Henry Cavendish: The Shy Scientist Essay -- Science, Biography

Why People Refuse To Use Internet Banking Information Technology Essay

Why People Refuse To Use Internet Banking Information Technology Essay Do you think about web based banking in its present state to be secure. You would say, what are the greatest mix-ups that money related administrations suppliers and their clients make that open them to security dangers? The world is changing at a stunning rate and innovation is viewed as the key driver for these progressions around us (Papers4you.com, 2006). An examination of innovation and its uses show that it has pervaded in pretty much every part of our life. Numerous exercises are dealt with electronically due the acknowledgment of data innovation at home just as at work environment. Web can be viewed as a really worldwide marvel that has set aside a few minutes and separation insignificant to numerous exchanges. The change from the customary banking towards e-banking has been a jump change. The development of electronic banking began from the utilization of programmed teller machines (ATM) and has gone through phone banking, direct bill installment, electronic reserve move and the progressive internet banking. The eventual fate of electronic banking as indicated by some is the acknowledgment of WAP empowered banking and intuitive TV banking. Web based banking is the fate of electronic money related exchanges. The ascent in the web based business and the utilization of web in its assistance alongside the upgraded online security of exchanges and touchy data has been the center explanations behind the entrance of internet banking in regular day to day existence (Papers4you.com, 2006). As per the most recent authority figures from the Office of National Statistics (ONS, 2006) show that memberships to the web has developed over half from 15 million of every 2000 to 35 million out of 2005 in the UK. It has additionally been evaluated that 60% of the populace in the UK use web in their every day lives. Why individuals won't use web banking? Today, there are as yet numerous web clients who won't do their banking on the web. Their principle explanation behind not doing so is the absence of web based financial security. One reason why they feel shaky about banking on the web is a result of misinformation㠢â‚ ¬Ã¢ ¦.not knowing the right data about web security. An investigation from the University of Michigan by Atul Prakash sees configuration blemishes that numerous web based financial destinations have today. He inferred that they neglect to ensure clients who dont know the nuts and bolts about web security. The examination focussed on configuration imperfections as opposed to genuine programming shortcomings. Web architecture imperfections are choices or suspicions that were made by the web engineers when they planned the web based financial site. For instance, the designers expected that web based financial clients were taught about web security. Truth be told, the inverse is true㠢â‚ ¬Ã¢ ¦.many web based financial clients are uneducated about essential web security. This supposition can be exploited by deceitful programmers. A portion of the structure imperfections of web based financial security are: Having the option to get to the site by utilizing uncertain HTTP, Being diverted to an untrusted site, Low security secret phrase edges and messaging classified information to clients. These are for the most part instances of web composition imperfections that can prompt secret information being spilled! Solid Passwords: As far as client secret key data goes, a considerable lot of the locales engaged with the examination dont require secret word limitations for clients. Having low quality passwords welcome themselves to being uncovered by beast power assaults. The examination likewise noticed that having a solid secret word doesn't ensure against phishing locales and key lumberjacks. Numerous banks see it as only a burden for their clients to compel solid passwords. The online banks guaranteed that by authorizing a three-strikeâ [1]â lockout strategy when mistakenly composing in a secret word makes animal power assaults on low quality passwords ridiculous. In any case, the examination found that in any event, when a three-strike lockout strategy is authorized, it tends to be broken if low quality passwords are permitted. For instance, on the off chance that you utilize a secret word that is frail like secret word, programmers can effectively utilize mechanized assaults to bargain your login. This is along these lines, regardless of whether the online bank implements a three strike arrangement. The plan imperfection here is that online banks have accepted that clients will consistently utilize solid passwords. Online banks must not expect that some online clients comprehend essential web security and authorize the making of solid passwords. Very much structured web based financial locales will uphold solid passwords by utilizing JavaScript [2] to promptly test the passwords quality. On the off chance that the secret key isn't sufficient, the client will quickly be prompted by an on-screen mistake message or a realistic. Snap here to make a secret key and test whether it is a solid secret key. Programmers and gatecrashers have a simpler time making sense of passwords when they are not every now and again changed. You should change your passwords normally, particularly for your web based financial secret word. At the point when you change your secret phrase, the programmers would need to begin once more. Online manages an account with solid secret key security approaches consequently uphold clients to change their passwords occasionally. Normally a secret key creation screen will show up and you will be approached to refresh your secret word twice. You will likewise need to know the old secret key. It is more diligently for programmers to make sense of your secret word on the off chance that you utilize various distinctive characters㠢â‚ ¬Ã¢ ¦ particularly on the off chance that it is a blend of letters, numbers, and images found in your console. Obviously, it will be more diligently for you to recollect the new secret phrase, so you need to ensure you remember the mix. A valuable tip: never use passwords that are codes like your introduction to the world date, companions name, or other pertinent data in light of the fact that your secret key can be derived rapidly and without any problem. These coded passwords are utilized by many individuals, especially in ATM machines and email passwords. By doing this, you essentially make yourself a major objective to programmers. Levels of leadership: The University of Michigan concentrate by Atul Prakash additionally makes reference to sites that break the chain of trust. Regularly time, bank sites will divert you to different sites without notice. These destinations may not be made sure about by utilizing SSL [3] . Commonly the certificatesâ [4]â used are not partnered with the bank at all and it is highly unlikely for the client to tell on the off chance that they are still on the banks site or not. This makes it hard for even learned clients to know whether they are on a phishingâ [5]â site㠢â‚ ¬Ã¢ ¦ or not! Some internet banking locales may introduce secure login alternatives inside an unreliable page. While their web based financial website may offer secure logins by means of SSL and HTTPS [6] , that equivalent page might be accessible shakily through a HTTP [7] version. While redirection to a safe page may happen, if the client had just entered in certification data under the shaky page, at that point their qualifications are in danger of being undermined. While numerous locales displayed 1 or 2 of the prominent imperfections, there were numerous on the rundown that didnt show any blemishes and offered generally excellent security. It additionally proceeded to take note of that a portion of the destinations may have even fixed the imperfections noted in the examination when the investigation was discharged. Web based Banking: Tips for Doing It Safely With the expanding prominence of the Internet as a virtual commercial center, purchasers and lawbreakers the same have benefited from this developing network. Thus the issue of Internet security has gotten one critical, particularly with regards to web based banking. Notwithstanding, safe banking on the web isn't as troublesome as it might appear. It basically includes settling on the correct decisions. Here are a few hints that will help guarantee a sheltered financial encounter on the Internet. Initially, ensure that the bank you pick is real. In the event that they don't have a branch you can visit locally, at that point you wont have the comfort of looking at them face to face. In such cases, it is fitting to peruse relevant data about the bank on its site. Most budgetary establishments will have an About Us tab where you can peruse more data about the bank and its history. You ought to try and have the option to the discover name and address for the banks home office alongside a cost free number you can use to talk with a live individual. Second, know about lawbreakers who set up false sites under a name or web address like that of a trustworthy bank. Sadly, these nuisances have caused some fear with regards to web based banking. In any case, they can be genuinely simple to spot and maintain a strategic distance from. These locales are intended to fool you into entering their site and giving your own data (i.e., standardized savings number, account number, secret word). Be certain you have composed the fitting web address for your bank before getting to your record on the web. This can be handily guaranteed by book denoting your banks website or adding it to your top picks in your internet browser. Doing this essentially promises you will visit the right site later on. Third, defend your private data. Hoodlums couldn't imagine anything better than to take a few to get back some composure of your charge card numbers, banking information, government managed savings number and other private information. Audit your banks security rehearses. This data is normally accessible on their site, however you should likewise be capable contact the bank straightforwardly if essential. Fourth, a safe web based financial website will give encryptionâ [8]â . In this procedure, private data is mixed so as to keep an inappropriate eyes from seeing it. Some internet browsers will show a symbol at the base of your screen that resembles a key or a lock. This symbol demonstrates that your exchange is secure and your private data has been encoded. Programmers and terrible individuals are continually endeavoring to split into our online records and access everything from our email to our internet banking records for loathsome purposes. How might you prevent them from effectively getting to your records? One significant advance

Interesting Facts About the Independence Day

Interesting Facts About the Independence Day 12 Fun Things You Didn’t Know About Independence Day Home›Informative Posts›12 Fun Things You Didn’t Know About Independence Day Informative PostsFor many people, the 4th of July is just another opportunity to relax from their daily work with a couple of cold beers. Poor guys! There’s much more to Independence Day in America, because it’s a very meaningful and interesting holiday, probably one of the most interesting holidays in America.Here are 12 fun facts about the US Independence Day that will surely surprise you:Was Declaration of Independence signed by all representatives of the Thirteen Colonies? No, it was signed only by two people.Was there a president who was born on the 4th of July?  Yes, the 30th president of the US, Calvin Coolidge was born on the 4thof July 1872.What’s the story behind Nathan’s Hot Dog Contest?  According to the legend, four immigrants tried to find out who had stronger patriotic feelings. They have decided to give the title of the winn er to the person who could eat more hot dogs.Initially, the 4th of July was an unpaid federal holiday. When did it become a paid one? 4th of July became a paid federal holiday in 1938Among the five first presidents, three died on the 4th of July. Did you know it? John Adams, James Monroe and Thomas Jefferson died on the 4th of July. Even more surprisingly, Adams and Jefferson died on the same day, when the Independence was celebrated for the 50th time.Do people celebrate the 4th of July in other countries? Yes. Celebrations are held in Norway, Denmark, Sweden and Portugal. Norwegians and Danes celebrate this holiday because many citizens of these countries emigrated to the US in the beginning of the 20th century.What was the first time when fireworks were utilized for the 4th of July celebrations? For the first time, fireworks were used to celebrate the Independence Day in 1777.In what newspaper the Declaration of Independence was printed first? Declaration of Independence was first printed by The Pennsylvania Evening Post.Can you name a country which obtained independence from the US on the 4th of July? The country that obtained independence from the US on the 4th of July in 1946 was the Philippines.Who performed a 4-0 no-hitter on the 4th of July in 1983? Dave Righetti from The New York Yankees’ threw a 4-0 no-hitter on the 4th of July 1983.Thanks to which president the 4th of July was first celebrated in the White House? 4th of July was first celebrated in the White House owing to Thomas Jefferson.What’s the number of people who lived in the Thirteen Colonies upon signing of the Declaration of Independence?  2.5 million lived in the Thirteen Colonies when the Declaration of Independence was signed.Now you’re ready to surprise your family and friends with these fun facts!

