Inspector to dominate the audience Essays

Inspector to dominate the audience Essays Inspector to dominate the audience Essay Inspector to dominate the audience Essay Each character is punished in an appropriate way. Birling fears for his familys reputation at the inquest; Sheila feels shame for her selfishness; Gerald has his affair revealed in front of Sheila; Mrs Birling has her illusions about the respectability of her family shattered by Eric; and Eric is revealed before his indulgent parents as a spoilt and inadequate young man. In each case, however the punishment is a consequence of their own behaviour; the Inspector himself does not bring punishment from outside. This may be why they are given a second chance at the end of the play that their experience should have been a warning to them, and that next time, it is the prediction in the Inspectors final speech that lies in store for them and for the audience: Fire, blood and anguish. Priestleys audience would have the benefit of hindsight and would know of the years to follow. This heightens the mystery surrounding the inspector. He represents the future, and is the Birlings chance of repentance, but only Eric and Sheila actually realise this. They must decide whether to change or not Sheila and Eric, being young and still impressionable, do, realising the mistakes of the previous generations. The Birlings and Gerald, being set in their ways and having a distrustful short-sighted disposition, do not. Throughout the play the Inspector demonstrates how people are responsible for how they affect the lives of others; his views are summed up in his dramatic final speech: that we are members of one body. We are responsible for each other. Responsibility is one of the plays key themes, and the Inspector is Priestleys vehicle for putting across his own views of this as a socialist. In this final speech, he is speaking as much to the audience as to the characters on stage. His words here are a warning to future generations not to repeat the selfish mistakes that led to the fire and blood and anguish of two World Wars and the depression of capitalism in the years between them. The Inspector is the medium for the events of the play: without his intervention, none of the characters secrets would have been revealed. Mr Birling could not see that he did anything wrong in sacking a troublemaker; Sheila thought her rather spiteful jealousy of a pretty shop-assistant was not anything very terrible at the time; Gerald needed to conceal his involvement with the girl to protect his own interests; Mrs Birling is too cold ever to have known what the girl was feeling, whilst the effect seems lost on her; and Eric had resorted to theft, which he also needed to conceal. Without the Inspectors purposefulness, each character could not or would not have acknowledged their behaviour. Priestley is trying to rouse the audience into taking a long, hard, critical look at themselves, money and power are supposed to be a privilege not a weapon to make yourself look big. He is saying that there should be more equality and we shouldnt take our lifestyles for granted. We should also take responsibility for our actions or we could end up in an awful situation, just as the Birlings and Gerald did when they received the phone call at the end of the play to say an inspector was on his way round. Priestley is trying to convert people by using this play as a socialist piece of propaganda only showing the necessary parts of the story to create the desired effect. Priestley wants the Inspector to dominate the audience. At the time the drama was conceived World War II had scarred society and European minds. The play was a moralistic mystery that made the audience think. The Inspector himself is used as a dramatic device in that the play gives you time to change your actions towards others, that is before An Inspector calls on you, to teach you in blood and fire and in anguish.

