Operations and logistics management Essay Example | Topics and Well Written Essays - 3000 words

Operations and logistics management - Essay Example as internet as a channel of business and communication has gained a strong footing, internet retailing is becoming an option to expand business across new horizon; synergies need to be established in the multi channel retailing strategy or moving across boundaries with pure brick and mortar model. With huge business empire build up decision should made with respect to the organizational structure, centralization vs decentralization of operations, use of technology in the operations such as Radio Frequency Identification (RFID), data mining, point of sales (POS) terminals etc. eBay transformed this experience into a virtual market place. The internet marketplace as an industry is rapidly growing, and the industry is becoming very competitive, with loads of user demand increasing continuously. This use of technology revolutionized the brick and mortar business concept to the virtual network of business. Hence, then evolved various business models for the online business solutions; three of them mainly include – the e-commerce model, the content-rich model and the membership/subscription model. The companies selling products, goods and services over the internet, make use of the e-commerce business model; providing advertising spaces on websites that attract visitors and subscribers is the domain of content rich model and lastly, web pages that provide subscription and membership to access different parts or items contained on the site by charging a certain amount of fee is another of the model. With the passage of time the aggregator business model, with aggressive infrastructure built up by many entrants to the industry gained popularity – but not all survived. The need be achieving and capitalizing on economies of scale for myriad of services to be offered at the cheapest offers to the customer. eBay provides both product and service. The service as distinguished from a good has certain characteristics viz. intangibility, inseparability, heterogeneity or

A Message without Words Essay Example | Topics and Well Written Essays - 2750 words

A Message without Words - Essay Example There are various channels that are used to ensure that public relationships occur and they include newsletters, public appearances, press releases and other mediums like the websites that can reach the globe. Benetton images have been used to deliver various messages to different audiences in the world on themes such as love, fight against discrimination and embracing interracial relationships. This paper will focus on the Benetton image highlighted above and the features that make the image an effective marketing and advertisement tool. It will also focus on the goals of the advert, the integrated marketing communication and the technologies used to ensure the success of the advertising program. The message that would fit the image is â€Å"fighting discrimination and racial segregation in prisons and the entire globe†. This message is described by the picture where we find two hands which are handcuffed together and they are of different races. There is a black hand and a white hand which are handcuffed and they reveal a message that indicates that they are in prison but they have decided to fight against discrimination together. The issue of racial discrimination has been a long and upstanding issue that have affected both the whites and the black Americans and the issue has also been prevalent in prisons where the two groups of people have been fighting against each other. The picture demonstrates that if people would embrace the message in the picture there would be peace, tolerance and love among the whites and black people (Caywood, 2012). The goal of the campaign is to transform the cultural beliefs, stereotypes, perceptions and behaviors that have been influenced by the racial prejudice. The target audiences of the picture are the African-Americans and the white Americans who have experienced racial discrimination and target for hate due to their skin color and their

Tackling Low Level Disruption in the Classroom

Tackling Low Level Disruption in the Classroom Hina Kamal Adham Introduction: It is a harsh fact that emerging numbers of children in the United Kingdom show disrupting, or expressing behaviour (also referred to as antisocial, challenging, defiant, noncompliant, aggressive, and acting-out behaviour), beyond the infrequent negligible incidents typical of most children throughout the usual progression of their development. Such behaviour has become one of the most unyielding concerns in schools (Bullock, Reilly, Donahue, 1983; Evans Evans, 1985; Hranitz Eddowes, 1990).There are implications when schools fail to prepare for behaviour disorders in secondary schools. Emotional behaviour disorder, aggression, defiance and disruption are most common reasons why students dont do well in school. One of the biggest challenges facing the classroom today is the on-going need to address problem behaviour (Calvin, 2010), according to Cowley(2001) one of the most essential characteristics of a good teacher is the ability to manage good behaviour, so that effective learnin g takes place . This vital aspiration can be generated of learning, if we can get children to focus, to have self-discipline, to behave themselves. In this essay I will discuss low level disruptions (LLD) as classified by Capel (2009) . What are the most effective strategies for combatting low level disruption? The YouGov investigations indicate that pupils are theoretically behind up to