The Piano Lesson by August Wilson Research Paper

The Piano Lesson by August Wilson - Research Paper Example The point of the disagreement is the piano. Boy Willie has travelled to Pittsburgh to get his portion of the piano, which is presently in the ownership of Berniece, his sister.   Boy Willie is a ruffian, and thinks that the profit from the piano gives him his finest opportunity to surpass the social and economic persecution that has troubled the men in his family (Boan 73). Yet, his vision of a better life is prevented by the refusal of Berniece to put on sale what is, she believes, a very important symbol the family’s history. All over the play, therefore, the piano becomes a criterion through which conflicting perceptions of the past could be assessed. The outcome is that Wilson has re-interpreted the difficulties of bearing the weight of history, which is at the core of his other stories, into an issue of how to use history in the most effective way. As Wilson said (Krasner 327): â€Å"The real issue is the piano, the legacy. How are you going to use it?†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Wilson dreamed of writing a ten-play series that would highlight the history of African Americans in his country. He tool on the responsibility of an ancestral ‘griot’ whose obligation was to protect and perpetuate his culture’s history and heritage: â€Å"†¦ the role of the griot is significant since it is with him we mark the beginning of African literary tradition as we know it† (Miller 97). So as to accomplish this he engaged in his ten-play series which would introduce the experience of the African Americans to his fellow citizens and to the rest of the world.

Destiny of a Hero Essay Example for Free

Destiny of a Hero Essay Upon reading or watching the epic tales of heroes, it is easy to overlook the connection they all share. From his writings in, A Hero With A Thousand Faces, Joseph Campbell brings to light the journey of a hero in â€Å"the rights of passage: separation – initiation – return: which might be named the nuclear unit of the monomyth.† (Campbell, 30) The epic tale of a hero follows the universal pattern of Campbell’s monomyth beginning with the separation, or call to adventure leaving one’s family, friends, or tribe. Followed by the initiation of the crossing the threshold into the world unknown where he encounters trials and is victorious. S/he can then return home with a â€Å"boon† to aid and/or restore his/her world. According to Campbell, â€Å"[o]ther [monomyths] string a number of independent cycles into a single series (as in the Odyssey).† (Campbell, 246) In Beowulf, the poet has sent Beowulf on his journey of the monomyth. However, like Csmpbell has written, Beowulf’s journey consist of three miniature monomyths that can be connected into one hero’s journey that take several decades of his life to complete. In the first cycle, consider Beowulf’s initial call to adventure. King Hrothgar was in desperate need of a hero to rid of is curse, Grendel, that terrorizes his people in the Mead Hall. Capbell writes, â€Å"[w]ith the personifications of his destiny to guide him, the hero goes forward until he comes to the ‘threshold guardian.’† (Campbell, 77) He claims â€Å"that there is a benign power supporting him in his superhuman passage.† (Campbell, 97) Recall the incredibly fierce storm in the sea Beowulf and the Geats had to endure on their journey that should swallowed them whole. Campbell claims that there are forces beyond the hero that guide him to his destiny. Upon arrival, Beowulf and his thanes are confronted at Heorot by the first threshold guardian. Here, according to Campbell, the hero must â€Å"defeat or conciliate† the guardian in order for the true adventure to begin. Beowulf conciliates the watchman to take him and his thanes to the Mead Hall. From  there, Beowulf falls into the next step of the monomyth, entering â€Å"the kingdom of the dark.† (245) Beowulf’s fight with Grendel, which takes place in the darkness in the Mead Hall, wins him the boon, the arm of Grendel. â€Å"The final work is that of the return. . . the common day.† (Campbell, 216, 246) Upon winning the boon, the curse of King Hrothgar had been lifted and the community had been restored. In return, Beowulf undergoes apotheosis from the community and is rewarded with the royal dragon horn. The next two cycles follow much of the same pattern of Campbell’s monomyth. His next call to adventure comes in the form of murders. Beowulf wakes in the morning after the celebration only to see his men killed and hung from the ceiling of the Mead Hall. Once again, the hero had to travel to the cave where Grendel’s mother resided – into the unknown. There, he had entered the cave, crossing the threshold, where â€Å"[t]he hero . . . is swallowed into the unknown.† (Campbell, 90) and is confronted by its guardian, which happened to be Grendel’s mother. However, Beowulf does not defeat her, but is rather seduced by her as well as her promises to make him all-powerful, and â€Å"through the graces of some male or female . . . the [hero] still must return with his life-transmuting trophy.† (Campbell, 193) Beowulf returns to the world familiar with his boon, the â€Å"head of Grendel’s mother.† King Hrothgar immediately knows that Beowulf is lying, however he and the community appraise him to an even higher apotheosis and Hrothgar declares Beowulf his heir after his soo n-to-be death. Beowulf’s final call to adventure comes in the form of a dragon burning Unferth’s home and family. Leaving Unferth alive to deliver the message to King Beowulf: â€Å"[t]he sins of the fathers.’† For one final time, Beowulf crosses the threshold (that being the cave) into the unknown and is confronted by its guardian, Grendel’s mother. Failing to conciliate with her, Beowulf enters the threshold of adventure, literally taking the form of a dragon battle. However, in this battle, Beowulf struggled in his magic flight in trying to defeat the dragon and had to descend into his own death in order to slay the creature. Beowulf had brought the boon to his people in the form of freedom from the dragon and received the ultimate apotheosis in that his name will be remembered forever as the â€Å"prince of all warriors†. Viewing Beowulf’s entire life as one hero’s journey on a grand scale, it follows Campbell’s paradigm. In Beowulf’s separation, his call to adventure was when he heard that Hrothgar was in need of a hero to kill Grendel. Beowulf sets sail along with his fellow Geats to the world unknown and must endure the trials and ordeals along the way. Beowulf, being aided by some force of supernatural power on his travels out in the powerful sea storm, no match for ordinary man. Upon his arrival, Beowulf enters the first threshold into the Dark World, that being the Mead Hall, and then battling the threshold guardian, Grendel. After the defeat of Grendel, Beowulf is given his first apotheosis, as the people of Heorot praise him and he was rewarded the royal dragon horn. However, the trials are not over for Beowulf, as after his men are murdered, his next task is to kill Grendel’s mother. Here, he crosses the threshold into the unknown once again and into the â€Å"belly of the whale† (the cave) and meeting the â€Å"queen† (Grendel’s mother). Beowulf enters the initiation element of Campbell’s monomyth. Although there was no battle, Beowulf had been defeated. Not physically, but Grendel’s mother had been successful in seducing Beowulf with her promises in exchange for the dragon horn, thus binding them in a â€Å"sacred marriage†. Beowulf then travels back to the community and is raised to an even grander apotheosis as he is made their king. It takes Beowulf some decades later to reach the final stage of Campbell’s outline, the hero’s return. After years of being an almighty king, Beowulf once again receives the special item, the dragon horn, and then the village is literally attacked by a dragon. This bring Beowulf to the crossing of the return threshold (the cave). Immediately on his arrival, he goes on the magic flight in his battle with the dragon. These set of events lead him into the final stages of the hero’s journey. Beowulf slayed the beast at the cost of his own life as well. He achieves the ultimate apotheosis and his name will always be remembered and the people will sing of it. Beowulf has won a temporary boon (peace from the dragon and Grendel’s mother’s wrath) for the people of Heorot. Temporary because Wiglaf (new king) receives that special item (dragon horn) and it is unknown what actions he will take with Grendel’s mother. â€Å"The adventure of the hero normally follows the pattern of the nuclear unit . . . a separation from the world, a penetration to some source of power, and a life enhancing return.† (Campbell, 35) There is no doubt that the story of Beowulf follows Campbell’s monomyth cycle of a hero’s journey. Beowulf’s entire journey actually consists of three miniature journeys embedded into one grand journey that is Beowulf’s monomyth.