Black History Month and Lesser Known African-Americans

Black History Month and Lesser Known African-Americans The term little known black Americans can refer to all the people who have made contributions to America and to civilization, but whose names are not as well-known as many others or not known at all. For instance, we hear about Martin Luther King Jr., George Washington Carver, Sojourner Truth, Rosa Parks, and many other famous Black Americans, but what have you heard about Edward Bouchet, or Bessie Coleman, or Matthew Alexander Henson? Black Americans have been making contributions to America from the start, but like countless other Americans whose achievements have altered and enriched our lives, these Black Americans remain unknown. Its important, though, to point out their contributions because too often people dont realize that Black Americans have been making contributions to our country from its inception. In many cases, what they accomplished they managed to do against all odds, in spite of overwhelming obstacles. These people are an inspiration to everyone who finds him or herself in circumstances that seem impossible to overcome. Early Contributions In 1607, English settlers arrived in what would later become Virginia and founded a settlement they named Jamestown. In 1619, a Dutch ship arrived in Jamestown and traded its cargo of slaves for food. Many of these slaves later were freemen with their own land, contributing to the success of the colony. We do know some of their names, like Anthony Johnson, and its a pretty interesting story. But Africans were involved in more than settling Jamestown. Some were part of the early explorations of the New World. For example, Estevanico, a slave from Morocco, was part of a group who had been asked by the Mexican Viceroy in 1536 to go on an expedition into the territories that are now Arizona and New Mexico. He went ahead of the groups leader and was the first non-native to set foot in those lands. While most Blacks originally arrived in America primarily as slaves, many were free by the time the Revolutionary War was fought. One of these was Crispus Attucks, the son of a slave. Most of them, though, like so many who fought in that war, remain relatively nameless to us. But anyone who thinks that it was only the white man who chose to fight for the principle of individual freedom might want to take a look at the Forgotten Patriots Project from the DAR (Daughters of the American Revolution). They have documented the names of thousands of African-Americans, Native Americans, and those of mixed heritage who fought against the British for freedom. Not-So-Famous Black Americans You Should Know George Washington Carver (1864-1943)Carver is a well-known African-American. Who isnt aware of his work with peanuts? Hes on this list, though, because of one of his contributions that we dont often hear about: The Tuskegee Institute Movable School. Carver established this school to introduce modern agricultural techniques and tools to farmers in Alabama. Movable schools are now used around the world.Edward Bouchet (1852-1918)Bouchet was the son of a former slave who had moved to New Haven, Connecticut. Only three schools there accepted Black students at the time, so Bouchets educational opportunities were limited. However, he managed to get admitted to Yale and became the first African-American to earn a Ph.D. and the 6th American of any race to earn one in physics. Although segregation prevented him from attaining the kind of position he should have been able to get with his outstanding credentials (6th in his graduating class), he taught for 26 years at the Institute for Colored Y outh, serving as an inspiration to generations of young African-Americans. Jean Baptiste Point du Sable (1745?-1818)DuSable was a Black man from Haiti is who is credited with founding Chicago. His father was a Frenchman in Haiti and his mother was an African slave. Its not clear how he arrived in New Orleans from Haiti, but once he did, he traveled from there to what is now modern-day Peoria, Illinois. Although he was not the first to pass through the area, he was the first to establish a permanent settlement, where he lived for at least twenty years. He set up a trading post on the Chicago River, where it meets Lake Michigan, and became a wealthy man with a reputation as a man of good character and sound business acumen.Matthew Alexander Henson (1866-1955)Henson was the son of free-born tenant farmers, but his early life was difficult. He started his life as an explorer at the age of eleven when he ran away from an abusive home. In 1891, Henson went with Robert Peary on the first of several trips to Greenland. Peary was determined to find the geographic No rth Pole. In 1909, Peary and Henson went on what was to be their final trip, the one on which they reached the North Pole. Henson was actually the first to set foot on the North Pole, but when the two returned home, it was Peary who received all the credit. Because he was Black, Henson was virtually ignored. Bessie Coleman (1892 -1926)Bessie Coleman was one of 13 children born to a Native American father and an African-American mother. They lived in Texas and faced the kinds of difficulties many Black Americans faced at the time, including segregation and disenfranchisement. Bessie worked hard in her childhood, picking cotton and helping her mother with the laundry she took in. But Bessie didnt let any of it stop her. She educated herself and managed to graduate from high school. After seeing some newsreels on aviation, Bessie became interested in becoming a pilot, but no U.S flight schools would accept her because she was Black and because she was female. Undeterred, she saved enough money to go to France where she heard women could be pilots. In 1921, she became the first Black woman in the world to earn a pilots license.Lewis Latimer (1848-1928)Latimer was the son of runaway slaves who had settled in Chelsea, Massachusetts. After serving in the U.S. Navy during the Civil War, Latimer got a job as an office boy in a patent office. Because of his ability to draw, he became a draftsman, eventually getting promoted to be the head draftsman. Although he has a large number of inventions to his name, including a safety elevator, perhaps his greatest achievement is his work on the electric light bulb. We can thank him for the success of Edisons lightbulb, which originally had a lifespan of just a few days. It was Latimer who found a way to create a filament system that prevented the carbon in the filament from breaking, thereby extending the life of the lightbulb. Thanks to Latimer, lightbulbs became cheaper and more efficient, which made it possible for them to be installed in homes and on the ​streets. Latimer was the only Black American on Edisons elite team of inventors. What we  love about the biographies of these six people is that not only did they have exceptional talent, but they did not allow the circumstances of their birth to determine who they were or what they could accomplish. That is certainly a lesson for all of us.

Government & Business in Southeast Asia - Indonesia Essay

Government & Business in Southeast Asia - Indonesia - Essay Example In maintaining a patrimonial leadership, Indonesia is loosing in certain ways. First, this kind of rule only catered for the elites. Although the government depended on views of its citizens to lead, it only considered the views of the elites as the rest were considered poor, socially backward, and politically passive (Crouch Web). This means that a large part of the society may suffer because of poor distribution of resources. Thus, a tag of war always existed between the elites and the rest of the society, but the government intervenes to make to keep the patrimonial leadership. Secondly, this kind of leadership affected Indonesia’s economy in various ways. Due to lack of openness of government procedures, corruption seeped and that saw a great number discriminated against because they had nothing to offer. It is important to note that there is lack of independent entity to keep an eye on this kind of leadership in Indonesia, which makes the government officials not accountable for their actions. Only a few of the investments can take place as public priorities are distorted. For instance, the businesses of the military group together with their family members continued to flourish as the current government helped them acquire contracts within the government. Thirdly, a tried coup in 1965 by PKI supporters caused them to loose their lives as the military government fought back. According to Crouch, patrimonial rituals were not adequate to contain conflict between competing interests (Crouch Web) Indonesia has reaped many benefits in maintaining its patrimonial leadership. First, in a patrimonial leadership, leaders lack coercive power to enforce their rule and retain political loyalty. This makes them issue their supporters with delicacies and goods to win their loyalty (Crouch Web). This is an advantage to Indonesia in that the leaders cannot enforce an authoritarian system whereby common person has no say. In addition, after Suharto

Meaning and benefits of 'diversification in financial markets Essay

Meaning and benefits of 'diversification in financial markets - Essay Example Some markets can be stable with a clear direction while others move up and down without any clear direction. Such markets are said to be volatile and investing in them can be extremely risky. A lot of volatility increases the chances of losing especially if the capital is not large enough to caution the investment from the volatility (Smith and Schinasi, 1999). Allocating Capital The amount of money to invest in each of the markets or instruments solely depends on the investor. There is a percentage of risk the investor is comfortable investing in each of the chosen portfolios. This should also work together with the behavior of the markets in the last few months or years. An investor can invest more percentage of the capital in stable markets and instruments as there is little or no risk. Volatile and unstable markets should only be allocated a small percentage of the capital. In fact, investors should avoid trading volatile markets. If all the markets of interest are very volatile, the investor should consider waiting for volatility to come down before investing. Diversification in the financial markets has many advantages, including; Guaranteed profits: diversification in financial markets almost guarantees profitability. This is because even in the worst-case scenario, some of the markets and instruments will generate profits. ... If the markets were going against the investors bet, they can close the positions at once and remain with little or no losses. With good money management skills, even the others should be able to generate profits after some time. The charges for trading in the various markets are relatively low compared to other types of investments. With that, most of the profits made are retained by the investor (Caruso, Silli, and Umlauft, 2005). Reduced Risk: investing in different portfolios reduces the risk exposure of the capital. As such, it would be hard to lose all the capital. Even if some of the portfolios go at a loss, the investor will be guaranteed that at least some of the portfolios are into profits. In some cases, investors can even hedge, in which case they can make profits in one market while another is negative (Madura, 2012). Leverage: some financial markets institutions work with margin trading. Investors are required to raise a certain proportion or percentage, and the broker tops it up allowing the investor to purchase more units than they would have purchased with their own money. Leverage can increase the profitability factor of an investment but can also lead to substantial losses. Diversification and leverage would allow the investor to venture into different markets and invest in many different investments with little capital (Gilchrist, 2003). Management of Capital: Diversification in financial markets allows easy management and preservation of capital. Investors have access to a variety of tools and software that assists them in determining how they are going to invest, the amount of investments to make on what elements and calculations of the risk to reward ratio.