What Is a Scientific or Natural Law

A law in science is a generalized rule to explain a body of observations in the form of a verbal or mathematical statement. Scientific laws (also known as natural laws) imply a cause and effect between the observed elements and must always apply under the same conditions. In order to be scientific law, a statement must describe some aspect of the universe and be based on repeated experimental evidence. Scientific laws may be stated in words, but many are expressed as mathematical equations. Laws are widely accepted as true, but new data can lead to changes in a law or to exceptions to the rule. Sometimes laws are found to be true under certain conditions, but not others. For example, Newtons Law of Gravity holds true for most situations, but it breaks down at the sub-atomic level. Scientific Law Versus Scientific Theory Scientific laws do not try to explain why the observed event happens, but only that the event actually occurs the same way over and over. The explanation of how a phenomenon works is a scientific theory. A scientific law and a scientific theory are not the same thing—a theory does not turn into a law or vice versa. Both laws and theories are based on empirical data and are accepted by many or most scientists within the appropriate discipline. For example, Newtons Law of Gravity (17th century) is a mathematical relation that describes how two bodies interact with each other. The law does not explain how gravity works or even what gravity is. The Law of Gravity can be used to make predictions about events and perform calculations. Einsteins Theory of Relativity (20th century) finally started to explain what gravity is and how it works.

Stress among Nurses - 2813 Words

Stress has become such an ingrained part of our vocabulary and daily existence, that it is difficult to believe that our current use of the term originated only a little more than 50 years ago. The term â€Å"stress†, as it is currently used, was coined by Hans Selye in 1936, who defined it as â€Å"the non-specific response of the body to any demand for change† (American Institute of Stress [AIS], 2012). When stress was first studied in the 1950s, the term was used to denote both the causes and the experienced effects of these pressures. More recently, however, the word stressor has been used for the stimulus that provokes a stress response. Stress is particularly acute among people who work in the â€Å"helping profession† (Isikhan, Comez, Danis, 2004; Gilbert Daloz, 2008; Siegrist, Shackelton, Link, 2010) and can have devastating effects on healthcare staff and their work environments (Lambert, Lambert, Yamase, 2003). Depending on the nature, intensity, an d duration of the one’s relationships, stress can have negative effects on both physical and mental health in the work environment. The hospital environment contains a number of factors that are unhealthy and cause suffering in nursing professionals. In fact, the nursing profession is considered one health profession with a high level of occupational stress (Costa Martin, 2011). Problem/Significance Stressful events are an inevitable part of life. Stress is the major factor that nurses have to frequently deal with in theirShow MoreRelatedStress And Burnout Among Nurses2101 Words   |  9 PagesStress and burnout is always a popular issue in journal article, academic books and the press (Jonathan Halbesleben, 2008). Professional burnout is understood as the psychological reaction to chronic work stress as well as globally recognized problem among various specialties of nursing (Maslach, Jackson Leiter, 1996). Burnout has been reported one of the occupational hazards in the work place, which is debilitated to workers, costly to agencies and detrimental to clients (Hayes, 2010). NursingRead MoreThe Effects of Stress Among Female Registered Nurses4470 Words   |  18 PagesINTRODUCTION BACKGROUND OF THE STUDY Prior research has suggested that nurses, regardless of workplace or culture, are confronted with a variety of stressors. As the worldwide nursing shortage increases, the aged population becomes larger, there is an increase in the incidence of chronic illnesses and technology continues to advance, nurses continually will be faced with numerous workplace stressors. Thus, nurses need to learn how to identify their workplace stressors and to cope effectivelyRead MoreConcept Analysis on Stress Among Nurses Essay5023 Words   |  21 PagesKnowledge in Nursing 10.1177/0894318405277527 18:3, July 2005 ARTICLE Unity of Knowledge in the Advancement of Nursing Knowledge Clinical Research Specialist, Philips Medical Systems, Andover, MA Clinical Nurse Specialist, Massachusetts General Hospital, Boston, MA Gerontological Nurse Practitioner, Assistant Clinical Professor, MGH Institute of Health Professions, Boston, MA During the past 20 years, we have witnessed an explosion in nursing knowledge providing the discipline with diverse andRead MoreNursing Research: Work Related Stress Among Nurses Essay example2208 Words   |  9 PagesSelye said, â€Å"It is not stress that kills us, it is our reaction to it.† Stress can cause it’s victims to suffer from emotional and physical anguish. If stress occurs for prolonged periods of time with little to no reprieve it can result in serious and sometimes fatal health problems. It is ironic that stress can lead to major health concerns, yet some of the most stressed people are those in the healthcare profession. According to an article from the Nursing Standard, stress is a leading cause ofRead MoreThe Effect Of Job Rotation And Role Stress Among Nurses On Job Satisfaction And Organizational Commitment1748 Words   |  7 PagesChing Sheng Chang, Ying-Ling Shih and Rong-Da Liang in their research article â€Å"Effects Of Job Rotation And Role Stress Among Nurses On Job Satisfaction And Organizational Commitment†, conducted a field study and the purpose of study was to inspect how role stress among nurses could affect their organizational commitment and job satisfaction, and if the job rotation system might encourage nurses to recognize, relate to and share the vision of the organization, it will result in enhancing their job satisfactionRead MoreStress in Nursing Practice780 Words   |  4 PagesStress is a common occurrence in the workplace. In health care in particular, there are high levels of stress which can have a negative impact on the environment, the staff, and ultimately the patients. Nurses are subjected to a great deal of occupational stress which in turn impacts the quality of patient care. Occupational stress can be defined as, â€Å"the destructive physical and emotional response that occurs when the requirements of the job do not match the capabilities or desires of the employee†Read MoreManaging An Overwhelmed Staff995 Words   |  4 Pagesregarding nursing leadership and management is how to help staff manage work complexity and stress. In health care there is an association between the quality of patient care, staff satisfaction and effective nursing leadership. Nursing is constantly evolving and nurses take on a significant level of responsibility with hardly any control of workload or work environment. This leads to high levels of stress amongst nurses. An overwhelmed staff leads to an increased possibility of compromised patient careRead MoreStress For Community Home Health Nurses856 Words   |  4 Pagesdifferent areas of stress for community home health nurses. Importance of the Study This study is important because it will help nurses and supervisors to identify areas that can causes potential burnout among community nurse in the workplace, which in terms can produce stress. In addition, this study is also important because it will analyze and examine different strategies that can be put in place that can prevent mental, physical, and emotional disturbances to nurses as a result of stress. ResearchRead MoreStress Of Nursing Leadership And Management1549 Words   |  7 PagesStress of Nursing Leadership and Management On a daily basis, everyone experiences stress. Stressful situation without making adjustments can effects your health and well-being. For example, I worked as a charge nurse and mostly as a RN supervisor. This job requires to use managerial skills as well as clinical expertise. The work environment of the skilled nursing facility was mostly short staffed, lack of resources, and overloaded. I, as a charge nurse, was expected to always be available, to beRead MoreStress Of Nursing Leadership And Management1267 Words   |  6 PagesStress of Nursing Leadership and Management As a normal part of life, everyone has stress. Stressful situation without making adjustments can effects your health and well-being. For example, I worked as a charge nurse and mostly as a RN supervisor. This job requires to use managerial skills as well as clinical expertise. The work environment of the skilled nursing facility was mostly short staffed, lack of resources, and overloaded. I, as a charge nurse or RN supervisor, was expected to always be