Effective and Environmentally Safe Household Cleaner

Effective and Environmentally Safe Household Cleaner Introduction Cleaning products are an essential part of maintaining any home or workplace. However, many of the well-known household cleaners contain chemicals that can harm the environment. This is a main reason as to why a consumer’s choice upon choosing a cleaning product should rely on the safety of not only humans but the environment as well. For example, cleaning products that contain Volatile organic compounds can affect indoor air quality as well as contribute to the formation of smog in outdoor air (EPA, 2010). Therefore, an experiment has been conducted to accurately determine which cleaner-vinegar, Comet, All Purpose, baking soda, or a mixture of vinegar and baking soda- is the most environmentally safe and the most efficient. The end result should display the mix of Vinegar and Baking Soda as being the most environmentally safe and efficient household cleaning product. Method To begin the experiment, draw two lines on each tile (five tiles total) 10 centimeters long. Label each line as either a 1 or 2 on each tile to distinguish the trials. (Note: each line will be used for separate trials.) Also, label each tile as the name of the cleaner being used. Then, measure 10 milliliters of vinegar using a graduated cylinder. Depending on paper towels available, fold as needed to where it does not rip or bleed through while scrubbing. Next, pour the vinegar from the graduated cylinder slowly onto the line marked as trial 1. Scrub the stain that has vinegar on it vigorously using the paper towels. Same person scrubbing the vinegar will do so for the rest of the products and trials. Start the stopwatch once the scrubbing begins and stop as soon as the mark is completely removed. Record results immediately after the stain is erased and clearly state any observations obtained. Repeat this procedure for both Comet and All Purpose cleaners. However, a different method must be taken when removing the stain with a baking soda and water solution. In a plastic cup mix two scoops of baking soda with 30 milliliters of water. Measure 10 milliliters of that solution into a graduated cylinder. Pour the solution onto the tile labeled trial 1. Scrub vigorously using paper towels as needed. Record observations and the amount of time it takes to remove crayon stain. Repeat the procedure with baking soda and water except replace the water with vinegar. It will now be a baking soda and vinegar solution. Finally, record observations and time taken to remove the crayon mark. Repeat all procedures for each solution an additional time but instead using the mark labeled as trial 2. Make sure to record all data and observations after each crayon mark is thoroughly removed from the tile. Results Observations were made immediately following each trial. For instance, vinegar was clear and watery. It had a sour scent and was not messy. Unlike vinegar, baking soda was messy, milky, and gritty. Comet was a thick, green, slimy, and bleach-smelling product. Like baking soda, Comet was also messy. All Purpose, however, was not messy and had a bleach stench. It was also watery and made bubbles once the scrubbing began. Vinegar and baking soda mixture was milky, gritty, and made a reaction when mixed together. Conclusion In conclusion, this experiment was successful in displaying which cleaning product was the most efficient, while being environmentally safe. In this experiment there were four specific cleaning products that were experimented. The hypothesis is supported by the data that was obtained; the combination of vinegar and baking soda is the most efficient in removing a crayon stain. Moreover, as well as being the most efficient, vinegar and baking soda is the most environmentally safe. The data that was concluded from each product are as follows. The first cleaning product tested was vinegar and was found to be inefficient time wise, taking over 3 minutes to remove the stain. Vinegar has an ingredient of acetic acid. If acetic acid is released into the environment it will either evaporate or natural waters will neutralize the solution into acetate salts, either of which are not harmful (Iowa State University, 2001). The next product tested was Comet. It was found to be inefficient, but on a verage was the second to fastest in removing the stain, taking only over a minute compared to vinegar’s 3 minutes. Comet contains fragrance, surfactant, sodium hydroxide, sodium hypochlorite, water, and cleaning agent. Of the ingredients, sodium hypochlorite was found to be the most harmful because it is a toxic chemical. Although sodium hypochlorite is only entered in the environment by a spill or misuse, overexposure can result in harm to aquatic wildlife such as freshwater fish (SDA, 1997). Another product tested was Great Value All Purpose Cleaner. All Purpose took almost as much time as Vinegar to remove the stain, making it inefficient as well. Like Comet, All Purpose contained 2% sodium hypochlorite; therefore, they have similar effects on the environment, both of which are harmful to aquatic wildlife if overexposed. An additional product tested was baking soda. The data for baking soda in the first trial of the experiment can be classified as inconclusive as a result of the baking soda sinking to the bottom of the cup when mixed with water. However, when conducting the second trial the time made an enormous decrease, taking a little over 30 seconds to remove the crayon mark. Baking soda is made up of sodium bicarbonate. Sodium bicarbonate occurs in nature. Therefore, further studies indicate that under normal conditions and use of sodium bicarbonate there are no harmful effects pertaining to plant life and the environment. In fact, research studies show that sodium bicarbonate improves sewage treatment by effectively using pH and enhancing anaerobic digestion of solids (Arm and Hammer, 2012). The final cleaning product tested was a mixture of vinegar and baking soda. This mixture was concluded to be the most efficient in time, taking less than 20 seconds to remove the crayon mark in both trials 1 and 2. Due to this mixture of acetic vinegar and basic baking soda, the resulting solution is a neutral substance- carbon dioxide- that is not harmful to the environment. Ultimately, as previously stated, the hypothesis was supported by this experiment; vinegar and baking soda mixed is the most effective and environmentally safe product. The cost of both vinegar and baking soda is not the cheapest, being a little over 3 dollars, but the effectiveness and safety override that factor. An error recorded for this experiment is that the lines drawn onto the tiles were too thick, making it harder to scrub off with the cleaning product which may have altered the overall data for that trial. Furthermore, the tiles itself had different textures which could have had an overall effect on the amount of time taken to remove the crayon stain. Works Cited Arm and Hammer. (2012). Product Safety Summary. Retrieved from http://www.ahperformance.com/media/files/Product-Safety-Summary_SBC_Final.pdf Iowa State University. (2001). Material Safety Data Sheet Acetic Acid, Glacial. Retrieved from http://avogadro.chem.iastate.edu/MSDS/acglac.htm The Soap and Detergent Association. (1997). Sodium Hypochlorite. Retrieved from http://www.aciscience.org/docs/sodium_hypochlorite.pdf U.S. Environmental Protection Agency. (2010). Greening Your Purchase of Cleaning Products: A Guide For Federal Purchaser. Retrieved from http://www.epa.gov/epp/pubs/cleaning.htm

Discrimination Exposed in The Tempest Essay -- Tempest essays

Discrimination Exposed in The Tempest  Ã‚        Ã‚  Ã‚  Ã‚   Within ‘The Tempest’ there are obvious social implications regarding the hierarchy, with the representations of characters such as Caliban, Prospero etc.   During Shakespeare's time social classification was much more rigid than today and some members of society were considered superior to other members. Shakespeare attempts to provide an example of this rigid social structure. Shakespeare illustrates how superior men differentiated themselves from lesser beings on the basis of race, financial status, and gender. Through the characterization of Prospero, Shakespeare provides an example of one, who had reason to feel superior, yet treated others equally and with the respect due to them. ‘The Tempest’ reflects Shakespeare's society through the relationship between characters, especially between Prospero and Caliban. Caliban, who was the previous king of the island, is taught how to be "civilized" by Prospero and his daughter Miranda. Then he is forced to be their servant. Caliban explains "Thou strok'st me and make much of me; wouldst give me Water with berries in 't; and teach me how to name the bigger light, how the less, That burn by day and night; and then I lov'd thee, And show'd thee all the qualities o' th' isle,... For I am all the subjects you have, which first was mine own king."(Shakespeare I,ii,334-354). We see he is treated as a lesser being because he is not of the same race as Prospero and Miranda. Prospero describes... ...scrimination and segregation live on. This discrimination prevents many from fully participating in our society.   Unfortunately, the passage of time has not taken our society to a higher intellectual level, rather it has only taught us how to be more discreet with our discrimination. Works Cited and Consulted: Garnett, Richard. "Irving Shakespeare" The Tempest (and selected criticism). Charlotte Porter and Helen A. Clarke (eds.) Thomas Y. Crowell & Co. 1903. Knight, G. Wilson. "Shakespearian Superman" The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968 Murray, J. Middleton. "Shakespeare's Dream" The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968 Shakespeare, William. The Tempest. 1611. Ed. Stephen Orgel. New York: Oxford UP, 1994. Discrimination Exposed in The Tempest Essay -- Tempest essays Discrimination Exposed in The Tempest  Ã‚        Ã‚  Ã‚  Ã‚   Within ‘The Tempest’ there are obvious social implications regarding the hierarchy, with the representations of characters such as Caliban, Prospero etc.   During Shakespeare's time social classification was much more rigid than today and some members of society were considered superior to other members. Shakespeare attempts to provide an example of this rigid social structure. Shakespeare illustrates how superior men differentiated themselves from lesser beings on the basis of race, financial status, and gender. Through the characterization of Prospero, Shakespeare provides an example of one, who had reason to feel superior, yet treated others equally and with the respect due to them. ‘The Tempest’ reflects Shakespeare's society through the relationship between characters, especially between Prospero and Caliban. Caliban, who was the previous king of the island, is taught how to be "civilized" by Prospero and his daughter Miranda. Then he is forced to be their servant. Caliban explains "Thou strok'st me and make much of me; wouldst give me Water with berries in 't; and teach me how to name the bigger light, how the less, That burn by day and night; and then I lov'd thee, And show'd thee all the qualities o' th' isle,... For I am all the subjects you have, which first was mine own king."(Shakespeare I,ii,334-354). We see he is treated as a lesser being because he is not of the same race as Prospero and Miranda. Prospero describes... ...scrimination and segregation live on. This discrimination prevents many from fully participating in our society.   Unfortunately, the passage of time has not taken our society to a higher intellectual level, rather it has only taught us how to be more discreet with our discrimination. Works Cited and Consulted: Garnett, Richard. "Irving Shakespeare" The Tempest (and selected criticism). Charlotte Porter and Helen A. Clarke (eds.) Thomas Y. Crowell & Co. 1903. Knight, G. Wilson. "Shakespearian Superman" The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968 Murray, J. Middleton. "Shakespeare's Dream" The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968 Shakespeare, William. The Tempest. 1611. Ed. Stephen Orgel. New York: Oxford UP, 1994.

Understanding and Coping with Change

Understanding and Coping with Change For many years, the world of business has experienced an increasing rate of change. Alvin Toffler (1970) predicted the trend several decades ago. Toffler also noted that people exhibit a natural tendency to resist change. This resistance to change is a major organizational challenge that organizations must learn to manage.As individuals respond to change in different ways, and as variations in responses produce different outcomes the recognition of this resistance to change is an essential step in the development and implementation of effective change management strategies. Change, positive or negative, is unsettling because people seek stability. Certain individuals are more resistant to change than others, at times there can be situational characteristics such as a lack of trust in management contributing to this resistance to change.Often this resistance to change is out of self interest, at stake can be factors such as income, job security, pr estige, power, and personal convenience. Low tolerance for change, lack of trust in management, and self interest are all factors which result in resistance to change. However my experience suggests that lack of understanding of the need for change can be the single greatest contributing factor and is the factor which the organization has the greatest control over.My current employer is in the process of implementing a major change in the organizational structure. Without going into too much detail the restructure involves changes to the pay structure and changes in organizational reporting . As is the case with most organizational changes there has been a great deal of resistance involved. Previously I had suggested that lack of understanding of the need for change can be the single greatest contributing factor and the factor which the organization has the greatest control over.I believe that to be the case here, the organization has done an absolutely abysmal job in communicating what the changes will entail and why the changes are needed. As a result of this poor communication there is a great deal of apprehension and resistance to these changes. This poor communication has resulted in a lack of trust in senior management and an ever increasing sentiment that the changes are going to result in a reduction in pay and benefits. This protection of self interest is a natural eaction being that many of the individuals affected have been with the organization for several years. Over time a person's investment in a company escalates as pension funds accumulate and the allowed vacation time rises, along with their chances of being promoted or enjoying the benefits of seniority, this is known as the sunk cost doctrine. This investment in the organization can in turn lead to greater resistance to change as the employee seeks to maintain the status quo (Patti, 1974).Again it is imperative that the organization manage change through proper communications, detailing the nature of the pending changes and the need for and expectations of these changes. While this will not always ensure that all members of the organization agree with the changes or the need for them it will eliminated the apprehension that comes with the unknown. John Kotter of the Harvard Business School has built on existing models of change to create a more detailed approach for implementing change. Kotter began by listing common mistakes that organizations make when trying to initiate changes.These mistakes include the inability of the organization to create a sense of urgency about the need for change, failure to create a coalition for managing the change process, the absence of a vision for change and the ability to effectively communicate that vision, not removing obstacles that could impede the achievement of the vision, failure to provide short term and achievable goals, the tendency to declare victory too soon, and not anchoring the changes into the organization’s cu lture (Kotter, 1996).Kotter established eight sequential steps for organizations to use in overcoming and managing these problems. They are as follows; 1. Establish a sense of urgency by creating a compelling reason of why change is needed. 2. Form a coalition with enough power to lead the change. 3. Create a new vision to direct the change and strategies for achieving the vision. 4. Communicate the vision throughout the organization. 5. Empower others to act on the vision by removing barriers to change and encouraging risk taking and creative problem solving 6.Plan for and create reward short term wins that move the organization toward the new vision. 7. Consolidate improvements, reassess changes, and make necessary adjustments in the new program. 8. Reinforce the changes by demonstrating the relationship between new behaviors and organizational success. The first four steps essentially extrapolate on the unfreezing stage. Steps 5 through 7 represent ‘movement’. And th e final step works on ‘refreezing’. When I look at the organizational structure change my current employer is going through it is clear that they have made many of the mistakes Kotter discussed.When reviewing the unfreezing stage the organization has not created any sense of urgency or new vision to direct change. As I have discussed previously the entire communication process related to these changes has been vague at best. The restructuring project is being lead by well respected senior management within the organization, however without the other components discussed respected senior management leadership of project is not enough to ensure its success. We are currently in the movement phase of the project, this phase has been filled with a great deal of uncertainty and apprehension.Individuals within the organization are concerned as to what the end result is going to look like and ultimately how their self interests are going to be affected. The final step of refree zing has not yet occurred, so it is unclear if this project will ever achieve acceptance among the member of the organization. I believe that while the organization has made many mistakes in implementing this change it is not too late for this project to be successful. While to project is currently underway, or in the movement phase, I believe the senior management can take a step back, recognize mistakes made, and implement an expedited unfreezing stage.A component of this expedited unfreezing stage needs to be recognition of initial failures followed by creating the sense of urgency and the creation of new vision that Kotter outlined. Without that I do not foresee the organization being successful in demonstrating the relationship between new behaviors and organizational success. Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press. Patti, R. J. (1974). Organizational resistance and change: The view from below. Social Service Review, 48, 371–372. Toff ler, A. (1970). Future shock. New York: Random House.