Training Development Written Project Essay Example for Free

Training Development Written Project Essay This written project will discuss the process involved in the design of training, learning, and evaluation. I will begin by breaking down the need assessment covering the process, analysis, and various methods. I will also cover the process of learning and discuss two theories which will support specific processes of learning. The process will include how age influences learning and retention of knowledge. Finally, I will cover the importance of evaluation of training, the process of choosing an evaluation design, and the value placed on training evaluation by an employee. The content of this paper will be based on information covered in Raymond A. Noe’s (2010) text book Employee Training and Development (5th edition). The process described will use other sources to support Noe’s finding as it pertains to the written project content. Needs Assessment An effective training design begins with a needs assessment. A needs assessment allows the gathering of information which better prepares the modeling of training. The needs assessment provides an analysis of organization, people, and tasks. Each has a distinct influence on the depth of training developed and methods best suited for the organization. The needs assessment allows the trainer to address whether the requirement for training is based on performance, motivation, job design or communication. The defining of training requirements ensures the validity of content developed, course objectives, and training method. The assessment also allows a trainer to determine if the trainee has the basic skills and confidence to learn. Finally, an assessment will determine if the training meets the corporate strategy and expected outcome. According to Noe (2010), pressure points influence training design, â€Å"These pressure points include performance problems, new technology, internal or external customer requests for training, job redesign, new legislation, changes in customer preferences, new products, or employee lack of basic skills. † (pg. 104) Who should participate in the needs assessment? The text suggests that upper mid-level managers, trainers, and employees should participate in the assessment. Upper-level management iews the assessment from a corporate level. They will determine if training meets the corporate strategy. The mid-level management will determine budget, who should be trained, and what jobs will make the largest impact on production. The trainer will determine training delivery, identification of trainees, and basic skills, knowledge and characteristic required. Noe goes on to state that it is important to include job incumbents in the assessment process. These are individuals who perform the task and tend to be the most knowledgeable. (Noe, 2010, pg. 05-106) In an article, written by J. L. Utecht (2005), she states that a needs analysis should reach at least ten percent of the work force. Those participants should be the work staff performing the job, front-line supervisors, upper-level management, and union members and representatives when applicable. She goes on to state that the group should range in age, ethnicities, job types, shifts, and seniority. These statements support and expand on Noe’s idea of assessment participants. (Uteht, 2005) Let’s begin by breaking down the analysis process. Organizational Analysis The Organizational analysis will identify the corporate strategy for training, the support of management and employees, and the availability of internal resources to adopt and train its staff. The first key component of any assessment is to define a budget. Training must present a value which is backed by capital expenditure. This simple question of budgeted resource allows the person conducting the assessment necessary ground work for the amount of time and resource which may be dedicated to training. The second component of an organization analysis is to understand the business strategy behind training. Training increases the value, or skill currency, of its employees. Strategies can consist of a concentration in increased market share and cost reduction, internal growth through research and development, external growth of market share through vendors and suppliers, or disinvestment of corporate divisions. These strategies will assist in the development of training and how that skill and knowledge will be deployed. Once a budget and strategy have been defined the next step is support. While an overall corporate support is required for any successful training endeavor, upper and mid-level management is paramount since they approve allocations of funds. Support should include a positive attitude from management and peers to incite enthusiasm among the targeted trainees. There must be a perceived value to the knowledge which the training supports. Information must be provided on how the training will enhance productivity and success in the trainees given job. The next step is identifying resources and whether the company has the budget, time and expertise for training. Support of training can be readily established if upper management sees the economic value of training output and cost justification. A crucial step of defining a training model is determining the most cost effective approach. If training is an ongoing organizational vision there may be a better return on investment if training is internalized. If it is determined that training is better served by a third party, then a request for proposal will be required. This outlines the requirements of training which include the type of training, the number of trainees, funding, date of completion, evaluation, and follow-up training. The criteria standards will allow for the evaluation, elimination, and awarding of the most competent vendor. (Noe, 2010, pg. 110 113) The impact of the organization analysis is what defines the budget, strategy, and support. These factors are the foundation of a needs assessment and should be the first thing analyzed. Person Analysis In this analysis we identify for whom and why training is required. The person analysis requires that we understand the task the individual performs. This foundation allows us to determine the employee readiness for training. We must determine the personal characteristics required for learning and applying training context. The personal characteristics consist of individual cognitive ability and reading level. Context must be relevant to the persons learning ability. The individual must also believe in their ability to learn. If training is to be successful the context must provide a need, interest, or meet the goal of the trainee. This simple understanding of who the training is directed will motivate individual behavior and the desire to learn. So now that we have discerned the characteristics required for training, we must create a learning environment. A well-conceived training curriculum can be lost if the environment does not afford a focus to learn. Many times individuals are pulled from training tasks to perform job duties. This is both counterproductive and erodes the financial benefits expended on the training. Successful training requires concise and understandable input. Input can be instructions, job-related objectives, training materials and other work aids which support the training program. Input also consists of reinforcement through verbal and written feedback. Encouraging trainee involvement, practice, and feedback are elements to a successful learning experience. A positive training experience is the best endorsement. Those trained will share their experience with their peers and create enthusiasm and interest. For training to be effective an assessment must identify the required output. What is the performance expectation of the trainee and are they aware of those expectations? If a trainee knows the required outcome expected of them, they are more apt to learn. The knowledge and skill achieved can be gauged by task proficiency through performance and knowledge proficiency through the form of testing. Individuals must have the willingness to learn. Clear and positive expectations of training must be delivered. To reinforce this behavior there must be reward and incentive for applying this knowledge and skill in one’s job. The responsibility of knowledge transfer should be fostered by the corporate entity. As we have discussed this should include, but not limited to, positive management and peer support, time given to learning, and a consequence through reward for successful completion of training curriculum. (Noe, 2010, pg. 113 123) Task Analysis This is the most important