American Literature Before 1865 Free Essays

While the land issue is frequently invoked as the reason behind the extermination of indigenous Americans by European settlers, the real issue was a clash of cultures that held incompatible world views. Among Native Americans (hereafter referred to as â€Å"Indians† for convenience and because this is actually Native peoples’ preferred appellation according to Coeur d’Alene writer Sherman Alexie), society was usually very egalitarian, and even democratic. Europeans on the other hand believed in top-down, societal structures with rigid orders and classes. We will write a custom essay sample on American Literature Before 1865 or any similar topic only for you Order Now Most Indians were hunters and gatherers; this is how they survived, acknowledging game and wild edible plants as gifts of nature. In light of the harsh, puritanical Yahwist world view of the Europeans, it is significant that those in a hunting-gathering society rarely have to work more than five or six hours per week in order to satisfy their basic needs; Euro-Christians were children of a vengeful, patriarchal god who demanded that they earn their bread by the sweat of their brow (unless of course, one was a successful capitalist, in which lower classes would do it on one’s behalf). Their warped belief system demanded that they till the earth; hunting was for sport. Many (not all) Indians found the thought of agriculture as an affront to the earth; if the Great Spirit had provided berries, roots and game animals, why would they scratch open the Great Mother seeking more? Sexuality was another issue; while most Indians embraced it as any normal, healthy life form and exhibited great tolerance for homosexuality and trans-gendered people (some of whom had high status, as was the case of the Cherokee â€Å"Two Spirit†), Europeans were – as many Americans are now – embarrassed, ashamed, intolerant and repressive when it came to sexual matters. Women among many Indian tribes also had a huge degree of freedom and equality with men, which was rigidly denied to European women. Different European groups had very different experiences and problems in encountering and interacting with Indians. In A Briefe and True Report of the New Found Land of Virgina, written in 1587 prior to the mysterious disappearance of the Roanoke Colony, the explorer Harriot – a product of the Elizabethan England of Shakespeare – wrote under the heading Of The Nature and Manners of the People that the Indians â€Å"†¦are not to be feared, â€Å" but warning â€Å"that they shall have cause to feare and love us, that shall inhabite with them† (241). Harriot goes on the describe them in some detail as to their animal-skin clothing, their lack of edged tools and their style of warfare. He writes, â€Å"In respect of us, they are a people poore, and for want of skill and judgement in the knowledge and use of our things, doe esteeme our trifles [toys, coins and cooking tools] before things of greater value† (242). This statement is significant, particularly in light of later experiences of the English in Virginia – experiences that involved great suffering, death and privation. Here, Harriot indulges in typical English chauvinism, judging Indian society and culture by the standards of his own. It should have become obvious over the ensuing twenty years that a lack of technology did not necessarily make for an inferior culture; masters of their environment, the Indians were well able to survive and even thrive in a place where the first English settlers starved, existed in poverty and frequently died. Even Harriot’s statement that â€Å"should they desire our friendship and love, [they will] have the greater respect for pleasing and obeying us† – a clear declaration of intentions to enslave Indians – proved to be based on this faulty logic as future English settlers discovered when they attempted to do just that. Harriot’s description of the local Indian’s religion indicates there were some traits shared with their own Christianity; immortality of the soul, analogues to Heaven and Hell, and even formal worship rituals held in â€Å"houses appropriate or temples† (243). While by no means typical of all Indian spirituality or religion, it was these kinds of similarities that some Catholic missionaries were able to use in their successful conversions elsewhere. With similarities such as described by Harriot, one wonders if some elements of Christianity had not filtered north from Spanish claims in Florida. Alternatively, given the chauvinistic tendencies of Europeans in general and the English in particular that led to so many misunderstandings, it is quite possible that Harriot may have been simply seeing what he expected and/or desired to see. In any event, the English did not hesitate to use the Indian’s own normal fears of the unknown against them for their own advantage. During a drought, local Indians (some of the few who did engage in agriculture, apparently) came to believe their problems had been brought on by their own actions, and offered to play to the â€Å"God of England, that he would preserve their Corne,† offering the English a portion when the harvest came in. Later, when diseases carried by the English were spread to those Indians who had no natural immunity, the English were all too happy to attribute the plague to their vengeful God for their â€Å"wicked practises† (245). In the case of Indians to whom such things had never happened and had no concept of how disease spread through bacteria and viruses, this self-serving explanation on the part of the English was all too acceptable. The Spaniards’ experiences with Indians were as varied as the Indian cultures they encountered. For example, with complex urban societies such as the Aztecs and Incas, the Spaniards were forced to deal with powers that were nearly equal to their own in terms of technology and organization; only through collaborators within these civilizations were leaders like Cortez and Pizzaro able to succeed in their conquests. Further north, the Dine (Navajo) and Zuni presented somewhat less of a challenge. Unlike the English who came for land, the Spaniard’s main objective was plunder; gold, silver, slaves and souls. Unlike the primarily secular English expeditions, the Spaniards operated under the blessings of an aggressive Roman Catholic church, whose tool was the Holy Inquisition (rather different from the â€Å"kinder, gentler† brand of Catholicism brought by French missionaries to Indians further north). The Zuni – linguistically related to the Nez Perce, Yakama, Klamath and Modoc peoples of the Pacific Northwest, yet living in New Mexico – embraced a kind of spirituality that was completely unlike Christianity. There religion was organized into different â€Å"societies,† each of which governed a specific aspect of the community (22). In many ways, Zuni religion resembled that of the ancient Mayans; a â€Å"sun priest† known as a Pekwin kept a calendar; there was also a belief in â€Å"Hero Twins,† hearkening back to the Mayan legends of Hunahpu and Xibalanque. The Hero Twins also appear in the mythology of other Southwest peoples, including the Navajo (34). This and many other aspects of Zuni culture are revealed in their own creation myth, whose relationship with the Spaniards was hostile practically from the beginning; taken as one of the â€Å"Seven Cities of Cibola,† this sedentary, semi-urbanized, agricultural people successful drove off the initial Spaniard invasion in 1540. A Catholic mission was eventually established some ninety years later, but in 1680, the Zuni were in rebellion once again, joining other Pueblo Indians against the Spaniards. Zuni attitudes toward the Spaniards are apparent in a later version on the Zuni creation story, in which the Trickster, or â€Å"mischief-maker,† is associated with Mexicans, or Spaniards. The Trickster is a common figure in nearly all myths in all cultures on the planet; the late Joseph Campbell considered the Trickster as an integral part of the archetype â€Å"mythic journey,† or Hero’s Quest. The purpose of a Trickster was to lead the Hero astray, or attempt to delay or even foil the Quest. Among American Indian cultures, the Trickster could take many forms, but most frequently appeared as a Coyote. While he could be a teacher and frequently force one to confront that which they might not otherwise wish to deal with, Coyote could also be a mischief-maker. Associated Coyote with Mexicans/Spaniards had a negative connotation. In this version of the creation story, Mexicans also emerge later than the Zuni. This is yet another point of significance; like many tribal peoples, their name for themselves translates as â€Å"The People,† with the implication that others are not â€Å"people. † The name Halona-Iriwana, the Zuni pueblo, means â€Å"The Middle Ant Hill of the World,† suggesting that chauvinistic self-centeredness was not unique to the English and Spaniards. It has been suggested that this type of mentality was what allowed the Europeans to decimate the Indian populations; had all Indian peoples been able to unite against the invaders, European settlers might not have been quite as successful. The problem with this idea is in the sheer diversity of Indian peoples, not only in terms of language, but culture and even physical traits. While warfare among American Indian tribes never reached the kind of wholesale slaughter that it did among Europeans, conflict and competition for resources and prestige was still quite common. Cultural diversity may be something to treasure today, but in American history, it has had great – and often tragic – consequences. Works Cited Baird, Forrest E. and Walter Kaufman, eds. From Plato to Derrida, 4th Ed. (Upper Saddle River: Prentice Hall, 1997). How to cite American Literature Before 1865, Essays

