiary education is a main driver of economic contributions in gradually more knowledge-driven to worldwide economy. It has made advanced-level of tertiary education more indispensable. The imperative for this cities is to raise higher-level employer’s skills, to sustain an internationally competitive research base and to increase learning dissemination to the advanced society (OECD, 2008). On the contrary, it is discussed that tertiary education unlikely to mitigate the problem of skilled labor shortage in Hong Kong. The Robert Half Workplace Survey (2010) reveals that 61% of employers surveyed in Hong Kong observed a skills shortage of middle management workers followed by junior level (23%) and senior or director level crew (15%), which includes technical and sales parts, motivate client relationships, computer and social media skills. This implies that lack of technical skills labor has become a serious problem to the workforce. Subsequently, it is doubted that the expansion of compulsory education could not diminish the problem since it could only increase the ratio of higher education students. Nevertheless, I disagree with this opinion. There could be varies of particular techniques training in the tertiary education. For example,Vocational Training Council (VTC) teaches practical, vocation education and training to undergrads, which provide manpower supports to industries for their development. Tertiary education not only refers to universities, but also technical training institutes. Considerably, skilled training is not sufficient in Hong Kong at this point. If the tertiary education become part of the compulsory education, extend of practical training is necessary for the sustainability of the job market. As a result, the popularization of tertiary education could probably improve the labor shortage problem. Tertiary education could be part of the compulsory because the opportunity of getting education, which includes tertiary education, shall be equal as it is part of the human right and the popularization of tertiary education would heighten the level in different aspect, like economic, industry and government. However, it has been discussed that the problem of skilled labor shortage could not be mitigate unless there is an extension of tertiary education. Taking under consideration, tertiary education could convey much advantages to the community and develop an intact society. References Assembly, U. G. (1948). Universal declaration of human rights.Resolution adopted by the General Assembly,10(12). Census and Statistics Department and Social Welfare Department. (2011).Census and Statistics Department and Social Welfare Department Greenstone and Looney, (2011).Brookings Institution’s Hamilton Project Mundial, B. (2003). Tertiary Education in Colombia: Paving the Way for Reform.Washington DC. OECD (2008). Tertiary Education for the Knowledge Society: VOLUME 2: Special features: Equity, Innovation, Labour Market, Internationalisation Pettinger, T. P. (2014, March 3). Should University Education be Free?.Economics Help. Robert Half Workplace Survey. (2010, September 8).Robert Half Tertiary Education (Higher Education). (2013).World Bank Group Vocational Training Council,Corporate Information of VTC. Retrieved March 29, 2015 from http://www.vtc.edu.hk/html/en/about/corp_info.html

The All-American Injury :: Essays Papers

The All-American Injury "Alright now, I want you to practice hard tonight, go full tilt, and, maybe tomorrow, our pregame practice will be short." The voice seemed a bit edgy, but then again, why wouldn't it? Coach was a little upset that we had lost our season home opener by three points. We were all disappointed by that. Practice had been deadly so far; we were pushed to the limit. Our conditioning warm-up had lasted almost twice what it usually was, and we were all dragging our feet. We were barely a half-hour into the usual Wednesday night ritual. "I want linemen down in the end zone," a husky voice cried out from behind the coach. The man who had hand-picked the Varsity players from the rag-tag group of civilians at the beginning of the season, and had turned them into a finely tuned, well-oiled piece of machinery, was expecting us to break into a full sprint for the end zone at that moment. When no one started running, he hollered. To underline his desire, hemade a few remarkable promise sof pain and suffering if his orders were not obeyed. Being one of the slowest members of the team, I was the third to the last man to the end zone. Naturally, I was the third one to be chosen for the endurance test. "Pits," the large man trumpeted, being drowned out in volume by the hoots of nearly twenty linemen. We loved pits, the mere mention of the word pumped overdosing amounts of adrenaline into the blood system. In this series of pits, however, there were two men threatening to invade my corner of the world, instead of the usual one man. This made the odds a little more interesting... for both corners. It gave one man a chance to prove how tough he was, and how weak the other two were, and it gave us our chance to earn respect among our peers. Taunting began almost immediately. One man's comment about another's sister quickly brought a retort about their mother. The battle was on. The teams were predetermined according to strength, size, and skill level. Having the chance to catch our breaths, and get our blood flowing to the appropriate parts of the brain, we faced off with abundant energy, and it proved to be rather competitive. "Walterick, Setcavage, Curtis, here now," the booming voice echoed in my helmet. Trotting over to the designated area, much as a warhorse into battle, I found myself at the end of a few selective comments about jelly doughnuts, and dead animals.

Cicero: on Friendship Analysis Essay

Aristotle once said, â€Å"Friendship is a single soul dwelling in two bodies.† There are many things that go into the process of friendship. Some people deal with friendship one way while others deal with it in another way. Cicero had a lot to say about the different aspects of friendship in his time, but how would he view modern friendship? Some friendships Cicero may not be proud of; like the common relationships that are forced on in a classroom or work place and the lack of allowing nature to take control and make the friendships that are meant to happen. However, Cicero would be happy with the way the higher level friendships have developed in virtue and value. Cicero dwelled on the fact that friendship must have common factors. Friends should share â€Å"the greatest agreement of desires and interests and opinions (Cicero, 7).† Modern friendship has turned into something that makes â€Å"common people† feel like they have to be friends. For example, in the classroom or workplace it is encouraged to make friends with everyone that you are involved with daily. Does building a friendship based on common surroundings make a good one? Cicero would say no. He would say that friendship has to be built on something more than just a desire for common interests like a job. It must agree on things that build a relationship such as these desires, interests, and opinions. There is no way that Cicero would be happy with the encouragement to build false relationship only on the grounds that someone works in the same place as someone else. He is not saying that you need to be enemies with these people because he knows the importance of common friendship. He knows that if you were to take friendship out of the world then â€Å"no home or city could stand, (and) no farms would stay in cultivation (Cicero, 9).† There is nothing wrong with a temporary friendship but he says, â€Å"If mutual advantage is what stitches friendship together, those friendships would dissolve whenever that condition changed; but since the nature of things cannot be changed, true friendship will last forever (Cicero, 12).† The condition that may change in common, modern relationships is the job or the class that you have made those friends in. You can still make good friends within the workplace or classroom, but the friendship cannot solely rely on the fact that the friends have the same surroundings. Human nature is what makes people want to have friendships. This is one of the main things that Cicero continuously touched on in his book. â€Å"†¦Friendship arises from nature as such, rather than from some neediness: from application of the mind, along with a kind of love, rather than from thinking about how much advantage the relationship might bring (Cicero, 11).†Cicero would be very disappointed in how many relationships are built for the need of a person instead of letting nature take control of the friendship. There are a lot of corrupt and wrong friendships in today’s society that Cicero would look down on. The fact that one person uses another person for their own will is not the kind of relationship that Cicero was wanting people to build. He brings up the nature of human beings a lot in this text because people take advantage of other people and he knew that. â€Å"†¦ Friendship is not something we are led to by the expectation of making a profit; we think it worth seeking because the whole enjoyment of it consists in the love itself (Cicero, 12).† The love and nature of friendship go hand in hand when building relationships because without love for that person there is no need for a friendship to be kept. The friendship should happen naturally. Unlike in today’s world, friends were found to feel wanted. Now the person with the most friends is considered the best because of their popularity; however, that should not be the case. It is better to have three great friends than a thousand false ones. Friendship must be formed by nature. â€Å"†¦ That feeling of love and affectionate goodwill come naturally into existence, once there has been a recognition of goodness (Cicero, 12).† This nature founded by goodness, virtue, and value are what really builds a solid friendship that Cicero would be very proud of. Higher levels of friendship are the ones that hold strong for years. Cicero would be ecstatic to see that the virtue and value of friendship has grown since his time. Once you get passed the lower levels of friendship such as the common relationships and the lack of control nature has on friendships you can see that. Virtue and value are the greatest aspect that friendship has today and did have back then. Friends are there for each other when they are going through the good and bad times. â€Å"Friendship makes good times yet more splendid, and takes some weight off of unfavorable times, by sharing them (Cicero, 9).† Without friendship there would be no point in living. Cicero realizes that friends are what get people through their day to day lives. â€Å"†¦Everything that exists and moves in the universe is brought together by friendship†¦ (Cicero, 9)† There is no love without friendship, no teams without friendship, no jobs, and no country without friendship because friendship is what makes everything work. Cicero would be very happy with the way people value friendship today. A good, modern friendship is hard to come by in today’s society with everyone wanting something from someone else. Cicero knew all about what made friendship work. The world has changed the way friendship is viewed. Cicero would love to see that the virtue and value of friendship has developed. â€Å"Don’t walk behind me; I may not lead. Don’t walk in front of me; I may not follow. Just walk beside me and be my friend.† Albert Camus said that about what he thought a friend should be within the friendship; not lead, not follow, just to walk beside him. It takes a long time and a lot of work to build a solid friendship but, according to Cicero, once you have it is the greatest treasure of all.