aspect of developing an effective training course. We must first define the job or task for analysis. To provide a complete assessment we must understand the tasks of the position itself. We can achieve this through interviews and observation of those performing the said task. These can validate the knowledge, ability, and skill requirements needed to perform a task effectively. We may also validate our assessment by involving subject matter experts. To complete the task assessment it must meet the company’s goals and objectives. Another step of task analysis is the incorporation of a competency evaluation. This allows the determination of the skills and abilities which the trainee will require in their job function. I will discuss evaluation in more detail later in the written project. Training can then be modeled to focus on the deficiencies of an individual’s knowledge which lends to the training strategy. Since employee skills are not equal, we must determine the skill set of each and provide training accordingly. This leads us back to the readiness for training and will allow a curriculum to advance the knowledge and skills of all participants. The task assessment is not only a tool for our training model but is also an invaluable tool for coaching and development of the employee. Managers are often overwhelmed with the minutiae of administrative tasks which impede their core responsibility of developing employees. The text refers to creating a â€Å"road map† for identifying opportunities for growth and development. This transcends the task of modeling training and provides an additional value to a company if recognized and applied. (Noe, 2010, pg. 123 127) Methods Used in Needs Assessment There are various methods related to a needs assessment. Because no one method is better than the next it is common to use more than one. Here is a list of methods which show the advantages and disadvantages of each. The observation method allows for real data and minimizes work interruption. Unfortunately, it requires the observer to be skilled in the task which they are observing. It is also likely that those being observed will not behave as they would in a normal setting. The questionnaire method is inexpensive, provides a larger data group, and can easily be summarized. The disadvantage is there are usually low return rates. The questions usually lack detail and only provide data specific to the question. Interviews are effective in uncovering detail that questionnaires lack. The interview process may sometimes uncover details which were not known prior, allowing for modification. The disadvantage is that it requires skilled interviewers, scheduling, time for the interview, and may be threatening to Subject Matter Experts. A focus group can be useful in complex or controversial issues. These groups are usually made up of Subject Matter Experts from the various levels targeted for training. This group interaction allows for modifications by uncovering issues which may be difficult to glean from observations or questionnaires. The disadvantage is the group often gives answers they think you want to hear. Often there is trepidation for lower level employees to voice concerns when management is present. This can contaminate the analysis process by ignoring the needs of the employees performing the task. Technical training materials can also provide a wealth of information in relation to a task. Unfortunately, the information is only as good as its source. Often the information is outdate or difficult to understand. Finally, online technology can be used to define the strengths and weaknesses of an employee. Unfortunately, these are often viewed as threatening and may be perceived as a way to surplus their position. The other threat is that managers may use the content for punitive measures rather than an opportunity for coaching and development. The use of multiple methods allows data to be validated against another. The method used will often depend on the environment which is being analyzed. It becomes the task of the individual performing the assessment to utilize those methods which provide the most relevant data to the task performed. Often a method of benchmarking is used to define the training practices of a competitor. The emphasis on Total Quality Management may require this practice to determine type, level, and frequency of training. Benchmarking coupled with methods discussed above should provide valuable data and aid in the development of a training model which best fits the business strategy of the organization. (Noe, 2010 pg. 07 – 109) The overall benefit of the needs assessment is the process and steps defined above. Each step is important to maximizing the return of investment of training. The importance of the process is that it provides a basis for the assessment to cover the various aspects of organization, person, and task. The methods of interviews, observation, questioners, focus groups, documentation, and online technologies are vehicles to d etermine an effective format with which to train. Without a needs assessment an organization would be ill equipped to determine whether training is necessary. An assessment also eliminates the unknown and identifies who, why, and when training is appropriate. Again, this is an investment in human capital and should be treated as any other company investment. Learning Process Now that we have covered the value of a needs assessment let’s review the learning process. What is learning? The text defines learning as a change in human capabilities which are not a result of the growth process. (Noe, 2010, pg. 140) In chapter two Noe (2010) also refers to learning as the acquisition of knowledge. He defines knowledge into two groups, tacit or xplicit. Tacit knowledge is based on personal experiences which are passed through interaction with others in a society. Explicit knowledge is knowledge which is formalized, codified and communicated in a learning environment. (Noe, 2010, pg. 50 – 51) What is learned? The book refers to five types of learning outcomes which I have listed below. Verbal information consists of names, labels, facts , or bodies of knowledge which are retained. Intellectual skills are concepts and rules which are critical to problem solving, service, and product creation. Motor Skills include the coordination or physical conditioning required for a given task. Attitudes are the combination of beliefs and feelings. Attitude is crucial to the way a person will react in job related settings, their organizational commitment, and job satisfaction and proficiency. Cognitive strategies are related how a person manages their own learning and thinking process. These process elements include attention to information, strategies of learning, and problem solving. (Noe, 2010, pg. 141) Let’s review how people, or trainees, learn. In chapter four Noe (2010) discusses the learning cycle. This dynamic cycle involves four stages of learning: concrete experience, reflective observation, abstract conceptualization, and active experiment. The first process of learning is exposure to a work problem (concrete experience). The next step is analyzing the problem and it affects (reflective observation). Next, the person, or trainee, will devise a way in which to deal with the problem at hand (abstract conceptualization). Finally, a trainee will apply their solution directly to the problem (active experiment). The act of applying the solution allows for positive or negative feedback. The person, or trainee, then improves and applies this learned result over again. Each action should result in development, growth, and improvement in the four stages. Those results are usually shared and possibly adopted by peers and management. (Noe, 2010, 151) David C. McClelland (2003) has proposed that motivation is closely associated to the learning concepts. He contends that when a need is strong, its effect is motivation. That motivation leads the person to use behavior that leads to its satisfaction. Based on research results McClelland developed a description set of factors which reflect the need for achievement. They consist of a motivation to take responsibility for solving problems, set moderate goals, take calculated risks, and a desire for feedback on performance. Since the need is to learn through experience, positive feedback on achievements leads to high frequency of reoccurrence. McClellands Learned Needs Theory supports the desire to solve problems and defines the importance of positive feedback. (McClelland, 2003) This leads me into the theory portion of my written document. Here I will compare and contrast to theories which are defined in the text.