an hour of education every day in English schools because of this kind of distraction in classrooms. This is comparable to 38 days of learning lost each year. An enormous number of pupils, therefore, are being denied a major amount of valuable learning time. Typical features of this type of behaviour comprise pupils: talking pointlessly or conversing; calling out without authorization; being sluggish to start work or track rules; presenting an absence of esteem for each other and staff; not bringing the correct apparatus; using mobile devices improperly (Ofsted, 2014). According to Bennett (2011) this is anything that slows down the flow of your lesson without actually blowing it out of the water. School X has a very strict behaviour policy and it is maintained throughout the school, and it was proved during observation of high sets classes that pupils were engaged and there were very minor behaviour problems. However, low level disruption was observed in year 9 bottom set class, which was mostly disrupted by three students and followed by other students. This bottom set class is doing Higher GCSE curriculum, which is very challenging for them and with this LLD in the class on constant basis, will not help them to learn and progress. Therefore, I decided to do my research on this class as it is very important to diffuse this LLD for better learning and teaching[M1]. The strategies I have decided to apply in this class are reminding routines and providing starters as soon as they enter the class, moving around the class and providing worksheets during lesson. Research questions and sub questions: What are the most effective strategies for combatting low level disruption? How can reminding the class routines and starters best be used to engage pupils? How worksheets can help to engage pupils? How moving around the classroom can help pupils to remain on task? Focus: The main focus of this essay will be observing low level disruptive behaviour occurring in classrooms and how this has effect on learning also on the teacher. In addition the importance of this observation is to discover the successful strategies that defuse LLD in classrooms and applying to my own teaching and observe how effective those strategies are during my lesson which can be shared to make future decisions based on data collected during this research. A case study will be formed to examine the approaches I can practise to reduce the level of LLD. This case study will involve around using different strategies to diffuse LLD and see which method is most effective diffusing low level disruption. It is clearly shown that teachers use different ways of handling unacceptable behaviours therefore doing a case study at the ways they handle this to sustain good effective lesson will be done. Also, there will be different types of LLD behaviour which will be considered as well. Information will be gathered by creating questionnaires and focus groups with the students. Observation will be based on year 9 set 4 who I will be teaching, to gather a combination of LLD behaviours that occurs. This will take place using each technique in each lesson so that defined data can be collected and then compared. Observations will be taken by same teacher to avoid biased data. This will be collected using a tally chart which will then be transferred to give pictorial demonstration as graphs and bar charts. Research Plan There are many different approaches that can be employed when collecting data. According to Walliman (2010) data is divided into two categories; qualitative and quantitative data. Qualitative data is grounded on understanding opinion of others, to describe a problem and develop into an approach. Qualitative depends on cautious description of the meaning of words, the progress of concepts and variables and plotting the relationships between these. Concepts such as Peoples judgement, feeling of comfort, emotions, ideas, beliefs etc. can only be described in words. Common data collections used are in-depth interviews, focus groups, literary texts, historical records or observations. Qualitative data rely on human interpretation and evaluation and cannot be objectively measured in a typical way. Checks on consistency and extensiveness of qualitative data can be completed by referring a range of source of data relating to same event, called as triangulation (Walliman, 2010). It is the ins ights rather than statistical perceptions of the world (Bell, 2005). Quantitative research can be measured more precisely because it comprises some form of extent, usually expressed in numbers. Mathematical procedures can be used to analyse the data (Walliman, 2010) and according to Bell (2005) can be used to study the relationship of one set of facts with another. These can be mostly simple such as amounts or percentages or further sophisticated, such as statistical trials or scientific models. Examples of this type of collection are surveys and questionnaires (Walliman,2010). My analysis will be centred on using qualitative and quantitative methodology in order to observe and accumulate data to produce effective conclusion. The investigation will be carried out through the school that I am currently in to observe and gather data for producing the outcomes. The predominant methodology in this research is a blend of case study and action research. Case study surpasses at taking us to knowledge of an intricate matter or object and can spread understanding or add strength to what is previously known through former research. This research is also based on action research, as it is an experiment that if the desirable approach when applied shows