Spanish Colonization free essay sample

The  Philippine  islands first came to the attention of Europeans with the Spanish expedition around the world led by Portuguese explorer Ferdinand Magellan in 1521. Magellan landed on the island of Cebu, claiming the lands for Spain and naming them Islas de San Lazaro. He set up friendly relations with some of the local chieftains and converted some of them to Roman Catholicism. However, Magellan was killed by natives, led by a local chief named Lapu-Lapu, who go up against foreign domination. Over the next several decades, other Spanish expeditions were send off to the islands. In 1543, Ruy Lopez de Villalobos led an expedition to the islands and gave the name Las Islas Filipinas (after Philip II of Spain) to the islands of Samar and Leyte. The name would later be given to the entire archipelago. Spanish colonization Permanent Spanish settlement was not established until 1565 when an expedition led by the Conquistadores, Miguel Lopez de Legazpi, arrived in Cebu from Mexico (New Spain). We will write a custom essay sample on Spanish Colonization or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Spanish leadership was soon established over many small independent communities that previously had known no central rule. Six years later, following the defeat of the local Muslim ruler, Rajah Solayman, Legazpi established a capital at Manila, a location that offered the excellent harbor of Manila Bay, a large population, and proximity to the ample food supplies of the central Luzon rice lands. Manila became the center of Spanish government, including military, religious, and commercial activities in the islands. Despite the opposition of the Portuguese, who desired to maintain their monopoly on East Indies trade, the Spanish had secured a foothold in the Philippines, which became their outpost as the Spanish East Indies. The Philippines was administered as a province of New Spain until Mexican independence (1821). Occupation of the islands was accomplished with relatively little bloodshed, partly because most of the population (except the Muslims) offered little armed resistance initially. A significant problem the Spanish faced was the subjugation of the Muslims of Mindanao and the Sulu Archipelago. The Muslims, in response to attacks on them from the Spanish and their native allies, raided areas of Luzon and the Visayas that were under Spanish colonial control. The Spanish conducted intermittent military campaigns against the Muslims, but without conclusive results until the middle of the 19th century. Church and state were inseparably linked in Spanish policy, with the state assuming responsibility for religious establishments. One of Spains objectives in colonizing the Philippines was the conversion of the local population to Roman Catholicism. The work of conversion was facilitated by the absence of other organized religions, except for Islam, which predominated in the south. The pageantry of the church had a wide appeal, reinforced by the incorporation of Filipino social customs into religious observances. The eventual outcome was a new Roman Catholic majority of the main Austronesian lowland population, from which the Muslims of Mindanao and the upland tribal peoples of Luzon remained detached and alienated (such as the Ifugaos of the Cordillera region and the Mangyans of Mindoro). At the lower levels of administration, the Spanish built on traditional village organization by co-opting local leaders. This system of indirect rule helped create a Filipino upper class, called the principalia, who had local wealth, high status, and other privileges. This perpetuated an oligarchic system of local control. Among the most significant changes under Spanish rule was that the Filipino idea of communal use and ownership of land was replaced with the concept of private ownership and the conferring of titles on members of the principalia. The Philippines was not profitable as a colony, and a long war with the Dutch in the 17th century and intermittent conflict with the Muslims nearly bankrupted the colonial treasury. Colonial income derived mainly from entrepot trade: The Manila Galleons sailing from Acapulco on the west coast of New Spain brought shipments of silver bullion and minted coin that were exchanged for return cargoes of Chinese goods. There was no direct trade with Spain. The invasion of the Filipinos by Spain did not begin in earnest until 1564, when another expedition from New Spain, commanded by Miguel Lopez de Legaspi, arrived. Permanent  Spanish settlement was not established until 1565 when an expedition led by Miguel Lopez de Legazpi, the first Governor-General of the  Philippines, arrived in Cebu from New Spain. Spanish leadership was soon established over many small independent communities that previously had known no central rule. Six years later, following the defeat of the local Muslim ruler, Legazpi established a capital at Manila, a location that offered the outstanding harbor of Manila Bay, a large population, and closeness to the sufficient food supplies of the central Luzon rice lands. Manila became the center of Spanish civil, military, religious, and commercial activity in the islands. By 1571, when Lopez de Legaspi established the Spanish city of Manila on the site of a Moro town he had conquered the year before, the Spanish grip in the  Philippines  was secure which became their outpost in the East Indies, in spite of the opposition of the Portuguese, who desired to maintain theirmonopoly  on East Asian  trade. The  Philippines  was administered as a province of New Spain (Mexico) until Mexican independence (1821). Manila revolted the attack of the Chinese pirate Limahong in 1574. For centuries before the Spanish arrived the Chinese had  traded  with the Filipinos, but evidently none had settled permanently in the islands until after the conquest. Chinese  trade  and labor were of great importance in the early development of the Spanish colony, but the Chinese came to be feared and hated because of their increasing numbers, and in 1603 the Spanish murdered thousands of them (later, there were lesser massacres of the Chinese). The Spanish governor, made a viceroy in 1589, ruled with the counsel of the powerful royal audiencia. There were frequent uprisings by the Filipinos, who disliked the encomienda system. By the end of the 16th cent. Manila had become a leading commercial center of East Asia, carrying on a prosperous  trade  with China, India, and the East Indies. The  Philippines  supplied some wealth (including gold) to Spain, and the richly loaded galleons plying between the islands and New Spain were often attacked by English freebooters. There was also trouble from other quarters, and the period from 1600 to 1663 was marked by continual wars with the Dutch, who were laying the foundations of their rich empire in the East Indies, and with Moro pirates. One of the most difficult problems the Spanish faced was the defeat of the Moros. Irregular campaigns were conducted against them but without conclusive results until the middle of the 19th century. As the power of the Spanish Empire diminished, the Jesuit orders became more influential in the  Philippines  and obtained great amounts of property. Occupation of the islands was accomplished with relatively little bloodshed, partly because most of the population (except the Muslims) offered little armed battle initially. A significant problem the Spanish faced was the invasion of the Muslims of Mindanao and the Sulu Archipelago. The Muslims, in response to attacks on them from the Spanish and their native allies, raided areas of Luzon and the Visayas that were under Spanish colonial control. The Spanish conducted intermittent military campaigns against the Muslims, but without conclusive results until the middle of the 19th century. Church and state were inseparably  linked in  Spanish policy, with the state assuming responsibility for religious establishments. One of Spains objectives in colonizing the  Philippines  was the conversion of Filipinos to Catholicism. The work of conversion was facilitated by the absence of other organized religions, except for Islam, which predominated in the south. The pageantry of the church had a wide plea, reinforced by the incorporation of Filipino social customs into religious observances. The eventual outcome was a new Christian majority of the main Malay lowland population, from which the Muslims of Mindanao and the upland tribal peoples of Luzon remained detached and separated. At the lower levels of administration, the Spanish built on traditional village organization by co-opting local leaders. This system of indirect ule helped create in a Filipino upper  class, called the principalia, who had local wealth, high status, and other privileges. This achieved an oligarchic system of local control. Among the most significant changes under Spanish rule was that the Filipino idea of public use and ownership of land was replaced with the concept of private ownership and the granting of titles on members of the principalia. The  Philippines  was not profitable as a colony, and a long war with the Dutch in the 17th century and intermittent conflict with the Muslims nearly bankrupted the colonial treasury. Colonial income derived mainly from entrepot  trade: The Manila Galleons sailing from Acapulco on the west coast of Mexico brought shipments of silver bullion and minted coin that were exchanged for  return  cargoes of Chinese goods. There was no direct  trade  with Spain. Decline of Spanish rule Spanish rule on the  Philippines  was briefly interrupted in 1762, when British troops invaded and occupied the islands as a result of Spains entry into the Seven Years War. The Treaty of Paris in 1763 brought back Spanish rule and the British left in 1764. The brief British occupation weakened Spains grip on power and sparked rebellions and demands for independence. In 1781, Governor-General Jose Basco y Vargas founded the Economic Society of Friends of the  Country. The  Philippines  by this time was administered directly from Spain. Developments in and out of the  country  helped to bring new ideas to the  Philippines. The opening of the Suez Canal in 1869 cut  travel time  to Spain. This prompted the rise of the ilustrados, an enlightened Filipino upper  class, since many young Filipinos were able to study in Europe. Enlightened by the Propaganda Movement to the injustices of the Spanish colonial  government  and the frailocracy, the ilustrados originally clamored for adequate representation to the Spanish Cortes and later for independence. Jose Rizal, the most celebrated intellectual and essential illustrado of the era, wrote the novels Noli Me Tangere and El Filibusterismo, which greatly inspired the movement for independence. The Katipunan, a secret society whose primary principle was that of overthrowing Spanish rule in the  Philippines, was founded by Andres Bonifacio who became its Supremo (leader). The  Philippine  Revolution began in 1896. Rizal was concerned in the outbreak of the revolution and executed for treason in 1896. The Katipunan split into two groups, Magdiwang led by Andres Bonifacio and Magdalo led by Emilio Aguinaldo. Conflict between the two revolutionary leaders ended in the execution or assassination of Bonifacio by Aguinaldos soldiers. Aguinaldo agreed to a treaty with the Pact of Biak na Bato and Aguinaldo and his fellow revolutionaries were exiled to Hong Kong. It was the opposition to the power of the clergy that in large measure brought about the rising attitude for independence. Spanish injustices, prejudice, and economic oppressions fed the movement, which was greatly inspired by the brilliant writings of Jose Rizal. In 1896 revolution began in the province of Cavite, and after the execution of Rizal that December, it spread throughout the major islands. The Filipino leader, Emilio Aguinaldo, achieved considerable success before a peace was patched up with Spain. The peace was short-lived, however, for neither side honored its agreements, and a new revolution was made when the Spanish-American War broke out in 1898. The Spanish-American war started in 1898 after the USS Maine, sent to Cuba in connection with an attempt to arrange a peaceful resolution between Cuban independence ambitions and Spanish colonialism, was sunk in Havana harbor. After the U. S. naval victory led by Commodore George Dewey defeated the Spanish squadron at Manila Bay on May 1, 1898, the U. S. invited Aguinaldo to return to the Philippines, which he did on May 19, 1898, in the hope he would rally Filipinos against the Spanish colonial government. By the time U. S. land forces had arrived, the Filipinos had taken control of the entire island of Luzon, except for the walled city of Intramuros Manila, which they were besieging. On June 12, 1898, Aguinaldo declared the independence of the Philippines in Kawit, Cavite, establishing the First Philippine Republic under Asias first democratic constitution. Their dreams of independence were crushed when the Philippines were transferred from Spain to the United States in the Treaty of Paris (1898), which closed the Spanish-American War. Concurrently, a German squadron under Admiral Diedrichs arrived in Manila and declared that if the United States did not grab the Philippines as a colonial possession, Germany would. Since Spain and the U. S. ignored the Filipino representative, Felipe Agoncillo, during their negotiations in the Treaty of Paris, the Battle of Manila between Spain and the U. S. was alleged by some to be an attempt to exclude the Filipinos from the eventual occupation of Manila. Although there was substantial domestic opposition, the United States decided neither to return the Philippines to Spain, nor to allow Germany to take over the Philippines. Therefore, in addition to Guam and Puerto Rico, Spain was forced in the negotiations to hand over the Philippines to the U. S. in exchange for US$20,000,000. 00, which the U. S. later claimed to be a gift from Spain. The first Philippine Republic rebelled against the U. S. occupation, resulting in the Philippine-American War (1899–1913). The Spanish colonization of the Philippines began in earnest with the arrival on the shores of Cebu in April 1565 of an expeditionary force led by a minor Spanish colonial official from Mexico named Miguel Lopez de Legaspi. The new Spanish king Felipe II who had ascended the throne in 1556 gave a fresh impetus to the colonial ambitions of his father Carlos V by ordering the Viceroy of Mexico to make preparations for a new expedition. By 1564, the Royal Audiencia of Mexico gave the instructions that were to guide Legaspi’s mission to the Philippines. He was ordered to undertake the voyage for the discovery and possession of the so-called  Islas del Poniente  or Western Islands, which included the islands discovered by Magellan and named subsequently by Villalobos as  Felipinas, in honor of the Spanish King. Among his objectives in these lands were to search for spices, spread the Catholic faith and establish settlements where it might be fitting or advantageous to the crown and the propagation of the faith. He was provided with ships, supplies, weapons and men who were paid at the port where they were to depart. A foothold in Cebu: 1565-1569. With an initial fleet of four vessels and force of 200 soldiers, 150 sailors and five religious, Legaspi established an outpost in Cebu. During the next four years, his contact with the peninsula was maintained through the voyages of his ships which carried spices and dispatches to Mexico and Spain and returned with reinforcements and provisions. The fledgling colony survived on tribute collected from the native villages in Cebu and nearby islands, overcoming resistance with help from friendlier natives. However, there was a development that nearly spelled the doom of the colony – the Spaniards were being starved in Cebu. Rather than cooperate with them, the natives fled to the mountains, while those who remained simply refused to plant crops or trade with them. It came to a point when Legaspi’s men were reduced to eating rats and cats. In 1568, a Portuguese fleet dropped anchor in Cebu and laid siege on the settlement. The Portuguese were claiming that the islands lay within the demarcation line intended for Portugal by the Treaty of Zaragosa in 1529. But they were not able to break Spanish resolve to stay. They lifted the siege months later in January 1569 when they themselves ran out of provisions. Feeling vulnerable to the Portuguese in their present site, Legaspi decided to transfer the colony to Panay which abounded in food. The expedition moves to Panay – 1569. In 1569, the Spaniards crossed the sea to the island of Panay. There, they continued to levy tribute, their companies spread thinly in Panay and neighboring islands for the purpose. Among the  conquistadors  with Legaspi, the most celebrated were the  maistre de campo  Martin de Goiti and the young, dashing Juan Salcedo, brother of Felipe de Salcedo and grandson of Legaspi, who explored most of Luzon and whose love affair with Lakan Dula’s niece, Princess Candarapa, became the stuff of which legends were made. Salcedo left their base camp in Panay in late 1569 with a company of 40 soldiers. He reached Mindoro and its nearby islets, subduing the natives and plundering the rich village of Mamburao with the cutting-edge weapon of their day, the arquebus, and their usual auxiliaries of  Pintados, the Visayan natives allied with the Spaniards. Salcedo returned to Panay in May 1570, there to meet with Legaspi and the  maistre de campo  Goiti who had also arrived from another expedition to discuss the final leg of their odyssey in the islands – the conquest of Luzon and the thriving community of Manila which, with its 4,000 inhabitants, was under the rule of a Muslim noble named Rajah Soliman. On May 3, Goiti and Salcedo sailed out of Panay in two small ships with a hundred soldiers and accompanied by a fleet of 14 or 15 vessels of the  Pintados. They again passed through Mindoro which remained hostile and attacked its principal village whose inhabitants took a refuge behind walls mounted with some columns. But that was all their firepower. The natives were armed with badly tempered lances which could not penetrate a good coat of mail and daggers and arrows which the Spaniards dismissed as weapons of little value. Defeated, they became willing vassals of the Spaniards and paid tribute to them.