MASLOW’S THEORY OF HUMAN NEEDS Essay

MASLOW’S THEORY OF HUMAN NEEDS Maslow’s theory of human needs focuses on the key foundation and the relations of human needs A need is a physiological or psychological deficiency that a person wants to satisfy In his theory, Maslow identified human needs and categorized them into 5 levels. These levels are physiological needs, safety needs, social needs, esteem needs and self-actualization needs. It is Important for managers to know this theory because these needs cause tensions which can influence a person’s work attitude and behaviors Maslow’s theory is based on two underlying principles: Deficit principle which states that a satisfied need no longer motivates behavior because people act to satisfy deprived needs Progression principle that states that the five needs he identified exist in a hierarchy, which means that a need at any level can only be put into play after a lower-level need has been satisfied. Maslow identified five levels of human needs, starting from highest to lowest which are: Physiological needs: Physiological needs are basic human needs and biological necessities such food, water, shelter, air, sleep, etc. These needs are the strongest because the physiological needs come first in the person’s search for satisfaction. Ex: rest and refreshment breaks, physical comfort on the job, reasonable work hours Safety needs: Safety needs includes the need of security, protection, and stability in order to be free of the threat of physical and emotional harm. It is important to understand this need and for managers to provide a safe workplace. Ex: safe working conditions, job security, base compensation and benefits Social needs: Social needs are those related to interaction and belongingness with other people and include work groups, friends, family, love and affection, relationships, etc. People seek to overcome feelings of loneliness and alienation and managers must understand this to ensure  employee involvement, production and motivation. Ex: friendly coworkers, interaction with customers, pleasant supervisors Esteem needs: Esteem needs are when people desire self-esteem from both themselves and by others too. Esteem needs include achievement, mastery, respect, competence, prestige, recognition, managerial responsibility, etc. Managers who understand this can help ensure employees and team members feel valued and respected which increases their self-esteem. Ex: responsibility of an important job, promotion to higher status job, praise and recognition from the boss Self-actualization needs: Self-actualization is a person’s need to reach their full capability. It is the highest need because it develops only after all of the foregoing needs are satisfied and includes realizing personal potential, personal growth, self-fulfillment, and creativity. As a manager, it is important to help employees or team members find this, so their employees will be satisfied and productive. Ex: creative and challenging work, participation in decision making, job flexibility and autonomy

Jonathan Livingston Seagull Essays

Jonathan Livingston Seagull Essays Jonathan Livingston Seagull Paper Jonathan Livingston Seagull Paper Richard Bach was born in 1936 in Oak Park, Ill. Grand son of JS Bach the great composer. He attended Long Beach State College (now California State University, Long Beach) in 1955. An airplane pilot, he got married with his first wife and had six children, then divorced and left his family in part because he didnt believe in marriage. One of his children, Jonathan, wrote a book about his relationship with his father that he never knew, Above the Clouds. Everything concerning airplane was his field, including motion picture stunt pilot, Air Force tactical fighter pilot, an aviation technical writer and flight instructor. Though Aviation was his true passion, he always wanted to write; since high school, one of his gym teachers made him realize his potential. Since 1959 he had this idea of a bird learning to pass beyond the walls of limitations, Jonathan Livingston Seagull. What seems like a simple story, maybe even childish has in fact a hidden meaning. This hidden meaning is more like one of the laws of life that people nowadays seem to have forgotten the fact that you can achieve anything you want if you actually work for it. This book cannot be placed in any classical genre. In my opinion, is in a genre of its own a life-inspiring book. This book reminds us that we can overcome any obstacles that are in our way we just have to work for it. Jonathan, the main character, wasnt happy with the fact that all seagulls did was search for food and squawk. Instead of our drab slogging forth and back to the fishing boats, theres a reason to life! We can lift ourselves out of ignorance, we can find ourselves as creatures of excellence and intelligence and skill. We can be free! We can learn to fly! Jonathan believed that he could achieve a whole new level of flying if he practiced. He spent his days flying higher and higher trying to go faster and faster. He learned new techniques. His flock didnt approve of this at one point Jonathan was even banished. Even then he spent his days flying. One day he crashed into a cliff but he woke up and started to fly again. Soon he met more gulls that also sought the same thing he did. Soon he realized that he was in Heaven. Heaven is a place where there are no limits, where you soar to unmeasurable heights. Most of us came along ever so slowly. We went from one world into another that was almost exactly lie it, forgetting right away where we had come from, not caring where we were headed, living for the moment. Do you have any idea how many lives we must have gone though before we even got the first idea that there is more to life than eating, or fighting, or power in the Flock? A thousand lives, Jon, ten thousand! And then another hundred lives until we began to learn that there is such a thing as perfection, and another hundred again to get the idea that our purpose is to find that perfection and show it forth. The same rule holds for us now, of course: we choose our next world through what we learn in this one. Learn nothing, and the next world is the same as this one, all the same limitations and lead weights to overcome. He made friends with the other seagulls that also wanted to achieve a new level in flying. Finally, he achieved what he spent so many days and nights searching for transcendence. At the point he had to make a choice: to stay there in Heaven or to leave that wonderful place and try to find more gulls like him that understood that there was more to life. He decided to go back. He was worried that he would never meet Fletcher (his guide in Heaven) again If our friendship depends on space and time, then when we finally overcome space and time, weve destroyed our own brotherhood. But overcome space, and all you have left is here. Overcome time and all you have left is now. And in the middle of Here and Now, dont you think that we might see each other once or twice? Upon his return to the flock he indeed found more gulls that wanted to soar just like him. Each day more and more gulls joined him. Jonathan taught them new techniques, taught them love. He explained to them that there was no point in being angry with the flock, that they should learn to forgive them and try to make them understand what they knew. This book applies to todays society. People are afraid of change. Theyre so used to things staying the same that even the thought of change scares them. They feel that the easiest way to get rid of this problem is to banish people. Turn them into outcasts. What they dont understand is that being an outcast only brings more confidence, more ambition, and more power to achieve the impossible. The most important thing is to not look back and overcome all obstacles that are in your way. Somebody once said, If theres a will, theres a way. All you have to do is remember that and you will achieve everything you want. I would recommend this book to any person who likes stories with a hidden meaning in them or anyone whos forgotten that they can get anything they want done. As Richard Bach once said If you are given a wish you are also given the power to achieve it but you might have to work for it.

Julien Plumart The Four Vs Example

Julien Plumart The Four Vs Example Julien Plumart The Four V's – Coursework Example 1. Julien Plumart the four Vs Julien Plumart the four Vs The four V’s are used in differentiating business operations and include volume, variety, variation, and visibility. The Julien Plumart four V’s is analyzed below. Volume- Volume depicts the extent of operations at a certain business setting. Julien Plumart’s cafà © has a low volume owing to the smallness of the cafe accommodating not more than 150 customers in a day. The low volume is evidenced by the few employees at the cafà © aiding in making standardized products such as mixed macaroon flavors. Variety- depicts the extent of divergence in the products or services being offered by an enterprise or business. Julien Plumart’s cafà © has a large variety because of the ability to provide special offers and meet different needs of the consumers from different places beyond Brighton. The cafà © offers exceptions in terms of the services and products provided to the customers according to their spe cific needs. Cakes for different occasions including birthdays, weddings, and other parties can be ordered at the Julien Plumart’s cafà © showing variety. Variation- involves the change in the amount, position, or condition of something. At Julien Plumart’s cafà ©, variation is in the demand for products and services that is high during the weekends compared to weekdays. The variation is synonymous to most food outlets because of the free time people have during the weekdays to spend in restaurants and cafes explaining the demand variation. Of the demand, less than 50% are regular customers allowing employees to make a correct prediction of the demand variation. Demand variation is depicted during the holiday season increasing demand occasioned by tourists visiting Brighton. Visibility- Julien Plumart’s cafà © is located on 27 Duke Street, which is along a main road allowing for high visibility. The high visibility allows the cafà © to have many customers b oth new and loyal customers increasing the profitability of the business.