any outcome. Action research should be reflected as a way of life in the classroom. As an insightful specialist it can be observed what occurs in the class and then classify a problem that needs to be addressed (Brown, 2015). The key features of action research comprise its combined nature, its open approach to power and teaching in the research practice, and its importance on taking action on a matter. The widespread cooperation between investigators and associates in action research must spread through each phase of investigation, from recognizing the problem to propagating the outcomes (BMJ, 2008). If the conclusions show a change in behaviour in-favour of the research question there is the possibility of offending the current practice of other teachers (Bell and Waters, 2014) Case study will provide useful insightful information about Low level disruption and why it occurs bearing in mind three probable features that may subsidise; beginning of the lesson with class routines reminded and starters; using worksheets in middle of lesson; moving around the class to help students to stay on task. Case studies are advantageous when considering directly at cause and result especially when the investigator has partial control of events that occur during a study (Cohen, Manion and Morrison, 2011). After consulting relevant literature, I will then formulate an approach or intervention, which I will carry out in my classroom. Therefore, I will use action research and work with this intervention and I will reflect and reconsider its effectiveness and impact and the cycle can start again. For a practice-based investigation I may go through several sets or complete one set only. The advantage of the action research is that it naturally develops from your teaching pract ice and that it addresses real issues within your classroom. Typical criticism of action researches would be that they are not rigorous or systematic enough. I aim to produce better learning and reduce LLD, based on initial observations by manipulating pupils experiences such as getting on with starter, using worksheets to engage them, moving around the class so that stay on task. To avoid biased results, Mr A will be observing the lesson. The data will be taken in form of tally table where different types of LLD behaviour will be monitored and noted. The different types of LLD include taking, calling out, slow at working, not bringing the right equipment, taping, throwing objects, walking across the room, using mobile devices, giggling or laughing. The data collected during different lessons using different strategies to control LLD, for example data collected when teacher is moving around the class and when teacher is not moving around the class, from this examination it will then be converted into graphical demonstration, analysed and further evaluated and compared to be able to answer the difference that how these strategies are combatting LLD. Although observations can provide you vast amount of data, but many errors can occur during observations, one of the main error can occur due to the presence of observer, students can act differently or observer can be biased, therefore despite the many advantages of the case study procedure, it has limitation mainly due to subjectivity by the researcher therefore I will need to bear in mind this when carrying out the results. Along with the case study, questionnaires will be produced for students to answer. Using this method, I will be able to gather data from their viewpoint on how well they think teacher manages the class especially when LLD behaviours are prompted. This is also to know their point of view that how they feel when these techniques are used in class to diffuse LLD. Questionnaires permits data to be congregated into numerical arrangement as the questions are more inflexible as the respondent can only select from customised set of answers you have given. This procedure is a fast way to gather data and more unbiased; its easy to analyse and they are quick for respondent to answer. However, there are some disadvantages for instance, if people are not interested in the topic they will respond skewing the sample, or they will ignore some questions. When formulating the questions, it is significant to plan them to help answer the research question in mind. Focus group will be generated for the s tudents. Focus groups also called as group discussions an effective and reliable technique for accumulating data. The focussed groups will be used to ask the students questions regarding their own perceptions of LLD, what do they think of strategies used to diffuse LLD, how often LLD occurs in their classroom also how well they think the strategies used can help to concentrate more and do well during lesson. Focus groups are advantageous as it delivers rich information that can highlight issues not previously considered as Wilson (2009) claimed. Therefore, using questionnaires and focus groups it will verify the data collected during observation[M2]. Ethical Considerations It is important to consider ethical consideration, when a research is performed and it requires involvement of people. The ethical considerations implemented are the framework formed by Cohen, Manion and Morrisons (2004). It is ensured in this research that there is enough data to draw into conclusions with evidence. There is no name and identity revealed in this research, which is very important. The purpose and procedures of research have been informed to the teachers and the students, providing them with full details that what is being looked into. Concern was made into how the research would be beneficial