Sound versus space essays

Sound versus space essays Very simply, sound is the vibration of any substance. The substance can be air, water, wood, or any other material, and in fact the only place in which sound cannot travel is a vacuum. When these substances vibrate, or rapidly move back and forth, they produce sound. As described in the How We Perceive Sound: The Ear section, our ears gather these vibrations and allow us to interpret them. To be a little more accurate in our definition of sound, however, we must realize that the vibrations that produce sound are not the result of an entire volume moving back and forth at once. If that were the case, the entire atmosphere would need to shift for any sound to be made at all! Instead, the vibrations occur among the individual molecules of the substance, and the vibrations move through the substance in sound waves. As sound waves travel through the material, each molecule hits another and returns to its original position. The result is that regions of the medium become alternately more dense, when they are called condensations, and less dense, when they are called rarefactions. Very simply, sound is the vibration of any substance. The substance can be air, water, wood, or any other material, and in fact the only place in which sound cannot travel is a vacuum. When these substances vibrate, or rapidly move back and forth, they produce sound. As described in the How We Perceive Sound: The Ear section, our ears gather these vibrations and allow us to interpret them. To be a little more accurate in our definition of sound, however, we must realize that the vibrations that produce sound are not the result of an entire volume moving back and forth at once. If that were the case, the entire atmosphere would need to shift for any sound to be made at all! Instead, the vibrations occur among the individual molecules of the substance, and the vibrations move through the substance in sound waves. As sound waves travel ...

Individualized Education Plan Goals for Place Value

Individualized Education Plan Goals for Place Value Learning place value is critical for expanding mathematical understanding past single-digit addition, subtraction, multiplication, and division- even for students who are on an individual education plan, or  IEP. Understanding ones, tens, hundreds, thousands as well as tenths, hundredths, etc.- also referred to as the  base 10  system- will help IEP students manipulate and use large numbers. Base 10 is also the foundation of the U.S. monetary system, and the metric measurement system. Read on to find examples of IEP goals for place value that align to the  Common Core State Standards. The Common Core State Standards Before you can write IEP goals for place value/the base-10 system, its important to understand what the Common Core State Standards require for this skill. The standards, developed by a federal panel and adopted by 42 states, require that students- whether they are on an IEP or mainstream students in the general education population- must: Understand that the two digits of a two-digit number represent amounts of tens and ones. (They must also be able to):Count within 1,000; skip-count by 5s, 10s, and 100s.Read and write numbers to 1,000 using base-ten numerals, number names, and expanded form. IEP Goals for the Place Value Regardless of whether your student is eight or 18, she stills  need to master these skills. The following IEP goals would be considered appropriate for that purpose. Feel free to use these suggested goals as you write your IEP. Note that you would replace Johnny Student with the name of your student. When given a two-digit number, Johnny Student will model the number using place value rods and blocks, with 90 percent accuracy in four out of five trials administered over a one-week period as measured by teacher-charted data and work samples.When presented with three-digit numbers, Johnny Student will correctly identify the digit in the ones, tens, and hundreds places with 90 percent accuracy in four out of five trials administered over a one-week period as measured by teacher-charted data and work samples. Specific and Measurable Remember that to be legally acceptable,  IEP goals must be specific, measurable, achievable, relevant, and time-limited. In the previous examples, the teacher would track the students progress, over a one-week period, and document progress via data and work samples demonstrating the student can perform the skill with 90-percent accuracy. You can also write place-value goals in a way that measures the number of correct student responses, rather the percentage of accuracy, such as: In a classroom setting, when given a missing numbers chart with numbers up to 100, Johnny Student will write nine out of 10 correct numbers in three out of four consecutive trials over a one-month period as measured by teacher and staff observation as well as work samples.When presented with a three-digit number between 100 and 1,000, Johnny Student will count up by 10s in nine out of 10 trials over a one-month period as measured by teacher and staff observation as well as work samples. By writing the goals in this manner, you can track student progress through simple worksheets that allow the student to count by 10s. This makes  tracking student progress  in using the base-10 system much easier.

The catcher in the rye Research Paper Example | Topics and Well Written Essays - 1250 words

The catcher in the rye - Research Paper Example After an emotive nosedive emphasized by Pencey Prep expulsion, Caulfield checks the Edmont Hotel and meanders the vicinities of Manhattan for 3 days. However, as Caulfield’s adventure progresses, he gradually begins bridging the gap between childhood innocence and the adulthood onset. The second last chapter of the novel follows Caulfield as a few significant occasions add to his advantage of personal closure concerning the loss of virtuousness between childhood and adulthood, a universal theme of the book. Caulfield’s walk on 5th Avenue at the beginning of the chapter signifies his many struggles related to his journey to adulthood throughout the book (Gohn 44). Caulfield literally aims at "catching" the children as they fall into adulthood. Caulfield, like any other teenager, stays scared of growing up. He understands that no one stands at the bottom of this metaphorical face with open arms to hold him as he tumbles, and that frightens him more than anything in his li fe. This fear of the cliff edge pushes Caulfield to walk on the streak between adulthood and childhood without committing to either flank, paralleling his sprints from one block to another (Sanford Pinsker 112). Additionally, Holden adheres to one of his only thoughts that he will ever find consoling for strength - his brother’s, (Allie) memory. As he runs, he "make[s] believes that he talks to his brother" (Salinger 257), and appreciates him when he crosses by the street securely. In a logic, Caulfield views Allie as his catcher on the bottom end of the cliff. He holds Allie's catcher's hand with him at every time, and it is apparent that Allie's death affected and infected him in an irreversible way that made it extremely hard for him to progress in his life. While he reflects to the past, Caulfield’s course of growing up turns out to be stunted. He calls out for Allie's memory to protect him from harms not only as he strolls along the streets in New York but when he rambles through his life. Without guides and uncertain, Caulfield never takes his time to cement precisely what he wants in life and consequently becomes trapped in the midpoint of adolescence. Convoying the discovery of smudged atrocities on his sister Phoebe's school, Caulfield begins to understand that individual’s loss of innocence remains` irresistible. He contemplates of how every child at the school could see the graffiti and, owing that he is young and innocent, he do not know what it implied. The thought drives him "near crazy" (Salinger 260). Caulfield discovers the fact that the communications written in school for children disturbing, wishing it could be possible that Phoebe with her friends could exist unpolluted by such rudimentary messages. In Caulfield’s views, young children like Phoebe signify everything that is pure and real about life, finding consolation in visiting Phoebe within earlier chapters. He despises the thought that their blamelessness w ill inevitably disappear one time. After seeing some more items of graffiti, Caulfield comments that "if you could get a million years of doing it in, you could not rub out even a half the "dirty" cryptograms in the world. It is practically impossible" (Salinger 262). Caulfield finally has his own epiphany - he understands that loss of innocence in children is unstoppable. Society is so corrupt for there to occur a utopian,

International Business and the Balance of Payment Essay

International Business and the Balance of Payment - Essay Example According to the research findings, it can, therefore, be said that the outward movement of a firm's international operations is considered as internationalization, not only in terms of the number of markets served but also in the operation methods utilized. Johanson and Vahlne define internationalization as "a process in which the enterprise gradually increases its international involvement. This process develops the relationship between the development of knowledge about foreign markets and operations on one hand and escalating commitment of resources to foreign markets on the other. Many critics view multinational corporations as a negative factor in the development efforts of Third World Countries; Hymer; Hopkins; Mullier found that the multinationals are perceived as a principal source of the underdevelopment of Third World Countries. Moreover, Frank supports this statement by saying that multinational corporations create net capital outflows, contribute to problems in balance o f payment, distort the domestic consumption patterns, export unsuitable technology, and products at excessive prices and, most emphatically, do not solve the unemployment problems. In addition, they aggravate economic and social inequalities in the host countries through the formation or the intensification of a small group of indigenous elites who collaborate with and benefit from the multinationals. The balance of payments is an important factor that greatly influences the internationalization process of many firms. A deficit in the balance of payments of a host country might force the government to use artificial barriers (i.e. tariffs and quotas) to limit and control imports. Managers can utilize the evaluation of the level of GNP in a host country in making important decisions not only by providing them with an indication of a potential consumer base in the market and average income per capita but also by helping the managers to forecast the future trends in a foreign country's economy. Rigorous crises in the balance of payments and currency take place with some occurrence in emerging-market economies--more than 51 crisis episodes over the past 25 years, demonstrating that about 8 percent of the time an emerging-market economy was facing serious turbulence in currency markets. Likewise, this frequency of currency crises appears to be a reoccurring phenomenon, persistent over time and across regions of the world. In terms of the other variables of the model, study of Glick & Hutchinson concluded that actual exchange rate overvaluation is a significant factor slowing output growth. This finding is discussed comprehensively in Moreno. In view of the fact that real overvaluation also takes part in an essential role in generating currency and balance of payments crises in the first instance, the undesirable effects emerge to work through two channels - the direct and the indirect channel. The direct channel is to reduce real output by weakening in export compe titiveness. The indirect channel is by contributing to a currency crisis, which in turn is associated with a disruption in financial markets and a downturn in output growth.