Strategic analysis Essay Example | Topics and Well Written Essays - 3000 words

Strategic analysis - Essay Example l in understanding how Tesco PLC is successful in gaining competitive advantage over its leading competitors in the marketplace such as Asda and Sainsbury’s. In order to determine the intensity of competition in the retail industry, the author of the report will implement the five competitive force frameworks along with segmentation strategies Tesco PLC has adopted pertaining to its target market. By identifying these strategies, the author will formulate certain recommendations for the management of Tesco PLC in order to capitalize on the opportunities available in the marketplace. To achieve the objective of this report, the author of the report has used different theoretical models in order to understand the business level strategies of Tesco PLC. With the help of these strategic models and theories, the author will reflect the findings of the research activity by communicating the competitive positioning approach implemented by Tesco PLC in order to come over the intense competition provided by its rivals in the retail industry of UK. On the other hand, the findings of this research report would also communicate to the rivals of Tesco PLC, how they can gain competitive advantage by adopting counter business strategies. The strategy analysis and the resulting recommendations are formulated keeping in view the long-term objectives of Tesco PLC and its rivals. Moreover, the focus of the recommendations will be laid on the changing business dynamics due to highly globalized business environment keeping in view the set of resources and competencies of the retail sector in UK. In order to increase readers’ understandability of the concepts presented in this report, the author will divide the strategic analysis into three parts. These are as follows: Jack Cohen founded Tesco in 1919 by establishing a market stall in East London. In this manner, it can be asserted that Tesco is engaged in retail business for nearly a century in UK. Since 1919, Tesco PLC has been

How you can enrich our diverse and inclusive community Essay

How you can enrich our diverse and inclusive community - Essay Example Therefore, it aims to give the best service students and employees can possibly experience so that in a mutual, though usually unspoken understanding, everyone would do his best to do what is expected. As a student, I understand that I am expected to do my responsibilities not only for myself but for the school and community as well. In order to support the vision of the school, I commit myself to an understanding of diversity and being respectful of the rights of everyone I engage with, whether students, professors or staff members. I understand that every person has his/her abilities and capabilities and that I am able to learn from them in different manners so, I want to enter the school with great expectation that each minute I spend with the people here, would add to my knowledge and wisdom. Being a part of the vision, I think I can also be a source of information with my life experiences that brought me to a deeper understanding about life and my motivations of becoming an integral part of the school. Understanding that students and employees come from various races, I can contribute to an inclusive community by respecting other races and creating a welcoming atmosphere for them in my presence. I can do my best to work hard in order to eliminate any discriminative words or actions rather have other people help me be molded to my highest potentials, with the diversity of culture, abilities and capabilities other races possess. I think I can also make a commitment to leadership which means I do not have to be in a recognized position in order to do my obligations as a concerned citizen but that I can contribute to leadership by having the initiative to do what is right. As the school is committed to excellence, I will also do my best not only to acquire knowledge and experience in the school but to join in the commitment of the school and aim to use all my potentials in the attainment of the said goal. I can commit myself not only to the highest

The Weimar Cinema Essay Example | Topics and Well Written Essays - 2000 words

The Weimar Cinema - Essay Example From this study it is clear that  during the era of the Weimar cinema, there was experienced stylistic, economic and cultural transformation in the film industry of Germany. Isenberg’s quote is highly relevant as it higlights the various aspects in which the Weimar cinema impacted on the film industry in Germany. The economic, cultural and stylistic changes encountered at the time have had a profound effect on the history of cinema as practiced in Germany. The Germany film industry in the present day has been thoroughly influenced by the establishments of the Weimar cinema, whose influence is evident in the modern making of films.This report highlights that  The Weimar cinema occurred during the Golden Age of cinema that notably was the silent era of filmmaking in Germany and elsewhere in the world. While the modern day production of films in Germany has advanced tremendously following the technological developments, a lot of credit goes to the Weimar cinema for such advan cement. â€Å"During the Weimar cinema period in Germany, an exceptional variety and number of films were released on various themes that have continued dominating the film industry in Germany and internationally†.  Isenberg’s views are significantly important in pointing to the contuinity of thematic issues in the modern time of filmography as was during the Weimer cinema.  The Weimar cinematography was fundamentally inspired by the sordid politics that surrounded the aftermath of the World War I.

Right to Bear Arms Essay Example | Topics and Well Written Essays - 750 words

Right to Bear Arms - Essay Example Legalization of gun ownership is part of the second amendment, where it states that â€Å"a well-regulated Militia, being necessary to the security of a free state, the right of the people to keep and bear Arms, shall not be infringed.† This indicates that there is a law that allows people to own guns. But there are several points to be considered in part of the amendment. There is an emphasis on having a well-regulated militia. This indicates that there are certain rules, or principles that surround a militia group (Petersen, p.16). This specifically creates a nature of the citizen army. A citizen army does not group armed citizens without a common principle, rather it states that a militia group needs to have regulations and principles not just a chaotic movement. The second amendment, then, creates in itself a certain significant function of regulation and control. Thus, it signifies that there is still control within the second amendment not just merely to allow citizens g un ownership simply for security purposes. The second amendment shows that gun ownership is still regulated based on the principles of creating security and defending the freedom of the state and the people living under it. It is important to know that freedom is a very crucial aspect of the nation’s principle. With this, it creates a bond between citizens to protect not only themselves but also the nation’s pledge for their freedom and security. ... Security and freedom are very important aspects of human life. Humans fight for their freedom and their security. This rooted from the fact that individuals know they have the right to be free and to live a secure life. The issue of gun ownership cannot be questioned alone for the specific behavior of violent individuals owning guns. There are certain laws and policies guarding gun ownership, and this is not a violation of the second amendment. As I have broken down earlier, the second amendment clearly states that there are rules by which gun ownership should revolve. If humans have been given their rights, they are given a corresponding responsibility with it. There are two sides looking at the second amendment. First is the second amendment’s declaration that a militia group is a right to maintain the security and freedom of the state. The second perspective is looking at it individually wherein mere individuals may own guns. As far as I’m seeing it, the second amend ment agrees to both. The question is how people tend to understand the rules and regulations surrounding the amendment. Opposition of gun control argues that gun ban or control is not a solution. It is the individuals that should be regulated and ownership should be controlled (Gischler, 9). I believe that they have a very good argument since it is not the gun that controls a person rather it is an individual with a gun who has a problem if they use it other than what is stated in the amendment, for security and freedom. The use of guns is what is to be regulated but before that people should be educated on the real purpose of owning guns. There are several incidences

Dada in the world war one Essay Example | Topics and Well Written Essays - 1750 words

Dada in the world war one - Essay Example With the future of Germany an uncertainty, many avant-garde artists, including George Ehrenfried Grosz, were inspired by the Russian Revolution and formed the Berlin Dada Club (McCloskey 45). They believed classic Marxism was the best solution to the turmoil in Germany (McCloskey 46). They thought the major social, economic, and political turmoil in Germany stemmed from the bourgeoisies oppression of the proletariat and dedicated their art to ending the war and revolutionary change. George Ehrenfried Grosz (1893-1959) was born in Berlin, Germany, and emerged as one of the leading German political artists between World War I. His artwork during the 1920s reflected the appalling conditions in Berlin that resulted from the German loss of World War I, which included: food shortages, staggering inflation, the sight of war cripples begging in the streets, rampant prostitution, and widespread violence. As the German military began to accept the loss of the war, Grosz became increasingly involved with left wing activities and publishing his revolutionarily motivated art. His sentiments were fueled by a close relationship he developed with two brothers, Weiland Herzfelde and John Herzfelde (or John Heartfield as he called himself). Grosz had met Heartfield while in the infantry and they both decided to Americanize their names as protest against the German military (George Groszs given name was Georg Gross) (McCloskey 20). The Herzfelde brothers had been influenced by th eir parents to have strong socialist views and revolutionary attitudes. Their father was a socialist writer and their mother a textile union organizer. Grosz and the Herzfelde brothers, the historian Beth Lewis pointed out, "shared a common conviction that the war was not only despicable, but that it was lost" (Lewis 42). Grosz also believed that the common soldier had an interest in not wanting the war to end. He reasoned that the accepted violence in the

Violent Media Content Assignment Example | Topics and Well Written Essays - 500 words

Violent Media Content - Assignment Example This kind of violence provokes emotions that could lead to aggression. The first scene under description concerns where â€Å"Tom makes a dangerous deal†. It takes place at an unoccupied house. Elias, who is the leader of three criminals, wants to know where Red is and they are using Tom who is the husband to Elizabeth Keen. To their surprise, they find out that she is an FBI agent who complicates things as Elias and his crew doesn’t want the FBI involved in their search. Tom, in turn, voluntarily offers to help them and in turn his partner is killed so as not to leak out that Tom had made a dangerous deal. Tom portrays the character of a traitor where he voluntarily decides to help Elias and his crew to get Mr. Red. He ignores that his wife Liz is always near Mr. Red thus endangering her too. All this transpire amid a lot of violence, threats and vulgar language. On the second encounter in the episode â€Å"Red Buries the Lead†, Mr. Demarcus hires Mr. Verger to kill Red at an abandoned house so as to take the full deal on investment with the Indonesian government to contract their company to run the port of Tranquillo. Mr. Verger turns out to mislead Demarcus. Here, Red tells his life story of how he worked at a carpet shop through the summer and in turn one day his boss gave him a forty dollar bonus which he considered the most valuable money he ever made, the most priceless and says â€Å"value loyalty above all other things† . He tells Mr. Damarcus that the former deputy minister died when his arrangements to secure a donors heart did not go as planned but he says that the new deputy minister views things his way. He picks the gun and shoots Mr. Darmacus in the chest. Mr. Red is a corrupt, selfish and heartless man and he finds pleasure in the former minister’s death so as to get what he wants. In view of this, the mo ral lesson learned is to embrace royalty wisely, not necessarily in the wrongdoing but also in the right. There are

Right to Bear Arms Essay Example | Topics and Well Written Essays - 750 words

Right to Bear Arms - Essay Example Legalization of gun ownership is part of the second amendment, where it states that â€Å"a well-regulated Militia, being necessary to the security of a free state, the right of the people to keep and bear Arms, shall not be infringed.† This indicates that there is a law that allows people to own guns. But there are several points to be considered in part of the amendment. There is an emphasis on having a well-regulated militia. This indicates that there are certain rules, or principles that surround a militia group (Petersen, p.16). This specifically creates a nature of the citizen army. A citizen army does not group armed citizens without a common principle, rather it states that a militia group needs to have regulations and principles not just a chaotic movement. The second amendment, then, creates in itself a certain significant function of regulation and control. Thus, it signifies that there is still control within the second amendment not just merely to allow citizens g un ownership simply for security purposes. The second amendment shows that gun ownership is still regulated based on the principles of creating security and defending the freedom of the state and the people living under it. It is important to know that freedom is a very crucial aspect of the nation’s principle. With this, it creates a bond between citizens to protect not only themselves but also the nation’s pledge for their freedom and security. ... Security and freedom are very important aspects of human life. Humans fight for their freedom and their security. This rooted from the fact that individuals know they have the right to be free and to live a secure life. The issue of gun ownership cannot be questioned alone for the specific behavior of violent individuals owning guns. There are certain laws and policies guarding gun ownership, and this is not a violation of the second amendment. As I have broken down earlier, the second amendment clearly states that there are rules by which gun ownership should revolve. If humans have been given their rights, they are given a corresponding responsibility with it. There are two sides looking at the second amendment. First is the second amendment’s declaration that a militia group is a right to maintain the security and freedom of the state. The second perspective is looking at it individually wherein mere individuals may own guns. As far as I’m seeing it, the second amend ment agrees to both. The question is how people tend to understand the rules and regulations surrounding the amendment. Opposition of gun control argues that gun ban or control is not a solution. It is the individuals that should be regulated and ownership should be controlled (Gischler, 9). I believe that they have a very good argument since it is not the gun that controls a person rather it is an individual with a gun who has a problem if they use it other than what is stated in the amendment, for security and freedom. The use of guns is what is to be regulated but before that people should be educated on the real purpose of owning guns. There are several incidences