How Will Technology Influence Our Lives in Future Essay

Since times immemorial, scientists have invented thousands of technologies. Among them, television, wheel, mobile phone and computer have been of utmost benefit to us and have left a considerable impact on us. These have entirely revolutionized communication techniques, travelling ways and other aspects of human life. Today, our lives are much more cozier and technical compared to those in primitive times. Before speaking about the future, let us recount the various innovative technological wonders of the past which has made our lives today so comfortable. As mentioned above, the wheel is considered to be the greatest invention till date. Why? Can it even be considered as technology? The answer is definitely yes. Simply defined, technology is a man’s creation which can be implemented to make tasks easier. Imagine a world today without wheels! No cars and bikes to zap us around places, no conveyer belts in factories(resulting in heavy manual labour). Even to draw water out of the wells in some of our houses (we use pulleys which is derived from the wheel) would be a herculean task. Hard to imagine right? Communication technology is another major technological boon (bane in a very few ways). Remember the time of our ancestors where delivery of letters would take weeks, months even! Or before that, where messengers would travel on foot to convey messages. And now, where at the press of a button, any person in this whole wide world can be contacted. In a jiffy! Ok moving on. The world is so much advanced in technology as it is. Is there scope for more advancement in future? Of course there is! There is virtually no limit to advancement. So, what does the future hold for us in the technological aspect? I dare say anything because as I said, there is virtually no bounds within which technology can constrict itself. Already we have so many technological contraptions that are a blessing to people. The bionic limbs which make the handicapped as able as normal people. The time is not far where artificial life can be created. Robots helping the blind see, helping the lame to walk is not going to be just fiction in a few decades from now. Internet will find even larger application in future. I see advancement in our economical & social life. It’s reasonable to assume that as technology continues to accelerate, we can expect dramatic changes in the years and decades ahead. Most of us have come to take rapid technological improvement in the products and services we use for granted. But when technology has a broader impact on society and on the economy. In next 5-10 year there will be a big change in our earning style; where e-business will be a major part of our jobs. People will be earning 30-100% of their income from internet. These are not my statistics but from trusted sources from the economists from leading institutes. Saying this, it is apparent that technological advancement has become a boon to us. Or, HAS IT Is there a flip side to this that can affect us in an undesirable way? If you ask me, technology is a teo-edged sword to a certain extent. It has its cons. There are so many crimes happening these days. Some on such a large scale which is difficult to imagine. Technology has played a role in this aspect too. Internet crimes are increasing at an alarming rate. Burglars are making use of high-tech tools to break in, bank accounts are being hacked, people are being deceived online and the list goes on. This precisely is where the line should be drawn when it comes to technology. We should use it properly and with good intentions. For the good of the people. The â€Å"virtually no end† phrase holds good here also. When, at present times there is such misuse of technology, imagine what would happen in the future if not used properly? So there are no limits for the cons of technology also. Coming to â€Å"what should India do to stay ahead†. India has a low GDP and is not a world leader in terms of technology (though it is certainly up there). To get decent degrees, its students abroad where the degrees are reputable and valuable. To get to the top, I think there is a valuable lesson which can be learned from a region within our own country; Kerala. The GDP of Kerala is six times the national average, so they’re clearly doing something right. In Kerala, they encourage the education of women and offer better free healthcare and family planning. To improve their situation, India should probably reproduce this model across the country. Of course, there are other ways in which they could increase their GDP/capita, but this is probably the most appropriate. You’re probably wondering what that has to do with technology. I believe that if the GDP/capita increases sufficiently, there will be more interest in high-tech industry and consequently there will be more technological progress in India. This will inspire few of the players in the technology field from India to strive to be better than the other. The direct result of this will be India climbing two more rungs of the tech ladder. India should also improve the standards of the technical education being imparted in ALL INSTITUTES. Not only the IIT’s, NIT’s and IISc’s. The base for technical should be standardised. The students should be convinced that the education they will get in india is on par with foreign universities wth a high reputation. The budding engineers should be lured to work in india for the betterment of the country rather than loosing them to foreign lands. These are only few ways in which india can try and be ahead in the game. Much more simpler things like appreciation for the innovative minds that are working on technolgy can work wonders. Not only the government, but every citizen of india has a fair portion to contribute in helping india to be the world leader in technology. So lets do our bit.

Education and Social Inequality Essay Example

Education and Social Inequality Essay Example Education and Social Inequality Essay Education and Social Inequality Essay Education and Social Inequality Sociology SOC205-10003A-022 Phase 4 DB Part II Kimberly Bottema Dianna B. Adams July 26, 2010 Education is very important for peopleâ„ ¢s success in life. Education provides skills for you to be prepare physical, mental, and social for the world. Education is the foundation of society that brings economic wealth, social prosperity and political stability. The higher education helps to maintain a healthy society to prepare healthcare profession, teachers, lawyers and doctors. One of the main purposes of education is to educate individuals within society to prepare and qualify them for work in economy and integrate people into society. This help to keep value and morals of society smooth and remain stable. It helps prepare the youth for the next generation of leader. Education mainly begins at home one does not acquire knowledge from a teacher; one can learn and get knowledge from a parent or a family member. The role social stratification plays on education is the assumption that private schools will provide quality education to students for their academic and holistic human development. Private school attention is providing a better condition, diverse curricular and experienced teachers. The private is promise quality education for their clients. The ideal marketing is to assume quality product will bring success. The parents believe that quality education in private school will enable their children to succeed in competition with the world. The private schools admit students on their abilities to pay (Zhang, 1996). Some school select students based upon their previous academic performance. Some teachers did not feel that they were prepared for the demanding workloads of private schools. Social mobility is the degree to which in a given society, an individualâ„ ¢s social status can change throughout the course of his or her life or the degree to which that individuals offspring and generations more up and down class system. Horizontal social mobility (Sorokin, 1959) or shifting this means the transition of an individual from one social group to another situated on the same level. For example, one may move from one factory to another in the same occupational status, from one family to another (through marriage), from one citizenship to another, and from one place to another place. Morality rates are higher where black is higher not because of the mechanical effect of higher black mortality rates and lower black income. There is a racial gap in labor market productivity. This discrimination affects family and community resources. The polices that was designed in the 1960â„ ¢s, racial discrimination in labor markets and education opportunities is still existing in 1990â„ ¢s, charged with being both unnecessary and unfair. The breakthroughs of racial barriers in jobs and education have been more difficult to sell. The affirmative action is the effort to enforce some kind of proportional participation of blacks and whites in job categories government contracts and higher education has been criticism. The reverse discrimination is hiring an unqualified minority worker that leads to unfair inefficient production and reduced incentives for minority workers to become qualified. Becker (1957) and Arrow (1973) discrimination is based on the personal prejudice of employees who are willing to sacrifice profits to avoid lining minority workers. The wages differential is vulnerable to competitive pressure. Low wages provide an opportunity for unprejudiced employers to earn higher profits by hiring the underpaid but, equally productive minority workers. Wage differentials due to prejudice do require government action if prejudiced employers are able t o maintain racial barriers to employment. Donohue and Heckman (1991) argue that this was the case in the American South until federal government actions in the 1960â„ ¢s , helped break down the enforcing the desegregation of jobs and schools. References Arrow, Kenneth J., The Theory of Discrimination, In Discrimination in Labor Markets, edited by Orley Ashenfelter and Albert Rees 3-33 Princeton: Princeton University Press 1973 Becker, Gary, The Economic of Discrimination, Chicago: University of Chicago Press, 1957 Donohue, John H, and James Heckman, Continous versus Episode Change: The Impact of Civil Rights Policy on the Economic Status of Blacks, Journal of Economic Literature 29 December (1991) 1603-1643 www.soa.org/researchfactors/com www.personalumich.edu/eandersn.com