Odysseus Relationship with Telemachus in Homers Odyssey :: Homer Odyssey Essays

Odysseus' Relationship with Telemachus in Homer's Odyssey Throughout the last books of The Odyssey Homer tells us how Odysseus restores his relationships with his friends and relatives at Ithaca. Perhaps one of the most revealing of these restoration episodes is Odysseus' re-encounter with his son, Telemachus. This re-encounter serves three main purposes. First, it serves to portray Telemachus' likeness to his father in the virtues of prudence, humility, patience, and planning. Secondly, it is Odysseus' chance to teach his son to be as great a ruler as Odysseus himself is. Lastly, Homer uses this re-encounter to emphasize the importance of a family structure to a society. To be able to understand the impact that this meeting had on Odysseus it is necessary to see that Telemachus has grown since his first appearances in the poem and obviously since his last contact with his father; Odysseus left Telemachus as an infant now their relationship is a man to man relationship rather than a man to child relationship. Of the many proofs of Telemachus' maturation three are sufficient to render an accurate account of what virtues he gained. The gained virtues shown are courage, wisdom, and prudence. Courage is shown when Telemachus decides to go around Nestor's house rather than passing through it, for Telemachus goes out to sea knowing that an ambush awaits him. This wisdom is manifested in his knowledge that if he stops Nestor's hospitality will delay him even more. And prudence is shown in Telemachus' ability to control his desires for comfort in Nestor's house and his decision to endure hardship at sea. Next Telemachus' confidence and hospitality are shown when he takes in Theochlamenos the seer. In the beginning of the poem Telemachus is not confident enough in his ability to provide hospitality to Athena disguised as Mentor, but now Telemachus is happy to provide the seer with refuge. Another proof of Telemachus' virtues is his confidence in ordering his mother and her maids to com ply with his will; their obedience shows us that he is worthy of respect. Thus Telemachus possesses the virtues necessary to be a ruler: courage, wisdom, prudence, confidence, and hospitality. Now we come to the re-encounter of father and son.

European society Essay

The eighteenth century saw a revolution sweeping Western philosophy and a simultaneous upheaval and transformation in Western social life. In this period, the west, particularly the European society and state seemed cold and heartless. The dislocations of industrialization and urbanization exposed the weaknesses of the old system and stimulated a need for more innovative political institutions adaptable to the new socio-economic conditions. This desire for change was accompanied by strong nationalist sentiments. Initial Western nationalism was lauded as a liberal form of mass political engagement and allegiance to the secular power of emerging states, consistent with popular rule. Accordingly, its birth was announced with the representation, rights, and toleration of England’s constitutional monarchy and its banner the â€Å"liberty, equality and fraternity† of the French Revolution against absolutism. Many scholars estimate the birth of the American nation from 1750-1775 (see for example, Weeks, 1994). In the late nineteenth century to the early twentieth century, social, political, and economic turmoil and instability transformed many Western countries into the world’s most chaotic amphitheater of disruption. People who thought that their cultural and political borders were violated waged a series of insurrections and rebellions. This strong feeling and desire to fight violations of inalienable natural rights came to be known as nationalism. Nationalist feelings became a decisive power in the Romantic Era. In nationalism, the individual is â€Å"the very center, the arbiter, the sovereign of the universe† (Kedourie, 1993, p.17). The political implication of this was that self-determination constituted the supreme good. Later political philosophers building upon Kantian ideas proposed that: humanity is naturally divided into nations; each nation has its peculiar character; the source of all political power is the nation; for freedom and self-realization, people must identify with a nation; loyalty to the nation-states overrides other loyalties; and the primary condition of global freedom and harmony is the strengthening of the nation-state (Smith, 1983). In the early years of the twentieth century, the striking similarity displayed by the nationalist movements throughout Southeast Asia derived from their common inspiration in Western ideology and their largely identical economic bases – the former guiding the intellectuals who lead the movements in their respective countries; the latter supplying the driving power from the masses. However, it must be pointed out that nationalist movements in this region did not have the support of more than a very small fraction of the native peoples, who for the most part are not aware that the question of autonomy even exists, and whose major concern is simply survival (Emmerson, Mills, and Thompson, 1942). In Southeast Asia, native nationalism has been the forced growth of a transplanted Western seed. In spite of the centrifugal forces of a plural society artificially bound together solely by the profit motive, nationalism has taken root among the indigenous peoples. It has penetrated most deeply among the native peoples who are united by a common language, pride of race and glorious historical traditions (Emmerson, Mills, and Thompson, 1942). Thus, â€Å"Within each group, nationalism has proved to be a cohesive force, welding people who were until its advent hardly conscious of the existence of compatriots beyond their own village, absorbing disparate religious and regional loyalties, and nationalizing such international influences as they experienced. However, from the perspectives of Southeast Asian countries as individual units, nationalism has proved a disruptive force. It has made each racial group more self-conscious, more prone to assert itself at the expense of other groups, and either tends toward a disastrous break-up of the present mosaic by some vigilant outsider playing upon this grave weakness in the body politic and social, or leads toward the forced assimilation of the weaker minorities by the most powerfully placed group. † (Emmerson, Mills, and Thompson, 1942, p. 144) The establishment of national unity through was essential ingredient in the emergence of democracy. According to Marx (2003), nationalism is an essential prerequisite to democracy, since â€Å"it establishes the boundaries of the community to which citizenship and rights are then accorded, without which democracy is impossible† (p. 31). And the birth of nationalism was related to the political baptism of the lower classes whose empowerment helped bring democracy, with both nationalism and democracy thereby relatively and impressively inclusive (Marx, 2003). While many have witnessed nationalism and democracy going together, for the past few years, nationalism has been largely considered a disruptive force on the prospects for democratization. For one, national unity gives rise to the question of the state and its boundaries, which is believed to be more fundamental than that of regime type and that can disrupt debate about appropriate political forms. Nationalism in this sense is a disruptive force because it gives rise to issues regarding religious beliefs, language, and customs. Moreover, nationalism is largely seen as being potentially disruptive to achieving democratic outcomes since it stimulates mass mobilization which frightens authoritarian rulers, causing them to suppress activities that may stop the progress of the whole process of political change. The argument that nationalism is a disruptive force is validated by the experiences of southern Europe and Latin America. The disintegration of all of the federal Communist states along republican lines adds force to this argument; however, it is not as clear-cut as this in the post-Soviet experience. According to McFaul (2002), ten years after the collapse of communism, only Estonia, Latvia, and Lithuania are democracies, while the other republics are under regimes that are either facade democracies or nondemocratic. Nationalism was also seen as a disruptive force on the eve of the First World War. It played an important role in the rivalries between superpowers: Germany vs. France (revenge for 1871), Russia, vs. Austria-Hungary (expansion into Balkans), and Germany vs. Great Britain (control of seas, arms race). Nationalism was also a disruptive force regarding the emergence of unsatisfied nationalities: Poles, Irish, Serbs, Czechs, and many others In Poland, following the 1830 uprising, conservatives began to drift away from nationalism. By the 1850s, only few on the right were interested in talking about nationalism, which came to be seen as a dangerous term signifying disruption, disorder, and even revolution (Porter, 2000). Within Poland itself many nobles may have shared the hopes of the Czartoryski circle, but since they could do little to further such a cause, they retreated to apolitical lives (Porter, 2000). Not only were the conservatives uncomfortable with the politics of the patriotic activists, but they found it difficult to speak the language of national romanticism. â€Å"They might appreciate some of the poetry of Mickiewicz or Slowacki, but they soon discovered the disruptive force of the progressive historiosophies to which the concept of the nation had been so firmly linked. † (Porter, 2000, p. 31) References Emerson, R. , Mills, L. A. , and Thompson, V. (1942). Government and Nationalism in Southeast Asia. New York: Institute of Pacific Relations. Kedourie, E. (1993). Nationalism, 4th expanded ed. Oxford: Blackwell Publishers. Marx, A. W. (2003). Faith in Nation: Exclusionary Origins of Nationalism. New York: Oxford University Press. McFaul, M. (2002). The Fourth Wave of Democracy and Dictatorship: Noncooperative Transitions in the Postcommunist World. World Politics 54(1), 212-44. Porter, B. (2000). When Nationalism Began to Hate: Imagining Modern Politics in Nineteenth Century Poland. New York: Oxford University Press. Weeks, W. E. (1994). American Nationalism, American Imperialism: An Interpretation of United States Political Economy, 1789-1861. Journal of the Early Republic, 14, 485-495.

Essential Tips for Producing Great News Features

A news feature is a kind of story that focuses on a hard news topic. It combines a feature writing style with hard news reporting. Here are a few tips to help you learn how to write a news feature story. Find a Topic Thats Doable News features typically try to shed light on problems in our society, but many people doing news features for the first time try to tackle topics that are just too large. They want to write about crime or poverty or injustice, but entire books—indeed, hundreds of books—can and have been written about subjects so broad. What you need to do is find a narrow, focused topic that can be covered reasonably well in the space of a 1,000–1,500-word news feature. If you want to write about crime, focus on one particular neighborhood or even a specific housing complex, and narrow it down to one type of crime. Poverty? Pick a particular kind, whether its homelessness or single mothers who cant feed their kids. And again, narrow your scope to your community or a neighborhood. Find Real People News features tackle important topics, but theyre still like any other kind of feature—theyre people stories. That means you have to have real people in your stories who will bring the topic to life. So if youre going to write about homeless people, youll need to interview as many as you can. If youre writing about a drug epidemic in your community, youll need to interview addicts, cops, and counselors. In other words, find people who are on the front lines of the issue youre writing about and let them tell their stories. Get Plenty of Facts and Stats News features need people, but they also need to be rooted in facts. For example, if your story claims there is a methamphetamine epidemic in your community, you need to support that with arrest statistics from police, treatment numbers from drug counselors, and so on. Likewise, if you think homelessness is on the rise, youll need numbers to back that up. Some evidence can be anecdotal; a cop saying hes seeing more homeless people on the streets is a good quote. But in the end, theres no substitute for hard data. Get the Expert View At some point, every news feature needs an experts point of view. So if youre writing about crime, dont just talk to a patrol cop—interview a criminologist. And if youre writing about a drug epidemic, interview someone whos studied the drugs involved and their spread. Experts lend news features authority and credibility. Get the Big Picture Its crucial to have a local focus for a news feature, but its also good to give a broader perspective as well. Incorporate large-scale stats that are relevant to your topic, like how the issue exists on a national level. What is the homeless crisis like across the country? Have there been similar drug epidemics in other communities? This big picture kind of reporting validates your story and shows that it is a piece of a larger puzzle. The federal government keeps track of tons of data, so look to the websites for various agencies to find the statistics you need.