Violent Media Content Assignment Example | Topics and Well Written Essays - 500 words

Violent Media Content - Assignment Example This kind of violence provokes emotions that could lead to aggression. The first scene under description concerns where â€Å"Tom makes a dangerous deal†. It takes place at an unoccupied house. Elias, who is the leader of three criminals, wants to know where Red is and they are using Tom who is the husband to Elizabeth Keen. To their surprise, they find out that she is an FBI agent who complicates things as Elias and his crew doesn’t want the FBI involved in their search. Tom, in turn, voluntarily offers to help them and in turn his partner is killed so as not to leak out that Tom had made a dangerous deal. Tom portrays the character of a traitor where he voluntarily decides to help Elias and his crew to get Mr. Red. He ignores that his wife Liz is always near Mr. Red thus endangering her too. All this transpire amid a lot of violence, threats and vulgar language. On the second encounter in the episode â€Å"Red Buries the Lead†, Mr. Demarcus hires Mr. Verger to kill Red at an abandoned house so as to take the full deal on investment with the Indonesian government to contract their company to run the port of Tranquillo. Mr. Verger turns out to mislead Demarcus. Here, Red tells his life story of how he worked at a carpet shop through the summer and in turn one day his boss gave him a forty dollar bonus which he considered the most valuable money he ever made, the most priceless and says â€Å"value loyalty above all other things† . He tells Mr. Damarcus that the former deputy minister died when his arrangements to secure a donors heart did not go as planned but he says that the new deputy minister views things his way. He picks the gun and shoots Mr. Darmacus in the chest. Mr. Red is a corrupt, selfish and heartless man and he finds pleasure in the former minister’s death so as to get what he wants. In view of this, the mo ral lesson learned is to embrace royalty wisely, not necessarily in the wrongdoing but also in the right. There are

Self defense Essay Example for Free

Self defense Essay Representing a group that is fighting in self defense, for preservation of our species, and all species of life on earth is usually the main goal of an eco-terrorist. Eco-terrorists operate through self-sufficient units, and are unconstrained by geographic boundaries. They are very difficult to permeate and stop. Unlike racial hate groups with membership requirements, an eco-terror activist can become a member of the eco-terror movement simply by carrying out an illegal action on its behalf. In recent years, an increasing amount of eco-terrorism activity has been carried out, and the amplified nature of these attacks suggests that the actions and beliefs behind the groups are not coming to an end anytime soon. II. Definition Eco-terrorism has numerous definitions. According to Encyclopedia Britannica, eco-terrorism is defined as the acts of terrorism, violence or sabotage committed in support of ecological, environmental, or animal rights causes against persons or their property. The term itself can refer to the use of violence of a criminal nature against innocent victims or property for environmental and political reasons. Often of a symbolic nature, acts of eco-terrorism are usually committed by individuals who believe that the exploitation of natural resources and vandalism of the environment are becoming so severe that action outside of conventional legal and environmental channels is required. By the Federal Bureau of Investigation (FBI), it is defined as the use or threatened use of violence of a criminal nature against people or property by an environmentally oriented, subnational group for environmental-political reasons, or aimed at an audience beyond the target, often of a symbolic nature (Jarboe, 2002). The FBI has credited to eco-terrorism, $200 million in property damage from 2003 to 2008, and a majority of states within the USA have introduced laws aimed at eco-terrorism. Ultimately, any definition is possible but the commonly held definition of terrorism is that its goal is ideological, not financial. III. History The term eco-terrorism is believed to have been coined by Ron Arnold, the executive director of the center for the Defense of Free Enterprise. He first used the term in a 1983 article in Reason Magazine. In 1991, Ron Arnold told Outside magazine that he chose the term eco-terrorism because it was ambiguous and fit neatly in newspaper headlines. He defended the word by stating Facts dont really matter. In politics, perception is reality (Berlau, 2007). † According to Mr. Arnold he wanted to destroy environmentalists by taking away their money and their members. He spoke of his efforts as We (CDFE), Center for the Defense of Free Enterprise, created a sector of public opinion that didnt used to exist. No one was aware that environmentalism was a problem until we came along (Burke, 1993). Ron Arnold was trying to eliminate eco-terrorists and destroy environmentalism once and for all for two main reasons. First, for him personally, it was financially rewarding to oppose environmentalism and second it was a political gain on his part with the government and politicians. Arnold has been very busy writing a series of highly critical books on the environmental movement. He has always been aimed at mobilising those receptive to his argumentative language and comparitive policy debates as being a war. Arnold once stated We are sick to death of environmentalism and so we will destroy it. We will not allow our right to own property and use natures resources for the benefit of mankind to be stripped from us by a bunch of eco-facists (Burke, 11993). † To understand Ron Arnold’s term of eco-terrorism, one must look back into history as to how the activities of threats began. The eco-terrorist movement was said to begun in the 1960’s, when a group of animal rights advocates in England formed the Hunt Saboteurs Association. This assembly disrupted fox hunts by blocking roads, protesting the hunters by using bullhorns, and confusing the hunting dogs trail by spraying chemicals that eliminated the scent left by foxes. After effectively ending a number of traditional hunting events across England, the members of the Hunt Saboteurs Association decided more militant action was needed and in 1972, they became the Band of Mercy, a much more violent activist group that damaged property and held frequent meetings to attract new advocates. The ideas of violent activities to ensure the activist’s points were made brought about the forming of many more organizations that even exist today. IV. Organizations There are many organizations alive in today’s societies, which are fighting for environmental causes and animal rights. The Animal Liberation Front (ALF) is one of the most extreme animal rights groups in the United States. Their purpose is to inflict economic damage to those who profit from the misery and exploitation of animals. They oppose any form of animal experimentation and perceived mistreatment towards animals. Their principle activities include freeing animals from places of abuse such as labs, and zoos, and then committing property destruction. The origins of ALF trace back to the Hunt Saboteurs Association that was formed in England in the 1960’s, which later became the Band of Mercy. ALF claimed full responsibility for a 1987 arson at a University of California-Davis veterinary laboratory, which ended up causing $3. 5 million worth of damages. Their next major claim was at a 1992 firebombing at an animal research laboratory at Michigan State University. The Department of Justice and Agriculture stated that ALF was the most significant â€Å"radical fringe† animal rights group and reported more than 313 incidents of break-ins, vandalisms, arson and thefts committed in the name of animal rights between 1979 and 1993 (Anti-Defamation League, 2005). In 1975, Peter Singer who was an Australian philosopher; wrote the most influential book titled â€Å"Animal Liberation†. It was one of the first books to cover animal rights and it gave great motivation to activist groups such as ALF, to become more active and more violent in their protest activities. In his book, Singer says that any living being that has a face, must have a soul and is able to feel pain and sadness (Singer, 1975). Although he did not specifically advocate violence, Singer did suggest that animals deserve the same rights as humans. Another well known organization is Earth First, which came about in the 1980’s. This group engaged in acts of civil disobedience by using the method of tree spiking. This is the practice of hammering nails and large metal spikes into the trunks of the trees, to prevent it from being cut down. When the loggers’ saws hit the spikes they would be damaged upon repair, forcing the workers to stop, which ultimately slowed the rate of logging, and in return cost the logging companies time and money. They insisted no harm to the loggers but the spikes were known to severely injure the loggers, and they were forced to abandon their tactics of tree spiking which resulted in loss of popular support. Earth First brought about a more radical organization of themselves and in 1992 they renamed the organization as the Earth Liberation Front (ELF). ELF sees its own actions as a matter of self defense, protecting the earth from the greedy individuals and corporations that it views as destroying the environment’s ability to sustain life. They view politicians as ineffective and believe that if something is to be done, they must do it themselves. ELF claimed sole responsibility for an attack in the United States in 1997 when activists burned down a Bureau of Land Management horse corral in Oregon. The group also made national headlines when it claimed responsibility for the arson of a ski resort in Vali, Colorado, which caused $12 million in damages. Their reasoning for this attack was that putting profits ahead of Colorado’s wildlife will not be tolerated, and that the greedy corporation continued to trespass into the wild and un-roaded areas. ELF views the ongoing battle with urban and leisure building, as a wasteful and unnecessary infringement on natural habitats. Car dealerships and sport utility vehicles are also a common target for members of the ELF organization. They have been known to set fire to, blow up, and spray paint such vehicles and facilities. The organization defends their actions with the view that they are eliminating the profit motive from killing the natural environment. Ultimately since 1996, ELF’s campaign of property destruction has cost some $43 million, and has yet to result in permanent closure of a business or facility. The Federal Bureau of Investigation (FBI) has formed joint terrorism task forces with police around the country to investigate ELF actions and potentially stop them altogether. Another well known organization is Stop Huntingdon Animal Cruelty (SHAC). This organization came about in 1998 when a British television broadcast, BBC, did a graphic documentary alleging mistreatment of animals by Huntingdon Life Sciences, a British-based research firm. In response to this documentary, outraged animal rights activists began to pressure financial institutions associated with Huntingdon Life Sciences to drop their support of the company and thereby force them to discontinue animal use in their tests. This campaign named themselves Stop Huntingdon Animal Cruelty. SHAC quickly became a transatlantic cause among radical animal rights activists, with chapters in Germany, Italy, Portugal, and the United States. Today, the group has claimed responsibility for several bombings and numerous acts of vandalism as well as harassment in both the United States and Europe. The SHAC uses the internet more effectively than any other eco-terrorist group. On their website, they provide activities with specific targets that include information such as the names and addresses, spouse’s names and even social security numbers of its intended targets, whether it is an individualized person or a company/organization. Once the information is relayed electronically, SHAC activists protest outside the homes of the targeted employees. A new nonprofit organization recently formed in Portland, Oregon, called Stop Eco-Violence (SEV), was made to demonstrate the harm of eco-terrorism to communities where it occurs. SEV was founded on the core principle that violence is no solution to addressing environmental and social issues. Stop Eco-Violence hopes to expose the terrorists and their founders, as well as assist law enforcement agencies, by serving as a public clearinghouse to track eco-terrorism cases. Despite the few successes by law enforcement in capturing those responsible for eco-terror related crimes, most of the acts made by these organizations remain unsolved. Eco-terrorist groups remain extremely difficult to identify and infiltrate, and it is very unlikely that the rapidly growing movement of eco-terrorism will disappear soon. However, I feel that these organizations should be allowed their activist movements as long as their position of the acts themselves include such attitudes that the kind, compassionate, caring of other people is included.