The McCarthy Era and the Salem Witch Trials :: Psychology, Social Issues, Persuasive

The McCarthy Era and the Salem Witch Trials The McCarthy era is very similar to the Salem Witch trials. They are both similar, because they both dealt with hysteria. Hysteria is an uncontrollable fear or outburst of emotion. Both things had to do with people accusing each other of people being communist, and people being witches. The McCarthy era, took place in the twentieth century. It had to do with people thinking that other people were communist. Since people thought that others were communist, they accused them of committing communism. Communism is, when people don't follow what the government says. The people that were accused of being communist, were persecuted by other people in the community. Then they were put to death. The U.S. senator Joseph Raymond McCarthy was the man who was against the rising of communism. His revolts against communism gave birth to the term McCarthyism. The Salem Witch trials took place in the seventeenth century in Salem, Massachusetts. They were considered to be America's most notorious episode of witchcraft hysteria. As in the McCarthy era, people who were even accused of being witches were persecuted. Many innocent people were killed because of the result of false accusations and many other women were put through many trials to determine if they were witches. Witches were considered outcasts of society. It was also considered a hysteria because it was blown out of proprtion. Much of this hysteria soon ended due to the sermon delivered by Cotton Mather. In his statement he argued against the mass convictions of innocent people. Some clergy finally decided to listen to his ideas and many of the accused were released from jail by the decision of the governor and because jails were overflowing. Hysteria has no place in a society because it is wrong. It causes chaos and confusion and in these cases death.

A Review of Saint Augustine’s Virtue and the Human Soul Essay

In Augustine’s article â€Å"Virtue and the Human Soul,† happiness is discussed in great detail. What makes a man happy? How do we obtain this happiness and where does happiness reside? Can this happiness be lost? Augustine answers these questions by the notion of one’s â€Å"chief good.† He explains that a man’s chief good is the reason behind all happiness. If one is not happy, it is because they have not found their chief good, and therefore cannot be happy until they find it (Augustine 264-267). â€Å"Happiness is in the enjoyment of man’s chief good. Two conditions of the chief good: 1st, Nothing is better than it; 2nd, it cannot be lost against the will† (Augustine 264-267). As human beings, we all want to be happy and live enjoyable lives. However, Augustine believes that only one type of person can fully achieve happiness, the man who both loves and possesses their chief good (Augustine 264-267). He describes three other cases when happiness is not obtained. First, one who seeks what he cannot obtain suffers torture (Augustine 264-267). This means that someone who strives for something that they will never be able to reach is not happy. Secondly, one who has got what is not desirable is cheated (Augustine 264-267). This is saying that someone who has received happiness in a way that they do not like, or has received happiness that they do not want, can never be happy. Thirdly, one who does not seek for what is worth seeking for is diseased (Augustine 264-26 7). This final case is when someone seeks happiness through things that are wrong and not worth having. In all of these three mentioned cases, one’s chief good has not been found. Augustine continues in the article by discussing how man’s chief good is not inferior to man itself, but more as an equal to man. The chief good then must be something that is never lost against the will (Augustine 264-267). The chief good, once properly in the heart of a man, can never be taken away. It resides fully in the inner workings of man and is buried so deep within that nothing could ever take away the happiness. â€Å"For no one can feel confident regarding a good which he knows can be taken from him, although he wishes to keep and cherish it. But if a man feels no confidence regarding the good which he enjoys, how can he be happy while in such fear of losing it?† (Augustine 264-267). For example, when you go to a pet shop and see all the cute puppies. You want to hold them and pet them, and it makes you so happy for that brief period. However, you know that the happiness can be taken away from you, because you don’t own the puppies, you don’t get to take them home. Ultimately, you walk away sad, and wishing you could hold on to that happiness just a little longer. It is hard to be confident in a happiness that you know can be taken away from you at any time, and it’s equally as hard to have no confidence in your happiness because you live in fear of never being happy. Augustine continues his discussion of what makes a man. The question lies in the discussion between man being of the body only, of the soul only, or both. He talks about this to determine where man’s chief good resides, and from where it is discovered. â€Å"Man’s chief good is not the chief good of the body only, but the chief good of the soul† (Augustine 264-267). Augustine states that a person’s chief good is found in the soul and that the soul gives life to the body. The soul provides bodily pleasure, pain, strength, beauty, swiftness, etc. Without the soul, there would be no body, and without the body, no soul. They work together in order to achieve the chief good for man. Augustine gives the example of a coachman who works for him. The coachman does the most satisfactory job of caring for the horses, all because Augustine has provided the funds and bounty to the coachman. Can any one deny that the good condition of the horses is due to Augustine? (Augustine 264-267). His point is that without his money and horses, the coachman would never be able to do the job he was assigned, and because of Augustine in this example, the coachman can provide the happiness and care to the horses. This relates to the body being a direct worker of the soul. The body is the outward laborer of the soul’s control. Augustine’s article is summed up in the discussion of virtue. â€Å"Virtue gives perfection to the soul; the soul obtains virtue by following God; following God is the happy life† (Augustine 264-267). Augustine debates whether or not virtue exists on its own, or if it can only exist within the soul. He says virtue must exist on its own because the soul must have something to follow after in order to attain that virtue. Virtue must be gained; it is not already contained within the soul. This virtue, according to Augustine, belongs in the pursuit of God. As mentioned before, Augustine believes that one’s chief good cannot be taken away against one’s will. Therefore, it must remain that God is the virtue one seeks. Through following God, one’s chief good, happiness, and virtue can be both loved and possessed (Augustine 264-267). After reading and re-reading this article, I feel I have finally found the true meaning of what Saint Augustine was saying. Happiness cannot just be attained by the snap of a finger, by a simple glimpse of hope. Happiness must be sought after in a way that completely fills the soul and in a way that one can feel they are completely confident in their happiness. I agree with Augustine’s argument for the pursuit of God in finding happiness. I believe that God is the creator of happiness and virtue, and that through him anyone can find their chief good. My question to the class is this: do you agree with Augustine’s argument of happiness only coming from within the soul and God, or do you believe happiness can be obtained to its fullest potential in a different way? Work Cited Augustine, Saint. â€Å"Virtue and the Human Soul.† Vice and Virtue In Everyday Life. Comp. Christina Hoff Sommers and Fred Sommers. Belmont, CA: Wadsworth Cengage Learning, 2010. Print.