SAT Curve Is It Real

SAT Curve Is It Real SAT / ACT Prep Online Guides and Tips Many high school tests are curved, but what about the SAT? Is the SAT curved? Canwhen or whom you take the exam with affect your final SAT score? In this article, we'll answer all ofyour questions about the SAT curve. First, we'llclosely examine whether there actually is an SAT curve and discusshow the SAT is scored. We'll then look at SAT curve trendsand give you tips on how you canuse SAT curves to your advantage. Is the SAT Curved? Contrary to what you may believe, there is no SAT curve. This means your SAT score willnever be affected by how other test takers perform on thetest. So even if everyone you took the SAT with were to performpoorly on it, the College Board would not raise everyone's SAT scores to account forthe surplusof low test scores. In other words,you will never receive an SAT score higher than what you actually earned on the test, regardless of whom you took the test with. But if the SAT isn't curved relative to other test takers, how does its scoring system work? Is an 800 in Evidence-Based Reading and Writing (EBRW) on one SAT the same as a perfect EBRW score on another? Or is it more difficult to score highlyon certain test dates? To account for slight differences in difficulty among SATs, the College Board uses a system known asequating. This processensures that SAT scores areconsistent across tests and will always indicate the same level of ability no matter when youtake the SAT.Soa 650 Math score on one SAT will always correspondto a 650 Math score on another SAT- even if one test contains easier Math questions. Inthe College Board's words: â€Å"This [equating] process ensures that no student receives an advantage or disadvantage from taking a particular form of the test on a particular day;* a score of 400 on one test form is equivalent to a score of 400 on another test form.† *Emphasis mine. Through this equating process, or "SAT curves," the College Board can account for slight variations in difficulty among SATs to give test takers on different test datesthe same opportunityto achievetheir goal scores. As a result, there is no single besttime to take the SAT. Regardless of how easy or difficult a test may be,all SATs are equated so that getting a certainscaled score will always require the same amount of effort and level of ability. So how is the SAT scored? Andhow is it equated? Read on to find out. How Do SAT Curves Work? Before we get into the SAT equating process, let's do aquick recap of the scoring system. Both theEBRW and Math scores use scales of 200-800andcombine to give youa composite score range of 400-1600. But you likely know therearen't 1,600 total questions on the SAT. So then how are these scaled scores calculated? On the SAT (excluding the Essay), you earn one point for every question you answer correctly. (You do not lose any points for incorrect or blank answers.) All of your correct answers combine to give you araw score for each section. If you were to correctly answer 45 out of 58 Math questions, your raw Math score would equal 45. This raw score is subsequently converted into a Math section score (i.e., your final scaled score). But the process is a little more complicated for the Reading and Writing sections. Like the Math section, your Reading and Writing performancesare assigned raw scores based on the number of questions you answered correctly. Theseraw scores are then converted into test scoreson a scale of 10-40. Finally, the test scores are added together and multiplied by 10 to give you an EBRW score (on a scale of 200-800- the same as it is for Math). But here's the caveat: raw scores on one SAT willnotnecessarily convert into the same scaled scores on another. Why is there this discrepancy? Each SAT varies slightly in content and difficulty, and so to account for these variations, the College Board translates raw scores into scaled scoresusing individualequating formulas for each test. This essentially meansyou'll never be able to know before you take the SAT how a raw score will convert into a scaled score. That said,by looking at ascore conversion table from an official SAT practice test, we can get a rough idea as to how the equating process works for each SAT. These conversion tables- which differ slightly with each test due to differences in equating formulas- show us how raw scores convert into scaled scores for different sections of the test. The two tables below are based on the score conversion tables forPractice Test #6and Practice Test #7(both of which are copies ofreal SATs!). SAT Practice Test #6 Raw Score Conversion Chart Raw Score Math Section Score Reading Test Score Writing and Language Test Score 0 200 10 10 1 200 10 10 2 210 10 10 3 230 10 11 4 250 11 11 5 260 12 12 6 280 13 13 7 290 14 14 8 310 15 15 9 320 15 16 10 330 16 16 11 340 17 17 12 350 17 18 13 360 18 18 14 380 18 19 15 390 19 20 16 400 19 20 17 410 20 21 18 420 20 22 19 430 21 23 20 440 21 23 21 450 22 24 22 460 22 25 23 470 23 25 24 490 23 26 25 500 24 27 26 510 24 27 27 510 25 28 28 520 25 28 29 530 26 29 30 530 26 30 31 540 27 30 32 550 27 31 33 560 28 31 34 570 28 32 35 580 29 33 36 590 29 34 37 590 30 34 38 600 30 35 39 610 31 36 40 620 31 36 41 630 32 38 42 640 33 39 43 650 33 39 44 660 34 40 45 670 35 46 670 36 47 680 37 48 690 37 49 700 38 50 710 39 51 720 40 52 730 40 53 740 54 760 55 770 56 780 57 790 58 800 Source: Scoring Your SAT Practice Test #6 Overwhelmed by all of the numbers? Time for kitty therapy. SAT Practice Test #7 Raw Score Conversion Chart Raw Score Math Section Score Reading Test Score Writing and Language Test Score 0 200 10 10 1 200 10 10 2 210 10 10 3 230 10 10 4 250 11 11 5 260 12 12 6 280 13 12 7 290 14 13 8 310 15 14 9 320 15 15 10 330 16 15 11 350 17 16 12 360 17 17 13 370 18 18 14 380 18 18 15 390 19 19 16 400 20 19 17 420 20 20 18 430 21 21 19 430 21 22 20 440 22 22 21 450 22 23 22 460 23 24 23 470 23 25 24 480 24 25 25 490 24 26 26 500 25 26 27 510 25 27 28 510 26 28 29 520 26 29 30 530 27 29 31 530 27 30 32 540 28 31 33 550 28 31 34 550 29 32 35 560 29 32 36 570 30 33 37 580 30 34 38 590 31 34 39 590 31 35 40 600 32 36 41 610 32 36 42 620 33 37 43 630 34 39 44 640 35 40 45 650 35 46 660 36 47 670 37 48 680 37 49 680 38 50 690 39 51 700 39 52 720 40 53 730 54 740 55 760 56 770 57 790 58 800 Source: Scoring Your SAT Practice Test #7 Just byglancing at these charts, you can probablytell there are several minor differences in how the raw scores for Math, Reading, and Writing convert into scaled or test scores. For Math, a raw score of 40 would net you 620 on Test #6 but only 600 on Test #7! This hints thatthe Math section on Test #7 is a little easier than thaton Test #6. How can we tell? OnTest #7, you must answer more questions correctly (and obtain a higher raw score of 42) to get a scaled score of 620. The trends are similar for Reading.You could get a perfect 40 on Reading on Test #6, even if you were to miss a question (and earna raw score of 51). On Test #7, however, missing just one question reduces your Reading test score to 39. Once again, we can see a minute difference in difficulty: the Reading section on Test #6 is slightly more difficult than that on Test #7, and has thus been equated so that even if you were to miss aquestion you willstill get a perfect score. You'll find similar differences among the Writing scores, too.A raw score of 42 will nab you a near-perfect test score of 39 on Test #6 but a noticeably lower 37 on Test #7. Ultimately, through these tables, we can confirm thatraw SAT scoresdo not consistently convert into the same scaled scores for each test. So while you can't know for sure how many questions you'll need to answer correctly on the SAT in order to get the scaled scores you want, you can use the tables above to give yourself an ideaas to how your raw scores may translate into scaled scores on test day. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! How Has the SAT Curve Changed Over Time? Because the new SAThasn’t been around that long,we can't determine yet how much the SAT curves have changed with each testing year. That being said, we can look at some of the officialscore range tables for previous testing years (for the old, pre-2016 SAT) to get a feel for how the new SAT might experience similar trends. Score range tables show us how raw scores convert into scaled scores for entiretesting years. For this analysis, we'll be looking at a10-year difference using the 2005-06and 2015-16raw score to scaled score range tables. 2005-06 SAT Score Range Table Raw Score Critical Reading Raw Score Mathematics Raw Score Writing (Multiple Choice) 67 800 65 790-800 60 710-740 55 660-680 54 800 50 620-640 50 710-750 49 800 45 580-600 45 650-690 45 700-770 40 550-570 40 610-640 40 630-670 35 520-530 35 570-600 35 570-610 30 490-500 30 530-550 30 520-560 25 460-470 25 490-510 25 480-510 20 420-440 20 450-470 20 440-470 15 390-410 15 410-430 15 400-430 10 350-380 10 370-390 10 350-380 5 290-330 5 310-340 5 300-330 0 200-270 0 210-260 0 210-260 -5 200 -5 200 -5 200 Source: SAT Raw Score to Scaled Score Ranges 2005-06 2015-16 SAT Score Range Table Raw Score Critical Reading Raw Score Mathematics Raw Score Writing (Multiple Choice) 67 800 65 790-800 60 710-740 55 650-680 54 800 50 610-630 50 700-730 49 800 45 570-590 45 650-670 45 690-720 40 540-560 40 600-620 40 620-650 35 510-520 35 560-570 35 560-600 30 480-490 30 520-530 30 510-550 25 450-460 25 480-490 25 470-500 20 420-430 20 440-460 20 420-460 15 380-400 15 400-420 15 380-410 10 340-360 10 350-380 10 340-370 5 290-320 5 300-330 5 280-320 0 200-240 0 220-260 0 200-240 -5 200 -5 200 -5 200 Source: SAT Raw Score to Scaled Score Range 2015-16 Before we analyzeeach SAT curve chart, keep in mind that these tables are for the old SAT; therefore,the Reading and Writing scores are not combined for an overallEBRW score asthey are currently. In addition, unlike the new SAT, on the old SAT you could score lower than a 0 due to penalties for incorrect answers. Let's start with the SAT Math curve. According to the data above, araw Math score of 50gave test takersas high as 750 in the 2005-06 testing year but onlyas high as 730 in the 2015-16 testing year. Similarly, if you look at the highest possible scaled score for each Math range, you'll findthat the 2005-06 maximums are consistently (albeit only marginally) higher than those on the 2015-16 table. What thispattern tells us is that, on average, the Math sections on the 2005-06 SATs were slightly harderthan those on the 2015-16 SATs. This is evidenced by the fact youtypically needed to score more raw points in 2015-16 to get the same scaled Math scores in 2005-06. But what about the other sections? On Writing,you used to be able to earn up to 49 raw points. In 2005-06, you could score as high as 770 with a raw score of 45 but only as high as 720 with the same raw score in 2015-16. And with theSAT Critical Reading curve, the 2005-06 and 2015-16 ranges are mostly the same, give or take10 points. Based on all of this information, then, what can we conclude about the SAT curve? The tables indicate that the number of questions you must answer correctly to get certain scaled scores has stayed roughly the same over the years. Generally speaking, the variations among scaled scores on each section are minimal- usually only 10- or 20-point differences at most. Therefore, these patterns- along with the fact thatSAT percentiles hardlychange each year- imply that the difficulty of the SAT has stayed relatively consistentover time. Using theSAT Curve to Your Advantage: 5 Do's and Don'ts By now you may be wondering how theSAT curve can helpyou, personally. Below, I give you thedo’s and don’ts of what to do with this knowledge about the SAT equating system,so thatyoucan give yourself a better shot at getting the SAT scores you needfor college. Do: Use raw score conversion tables toestimatehow many correct answers you’ll need to get the scaled scores you want.My recommendation is tofirst figure out your SAT goal scores.Once you have these scores, use any raw score conversiontable from anSAT practice test (or multiple tests) to get a feel for the raw scores you'll need on each section in order to hityour (scaled) goal scores on test day. (Tests #5, #6, and #7 are all former SATs, so these are great tests to use!) Take the SAT curvewith a grain of salt. Although the equating process can be helpful, at the end of the day nobody (except the College Board!) knows the exact equating formula for the SAT you’re going to take. So don’t worry too much about raw scores and how they convert into scaled scores- just know that while you can use equating tablesto help you estimate the number of correct answers you'll need, this data will never be 100-percent applicable to your particular test. Don't: Confuse the SAT equating process with a regular curve. As I mentioned before, there is no SAT curve- at least not in the traditional sense. On the SAT, how other test takers score has zero bearing on your score (though it does affect your SAT percentile).The only factor that influencesyour scaled score is the equating process, which varieswith each SAT to ensure scaled scores represent the same levels of ability across tests. Assume when you take the test willaffectyour score. Again, this is a common misconception. Many people believe certain tests areeasier to score higher on than others due to variations in difficulty or different abilities of test takers. But this isn't true! The equating process makes it so you don't gain or lose any likelihood of attaining a certain score, no matter when or with whom you take the SAT. Try togame the system.Because you can't know for certainhow your raw SAT scores will convert into scaled scores, it's impossible to use what we know about theequating process to cheat the system and guarantee yourself a higher score.Anyone who claims this is possible is flat-outwrong! Now, sit back and grab your popcorn- it's time for the recap! Recap: What Is the SAT Curve? How Does It Work? So is the SAT curved? In short, no, the SAT isn't curved.However, the College Board does use an equating system, which ensures scaled SAT scores always correlate tothe same levels of ability, no matter when you take the test. Although there's no way of knowing forsure just how your raw scores will convert into scaled scores, you can use raw score to scaled score range tables from official SAT practice tests to help you approximate the number of questions you'll need to answer correctly on test day, so you can get the scaled scores you want. Unfortunately,these tables aren't a hundred percent reliable, as each test uses a different equating formula (that only the College Board knows). Lastly, don't try to use the SAT curveto cheatthe SAT. As long as youstudy hardand usehigh-quality resources, you'll be on your way to a high SAT score (and hopefully the college of your dreams) in no time! What’s Next? You understand how the SAT curve works- but what about the scoring system? Read our in-depth guide to how the SAT is scoredto learn more about theequating process andhow subscores and cross-test scores come into play. Want to learn more about SAT scores?Find your goal score with our step-by-step guide and learn about the current averages. Once you're finished with those, check out my article on SAT scores for colleges to see what kinds of scores you'll need for popular schools! If you enjoyed this article, you'll love myanalysisof the ACT curve! Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Thomas W. Stewart, Inventor of the Wringing Mop