Logical Database Design for HR management System

Logical Database Design for HR management System Task 1.1 The background information of the organization and operation that would support. In an organization a HR department is responsible for record each employee. Where the employees have an identification number, job identification code, e-mail address, manager as well as salary. They also track those employees earn incentive or commissions in addition to their salary. However, the company also tracks their role in the organization. Each job also recorded according to the characteristics. Moreover, ever jobs have job title, identification code, maximum and minimum salary of the job. There are few employees work for a long time with the company and they have held different department within the company. If any employee resigns, then the job identification number and department are recorded. The company also track the location of its departments and warehouses. Every employee must assign with a department where departments are identified by the unique identification number. Those departments are associated with different locations. The company need to store the location such as the state, city, postal code, street name as well as county code. The company also record the county name, currency name and the region. This database supports a better employee management plan as well as their departments, location and associated jobs. However, the company would have a better structure to store their confidential information. This database will provide a better extracted information to developed their insufficiency. This efficient data structure allows them increases their storage as well as it exclude the redundancy in data. Task 1.2 a conceptual database design and list of enterprise rules Figure 1: EER-diagram showing all enterprise rules (Source: Created by author) Task2.1: A Logical Database Design for HR management System Figure 2: logical database design (Source: Created by author) Task2.2: Create the tables using Oracle DBMS - Table structure for COUNTRIES - DROP TABLE MYDB.COUNTRIES; CREATE TABLE MYDB.COUNTRIES ( country_id VARCHAR2(30 BYTE) NOT NULL , country_name VARCHAR2(30 BYTE) NULL , region_id VARCHAR2(30 BYTE) NULL ) LOGGING NOCOMPRESS NOCACHE ; - Table structure for DEPARTMENTS - DROP TABLE MYDB.DEPARTMENTS; CREATE TABLE MYDB.DEPARTMENTS ( department_id VARCHAR2(30 BYTE) NOT NULL , department_name VARCHAR2(30 BYTE) NULL , manager_id VARCHAR2(30 BYTE) NULL , location_id VARCHAR2(30 BYTE) NULL ) LOGGING NOCOMPRESS NOCACHE ; - Table structure for EMPLOYEES - DROP TABLE MYDB.EMPLOYEES; CREATE TABLE MYDB.EMPLOYEES ( employee_id VARCHAR2(30 BYTE) NOT NULL , first_name VARCHAR2(30 BYTE) NULL , last_name VARCHAR2(30 BYTE) NULL , email VARCHAR2(30 BYTE) NULL , phone_number NUMBER(12) NULL , hire_date DATE NULL , job_id VARCHAR2(30 BYTE) NULL , salary NUMBER(10,2) NULL , commission NUMBER(10,2) NULL , manager_id VARCHAR2(30 BYTE) NULL , department_id VARCHAR2(30 BYTE) NULL ) LOGGING NOCOMPRESS NOCACHE ; - Table structure for JOB_HISTORY - DROP TABLE MYDB.JOB_HISTORY; CREATE TABLE MYDB.JOB_HISTORY ( employee_id VARCHAR2(30 BYTE) NOT NULL , start_date DATE NULL , end_date DATE NULL , job_id VARCHAR2(30 BYTE) NULL , department_id VARCHAR2(30 BYTE) NOT NULL ) LOGGING NOCOMPRESS NOCACHE ; - Table structure for JOBS - DROP TABLE MYDB.JOBS; CREATE TABLE MYDB.JOBS ( job_id VARCHAR2(30 BYTE) NOT NULL , job_title VARCHAR2(30 BYTE) NULL , min_salary NUMBER(10,2) NULL , max_salary NUMBER(10,2) NULL ) LOGGING NOCOMPRESS NOCACHE ; - Table structure for LOCATIONS - DROP TABLE MYDB.LOCATIONS; CREATE TABLE MYDB.LOCATIONS ( location_id VARCHAR2(30 BYTE) NOT NULL , street_address VARCHAR2(30 BYTE) NULL , postal_code NUMBER(10) NULL , city VARCHAR2(30 BYTE) NULL , state VARCHAR2(30 BYTE) NULL , country_id VARCHAR2(30 BYTE) NULL ) LOGGING NOCOMPRESS NOCACHE ; - Table structure for REGIONS - DROP TABLE MYDB.REGIONS; CREATE TABLE MYDB.REGIONS ( region_id VARCHAR2(30 BYTE) NOT NULL , region_name VARCHAR2(30 BYTE) NULL ) LOGGING NOCOMPRESS NOCACHE ; Task2.3: Create the four most useful indexes - Indexes structure for table COUNTRIES - - Checks structure for table COUNTRIES - ALTER TABLE MYDB.COUNTRIES ADD CHECK (country_id IS NOT NULL); - Primary Key structure for table COUNTRIES - ALTER TABLE MYDB.COUNTRIES ADD PRIMARY KEY (country_id); - Indexes structure for table DEPARTMENTS - - Checks structure for table DEPARTMENTS - ALTER TABLE MYDB.DEPARTMENTS ADD CHECK (department_id IS NOT NULL); - Primary Key structure for table DEPARTMENTS - ALTER TABLE MYDB.DEPARTMENTS ADD PRIMARY KEY (department_id); - Indexes structure for table EMPLOYEES - - Checks structure for table EMPLOYEES - ALTER TABLE MYDB.EMPLOYEES ADD CHECK (employee_id IS NOT NULL); - Primary Key structure for table EMPLOYEES - ALTER TABLE MYDB.EMPLOYEES ADD PRIMARY KEY (employee_id); - Indexes structure for table JOB_HISTORY - - Checks structure for table JOB_HISTORY - ALTER TABLE MYDB.JOB_HISTORY ADD CHECK (employee_id IS NOT NULL); ALTER TABLE MYDB.JOB_HISTORY ADD CHECK (department_id IS NOT NULL); - Primary Key structure for table JOB_HISTORY - ALTER TABLE MYDB.JOB_HISTORY ADD PRIMARY KEY (employee_id); - Indexes structure for table JOBS - - Checks structure for table JOBS - ALTER TABLE MYDB.JOBS ADD CHECK (job_id IS NOT NULL); - Primary Key structure for table JOBS - ALTER TABLE MYDB.JOBS ADD PRIMARY KEY (job_id); - Indexes structure for table LOCATIONS - - Checks structure for table LOCATIONS - ALTER TABLE MYDB.LOCATIONS ADD CHECK (location_id IS NOT NULL); - Primary Key structure for table LOCATIONS - ALTER TABLE MYDB.LOCATIONS ADD PRIMARY KEY (location_id); - Indexes structure for table REGIONS - - Checks structure for table REGIONS - ALTER TABLE MYDB.REGIONS ADD CHECK (region_id IS NOT NULL); - Primary Key structure for table REGIONS - ALTER TABLE MYDB.REGIONS ADD PRIMARY KEY (region_id); - Foreign Key structure for table MYDB.COUNTRIES - ALTER TABLE MYDB.COUNTRIES ADD FOREIGN KEY (region_id) REFERENCES MYDB.REGIONS (region_id) ON DELETE CASCADE; - Foreign Key structure for table MYDB.DEPARTMENTS - ALTER TABLE MYDB.DEPARTMENTS ADD FOREIGN KEY (location_id) REFERENCES MYDB.LOCATIONS (location_id) ON DELETE CASCADE; - Foreign Key structure for table MYDB.EMPLOYEES - ALTER TABLE MYDB.EMPLOYEES ADD FOREIGN KEY (job_id) REFERENCES MYDB.JOBS (job_id) ON DELETE CASCADE; ALTER TABLE MYDB.EMPLOYEES ADD FOREIGN KEY (department_id) REFERENCES MYDB.DEPARTMENTS (department_id) ON DELETE CASCADE; - Foreign Key structure for table MYDB.JOB_HISTORY - ALTER TABLE MYDB.JOB_HISTORY ADD FOREIGN KEY (employee_id) REFERENCES MYDB.EMPLOYEES (employee_id) ON DELETE CASCADE; - Foreign Key structure for table MYDB.LOCATIONS - ALTER TABLE MYDB.LOCATIONS ADD FOREIGN KEY (country_id) REFERENCES MYDB.COUNTRIES (country_id) ON DELETE CASCADE; Task2.4: Data Population The below figures showing all data in each table: Table countries: Table departments: Table employees: Table job_history: Table jobs: Table locations: Table regions: Task2.5: SQL Query writing Query 1 SELECT MYDB.COUNTRIES.country_name FROM MYDB.COUNTRIES Query 2 SELECT MYDB.REGIONS.region_name, MYDB.COUNTRIES.country_name FROM MYDB.COUNTRIES INNER JOIN MYDB.REGIONS ON MYDB.COUNTRIES.region_id = MYDB.REGIONS.region_id Query 3 SELECT MYDB.JOB_HISTORY.start_date, MYDB.JOB_HISTORY.end_date, MYDB.EMPLOYEES.first_name, MYDB.EMPLOYEES.last_name, MYDB.EMPLOYEES.email FROM MYDB.EMPLOYEES FULL OUTER JOIN MYDB.JOB_HISTORY ON MYDB.JOB_HISTORY.employee_id = MYDB.EMPLOYEES.employee_id Query 4 SELECT Count(MYDB.EMPLOYEES.employee_id) AS Number Of Employee FROM MYDB.EMPLOYEES Query 5 SELECT MYDB.EMPLOYEES.first_name, MYDB.EMPLOYEES.last_name, MYDB.EMPLOYEES.email, MYDB.EMPLOYEES.phone_number, MYDB.EMPLOYEES.hire_date, MYDB.EMPLOYEES.salary, MYDB.EMPLOYEES.commission FROM MYDB.EMPLOYEES ORDER BY MYDB.EMPLOYEES.first_name ASC Query 6 SELECT MYDB.EMPLOYEES.first_name, MYDB.EMPLOYEES.last_name, MYDB.EMPLOYEES.email, MYDB.EMPLOYEES.phone_number, MYDB.EMPLOYEES.hire_date, MYDB.EMPLOYEES.salary, MYDB.EMPLOYEES.commission FROM MYDB.EMPLOYEES WHERE MYDB.EMPLOYEES.email LIKE %gmail% Query 7 SELECT MYDB.EMPLOYEES.first_name, MYDB.EMPLOYEES.last_name, MYDB.EMPLOYEES.email, MYDB.EMPLOYEES.phone_number FROM MYDB.EMPLOYEES INNER JOIN MYDB.JOB_HISTORY ON MYDB.JOB_HISTORY.employee_id = MYDB.EMPLOYEES.employee_id WHERE MYDB.JOB_HISTORY.employee_id IN (MYDB.EMPLOYEES.employee_id) Query 8 MYDB.EMPLOYEES.email, MYDB.EMPLOYEES.phone_number, MYDB.EMPLOYEES.hire_date, MYDB.EMPLOYEES.job_id, MYDB.EMPLOYEES.salary, MYDB.EMPLOYEES.commission, MYDB.EMPLOYEES.manager_id, MYDB.EMPLOYEES.department_id, MYDB.EMPLOYEES.employee_id FROM MYDB.EMPLOYEES, (SELECT MYDB.JOB_HISTORY.employee_id fromÂÂ   MYDB.JOB_HISTORY) subquery1 WHERE subquery1.employee_id=MYDB.EMPLOYEES.employee_id Asabe, S.A., Oye, N.D. and Goji, M., 2013. Hospital patient database management system: A case study of general hospital north-bank makurdi-nigeria. Compusoft, 2(3), p.65. Coronel, C. and Morris, S., 2016. Database systems: design, implementation, management. Cengage Learning. Dorok, S., Breß, S., Teubner, J. and Saake, G., 2015. Flexible Analysis of Plant Genomes in a Database Management System. In EDBT (pp. 509-512). Hussain, M., Pandey, A.C. and Pachauri, S., 2013. Performanc Tuning of Database Management System by Fuzzy Controlled Architecture. Pragyaan: Journal of Information Technology, p.30. Jahn, M., Schill, E. and Breunig, M., 2013. Towards a 4D database management system for geothermal projects: an example of the hydraulic data of Soultz. In Second European Geothermal Workshop. Lee, H., Chapiro, J., Schernthaner, R., Duran, R., Wang, Z., Gorodetski, B., Geschwind, J.F. and Lin, M., 2015. How I do it: a practical database management system to assist clinical research teams with data collection, organization, and reporting. Academic radiology, 22(4), pp.527-533. Li, Z. and Shen, H., 2016. Database Design on Teaching Management System Based on SQL Server. Mohamed, A.R., Kumar, P.V., Abhilash, S., Ravishankar, C.N. and Edwin, L., 2013. Design and Development of an Online Database Management System (AGRI-TECHBASE): For Agricultural Technologies of ICAR. In Driving the Economy through Innovation and Entrepreneurship (pp. 869-877). Springer India. Nidzwetzki, J.K. and GÃ ¼ting, R.H., 2016. DISTRIBUTED SECONDO: An extensible highly available and scalable database management system. Reddy, T.B.K., Thomas, A.D., Stamatis, D., Bertsch, J., Isbandi, M., Jansson, J., Mallajosyula, J., Pagani, I., Lobos, E.A. and Kyrpides, N.C., 2014. The Genomes OnLine Database (GOLD) v. 5: a metadata management system based on a four level (meta) genome project classification. 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Social Psychology Essay -- Psychology, Natural Science