The Creation of a Homeschool Transcript

As homeschool programs continue to grow in popularity, more and more questions arise about how to ensure that the educational experience of the child is valid respected by future educational institutions, such as colleges or secondary schools. This often means that the validity of the homeschool transcript, in particular, can come into question, and parents who are creating the programs need to make sure that their transcripts contain the necessary information to accurately reflect their child’s mastery of the material. While homeschool transcripts are, according to state law, considered to be equal to transcripts from public and private institutions, that doesn’t mean that any old transcript will do. Homeschool programs also need to properly address the state requirements for education. If you’re not completing the appropriate course of study, then your transcript isn’t going to help you. It’s important to be able to accurately reflect the course of study taken by your student, as well as how the student performed in her studies. While this all may seem confusing, it doesn’t have to be. Check out these helpful tips for creating a solid course of study and how to create a formal homeschool transcript. State Requirements for High School Graduation Whether you are considering a traditional classroom experience for middle school, high school, or college, it’s important that you know what your state’s requirements are for graduation. Your program of study should work towards meeting those goals and may even provide the opportunity for a student to progress within their studies more quickly than a traditional classroom.  The transcript is how you will document the fulfillment of these requirements. Start by making a list of the courses your child needs to take and create a plan for when and how these courses will be taught. This list can be used to start building your transcript. By addressing these core courses early, you have more flexibility when it comes to designing your program. If your child is excelling in math, for example, this could be an opportunity to provide high school level math courses earlier on, starting in middle school. This can be very helpful if you’re looking to transfer into a public or private high school in the future, or even just in preparation for college. It’s important to regularly check your state’s requirements, as there can be changes year to year, and you don’t want any surprises. If you move, you may find that your new home state doesnt have the same requirements as your previous one. Things you need to determine to include: Years of English (typically 4)Years of math (typically 3 to 4)Years of science (typically 2 to 3)Years of history/social studies (typically 3 to 4)Years of a second language (typically 3 to 4)Years of art (varies)Years of physical education and/or health (varies) You also need to determine if there are core courses that your child is expected take, such as U.S. History, World History, Algebra, and Geometry. Literature and composition courses are often required as well. Determining Grades With Assessments Your transcript needs to include grades, and how you determine those grades is important. As you teach, the program must address the core course requirements, and you should keep accurate records of student performance. By regularly giving quizzes, tests, and graded assignments, you have a way to assess your child’s performance quantitatively, and use those scores to create an average grade that will be used on your transcript. This helps you ensure that you’re adequately assessing skills and mastery, and gives you a way to benchmark progress against performance on standardized tests. If your child takes the SSAT or ISEE or the PSAT, you can compare her grades to the scores. If your student is achieving only average scores on the standardized test but is receiving all As, educational institutions might see this as a discrepancy or a red flag.   Middle School vs High School Transcripts When creating a middle school transcript for the purpose of applying to a traditional secondary school, you likely have a little more flexibility than you might with a high school transcript. In some instances, comments can be used, and can even replace having the standard grades, though some schools may be resistant to comment-only transcripts. For private schools, a comment transcript without grades may be accepted, provided that the student excels on the standardized tests for admission, such as the SSAT or ISEE. Showing grades and/or comments for the past 2 to 3 years may be appropriate, but check with the secondary or middle school you’re applying to, just to be sure, as some may require more than four years of results. But, when it comes to high school, your format needs to be a bit more official. Be sure to include all the courses the student has taken, credits earned from each and the grades received. Stick to the high school studies; many parents believe that adding in high-achieving results from all courses taken in middle school can be a bonus, but the truth is, colleges only want to see high school level courses. If there are high school level courses taken in the middle school years, you should include them to show that the course was fulfilled appropriately, but only include high school level courses. Include the Relevant Facts In general, your transcript should include the following information: Student’s nameDate of birthHome addressPhone numberDate of graduationThe name of your homeschoolCourses taken and credits earned for each along with the grades receivedTotal credits and GPAA grading scaleA place for you to sign and date the transcript It’s important to note that you should not use the transcript as a place to add details or explanations about grade changes or to explain difficulties in a former school. There is often a place within the school’s application for the parent and/or the student to reflect on past challenges, obstacles they have overcome, and why there may be significant jumps in performance within the transcript. As for your transcript, try to focus on data.   Creating an official transcript can be a lot of work, but if you are organized when it comes to your program offerings and diligently track and record your students progress year to year, creating an effective transcript for your child is easy.

Reflection On Self Assessment Reflection Paper - 961 Words

Self-Assessment Reflection Paper I have used the feedback to deepen my learning and improved the learning product I submitted by listing and understanding what my instructor have given me through our discussion about the homework assignments. I have taken that information constructively to make sure that the paper I will be submitting is concise and sound conveying the information properly in the APA format making the submitting assignment free from grammatical errors to best of my ability. For example; the instructor and I discussed about submitting an APA style paper with in-text citation and properly referencing my paper. This discussion helped me more conscious and aware about submitting my writing assignments in the APA format. Also, the discussion helped me to organized and structure my paper given it a consistent flow throughout the paper. 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Dynamic Open House Free Essays