Thomas W. Stewart, Inventor of the Wringing Mop Thomas W. Stewart, an African-American inventor  from Kalamazoo, Michigan, patented a new type of mop (U.S. patent #499,402) on June 11, 1893. Thanks to his invention of a clamping device that could wring water out of the mop by using a  lever, floor cleaning was not nearly the chore it once was. Mops Through the Ages Throughout much of history, floors were made out of packed dirt or plaster. These were kept clean with simple brooms, made from straw, twigs, corn husks, or horse hair. But some kind of wet cleaning method was needed to care for  the slate, stone, or marble floors that were a feature of the homes of the aristocracy and, later, the middle classes. The word mop goes back probably as far as the late 15th century, when it was spelled mappe in Old English. These devices were likely nothing more than bundles of rags or coarse yarns attached to a long wooden pole. A Better Way Thomas W. Stewart, one of the first African-American inventors to be awarded a patent, lived his whole life trying to make peoples everyday lives easier. In order to save time and ensure a more healthy environment in the home, he came up with two improvements to the mop. He first designed a mop head that could be removed by unscrewing it from the base of the mop handle, allowing users to clean the head or discard it when it wore out. Next, he designed a lever attached to the mop head, which, when pulled, would wring water from the head without users getting their hands wet. Stewart described the mechanics in his abstract: 1. A  mop-stick, comprising a stick proper, provided with the T-head having the grooved ends, forming one portion of the clamp, the rod having a straight portion forming the other part of the clamp and from thence converging rearwardly to the sides of the stick, a lever to which the free ends of said rod are pivoted, a ring loose on the stick, to which the forked ends of the lever are pivoted, and a spring between said ring and the T-head; substantially as set forth. 2. The combination of a mopstick provided with a T-head, forming one part of the clamp, a moveable rod forming the other part of the clamp, a lever to which the free ends of said rod are pivoted, said lever being fulcrum-ed to a moveable support on the stick, and a spring exerting a resistance against the lever when the latter is thrown back; substantially as set forth. Other Inventions Stewart also co-invented with William Edward Johnson an improved station and street indicator in 1883. It was used with railways and cars on the street to signal what road or street the vehicles were crossing. Their indicator would automatically activate a signal by means of a lever on the side of the track. Four years later, Stewart invented an improved metal-bending machine that was able to oscillate.

Virtual and Real Communities Assignment Example | Topics and Well Written Essays - 1500 words

Virtual and Real Communities - Assignment Example Unlike the traditional methods of learning, distance learning took a different form of teaching that allowed people in different locations around the world to learn in real time and without many barriers in their way. Other areas of life picked up this model of communicating over the World Wide Web to increase the communication rates around the world (Doheny-Farina, 1998). This saw to the birth of social networks such as Facebook, Twitter and Google Plus that virtually brought people from many locations around the world into a community with many similarities to a real and geographically located one. This paper shall concern itself with the comparing and contrasting of these two types of communities. The advantages and disadvantages of each type of community shall be discussed and expounded upon to give a true picture of each type of community. The first part of this paper shall argue in the favor of online communities and the benefits they bring to the human community. First of all, the term ‘virtual community’ is a direct derivation of a 1993 book by the same title written by Howard Rheingold. Rheingold is one of the most known proponents of virtual communities and is even dubbed the first citizen of the internet (Gauntlett, 2008). He points out several benefits he attributes to virtual communities found solely on the internet. ... These communities enable the members share information on the care they receive and ways of handling complex situations which other members may not be aware of (Horsley & Gauntlett, 2004). This group of communities, as Rheingold puts it, has been known to save many lives at a cheaper cost than real and geographically conscious ones would. One other advantage with these virtual communities is that, due to their virtual nature, they enable the members discuss issues they would otherwise find hard to discuss with other people on a face to face basis. Being virtual also enables the members seek the specific information required without being bothered with procedures that may not make sense to them in any way. Another evident advantage of being a member to a virtual community is it enables the members find ideas that they could not manage to get anywhere else without much of a hustle. Information has been of late flowing faster on social networks compared to other forms of media. Online p latforms have enabled youths especially to air their voices to the wider world without a need for seeking out a government form of media (Howard & Jones, 2013). This has also forced politicians into taking their campaigns online since there are larger communities there whose votes can be tapped at a cheaper and more satisfying rate compared to physical campaigns. Few ideas are thus hidden from the public when a majority of the citizens are online where information easily goes viral and gets to most social site users. A fourth point in favor of virtual communities is the freedom that comes with the use of the sites that host the virtual communities. While the geographical and real communities would