There are many explanations for the origins of modern social psychology. It is therefore important to consider that social psychology cannot be traced back to one single source of origin (Burr, 2003). Hence, this is the reason why there are debates of what social psychology is. Allport (1985) described social psychology as the study an individual’s thoughts, feelings, and behaviours which are influenced by the actual, imagines, or implied presence of others. As seen from this definition there is a direct link between social science and the individual psychology (Sewell, 1989). Social psychology cannot be seen as a linear phenomenon. This is because social psychology has been derived from a combination of influences. The development of social psychology can be discussed in two different ways. Firstly, social psychology is argued to be found upon political movements and social philosophies in the United Stated of America (US). Secondly, it can be argued that social psychology ha s developed in response to social and political needs. There have been debates regarding whether social psychology should be dealt as a natural science or not. The ideology of natural science is very important as it affects the way the social psychologist deals with the situations. For example, if there are specific scientific objectives then the study can be laboratory based and use experimental procedures in order to gain knowledge. Psychologists who use this positivistic method are classified as experimental social psychologists. On the other hand, critical-social psychologists have competed with the experimental-social psychologists. The strength of the critical-social psychologists is that they’ve used a range of different methods in research, and have... ...ocial psychology now has a great impact on social cognitive approach. Social cognition includes attribution, stereotypes, autism, (Striano & Reid, 2008). The European roots of social psychology have led to social constructionism and social representation. The modern social psychology is now constructed with the American and European doctrines. However, due to the political events and developing researches in social psychology, the disciple has only been able to contain within America (Cartwright, 1979). On the other hand, Gergen (1973) argued that social psychology cannot be interpreted as a science because social psychology is historically and culturally specific, which is the reason why the discipline is continuously changing. Critically speaking, there is an advantage of different approaches to social psychology, as it views dilemmas in different perspectives.

Mythology Of Indian Dance :: essays research papers

Like many Indian arts, Indian dance also has its root in religion. Without the religious and cultural background of India, the growth and beauty of Indian dance is not possible. In ‘Natya Shastra’, there is a small story about the origin of Indian dance. According to Hindu mythology, dance first existed in heaven. There was always a constant conflict between the Asuras and the Devas for wealth and power. The Devas were tired of the Asuras’ greediness and jealousy.   Ã‚  Ã‚  Ã‚  Ã‚  It was during this long period of tedium that all the Devas approached Lord Indra too find good ways and means of entertainment. Lord Indra, who was also tired of the Asuras, approached Lord Brahma (believed to be the creator of the Universe) and asked him to help them. They made a request to Lord Brahma that this method of entertainment should be pleasing to both the eye as well as the ear, and that it should be enjoyed by the masses of both higher and lower classes. Lord Brahma gave a long thought to the request of Lord Indra and finally decided to help them.   Ã‚  Ã‚  Ã‚  Ã‚  Lord Brahma went into a state of deep meditation. He called to mind the four Vedas. Vedas are the earliest scriptures of the Hindus. He distilled the essence from each of the Vedas. From ‘Rigveda’, he derived the words, from ‘Sama Veda’, he derived the music, from ‘Yojurve Veda’, the code of gesture and from ‘Atherva Veda’, the element of sentiment or flavor. He blended all of these ingredients and added his own divine genious. Thus, he created an entirely new activity. Brahma named this activity ‘Natya’, which was later renamed ‘Natya Veda’.   Ã‚  Ã‚  Ã‚  Ã‚  Brahma had simply created a technique, but someone was needed for putting it into practice. Lord Brahma sought the cooperation of Bharat, a trusted sage. Bharat, with the help of his sons, started working. Vishvakarma, the supreme architect of heaven, then created a splendid theater in the hall of India’s court for the performance. Bharat told Brahma that certain characters of the dance sequences could only be performed by women. Brahma solved the problem by creating twenty-three beautiful ‘Apsaras’.   Ã‚  Ã‚  Ã‚  Ã‚  All of the preparations were made accordingly, and for the very first time, the art of ‘Natya’ was performed before an audience of Devas and Asuras. In this Natya, the Devas were portrayed as victorious and the Asuras as losers. The Asuras (demons) got angry and rose in protest and threatened even worse consequences.

Journey of Ancient Architecture: St. Peter’s Square

Journey of Ancient Architecture Ancient Roman Piazza Did Pieta Piazza Did Pieta = SST. Pewter's Square Figure 1 :SST. Pewter's Square Top View Basic Information Location: Vatican City Figure 2:Flag of Vatican City Year consecrated: 1626 Architect(s): 1 . Donate Aberrant 2. Antonio dad Seasonal the Younger 3. Michelangelo 4. Capo Borzoi dad Avignon 5. Giaconda Della Porto 6. Carlo Modern 7. Giant Lorenz Bernie Architectural style : Renaissance and Baroque Groundbreaking: 18 April 1506 Completed: 18 November 1626 Figure 3:Map of Vatican City Figure 4:Mussolini's approach to SST PetersFigure 5:Mussolini's approach to SST Peters SST. Pewter's Two rows of houses were demolished by Mussolini in 1936 to build this boulevard from Piazza San Pitter across the Tiber River to the center of Rome. This was said to be Mussolini's symbolic way of honoring the â€Å"conciliation† between the Vatican and the Italian government. Figure 6:SST. Peter Piazza Figure 7:SST. Peter Piazza Every Sunday at noon, people gather to recite the Angelus and receive the Pope's blessing from his window. * built by Bernie between 1657-1667 * SST.Pewter's Square has the shape of an immense ellipse, 320 m. Long and 240 m. Did, at its broadest point. * Once the basilica had been built, it was felt that a space should be created in front of it with a capacity sufficient to contain the mass of people who would flock here to take part in the most solemn functions. * A red porphyry stone mark the spot in the northwest corner of the Square where Pope John Paul II was shot. Figure 8:The Obelisk Figure 9: Lower Part of The Obelisk * It was hewn from a single block and stands 25. 31 m high on a base 8. Mm wide, weighing about 330 tons. * This obelisk was from Egypt and was brought to Rome by Emperor Caligula in 37 AD. It is the second highest obelisk in Rome, after the Lateran one, and the only one devoid of hieroglyphics, but with Latin inscriptions. * The obelisk rests upon four accountant lions, e ach with two bodies whose tails intertwine. * The inscriptions on the north and south sides of the base have texts written by Cardinal Silvia Antonio as a memorial to the moving of the obelisk. The east and west sides have exorcist formulas.Figure 10:The Wind Rose West Opponent I West North West Opponent Maestro I North West Maestro I North North West Dormant Maestro I North Attractant I North North East Dormant Greece I North East Greece I East North East Greece Elevate I East Elevate I East South East Elevate Sirocco I South East Sirocco I South South East Castro Sirocco I South Castro I South South West Castro Liberace I South West Liberace I West South West Opponent Liberace I * The Wind Rose uses the compass points to show the different wind directions.Figure 1 1 fountain * â€Å"Antics† fountain built in 1614 by Carlo Modern on the Saint Pewter's Square. * Located at both side of The Obelisk and all of them are parallel. SST Pewter's Basilica Basilica did San Pitter 145 0 Successive plans Brakeman's plan * The foundation stone was laid in 1506 when the plan was selected. * This plan was in the form of an enormous Greek Cross with a dome inspired by that of the huge circular Roman temple, the Pantheon. The main difference between Brakeman's design and that of the Pantheon is that where the dome of the Pantheon is supported by a continuous wall, that of the new basilica was to be supported only on four large piers. * Aberrant was replaced