for school rather than being risky as all ethical characteristics have been reflected. Additionally the investigation can be favourable to teachers with respect to how to handle LLD in classrooms. Any debatable concerns that may arise will be measured with great thoughtfulness as the research will be unbiased as possible. Every teacher handles LLD using their own strategies, hen ce it is expected some will vary to control and disregard this. Everything will be kept anonymous to avoid insecurity from teachers on their ability of handling LLD. The way this research has been designed and will conduct, very careful though has been taken into account, to keep it as objective as possible[M3]. Outcomes: Figure (1) shows the bar chart of two different lessons of same class started differently, blue bar shows the data collected when class routines were not reminded to class before entering the class and no starter on board, grey bars shows the data collected when students were reminded of class routines and starter was already on board. The systematic observation results are quite evident, and show the relation between the beginnings of two lessons. When no routines were reminded and no starter was on board they were less prepared, they didnt take out books and equipments straight away as they entered the class, they lost concentration and were not ready to learn, therefore low level disruption was triggered straight away as there was no structure in place as compared to the results when students were reminded of clear routines as soon as they entered the class and starter was already on board for them to get started with work. Figure (2) shows the graphical representation of questionnaire results from students during the lesson when no routines were reminded to them while entering the class and no starter was on the board. 21.6% students agreed and strongly agreed that they learned a lot in the lesson, they felt challenged in the lesson, and they worked well in the lesson, however 32% disagreed and strongly disagreed with the above statements. 30% students agreed that they felt distracted during lesson and only 25% students disagreed. 20% of students manage to finish work. Figure (3) shows the graphical representation of the results of questionnaire completed by students. The bar chart shows that 35% of students agreed and strongly agreed that they learned a lot in that lesson, felt challenged and worked well in the lesson and 18% students disagreed with the statements. 12.5% students agreed and 37.5% disagreed that they got distracted in the lesson. Hence if the two results of figure 2 and 3 are analysed and compared, it can be seen clearly how effective reminding routines and displaying starter at the beginning of the class, if the starter is already on the board for students it challenges students energy. Lastly during focussed groups, students answered about how they feel when routines were reminded, their answers matched to the data collected through observations and questionnaires, they felt reminded that they are in the class and they should be ready to do work, similarly they thought when the starter is not on the board they dont feel challenged and focussed as they dont know exactly what to do. Figure (4) shows the mathematical representation of two sets of data collected in two different lessons of same class, blue bars shows the data collected when there was no movement in the class and teacher stood by the board while students were given a task. The systematic data is very clear and shows the difference that how LLD changes when teacher is moving around the class, which show how teachers presence is influential. If teachers remain still at the front of class students can easily get distracted and it can be seen from the bar chart that many students were talking and were off-task. When teachers move around and talk to students about their task, it helps them to remain on task and focussed. Figure (5) shows the graphical representation of the results of questionnaire from students during the lesson when teacher was not moving around the class and was standing at front of the class. 21% of students felt they learned a lot, they felt challenged and they worked well during the lesson. 30% of students felt distracted and 20% disagreed that they felt distracted during lesson. Only 15% of students finished all work and 40% disagreed that they managed to finish their work. Figure (6) shows the graphical representation of questionnaire results during the lesson when teacher was moving around the class to check students work and to help them. 31% students agreed and strongly agreed that they learned a lot, they felt challenged and worked well during this lesson. 20% students felt distracted and 30% disagreed that they felt distracted. 28% students finished all their work and 22% students disagreed that they managed to finish their work during this lesson. The outcomes between two situations can be compared and analysed, there is a difference of 10% of students better learning and less distraction when teacher was moving around the classroom and these results relate to observations taken in figure 4. It shows very clearly that when teacher moves around the classroom, students remain focussed and stay on task and ask questions, teachers spot common mistakes made by students and it helps teachers as well to assess them during this time. Hence it can be evaluated by focus group answers, when teacher is standing at front of the classroom, students dont work and get a chance to talk to their peers, whereas when teacher is moving in the class, they feel focussed and try to get engaged, and