Mental Illness Essay Example | Topics and Well Written Essays - 500 words - 1

Mental Illness - Essay Example Panic attacks usually last for a short duration of time in which a person is subject to stress and overload of anxiety and they have a sudden intensity of that anxiety. A panic attack is characterized by a person having heart palpitations, sweating, trembling and shaking, shortness of breath, a feeling of choking, chest pains, nausea, dizzy and lightheaded sensations, numbing or tingling sensations, a feeling of distance from reality or from oneself, a fear of dying, losing control or going crazy (Panic attack, American Psychiatric Association, 1994). Panic attacks can often lead to panic disorder. This is mental illness that is characterized by a series of panic attacks that a person experiences over a period of time due to anxiety and stress. It is a recurrence of this unexpected panic attacks that create the disorder. Many times it is diagnosed with or without agoraphobia present (Panic disorder with agoraphobia, American Psychiatric Association, 1994). Agoraphobia is the condition in which a sufferer of the panic disorder often begins to have continuous concern that another panic attack will come on. It is the anticipation of going to a certain place where they fear that a panic attack will occur. It is often difficult for people to travel beyond their comfort zones without suffering from severe anxiety. Many people find it hard to go to shopping malls, ride a bus or attend theater or sports performances because of the urge to need to find a quick route to get out so that they do not become embarrassed if they were to have an anxiety attack (Anxiety Disorders Association of America, 2011). Patients are worried that certain situations will cause them to have a panic attack and therefore sometimes start to avoid situations which make them anxious or nervous. They are often afraid to do something as

Assignment 6 Essay Example | Topics and Well Written Essays - 1000 words

Assignment 6 - Essay Example Most of our research and other students spend most of their time in the computer labs doing research and assignments as required of them. Last year, several computers began failing and we recognized the problem but not any of the repair alternatives or parts replacement have wholesomely fixed computers. Four of the workstations were out of order for many months and for that reason; the students were short of computers to use. I have done my investigation and now propose for the purchase of Nautiz x5 handhelds in the form of in-the-field barcode scanning, therefore research projects across a range of sciences will be able to catalog items and take inventories as required by industry standards simultaneously creating a cyber-infrastructure that researchers and educators will tap into to be more efficient in their work. Details Suggestion We need to purchase Nautiz X5 handhelds for our fieldwork since its performance will be just fine and the ruggedness is good. Pairing bar-coding with Nautiz X5 handheld will allow a diverse set of pilot projects to test the ability to increase efficiency, productivity and integrity in data flow - streamlining data collection, sample processing, database management and analysis, and speeding time to publication. It will also work well in the class room; the screen and keyboard are handy and therefore will allow our ecology group to barcode so many samples and even our geochemists, tracking them individually and in groups through the analytical process. They also will be able to survive being dropped, getting wet or dusty and also handle changes in temperature. I suppose, based on the high quality and reliability of the Nautiz hardware, this will be the most economical and concrete solution to our present problem. Details evaluation The evident benefits to the students will be as follows: Improvement in data collection processes for academic researchers in the field, Increasing data management capabilities and streamlining the acad emic-publishing process Has a long life battery Has a day light viewable screen To give our research students an edge over other universities Recommendation I propose that we use barcode-scanning on multiple projects with the rugged, field-proven Nautiz X5 rugged handheld, which creates simple forms to collect data while simultaneously creating a cyber-infrastructure of data peers can tap. Nautiz X5 is competitive, mainly in the range of rugged handhelds, which have a propensity to be super-high-end systems. This will strengthen our educational needs for undergraduate research students for conducting their research and experimental courses. I therefore ask for an approval by 30th November to place an order with Malcolm Handhelds and Office Suppliers for deliveries to start in January 2013. Appendices Comparison table Title Features Capabilities Costs Nautiz rugged X5 handheld Processor: Marvell PXA320 Xscale 806 MHz Memory: 256 MB RAM, data storage-512 MB Flash, operating system- wi ndows mobile 6.1,screen-3.5" VGA TFT LCD, 480 x 640 pixel, daylight viewable, keyboard - Numeric keypad, optional QWERTY,battery-4400 mAh, all day operation with default settings, rechargeable LI-ion, communication- CCX Cisco Compatible extensions Integrated GPS SiRF III with Instant Fix II GSM/UMTS

A circumstance in ministry where issues of professional conduct Essay

A circumstance in ministry where issues of professional conduct required exploration - a reflection - Essay Example Anent to these responsibilities, the church is also constituted with peoples of varying educational level, cultural roots, philosophy of life, political paradigms, social influences, strata in the community, familial orientations, standards of relations and their ‘otherness’ including the walls they built or their varying perceptions to almost everything. Ministers or pastors will deal with them everyday with their differences although they may share commonalities. At such context, church ministers and leaders would possibly be handling varied and conflicting responses whenever there are radical structural changes that will disturb the normative processes and operation of the church such as conversing or adding missionary functions to pastoral works (Adair, 2005). Conflicting expectations and assumptions may also get in the way as tension mounts in work-situation or if there are changes in its theological frameworks of service. This situation is further exacerbated with rapid cultural and social changes which can trigger defensive or bewildering reactions due to sudden shift on unfamiliar systems. Sometimes, Ministers will have difficulty convincing people whose reactions are too radical and confrontational, apparently due to fixity of Christian’s symbolical systems or often due to peoples’ fear to change itself (Bayes, Sledge, Holbrook & Rylands, 2006). Often, reactions can trigger conflict situations and if not managed well, co uld escalate to a level that will negatively impact to the church itself. In such context, there is indeed a need to improve the capacity of ministers and pastors to lead effectively by espousing dialogues and discourses to effectively communicate developmental goals for pastoral and ministerial works; promote peacebuilding within and outside the church’s framework; uphold conflict management and

Discuss Soil Exhaustion as a major contributing factor leading to the Essay

Discuss Soil Exhaustion as a major contributing factor leading to the American Civil War by addressing the significant events from 1798 to 1861 - Essay Example From 1800 to 1861, there were high percentages of slaves in the South than in the North. During this period, there were slave rebellions; most of the slaves were captured and executed (McNeese 7). Southern states kept government spending and taxation at low levels due to high debts as compared to the North. Southerners were incapable of supporting education as compared to the Northerners. Illiteracy was widespread in the South; in 1850, 20 percent of all white adults in the Southern states were illiterate. In the North, illiteracy was less than one percent. Though slavery was profitable, it contributed to soil exhaustion, lack of technological innovation and high debts. Soil exhaustion and erosion diminished cotton land availability. High demand and scarcity resulted to increase in price of land and slavery. Planters enlarged their holdings, and as a result, they pushed off yeomen farmers from the land. As slaves and land possession became more concentrated, harsh economic conditions led to migration to urban areas. Urban population increased in the North leading to urban poverty and low industrial wages. This migration caused fierce differences between the South and the North (McNeese 8). On March 1807, Congress passed legislation, which banned the importation of new slaves into U.S. From 1803 to 1861, various countries joined unions of either demarcated Slave states or Free states. The Congress increased tariffs in 1828 with the Tariff of Abominations. The tariffs aimed at supporting the U.S. industry; these tariffs benefited the Northern industrial economy while damaging the Southern agricultural economy. From 1827 to 1861, slavery was abolished in New York, District of Columbia, and British Empire. In 1833, the Compromise Tariff Act was passed to reduce tariffs of concern in the Southern states; it averted the confrontation. In 1851, the