Progression In The Learning Of Addition And Subtraction Education Essay

IntroductionThis assignment will look into the patterned advance in the instruction and acquisition of add-on and minus from baby's room to twelvemonth 4 sing the â€Å" understanding diagram † , theoretical accounts for add-on and minus, oral/mental and written methods, resources used, larning facts and the utilizing and applying/problem work outing method. One manner that kids learn about add-on is through practical experience. In mundane life people are adding by uniting two or more sets of objects. The same can be said for minus. Children learn that by taking a peculiar figure of objects from a group it ever leaves the same figure of objects eg. 4-1 is ever 3. This is the manner kids foremost learn about add-on and minus. For many kids, they begin to understand the construct of adding when learn figure vocals in their early instruction. It is really of import to supply kids with good practical experiences in order to assist them larn. It is besides critical to pattern the right linguistic communication so the kids themselves are able to get it. This gives them a good foundation as they move farther through the instruction system. Whilst kids are in a Nursery scene or a Reception category they will be following the Early Years Foundation Stage ( EYFS ) papers. Within this papers there are 6 countries of acquisition. The country of larning concentrating on the development of mathematical accomplishments is called Problem Solving, Reasoning and Numeracy. Within that country there are specific countries sing add-on and minus. Once kids enter Year 1 they will be following the National Curriculum. Although this is the statutory papers instructors frequently use the Primary National Strategies papers to be after and present lessons. This papers breaks down the aims of the National Curriculum to offer a more focused attack to learning and acquisition.Early Old agesThe instruction of add-on and minus in a baby's room scene is based on mundane state of affairss and practical activities. Counting vocals is a common manner of reenforcing Numberss and presenting simple add-on and minus. For illustration, five small ducks. This is a good illustration of a manner that simple add-on and minus is introduced and reinforced in a nursery scene. The kids shortly learn that 5 take off 1 is 4, that 4 take off 1 is 3 etc and that 0 add 5 is 5. The right linguistic communication can be modelled so the kids learn what linguistic communication to utilize when they do activities for themselves. Games are besides a good manner of presenting or reenforcing add-on and minus. Some games are non needfully made for add-on and minus but it can be encouraged. When inquiring the kids to compare the sum of Numberss each of them has, by inquiring the kids inquiries, ‘How many more do you hold? ‘ , ‘How many less do you hold? ‘ . The kids will be working with little Numberss and will shortly be able to state how many less they have merely by hearing the two Numberss alternatively of holding to number them. Simple boundaries within the schoolroom are another manner of promoting the usage of add-on and m inus. Where merely a certain sum of kids are allowed in each country at a clip and the kids have to maintain path of how many there should be, how many less or how many more? The foundation phase introductory battalion offers thoughts for activities for the different countries of larning set out in the EYFS. When looking at add-on and minus in a Nursery puting the papers offers activities for comparing two groups of objects, demoing that when you split a group of four the sum is the same and happening the entire figure of objects in two groups. Each of these activities uses physical objects in order to show the mathematical regulation. They use resources such as the figure line, plastic coins and serpents. For immature kids in peculiar good resources are indispensable in order to prosecute the kids and efficaciously learn them about add-on and minus. In the response papers activities for looking at presenting jobs such as ‘how many will at that place be when one more†¦ .. ? ‘ , promoting the kids to state the figure that is one more than a given figure and giving chances for kids to happen one more or less than a figure up to 10s are offered. Again, merely as in the baby's room, each of these activities involves physical experiences and the activities are games to learn and reenforce the mathematical regulations for these facets of add-on and minus. Although the chief papers for Nursery scenes and Reception is the EYFS the Primary Framework wants to promote the facet of utilizing and using mathematics. The utilizing and using mathematics strand has five subjects with patterned advance being built into each subject from the foundation phase right up to twelvemonth 6. The three subdivisions of ‘using and using ‘ in the National Curriculum programmes of survey are straight related. Within the foundation phase, within the work outing jobs subdivision it states that kids will be utilizing their developing mathematical thoughts and methods so they can to work out practical jobs. Therefore, any jobs they are given related to add-on and minus they will be able to work out given their anterior cognition.Year 1- Year 4From Year 1 to twelvemonth 4 it becomes more in deepness and references add-on and minus specifically. For Year 1 kids they will be looking at assorted jobs to make with adding and deducting and work outing jobs in the subject of money and measurings. This means that a batch of the concrete experiences they have will be based around stores in their function play country in order to give the kids a more existent experience of numbering money and holding to make add-on or minus within those scenarios. Year two is much the same merely with the add-on of holding to multiply and split utilizing the topic of money and measurings. Year three is a little measure up from this with the kids holding to take which computations to utilize and to transport them out themselves. Therefore they must make up one's mind whether it is right to add, deduct, split or multiply. Year 4 is non excessively different merely they will be larning how to utilize reckoner methods where appropriate. When kids have to work out jobs or they are asked to follow a ‘line of question ‘ , they will be demoing their thoughts, utilizing Numberss, symbols or diagrams. They will besides be involved in concluding and foretelling and pass oning those consequences, either orally or in authorship. The ‘understanding diagram ‘ put frontward by Haylock and Cockburn, shows the different facets of mathematical acquisition that are needed in order for a kid to be competent and confident in this country. One of the major parts of the diagram is concrete experiences. The instructor needs to finish undertakings themselves and utilize a scope of resources in their instruction. By making such activities it enables the kids to better retrieve what they have been taught as they are able to associate it to a physical memory. It besides allows the kids and the instructor to prosecute in duologue more easy. During these activities it is besides of import for the instructor to mode the linguistic communication they want the kids to take on and to utilize the right symbols themselves to promote the kids to make the same. Written and oral/mental methods for add-on and minus are another two of import facets of mathematical development. An indispensable portion of maths work is unwritten and mental. Early practical, unwritten and mental work, that is carried out in the foundation phases, is the footing for offering kids the chance to construct on their cognition of add-on and minus for numbering attacks and a good apprehension of topographic point value. Subsequently on their instruction kids must be able to recognize how these map s relate to each other and how the regulations can be used and applied. Oral and mental work is non merely something to be used in the beginning of instruction but must be continued to supply pattern and consolidation of these thoughts. Children must be given the chance to use the information they have learned and to do the correct determinations for themselves. To be able to cipher mentally needs an apprehension of figure forms and relationships that are developed through inquiring, by utilizing certain theoretical accounts and using the cognition of Numberss. Children must hold the abil ity to remember figure facts immediately in order to cipher mentally. In twelvemonth 2 this would be the add-on and minus regulations up to 10. For twelvemonth 3 it would be ‘sums and differences of multiples of 10 ‘ and for twelvemonth 4, ‘the generation facts up to 10Ãâ€"10 ‘ . There must besides be an ability to utilize taught schemes in order to work out the computation. For illustration, in twelvemonth 1, to be able to understand that you can get down add-on amounts with any figure and utilize the information to make mental computations of one or two-digit Numberss. To be able usage different methods for partitioning two-digit Numberss in twelvemonth 2 and in twelvemonth 5, to be able to ‘apply mental methods in particular instances ‘ . Finally the ability to utilize and use the regulations of mathematics. For illustration, to be able to execute mental computations of add-on and minus, of one and two-digit Numberss ( twelvemonth 3 ) . The written methods for add-on come in 4 phases and the purpose is that kids are able to utilize the mental methods where they can but when they ca n't make computations in their caput. They can utilize an efficient written method accurately and with assurance. Children need to cognize at least one efficient written method for add-on that they feel confident utilizing if they ca n't make the computation in their caput. The undermentioned phases show how the kids are able to construct up to utilize an appropriate written method for adding whole Numberss by the clip they finish twelvemonth 4. In order for the kids to add successfully they need to cognize some basic accomplishments which are ; ‘to recall all add-on braces to 9+9 and regards in 10 ‘ , ‘to add mentally a series of one-digit Numberss ‘ , ‘to add multiples of 10 or of 100 utilizing the related add-on fact and to be able to utilize different ways of partitioning two and three-digit Numberss every bit good as their cognition on topographic point value. Stage one of the written methods involve the usage of the empty figure line. Children need to be able to divide Numberss in different ways instead than ever into 10s and 1s to assist them add in stairss in order to do multiples of 10. The empty figure line is a manner of assisting them to enter their stairss when ciphering the sum. Phase 2 involves partitioning so that mental methods can be recorded. The 10s and 1s are added to organize partial amounts and those partial amounts are added together. The 3rd phase is the expanded method in columns where the kids move on to a layout that shows the add-on of the 10s and the 1s individually. As kids become more confident they can get down by adding the 1s instead than the 10s. This method leads kids to a more compact method. The 4th and concluding phase is the column method. In this method, there is even less entering to make. The carried figures are noted below the line, either in 10s or in 100s and non in 1s. This can be made more ambitious. The kids can travel on to add more complex Numberss of different Numberss of figures. The written methods for minus come in three phases. The purpose is the same as for the written methods of add-on and once more the phases show how the kids are able to construct up an efficient method for deducting two or three-digit whole Numberss by the clip they finish twelvemonth 4. In order to be able to deduct successfully the kids should cognize the figure facts for add-on and minus to twenty, ‘subtract multiples of 10 utilizing the related minus fact and their cognition of topographic point value ‘ and divider Numberss into multiples of one, 10 and one hundred in legion ways. Phase one, merely as in add-on involves the usage of the empty figure line, which helps the kids to record and subsequently explicate the stairss they haven taken in their mental minus. After the kids have practiced this method for a piece they wo n't necessitate to enter as much information. They will necessitate to make up one's mind whether to number back or up. It is utile to inquire the kids if numbering up or back is better for certain computations. When numbering up from little to big Numberss mentally it can be recorded by utilizing figure lines or in columns. The kids will necessitate to be able to, when covering with two-digit Numberss, to cipher the replies mentally. If the kids are able to work out the replies they do n't necessitate to execute as many stairss when they are working with three-digit Numberss. The numbering up method is a good option for those kids whose advancement is slow. Phase 2 involves partitioning. Partitioning can be used to compose tantamount minus amounts that can so be performed mentally. The 3rd and concluding phase is expanded layout. The column method is mirrored by partitioning the Numberss into 1s and 10s and so composing one under the other. This parallels the method for add-on instead so being straight linked to any mental methods. This besides relies on secure mental accomplishments.DecisionChildren construct on their anterior cognition to come on with their mathematical accomplishments. They all start with practical experiences and changeless exposure to add-on and minus. All kids need to develop sound mental accomplishments in order to develop their written accomplishments. They have to larn the basic regulations for add-on and minus to come on with the written methods.