Funding Health Care Services Essay

Health Care Services Recommend How Ambulatory Services Should Be Funded There are many businesses like ambulance services that are private. Their fees are collected by the person that is using the service to be transported to the doctor or the use of their insurance they use to assist with their services. The community also provides some of the services and they are supported by taxes. In some cases, this is very rare. The hospital provides some of the ambulance services which are paid for by their insurance company or the patient for the service that is rendered at that time. In the community where I live, the patient is charged for the ambulance service regardless if someone gets on the ambulance when they arrive at the home. But the service is always community based. This is how the ambulatory service is paid for rather than it getting paid for by our tax dollars. It also depends on the business, county, and state we live in each day. Services provided by the county and state are services paid for by tax base. There is also the use of private ambulance services, or just the use of completely volunteer ones. The use of first responders is funded by the county and the state. At the same time, one can use a private separate ambulance service to assist with the injured person and transporting them. Recommend How Continuum of Long-Term Care Services Should be Funded I recommend that in order to deal with the complicated nature of long-term care, alternative solutions need to be considered. The reality is that the population who is in need of long term care has to consider all of their basic health and human needs met for all the decades of their life. This is an expensive reality. With the expanding population of individuals who qualify for long term care, there needs to be a feasible plan in place in order to ensure the viability of long term services without leaning on limited tax payer and/or government funds. My suggestion is to increase the requirement for pre-graduate internships and/or clinic experiences for students who are seeking advanced degrees in the long-term care services field. These include; medical assisting, nursing, professional counseling, social work, a physical rehabilitation. According to Mulvey, in the US, Medicaid is a government program that will pay for certain health services  and nursing home care for older people. In most states, Medicaid also pays for some long-term care services at home and in the community. Eligibility and covered services vary from state to state. Most often, eligibility is based on income and personal resources. Individuals eligible for Medicaid are typically not in the condition or capable of aging in pla ce, and Medicaid’s expenses are primarily concentrated on nursing home care. The current requirement for these programs before graduation is in the range of 9-12 months of unpaid or low-paid service. If this service graduation requirement were to increase to 18-24 months this would provide many more entry level, yet qualified, individuals the opportunity to provide care for those who are seeking a multitude of services at a fraction of the cost of current programs. The basis for funding should be a combination of government subsidized funds, acknowledging the inherent sympathy that the United States was founded, along with private donations. If the cost of services can decrease, the available funds can stretch further to be able to support additional individuals who require long term care. Recommend How Mental and Behavioral Health Services Should be Funded Mental disorders and mental health problems are treated by a variety of caregivers who work in diverse, relatively independent, and loosely coordinated facilities and services-both public and private (Williams ;amp; Torren, 2010). I recommend that they appoint staff from the Department of Mental Health to develop and put into practice a joint plan to create a continuum of care for elder adults with behavioral health needs based on the Community Support Program (CSP) model. This plan of action should summarize objectives, goals, timeframes, action steps, and a research/evaluation component. It should also make available guidelines for written agreements on local collaboration, which it should include how to decide cross-system disagreements. I also think that resource allocation o should be a main focus. With this being said, this would lay the groundwork for the systems integration needed to create the continuum of care. Next, I recommend that they establish committed funding for services to elder adults with behavioral health needs for the county and state. This already exists for the care of the children. There should be a level of flexibility in order to develop a group of services perceptive to the needs of the individual of the adults. As of now, the state has not funded mental health. I recommend that at least one geriatric pilot project be included in the budget. The project should require integration of the behavioral health and aging systems. I think that this would really be a vital step in addressing the needs of the geriatric population which is really underserved today. Once this is set up, it is my recommendation that the state set aside more money for this funding each year. On the local level, community mental health should make behavioral health services for older individuals a main concern in its yearly plan for the distribution of reinvestment dollars. I also recommend that they require that all medical and nursing students be trained in identifying behavioral health issues, treatment modalities as they relate to the older adults, and the referral processes.