It is personality profile about Jack Dorsey -my tittle is Square Research Paper

It is personality profile about Jack Dorsey -my tittle is Square changes the business world - Research Paper Example Jack Dorsey has a net worth of $2.1 Billion (Forbes, 2014), is one of the most influential people in the world, and was one of the top 35 innovators in the world under the age of 35. He won the Innovator of the Year Award in 2012 and joined the board of directors of The Walt Disney Company in 2013 (Forbes, 2014). While only 15 years old, Jack Dorsey wrote dispatch software for taxicab companies that coordinates taxi drivers and enhances effective communication in the taxi industry (Bio, 2014). Born and raised in St. Louis, Missouri, Jack Dorsey is a catholic who studied at Missouri University of Science and Technology before transferring to New York University where he initiated an idea that transformed to the famous Twitter concept (Bio, 2014). He dropped out of New York University (Forbes, 2014) and moved to California in 2000 where he started providing his dispatch software through the internet (Bio, 2014). From the dispatch taxicab software, Jack Dorsey invented the Twitter concept that changed communication around the world. Jack Dorsey developed the idea of a Web-based instant messaging communication service in 2000. He approached Odeo Company to advance the idea of an instant messaging communication service (Bio, 2014). With Biz Stone and Noah Glass, Jack Dorsey founded and became the CEO of Twitter in 2006 (Bio, 2014). Jack Dorsey made a turning point in a global communication by Twitter. Indeed, Jack Dorsey surprised many with his twitter success. In November 2013, he launched Twitters initial public offering that made him a billionaire from his 23.4 million shares whose share price rose from $26 per share to $45 per share during the first day of trading (Bio, 2014). Initially, the company experienced frequent service outages (Bio, 2014). However, celebrities and CEOs begun using twitter thus promoting its importance. Soon, twitter revolutionized communication across the globe by becoming the dominant â€Å"micro blogging" movement

Discuss Soil Exhaustion as a major contributing factor leading to the Essay

Discuss Soil Exhaustion as a major contributing factor leading to the American Civil War by addressing the significant events from 1798 to 1861 - Essay Example From 1800 to 1861, there were high percentages of slaves in the South than in the North. During this period, there were slave rebellions; most of the slaves were captured and executed (McNeese 7). Southern states kept government spending and taxation at low levels due to high debts as compared to the North. Southerners were incapable of supporting education as compared to the Northerners. Illiteracy was widespread in the South; in 1850, 20 percent of all white adults in the Southern states were illiterate. In the North, illiteracy was less than one percent. Though slavery was profitable, it contributed to soil exhaustion, lack of technological innovation and high debts. Soil exhaustion and erosion diminished cotton land availability. High demand and scarcity resulted to increase in price of land and slavery. Planters enlarged their holdings, and as a result, they pushed off yeomen farmers from the land. As slaves and land possession became more concentrated, harsh economic conditions led to migration to urban areas. Urban population increased in the North leading to urban poverty and low industrial wages. This migration caused fierce differences between the South and the North (McNeese 8). On March 1807, Congress passed legislation, which banned the importation of new slaves into U.S. From 1803 to 1861, various countries joined unions of either demarcated Slave states or Free states. The Congress increased tariffs in 1828 with the Tariff of Abominations. The tariffs aimed at supporting the U.S. industry; these tariffs benefited the Northern industrial economy while damaging the Southern agricultural economy. From 1827 to 1861, slavery was abolished in New York, District of Columbia, and British Empire. In 1833, the Compromise Tariff Act was passed to reduce tariffs of concern in the Southern states; it averted the confrontation. In 1851, the

Organizing Function of Management Essay Example for Free

Organizing Function of Management Essay The purpose of this paper will be to evaluate the organizing function of management. The organizing function of management develops internal organizational structure. A key role of the organizing function is to address how people interact in various business environments. Management uses organizing activities to allocate resources, define responsibility, establish expectations, and group employees. â€Å"At high-tech firms such as Google that rely on employee skills, knowledge, and creativity to remain competitive, the importance of people is evident as well† (Bate Snell, 1, 2009). Human Resources Management at Google Human resources management is a formal system used to manage people in a business environment (Bate Snell, 2009). Human capital is a source of competitive advantage that is irreplaceable. According to Bate Snell, â€Å"human resource planning occurs in three stages: planning, programming, and evaluating† (2009). Perfecting the art of human resources management can provide strategic value to organizational performance. The Google Company has secured its place as one of the world’s leading employers. Goggles strategy for effective human resources management is providing employees with unparalleled benefits, perks, and opportunities. Lazlo Bock, Google’s vice president of people operations states freedom, curiosity and highly trained employees has forged Google’s success (HR Focus, 2008). Planning requires Google to forecast future job trends based market fluctuations and company growth. In 2005, Google was hiring about â€Å"10 people a day, adding to a workforce of more than 5,000† (Lohr, 2005). Currently, Google employs approximately 20, 000 people with various backgrounds and skills. Closely monitoring economic trends and labor supply forecast allows the company to manage all available resources. The following rules of engagement with employees, outline by Lazlo Bock, have contributed to Goggles effective human resources management. * Hire learners. They are inquisitive, and when they fail, they will ask how they can do better. * Give people the tools and resources to succeed; then let them. * Work on small projects in small teams. * Keep structures flat. Especially as the company gets big, information needs to flow up. * Discuss everything you can publicly. * Give performance-driven raises. This is helpful in controlling turnover and enhancing retention. * Reward success, dont penalize failure. If you dont fail, youre not doing your job well. Quarterly goals are set and performance evaluations are based on these; the company aims for a 70% success rate. Technology at Google Google was founded on the principle of â€Å"organizing the worlds information and make it universally accessible and useful† (Google, 2009). The company original began as a search engine provider. The company quickly expanded products and services to include software, e-mail service, advertising platforms, desktop products, mobile devices, and mapping tools. Google’s list of services and products are too extensive and increasingly expanding. Google’s success can be attribute to the company’s’ expansion of technological services. Google recent advancement has been the development of a new operating system, Chrome, designed to rival its biggest competitors. â€Å"Unlike Windows, Chrome OS is an open-source project like the Linux operating system thats popular with techies, which means outside software developers are welcome to work on it† (Graham, 7, 2009). The release of Chrome OS as a free open source operating system creates competition with Microsoft’s Windows. Google Assets Google’s ability to control the search engine markets has allowed the company to prosper from advertising campaigns. According to Schonfeld, â€Å"of the 137 billion estimated total searches performed in the U.S. last year, 85 billion were done on Google; nearly 90 percent of all the growth in search volume was also captured by Google (2008). Googles profits should spike as the country climbs out of recession â€Å"because the company has weeded out a lot of frivolous expenses during the recession† (Liedtke Girard, 2009). Google went public at $85 dollars a share 2004; current estimates place Google shares at $430 a share (Liedtke Girard, 2009). The statistics indicated that Google has effectively organized companies assets during difficult economic time. Conclusion  Human resources management and technology play a crucial in business success. Google has perfected work environments that keep employees happy and provides the necessary resources to remain competitive as a company. â€Å"David MacDonald, who joined Google as an account manager in October 2001, says, It wasnt groundbreaking search engines had been around for years but it had a different approach and was all about the people (Smith, 6, 2008). Google remains one of the world’s leading companies engrossed in the technological revolution. Much of the organizations success arises from Google’s ability to venture into multiple applications. Google refuses to rely on the company’s search engine capabilities to sustain growth. The ability to adapt to economic demands and competition has facilitated Google’s organizational structure.