string(42) " comfortably be in each program location\." Running head: Team 2: DYNAMIC OPEN HOUSE Team 2: Dynamic Open House Project Design Approach – WIN 508 Team 2: Michael Beaton John G. Bell Scott Traynor Antioch University Seattle Table of Contents Introduction3 Design Process3 Designer-Client Conversations4 Design Elements7 Room Use – Program Dividers and Breakout Rooms7 Presentation – PowerPoint and Video10 Graphics – Large Scale and Flyers13 Other design elements17 Introduction The Center for Creative Change (C3) periodically puts on an â€Å"Open House†. The Open House is a 2-hour presentation to prospective graduate students, to both answer their questions and to excite them about the opportunity that C3 provides. We will write a custom essay sample on Dynamic Open House or any similar topic only for you Order Now While the current Open House is adequate there is a sense that it is could be better. Toward this goal, the clients have engaged the design team to facilitate the development of ideas that will reinvigorate the Open House presentation. As clients, Wendy Olsen and Farouk Seif represent C3 and Antioch. Design Team2 is comprised of John Bell, Scott Traynor and Michael Beaton. The team met twice with the Wendy Olsen and once with Farouk. The clients and the design team used collaboration and lively discussion to develop design goals, criteria and constraints. The design team used these goals, criteria and constraints to develop the following proposal. Design Process The design team worked to identify characteristics of the current Open House through conversations with the clients about the Open House, the design team’s own student experience and focus groups that had been conducted in a previous quarter. Elements of the existing Open House and of the Antioch experience were taken as examples from which specific qualities could be discerned. These specific qualities were goals, criteria and constraints that the design team explored during the design process. The design team entered the collaborative process with an experiential, ethnographic approach. Designer-Client Conversations During our conversations we explored the open house as it currently is presented as a basis for inquiring into the intent and purpose of the Open House. Two overall design elements, that inform our entire project, were derived. These are information and excitement. Information The open house should provide information. The primary way this would be done is to anticipate questions and attempt to develop design elements that best supported that purpose. Another aspect of providing information that is often overlooked is to help participants develop and articulate new questions they may not have known to ask. In many cases it will not be possible to answer all the questions for each student in the 2 hours available for the Open House. It is important to provide direction on how to get answers to those questions. Excitement An important goal of the open house is to general excitement for the participants. The potential students should be excited about Antioch and the opportunity to enroll. Further, the faculty and staff should be excited by the chance to do something worthwhile during the open house presentation. Constraints The design team identified several constraints †¢ Time – The open house happens on a single day, in the same week as other presentations. There must be some activity for the 2 hours scheduled. Activities before and after are possible. †¢ Place – The open house happens at Antioch, in room 100. Some open house presentations use breakout rooms. †¢ Budget – There is not unlimited funds. There are funds available for ‘one time’ expenses. There are additional C3 specific funds available, as well as the budget provided by the University itself. Criteria †¢ The presentation must feature C3 as a whole as well as provide information about the specific degree and certificate programs available. Service as marketing †¢ Concise †¢ Linking / framework / themes †¢ The open house should give the participants an idea of what they would experience as a student. Desired Outcome From conversations with the clients, the implied purpose of the Open House is to present enough information so attendees are able to †¢ get their questions answered, or have the resources to do so. â₠¬ ¢ decide if Antioch is the school for them †¢ filter out those for whom Antioch would not be a good fit. †¢ â€Å"Present the C3 program for what it is† The overall event is a marketing event – this needs to be kept in mind – the desired outcome is excitement in the attendees so the right people are motivated to apply. Design Elements We developed several elements, three of which we will particularly highlight, and several which we have included in this proposal. These design elements have been used to develop a proposed agenda for a dynamic open house that creatively fulfills the requirements articulated by the client. Further iterative dialogue would provide the finishing touches to the proposal. Room Use – Program Dividers and Breakout Rooms In order to address the constraint of time and the quantity of information that needs to be presented we suggest reorganizing the presentation into three separate rooms. The intent of this is to allow the â€Å"main stage† to present the most critical information while offloading other information to other rooms. This addresses the issues of presenting the most interesting and essential information, supporting the goal of maintaining audience interest, while still having all the information available and allowing us a more effective use of the time. – Break the presentation into 3 main spaces/rooms Maximize information presentation in the time frame allowed o Creating multiple places for participants to move – allowing choice in how to get information and questions answered o Offload less essential information from the main presentation to maximize the effectiveness of the time for the essential information. ? Do more with less time ? Allow for different approach es to communicating the information. I. e. not just lecture or passive participation – Main Room o Main presentation. o Incorporate wall posters – or hang from ceiling in space. ? To help bracket the room. Create a more intimate space ? Surround the screen with the program information. See Below. o Program Tables ? Arrange the tables that facilitates ease of movement around the information †¢ Allow for 3-4 staff to comfortably be in each program location. You read "Dynamic Open House" in category "Essay examples" †¢ Staff the program table with a Faculty member, student, Alumni, and possibly someone representing the work community. o This supports the idea of having information and resources available to address the student at each stage. I. e. : Pre Student Life as a student Post Graduate Work. ? Add a back panel at each program desk Like a cubical divider panel. †¢ Creates a defined space for the program. Creates a different space than simply a desk. †¢ A place to present art and other information unique to the program †¢ Lighting on each panel. o Highlight the program information o To make the space more inviting than the ambient fluorescent room lighting. o Add a concierge person to handle the logistics of scheduling appointments ? Wendy indicated that sometimes she gets too involved in logistical details when she should be circulating throughout the room making sure each attendee is getting their needs met. This also supports the notion of providing attendees students with a next step while they are in the room. – Media Break Out room o Create a looping power point presentation o Possibly a looping movie. The idea being to have a place where interesting information is being presented in a multimedia forum where participants can come and go at leisure. Content of this presentation could include faculty interviews, a deeper history of the university, perhaps in depth interviews with employers and clients of Antioch graduates. – Experiential Room o Place where participants can experience Antioch as a student ? Interactive ? Sample of a class or lecture (each less than 15mintues ? Life as a Student ? Case Study Presentation ? Change Project Presentation ? Allowing for easy in and out movement. The overall idea behind these three rooms is to have a layout and relationship between the rooms that are compelling/inviting to for participants to want to visit. It should be easy to move in and out of these various rooms. This means that participants should feel comfortable entering or leaving these rooms at various intervals that allow for their participation in other activities. One way to facilitate this would be to have the looping media be short enough that there are opportunities to join or leave. Other activities in the experiential room should have structural breaks such that one would not feel rude entering or leaving at some frequent interval. Presentation – PowerPoint and Video In the existing open house, most of the content that fills out the structure is fluid. The static content is comprised of a PowerPoint presentation and a video. Therefore, these are the point when the most consistent information is provided. Any changes to the open house must preserve this function or find another method to provide consistent information. During our meetings with the client, we identified that the PowerPoint presentation currently contains a very important element. The video interview with an employer is an element to which many participants pay close attention. Any changes to the open house must preserve this element or devise another method for developing the same combination of excitement about possibilities and information about life after graduation from an Antioch program. The team identified several overlaps in content in the PowerPoint and video. There was video in the PowerPoint, even though there was already a video component to the presentation. The PowerPoint presentation also included elements that were repeated in other parts of the overall program, such as quotes from students. Furthermore, the quotes from students in the PowerPoint are flashed on the screen and the audience is left to read them individually, which is less exciting and engaging than other opportunities for communicating with current students. The design team approached the PowerPoint presentation with special care. As a group we are especially sensitive to the way that such presentations are often misused as a primary focus instead of being an aid to the presenter. Our group’s observations of the status quo open house included points where the participants were asked to read the slides themselves, where the presenter merely read the slide aloud and where the slides did not appear to fulfill the intention of providing information and generating excitement about Antioch. Each slide was examined for intent. This intent was then used to evaluate if the slide fulfilled the purpose it was created. The design team determined that the presentation could be both shorter and richer in content. One of the elements that we have enhanced overall in the dynamic open house proposal is the collateral information provided. Some of this will be described in the next section, but we determined that the place for information about the overall structure of C3, and the framework for the course schedule is in the PowerPoint presentation. We want to highlight the section of the presentation on which we focused the most. The design team and clients together recognized that there were a number of topics of overall C3 design that were not being communicated as well as they could be. In our meetings, we determined that very little was being said about the case study, change project and thesis. Further, the relationship between then classes was not being shown. The design team took the class schedule slides as a primary place where re-design could help with the overall goals of the open house. We developed a new, more dynamic, way to display the 2-year program that highlights the themes of the quarters: The new design also displays links between the classes and the primary projects of the degree, such as linking RP1 to the case study and connecting the classes that are components of the 1st certificate: The video interview with an employer consistently draws the attention of the participants. In our conversation, we were able to abstract from this specific instance the need to highlight what graduates of the Center’s programs do after graduating. In the previous design element we paid particular attention to increasing the chance for participants to interact with alumni, employers and RP2 host site representatives. We further support this by including alumni at each degree table. Graphics – Large Scale and Flyers During our conversation with the client we have also identified that there are important elements to the whole student career that are not well represented. There is a framework of relationships between the classes that is not well expressed by the current materials. These interconnections are an important element of information that can be provided, but is not currently well represented. Further, a well-developed and concise presentation of the framework for the student experience is likely to increase participant excitement for the program as a whole. In focus groups, the interdisciplinary, collaborative nature of the program is often mentioned as important for current students. Further, presenting the whole, instead of just components, in the presentation will model a primary element of the Antioch experience: Wholism. The client also stated that there have been times with participants would want to see the Power Point Presentation again for more details. This process is very time consuming and requires a staff member to focus a large amount of time to one participant. We suggest one new design and a redesign of existing visual aids. The new design would be a wall mounted poster listing the quarters and classes needed for completion for the C3 Program. This poster should be large enough to see from any where in the room. It would act as a visual aid when explaining each phase of curriculum, including the classes, case study, change project, Thesis, Certificates, Caucus, Reflective Practicum and the themes for each quarter. This would allow multiple people to view the poster at the same time and free up one staff member. Our next suggestion is to improve the flyers that we currently have and redesign them. Our team identified several improvements that were identified in conversations with our client. We would suggest the following flyers (see appendix for examples): †¢Center for Creative Change †¢Whole Systems Design Management †¢Environment and Community †¢Organizational Psychology †¢Graduate Certificates †¢History of Antioch †¢Frequently Asked Questions †¢Case Study Change Project The C3, WSD, GMP, ENC, and OPP would all have the same information about the first year of classes including RP1, Caucus and the Core Courses. They would also list the requirements for the Case Study and the themes for each quarter. The rest of the flyer will list program specific information including sample of classes that are required. They will have information related to alumni and where you might go after completing this program. The Graduate Certificate Flyer will have information related to these programs, including alumni and what benefits you might gain by having these certificates Our client specifically talked about the lack of information they have about the history of Antioch. The history is rich and very worthy to share with the participants. This flyer should address that information the client would like to share. While each program could include an FAQ tailored to fit their flyer, we feel that there are common questions being asked across the programs. This flyer should address those FAQ as well as information about the school. This flyer should/could go hand in hand with the C3 flyer. Information tailored to fit the entire C3 program. One of the main topics not discussed in detail is the Case Study and Change Project. In our conversations with the client, we also determined that little emphasis is placed on the case study and the change project during the entire open house. These are important elements of information, and likely to be the catalyst for excitement from the participants about the program as a whole. in focus groups, the practical component is one element than many current students cite as important in their decision to attend the university. Proposed Agenda An agenda for the evening should be prominently posted. This provides context for the experience and also will help to simulate the experience of the participants as Antioch students. The design team has combined the design elements into a program for the evening. Other design elements Playing with the constraints of time and place, this design team was able to develop several ideas that met the criteria of the open house in other formats. Antioch TV One way to generate excitement about Antioch and to develop a conduit for information about what Antioch is like for students would be to develop alternate delivery methods. For example, some Universities provide lectures via local cable or as videos that can be ordered. Presenting this first as a service to the community provides marketing as a benefit. Alternate Weekend Classes for the Community Highlighting the notion that service to the community is marketing, the design team developed the notion that C3 could offer 1-credit classes to the community on a weekend that alternated from residencies. This would provide many of the experiential, interactive elements to familiarize participants with what it is to be an Antioch student as well as performing an intrinsically good service for the community. C3 might find that this alternate weekend becomes an important part of emergent services to itself. One option would be to provide experiential labs that were optional components for students able to enroll without requiring out of town students to be on campus outside of residency weekends. This could become a bridge between providing low-residency programs and more intensely engaging programs for those willing and able. Another related notion is to provide lectures before the open house, which are part of the overall program, but not absolutely linked. After developing this notion, the design team was informed by the clients that this had been done on at least one occasion in the past. Other graphics and Packet information In order to give the prospective student better idea of what Antioch is about we propose that the information that is available include: ? FAQ Sheet o A page or two that has essential information, phone numbers, perhaps dates and times, along with recurring questions that arise in these sessions and in even in private meetings with advisors. Class Syllabus o To give the prospective student an idea of what the classes are about. They do not have to be the most current. o Maybe have them at each program table. ? Case Study and Change Projects o Illustrating some of the work that students actually do. o Invite students to practice or repeat symposium presentations ? â€Å"Life after Antioch† o i. e. , job placement study, salary surveys, employer testimonials, student/alum testimonials† o see below Alum ni Association Wendy indicated that there is a new position at Antioch specifically tasked to establish relationships with Antioch Alumni. We believe alumni participation in the Open House is critical to the success of the evening. As noted above we propose to integrate alum into the teams that staff the program tables. Additionally it would be useful for Antioch to institute a survey that would garner information about what Antioch graduates do after getting their degree. Wendy indicated more than once that the section where the employer talks in the current video is where attendees really ‘perk up’. We think this ‘post-degree’ information should be a focus of the information presented. Specific information that will be useful would be the job sectors graduates move into, perhaps a list of companies that have historically hired graduates, along with some salary survey information. Post Meeting Review Regarding the notion of having materials and the information available to fully address the participants needs it may be useful to have a post meeting debrief session. A review of things that worked, perhaps didn’t work and ways to make adjustments for future presentations. One thing we hope would come out in these meetings to get a sense of the type of people that are coming to these sessions and the type of questions are being asked. Paying attention to these elements will help keep the system at Antioch open to its potential base of students as well as providing feedback to make the Open House sessions better. Recurring questions or things that the staff find are confusing participants could be addressed in future updates to the FAQ sheet. Where appropriate the information could be added to the Antioch web site as well. How to cite Dynamic Open House, Essay examples