Ancient Roman Sandals and Other Footwear

Ancient Roman Sandals and Other Footwear Considering how prized modern Italian leather goods are today, it is perhaps not too surprising that there was a good deal of variety of the types of ancient Roman sandals and shoes. The shoe-maker (sutor) was a valued craftsman in the days of the Roman Empire, and the Romans contributed the entire-foot-encasing shoe to the Mediterranean world. Roman Footwear Innovations Archaeological studies indicate that the Romans brought the shoe-making technology of vegetal tanning to Northwestern Europe. Tanning can be accomplished by the treatment of animal skins with oils or fats or by smoking, but none of those methods result in permanent and water-resistant leather. True tanning uses vegetable extracts to create a chemically stable product, which is resistant to bacterial decay, and has resulted in the preservation of many examples of ancient shoes from damp environments such as riverside encampments and backfilled wells. The spread of vegetable tanning technology was almost certainly an outgrowth of the imperial Roman army and its supply requirements. Most of the earliest preserved shoes have been found in early Roman military establishments in Europe and Egypt. The earliest preserved Roman footwear found so far was made in the 4th century BCE, although it is still unknown where the technology originated. In addition, the Romans innovated a variety of distinctive shoe styles, the most obvious of which are hobnailed shoes and sandals. Even the single-piece shoes developed by the Romans are significantly different from the pre-Roman native footwear. The Romans are also responsible for the innovation of owning multiple pairs of shoes for different occasions. The crew of a grain ship sunk in the Rhine River about 210 CE each owned one closed pair and one pair of sandals. Civilian Shoes and Boots The Latin word for generic sandals is sandalia or soleae; for shoes and shoe-boots the word was calcei, related to the word for heel (calx). Sebesta and Bonfante (2001) report that these types of shoes were specifically worn with the toga and so were forbidden to slaves. In addition, there were slippers (socci) and theatrical footwear, like the cothurnus. The generic calceus was made of soft leather, completely covered the foot and was fastened in front with thongs. Some early shoes had pointed upward curving toes (calcei repandi), and were both laced and strapped into place. Later shoes had rounded toes.The wet weather called for a boot called the pero, which was made of rawhide. Calcamen was the name of a shoe that reached mid-calf.The black leather senators shoe or calceus senatorius had four straps (corrigiae). A senators shoes were decorated with a crescent shape on the top. Except for color and price, the senators shoe was similar to the patricians costlier red high-soled calceus mulleus fastened with hooks and straps around the ankle.Caligae muliebres were unstudded boots for women. Another diminutive was the calceoli, which was a little shoe or half boot for women. Footwear for a Roman Soldier According to some artistic representations, Roman soldiers wore embromides, impressive dress boots with a feline head that came nearly to the knees. They have never been found archaeologically, so it is possible that these were an artistic convention and never made for production. Regular soldiers had shoes called campagi militares and the well-ventilated marching boot, caliga (with the diminutive caligula used as a nickname for the 3rd Roman emperor). Caliga had extra thick soles and were studded with hobnails. Roman Sandals There were also house sandals or soleae to wear when Roman citizens were dressed in tunica and stola- soleae were thought inappropriate for wear with togas or palla. Roman sandals consisted of a leather sole attached to the foot with interlacing thongs. The sandals were removed before reclining for a feast and at the conclusion of the feast, the diners requested their sandals. References Sebesta JL, and Bonfante L. 2001. The World of Roman Costume. Madison: University of Wisconsin.van Driel-Murray C. 2001. Vindolanda and the Dating of Roman Footwear. Britannia 32:185-197.