State-funded faith schools

State-funded faith schools This paper will look at the way in which state-funded faith schools came into being in the United Kingdom. It will argue that government educational policy and its immigration and integration policies play a key role in determining the need for the provision of state faith schools. The state funding of faith schools has a long history in the United Kingdom. The National Society of the Church of England founded 17,000 schools to offer education to the poor between 1811 and1860. (DfES, p.2) The state funding of these schools began in 1870 when Church and other voluntary institutions began to receive funds to supplement and assist them in their educational provision. (Cush, p.435) As at January 2008, of the 20,587 maintained primary and secondary schools in the UK, 6,827 have a religious character and of these nine are Muslim. (Bolton, 2009,Table 1) There are three types of schools with religious character in the UK maintained, academies and independent schools with the state providing funding for the first two. Maintained schools are either: voluntary controlled which means the Local Education Authority provides all the funding in return for control mostly over religious education and governance (most Church of England schools are voluntary controlled); and voluntary aided where the state provides 90% of the funding for more control over religious education and governance (most other denominations fall into this category, especially Roman Catholic schools). (Cush p. 435-436). Christian and Jewish faith schools were the only faith schools receiving state funding until 1998 when the Islamia Schools Trust, after a battle of 12 years, was awarded voluntary aide d status for its schools. Whilst there are only nine state funded Muslim schools, there are over 100 Muslim schools in Britain. These independent schools tend to co-ordinate their efforts through the Association of Muslim Schools. On November 11th, 2007 during Prime Ministers Questions, the government stated that regarding education it is committed to a diverse system of schools driven by parental needs and aspirations; that the Government does not have targets for faith schools but remains committed to supporting the establishment of new schools by a range of providers. (Bolton, 2009, p.14) Reaffirming the Governments position on faith schools, Ed Balls, the then Secretary of State for Children, Schools and Families said on January 9th, 2008: It is not the policy of the Government or my Department to promote more faith schools. We have no policy to expand their numbers. That should be a matter for local communities. (Bolton, 2009, p.16) The drive for some members of the Muslim community towards their own faith schools needs to be understood in light of the backdrop of Muslim migration into the UK, their subsequent integration and recent world events. The first Muslims arriving from South Asia in the 1950s were semi-skilled or unskilled labourers. They had a tendency to stay insulated from the wider community this being as much a function of their own choice as a response to the racism and social exclusion they were experiencing. (Hefner, p.227) Subsequent open immigration policies of the 1970s allowed their families to follow and now 75% of all Muslims in the UK are from South Asia. According to the 2001 census, the approximately 1.6 million British Muslims make up roughly 3% of the population. (Hefner, p. 227) In the UK, Muslim has become synonymous with Pakistani. Third generation British-born Muslim families no longer think of themselves as immigrants, although what it means to be a British Muslim is still a concept being negotiated. Our identities are defined as much by our own understanding of our histories as by how we think others perceive us. In recent years, the identity of Muslims has been tied up with world events and striking representations in the media. Since September 11th, 2001, Muslims have been bombarded by an overwhelmingly hostile media and a government apparently intent on impinging on the liberties and human rights of its Muslim citizens. Salma Hafejee described an event that evoked not uncommon feelings in her 21 year old son. Speaking on a film for Our Lives, a project which explored the insights and experiences of Muslim women in Bradford, she told the story of a weekend visit her son took to Barcelona. Coincidently, on the weekend of his trip there had been a series of arrests made in Barcelona in connection with what h ad been described as terrorist activities. On his return home, her son was met by police and questioned for several hours. She said he had always felt British and believed that his British passport would protect him, but for the first time he felt an alien in his own home. (Speak-it, 2009) One can well imagine that this experience and the constant barrage of negative images relating to his faith in the media must have been bewildering. Naturally surrounded by such hostility and otherised in this way, a community would have a tendency to close ranks and look inward for comfort, protection and security. This situation can be seen as some justification for why the Muslim community turned to Muslim schools to preserve their communal identity and Muslim practices. The Education Reform Act 1988 states that schools should promote the spiritual, moral, cultural, mental and physical development of pupils at the school and in society Some Muslims were beginning to question whether a non-Muslim schooling environment would be able to adequately fulfil that need for their children. The Education Act of 1944 made religion the only subject it was compulsory to teach in school, but the teaching of religion is relatively superficial, meaning that from the perspective of those for whom a religious ethos is important, mainstream schools are unable to provide the spiritual and religious dimension adequately. How governments deal with the provision of religion does seem to have some bearing on the educational choices of parents. An examination of Belgium and The Netherlands shows that when the government provision of religious education is high, the demand for religious schools is muted. In Belgium, 4% of the population is Muslim primarily of Turkish or Moroccan descent. Since 1975, it has been the law to provide Islamic instruction in state schools on the same basis as other religions are taught. The first, and only, state funded Islamic primary school opened in 1989 and seems to be linked to the inability of two municipalities to appoint officially recognised teachers and thereby their refusal to provide Islamic instruction. In The Netherlands, 6% of the population is Muslim and also primarily of Turkish or Moroccan descent. The state does not have a policy for the specific provision of Islamic instruction and there are 45 Islamic schools in The Netherlands. (Merry, 2005) In the UK, the lack of adequate provision of religious education in mainstream state schools, the hostility of the media, the government and the public to their faith and community, and the recorded underachievement of Pakistanis in mainstream schools combine to form a powerful motivator for Muslim parents to take over control of the education of their child. Given the UK governments expansive rhetoric about promoting and supporting Britain to be a multi-cultural society, and its stated commitment to a diverse system of schools driven by parental needs and aspirations, the support of Muslim state funded schools is an easy stretch. But an agreed definition of a multicultural society seems woefully lacking. The government has a policy of promoting multiculturalism but if it is unable to define what a multicultural society could look like, how does it know that the policies it is promoting are effective to meeting this end? Todays multicultural Britain has many faces dependent largely on ethnicity, geography and social class, which in turn is one of the determinants of educational achievement. Is multicultural simply the acknowledgment of diversity in our society or is it an engagement with that diversity to create a society that is pluralistic? Does it mean that we are all free to live in our own sub-worlds without interface with the wider community or does it mean that we are encouraged to engage with each other? Where is the thread that binds us as citizens if we live entirely culturally independent lives? This was a question that was raised by Ray Honeyford more than twenty years ago and it is still a question that warrants addressing thoughtfully today. In 1982 Bradford Council issued guidelines for its aim in education. These included: preparing children for a life in a multicultural society; countering racism and the inequalities of discrimination; developing the strengths of cultural and linguistic diversity; and responding to the needs of minority groups. Ray Honeyford was a headteacher in a Bradford middle school and he was concerned that the educational policies he was expected to implement were unworkable. He argued that the 20% of Bradfords Islamic immigrant population had intentions to remain in Britain. For their sake and for the sake of others, they should participate fully in British life, and that in order to do so effectively their education needed to stress the primacy of the English language, and British culture, history and traditions. (Dalrymple, 2002) In 1984, Honeyford wrote an article that was rejected by The Times Educational Supplement before being published by the far right Salisbury Review. The fact that it was this publication that was the first method of transmission connoted a lot to its readers and no doubt would have influenced the subsequent interpretation of the article itself. In Education and Race an Alternative view Honeyford (2006) suggested that the perversion of language (he had a Masters in linguist ics) around race and cultural issues had made it impossible to speak honestly about the concerns and realities that our increasingly diverse society was throwing up. He highlighted that lumping together all non-whites into one category that was black created a dichotomy of anti-white solidarity. What we, today, call other-ing. His primary concern was the impact of an imposed multicultural mindset on the education of his students. British law obliges a parent to ensure that his or her child is registered and attends school regularly. He argued that the tendency for Asian families to take their children out of school and send them to the sub-continent for months at a time was not only illegal but had obvious negative educational effects. The Department of Education and Science turned a blind eye leaving headteachers, like Honeyford, to comply with an attendance policy based on the parents country of origin. He found this indefensible and cast it as an officially sanctioned policy of r acial discrimination. (Honeyford, 2006) Honeyford further highlighted that the absence of English as a primary language of instruction at the school left the ethnic white minority students in his schools educationally disadvantaged. His broader concern was how the functioning of inner cities with its production of ethnic ghettos, and multi-racial educational policies could produce an integrated and harmonious society. He concluded: I suspect that these elements, far from helping to produce harmony, are, in reality, operating to produce a sense of fragmentation and discord. And I am no longer convinced that the British genius for compromise, for muddling though, and for good natured tolerance will be sufficient to resolve the inevitable tensions. (Honeyford, 2006) Post-publication, Honeyford endured a protracted and bitter campaign against him leading to his eventual early retirement. The vitriolic response to his assertions for better and more integrative education did not raise the government action. Issues raised by the Honeyford Affair continue to be debated more than two decades later. Honeyfords tough and courageous questioning of issues that the government was too uncomfortable to raise and try and work through have left a lasting vacuum on integration and the harmonious and multicultural world we reasonably aspire to. In light of these affairs, the debate on faith schools which predominantly relates to maintained schools leads us first to ask what the aim and purpose of education is. Is education intended to provide us with skills for employment, in which case it is driven by a practical measurable output? Or is in intended for, as Aristotle called it, human flourishing? And are these two necessarily mutually exclusive? If education is deemed a human right, then what role does the child play in determining the education that he receives? These questions dont seem to have been directly touched upon by those debating the desirability of faith schools. Given the faith school debate touches on areas of education, politics and religion it is unlikely to be a dispassionate one. Most of the debate is opinion- rather than evidence-based (Cush p.440) and writers on the issue repeatedly bemoan the lack of empirical evidence to substantiate claims from either side. As Muslims are becoming acutely aware of their minority status, the drive towards Islamic schools is as much a response to the attack on their identity as it is about the ethos of education. According to Heffner and Zaman (2007, p. 228) In recent years, the issue of Islamic education has been a vital part of the debate about what it means to be a British Muslim today and an important terrain in the negotiation of identity, citizenship and co-existence. Mainstream education tends to view the world though an Anglo-Saxon lens and achievements are Europeanised. The study of the contributions made by Muslim scholars over the centuries in many subject areas is a boost to self-esteem and those calling for Muslim schools are looking for a change in the way the world is viewed. The mission statement of the Islamia Trust Schools states that it strive[s] to provide the best education in a secure Islamic environment through the knowledge and application of the Quran and Sunnah. (Islamia) What this requires is a reconception of the way in which any subject can be taught, negotiating as it must through the Quran and the Sunnah. The argument being made is that Muslim children are becoming de-Islamised (Khan-Cheema, p.83) and that mainstream schools are failing to provide an ethos in which all, not just secular, aspects of a childs life are catered for. Concern for the lack of single sex provision in the mainstream for girls is also voiced as a co ncern and a reason for requiring the provision of Muslim schools. The academic underachievement of Pakistanis in mainstream schools is well recognised, but their achievement in faith schools is well above average (Bolton, 2009). The direct connection linking improved academic results and faith schools should be made cautiously as academic achievement is also liked to the economic and social class of the family. The case against Muslim faith schools is a compelling one. Those fighting this position say that these schools are a breeding ground for fundamentalist and intolerant religious views that are not inclusive of the majority. They propagate segregation and voluntary apartheid and create ghettos which exclude other races and faiths, thus creating social division. With Islam almost universally cast as a threat to world order this raises questions relating to citizenship and loyalty. Those in this camp may draw some of their inspiration from the position Honeyford took on the need to integrate rather than segregate more than 2 decades ago. Why would, and how could, an immigrant who lands in the UK who is able to create for himself an environment that reflects culturally, socially, and educationally the one which he left, have any opportunity to build loyalty to his host country. Clearly the governments position on what a multicultural Britain would look like needs to be debated much more openly if only so we can try and understand how we will get there. A laissez-faire each-to-his own policy cannot surely provide the way forward. The questions Honeyford asked more than 20 years ago, distasteful as they were, are questions we might need to ask again today. References Bolton, Paul Gillie, Christine (2009). Faith schools: admissions and performance. House of Commons Library Standard Note SN/SG/4405 Cush, Denise (2005). Review: The Faith Schools Debate. British Journal of Sociology and Education, Vol.26, No.3 (Jul.,2005), pp. 435-442 Department for Children, Schools and Families (DfES). Faith in the System: The role of schools with a religious character in English education and society. Hefner, Robert W. Zaman, Muhammad Q. (2007) Schooling Islam: The culture and politics of Modern Muslim Education. Princeton University Press. Hewer, Chris (2001). Schools for Muslims. Oxford Review of Education, Vol. 27, No. 4, The State, Schools and Religion (Dec.,) 2001), pp.515-527 Hewitt, Ibrahim (1996). The Case for Muslim Schools in Issues in Islamic Education. The Muslim Educational Trust, London. Hussain, Imitiaz, A. (2003), Migration and Settlement: A Historical Perspective of Loyalty and Belonging in British Muslims: Loyalty and Belonging, ed Mohammad Siddique Seddon, Dilwar Hussain, Nadeem Malik. The Islamic Foundation, Leicestershire. Khan-Cheema, Muhammad, A. (1996). British Muslims in State Schools: a positive way forward in Issues in Islamic Education. The Muslim Educational Trust, London. Lawson, Ibrahim (2005). Leading Islamic Schools in the UK: A challenge for us all. National College for School Leadership. Merry, Michael S. Driessen, Geert (2005). Islamic Schooling in Three Western Countries: Policy and Procedure. Comparative Education, Vol. 41, No. 4 (Nov., 2005), pp. 411-432 Parker, Stephen (2005/2006). Review: In Good Faith: Schools, Religion and Public Funding. Journal of Law and Religion, Vol. 21, No. 1 (2005/2006), pp. 217-219 Speak-it Productions (2009). Film Our Lives Project http://www.youtube.com/ourlivesproject#p/u/4/lFnuhPijzXM