Conjugation of the Future Tense of Spanish

Conjugation of the Future Tense of Spanish The future tense of Spanish is probably the easiest conjugation pattern of all to learn. Not only is its use much as in English, but its formation is irregular for far fewer verbs than with the other tenses and is the same for all three infinitive endings (-ar, -er and -ir). As you would expect, the future tense is typically used for verbs whose action will take place sometime in the future. Generally, it is the equivalent of the will verb form in English in sentences such as I will go or she will eat. Endings for Future Verbs With regular verbs, the future tense is formed by adding endings to the infinitive as shown in boldface in the list below. Although the verb hablar (to speak) is used as an example, the future is formed in the same way for all regular verbs: yo hablarà ©, I will speaktà º hablars, you (informal second-person singular) will speakusted/à ©l/ella hablar, you (formal second-person singular)/he/she will speaknosotros/nosotras hablaremos, we will speakvosotros/vosotras hablarà ©is, you (informal second-person plural) will speakustedes/ellos/ellas hablarn, you (formal second-person plural)/they will speak If youre familiar with the conjugation of the verb haber, you may notice that these endings are the same as the present tense of haber (an auxiliary verb meaning to have), minus the initial h. Presumably, at some time in the distant past, a conjugated form of haber was placed after the infinitive to form the future tense. Verbs Irregular in the Future Since the ending is placed after the infinitive and includes the syllable that is stressed in the verb, you dont have to worry about the stem changes that are common in the conjugation of many irregular verbs. And since the future tense is a later development in the language, there overall are fewer irregular verbs in the future tense to be concerned with. Even some of the most highly irregular verbs (such as ser, estar and ir) are regular in the future tense. In general, most of the verbs that are irregular in the future tense modify and/or shorten the infinitive, but they all have the correct ending otherwise. Here are the most common examples: caber (to fit): cabrà ©, cabrs, cabr, cabremos, cabrà ©is, cabrndecir (to say): dirà ©, dirs, dir, diremos, dirà ©is, dirnhaber (to have): habrà ©, habrs, habr, habremos,habrà ©is, habrnhacer (to make or do): harà ©, hars, har, haremos, harà ©is, harnpoder (to be able): podrà ©, podrs, podr, podremos, podrà ©is, podrn  poner (to put): pondrà ©, pondrs, pondr, pondremos, podrà ©is, podrnquerer (to want): querrà ©, querrs, podr, podremos, podrà ©is, podrnsaber (to know): sabrà ©, sabrs, sabr, sabremos, sabrà ©is, sabrnsalir (to leave): saldrà ©, saldrs, saldr, saldremos, saldrà ©is, saldrntener (to have): tendrà ©, tendrs, tendr, tendremos, tendrà ©is, tendrnvaler (to have value): valdrà ©, valdrs, valdr, valdremos, valdrà ©is, valdrnvenir (to come): vendrà ©, vendrs, vendr, vendremos, vendrà ©is, vendrn Sample Sentences Showing Use of Future Tense Siete de cada diez personas comprarn un regalo de San Valentà ­n. (Seven out of 10 people will buy a St. Valentines gift.) Creo que estaremos en una desventaja competitiva. (I think we will be at a competitive disadvantage.) Tendrà © muchas otras cosas para hacer. (I will have many other things to do.) Te dir muchas mentiras, pero tà º no sers consciente de ellas hasta que pase un tiempo.  (She will tell you many lies, but you wont be aware of them until some time passes.) Unos aà ±os ms tarde, querrà © ir a verlas a otras ciudades.  (A few years later, I will want to go see other cities.) Habr cinco meses ms para personalizar los coches. (There will be five months for personalizing the cars.) Haremos los arreglos necesarios. (We will make the necessary arrangements.)  ¡No podrn las voces de la oscuridad! (The voices of darkness will not overcome!) El municipio ser el beneficiario y en consecuencia dar las à ³rdenes de pago. (The municipality will be the beneficiary and as a result will give the payment orders. Donde vayan los iremos a buscar. (Where they go we will go looking for them.)  ¿Cà ³mo sabrà © cuando podrà © usar nuevamente mi cuenta? (How will I know when I will be able to use my account again?) Creo que si nos damos prisa llegaremos a tiempo. (I believe if we hurry we will arrive on time.) A fin de aà ±o deberà © 20,000 pesos para cancelar mi deuda. (At the end of end of the year I will owe 20,000 pesos in order to cancel my debt.) Este fin de semana tengo una boda, y llevarà © un vestido verde. (This weekend I have a wedding, and I will wear a green dress.) Me llamars por mi nombre, reconocers mis atributos y mà ©ritos. (You will call me by my name, and you will recognize my attributes and strengths.)

Concepts of internal and external balances and what floating exchange Essay

Concepts of internal and external balances and what floating exchange rates can do to a country's economy - Essay Example This essay discusses internal and external balances and what floating exchange rates can do to a country’s economy. The internal balance of an economy is a situation where the level of activity is consistent with a stable rate of inflation (Enotes, 2009). A good level of business activity within an economy is necessary to provide a health job marketplace that allows an economic system to keep its unemployment rate low. Inflation must be maintained at a stable level in order to ensure that the participants of the economy are able to retain a monetary unit with consistent purchasing power. For example in an economy with a high inflation rate of 25% the people are losing 1/4th of their money if keep the money at home because the currency is depreciating at an accelerated pace. High inflation creates chaos in an economic because people panic and purchased faster than normal which drastically increases the level of economic activity in a system. The purpose of the external balance of an economy is to keep the flows of money in to and out of the country roughly balanced over a period of years (Bized, 2009). The import and export activity of a country determine the external balance position of a nation. If the imports are higher than the exports the country will have a negative external balance. On the other hand if the exports of a nation are higher than their imports the country has a positive external balance. One of the basic rules of macroeconomic policy concerning external balance is that the position must be sustainable and manageable in the medium term. A medium term in economics refers to a period between 1 to 5 years. The United States of America has the worst external balance of any nation in the world. The external balance of the US as of the year 2004 was negative $624 billion (Nationmaster, 2004). It does not seem that Americans are following the medium range sustainable balance universal economic policy.

Environmental Geology Assignment Example | Topics and Well Written Essays - 500 words

Environmental Geology - Assignment Example motions between the larger Pacific, North America and Eurasia plates; these include the Okhotsk and Amur microplates that are respectively part of North America and Eurasia. (b) The Japan Trench subduction zone has hosted nine events of magnitude 7 or greater since 1973. The largest of these is a M 7.8 earthquake approximately 260 km to the north of the March 11 epicenter, caused 3 fatalities and almost 700 injuries in December 1994. In June of 1978, a M 7.7 earthquake 35 km to the southwest of the March 11 epicenter caused 22 fatalities and over 400 injuries. Large offshore earthquakes have occurred in the same subduction zone in 1611, 1896 and 1933 that each produced devastating tsunami waves on the Sanriku coast of Pacific NE Japan. (c) The coastline here is particularly vulnerable to tsunami waves because it has many deep coastal embayments that amplify tsunami waves and cause great wave inundations. The M 7.6 subduction earthquake of 1896 created tsunami waves as high 38 m and a reported death toll of 22,000. The M 8.6 earthquake of March 2, 1933 produced tsunami waves as high as 29 m on the Sanriku coast and caused more than 3000 fatalities. The March 11, 2011 earthquake far surpassed other earthquakes in the southern Japan Trench of the 20th century, none of which attained M8. A predecessor may have occurred on July 13, 869, when the Sendai area was swept by a large tsunami that Japanese scientists have identified from written records and a sand sheet. Ans. Eyjafjallajà ¶kull, also known as Eyjafjà ¶ll, lies south of the intersect between Icelands East Volcanic Zone (EVZ), a NE-SW trending rift system, and the E-W trending South Iceland Seismic Zone (SISZ). The EVZ is currently the main zone of divergence between the North American and Eurasian plates on the Icelandic landmass, with slightly less divergence currently occurring at the parallel Western Volcanic Zone. Eyjafjallajà ¶kull is an elongated structure somewhat resembling a shield volcano, which is