Hitler Essay -- essays research papers

INTRODUCTION Hitler was an incredibly gifted person. He was an intelligent speaker, as he managed to sway 14.7 million people to vote for him even though his ideas were unpopular. Hitler was able to take over half of Europe with a country that was heavily in debt and had poor morale. He even negotiated to surpass all levels of government and declare himself dictator. Hitler was a gifted painter although most, if not all, of his works were never published. His paintings were done in watercolors and mostly of landscapes. He was painting even after the year of 1919 when politics became his overwhelming concern. Hitler was an extremely bright child. He even said, "The school work was ridiculously easy, leaving me so much free time that the sun saw more of me than my room...† Although as he got older his marks started to slip and the teachers began to get a bad impression of him, he was still very bright (one cannot become stupider). He eventually went on to join the army and become a semi-successful soldier (on the account that he was merely wounded and not killed). CHILDHOOD The Hitler family consisted of the mother, Klara, the father, Alois, and two children, Alois and Angela. Klara gave birth to a baby boy named Adolf on April 20, 1889 at the Pommer Inn. The Hitlers soon moved to Braunau. His godparents were Mr. and Mrs. Prinz and Maria Matzelbeger. As a child little Adolf was babied and his mother protected him from his father, Alois Hitler. Alois was quite a tyrant, but he usually ignored Adolf. In 1892 Adolf's father earned a promotion and the family was forced to move to Passau. Here Hitler enjoyed playing Germans and French or cowboys and Indians. At about this time, in 1984 Klara gave birth to another boy whom she named Edmund. Hitler was no longer the baby but his father had been transferred to Linz the year before so everything was going well for young Adolf. After a year of living without dad the Hitler family moved to Hafeld where Alois Sr. had purchased a house. A month after his arrival Hitler entered the little county school at Fischlam bei Lambach on May 1, 1895. On June 25, 1895 Alois retired at 58 to a life of leisure and beekeeping. Now Alois could devote more of his time to disciplining Adolf, so poor lit... ...face of the planet and eventually have a master race. He would have also liked to take over Russia but he attacked too early in the war and made foolish decisions about the time of year in which to attack. So although he reached the goal of killing 6 million Jews and conquering a good portion of Europe he was morally wrong and was eventually defeated. CONCLUSION Hitler was a man of many talents and gifts. He struggled through hardship and poverty to triumph and to become both the most famous and the most infamous man in history. He died tragically at the low point of his life, maybe regretting the mistakes he made. The world would be a very different place if it weren't for him, and although the things he did were wrong the human race benefited from his actions. For he taught us not to act at the last moment when people are suffering, and he showed the German people that they could be a nation and stand strong against the power of the world. He also taught the countries of the world to forget their differences and to act against a common evil. And he taught us hardship and suffering. Something that will make the human race stronger in the long run.

Work and Revolution in France Essay -- History, French Labor Movement

William H. Sewell, Jr.’s Work and Revolution in France: The Language of Labor from the Old Regime to 1848 (1980) is a qualitative analysis of the French labor movement, sweeping three radical revolutionary eras: 1790’s, 1830’s, and 1850’s. Sewell’s strategy encompasses â€Å"aggregating and analyzing† (1980: 5) events that would generally be considered the banal factional struggles and encounters of individual French workers. He amasses these facts into a macro-history of the workers’ plight to class-consciousness from the ancien regime to the repressive post-revolutionary era of 1850’s. Sewell frames his historical analysis within the context of the way the workers’ movement utilized the evolving rhetoric to advocate their pro-rights agenda. He performs a stringent investigation on the progression and determination of the use of specific terminology, focusing his lens on how concepts of culture (i.e., ideas, beliefs, and behaviors) aid in shifts of existing structures. Sewell’s theoretical perspective is admittedly self-constructed. He â€Å"borrowed shamelessly from such sources as ‘the new history,’ intellectual history, cultural anthropology, and certain new strains of Marxism† (1980: 5). I find borrowing from cultural anthropology to be the most influential of these theoretical viewpoints, and Sewell highlights the importance of ethnographic field methods in his work. However, he is quick to acknowledge that, from a historical perspective, conventional ethnography, as we understand it, is not suffice in this context. While traditional ethnography tends to focus on non-Western, â€Å"relatively small-scale and homogeneous societies† (Sewell 1980: 12), Sewell’s initiative is to â€Å"analyze the complex society that was rent by all sorts of co... ...mes widening his scope could strengthen his argument further. He does this in the conclusion of chapter 11 to display how and why the movement was at times, and ultimately, unsuccessful. Additionally, as he suggests the reasons why the bourgeois never really accepted and the peasantry never felt validated by the movement, he could strengthen his argument by further displaying other elements of cultural value outside of language, i.e. symbolic gestures used by the movement. In addition to symbols, I also feel that Sewell could have provided more definition surrounding the artisan â€Å"culture† (Hanagan 1981). Given the magnitude of the numerous trades, and the variety of societies, clubs, associations within each: where and what are the cultural margins between the different trade corporations? Is there one united culture, or a multitude within the varying factions?