added that sometimes they feel shy to ask questions and if the teacher is moving around, its easier for them to ask questions. Figure (7) shows the mathematical representation of the data collected from two lessons of same class, blue bars shows the data when there were no worksheets used between the lesson and grey bars shows the data when worksheets are used in the lesson. It is evident that the LLD is much lower when worksheets are used in the class, especially for low set classes as they get distracted by looking at the board for a longer time, also it causes less anxiety for struggling students, and they feel successful repeating over and over again. When there are no worksheets, sometimes students find it boring and nothing different been done in the class[M4]. Figure (8) shows the results of the questionnaire requested by students to answer after lesson when No worksheets were provided during lesson. The data collected shows that 21.6% students strongly agreed and agreed that they learned a lot, felt challenged, and worked well this lesson; however 28.3% students disagreed and strongly disagreed about these statements. 30% students agreed and strongly agreed that they felt distracted this lesson and 22.5% disagreed and strongly disagreed. 20% students agreed that they finished their work and 30% disagreed that they finished their work. Figure (9) shows the results of questionnaires from students when worksheets were provided to students during the lesson. The graphical representation shows clear results that students learned better when they were provided worksheets during lesson. 32.5% students strongly agreed and agreed that they learned a lot, they felt challenged and they worked well. 22.5% agreed that they felt distracted and 25% disagreed and strongly disagreed that they felt distracted. 30% of students agreed that they finished all their work and 20% students disagreed that they finished their work[M5]. The data between two different situations can be compared and it shows a clear result that only 21.6% students were concentrated during lesson when no worksheets were provided as compared to 32.5% students learned a lot during the lesson when the strategy was applied to diffuse LLD and worksheets were given to students, 22.5% students agreed that they felt distracted during that lesson as compared to 30% students who agreed that they felt distracted during lesson when there were no worksheets provided. This analysis shows that the strategy to diffuse LLD using worksheets is very effective and especially for lower ability sets who gets uninterested and disengaged by the middle of the lesson[M6]. Results of providing worksheets in the class can be triangulated by students focus group feedback, where they responded that it gets boring for them to see the board and copy questions from there, and they lose attentiveness, if worksheets are provided they feel focussed[M7]. Conclusion: The first investigation carried out to diffuse LLD was reminding routines to the class and starter on board or ready for them to hand over, to conclude it is essential to point out the reality showed during a controlled and disciplined approach, shows from all three methodologies by observations(case study), questionnaires and focus group with a group of students that the LLD was massively reduced, as reminding routines fairly worked as it reminded students that they are in a learning environment, same as setting up the starter reduced all sort of LLD, students felt that they managed to [M8]do work well when they are given a direction as soon as they enter the class and they have work from previous lessons as starter, it keeps them enthusiastic about the lesson and focussed. Similarly, second investigation carried out was The effects on learning when teacher moves around the classroom, the results drawn and analysed shows clear and positive outcome of this defined strategy that there was less LLD during the class, quantitative and qualitative both results conclude that it is an effective strategy whereas when the teacher was not moving during the lesson, students were disengaged and LLD was higher, students took advantage that teacher is not looking at their work so they can either talk or remain quiet and stay off-task. It was also proved while I was moving around and checking their books, students were trying to solve questions and focused as they knew teacher is present in the class and checking their progress[M9]. Third investigation carried out was How providing worksheets can help to reduce LLD. At first observations and questionnaires were carried out when no worksheets were provided during lesson and questions were displayed on board, it was quite evident that they got disengaged and lost concentration copying questions from board, it can be the effect of seating of this class too as this class seating is they all sit in one columned desk and they find it difficult to look at the board for 60 minutes. Clear indications from observations, questionnaires result and lastly focus groups shows that student learn better if they receive a worksheet, as they are only focussed on the worksheet and not moving their head around and get distracted[M10]. The strategies applied to diffuse LLD shows clear results in improvement of behaviour, however for each strategy only one lesson was observed due to time constraint, which can give biased results, and students were informed that a research is taking place, and their behaviour could have been altered as defined by Hawthorne effect. Other than this human errors can occur while taking data and topic of lesson can affect these factors too as this is a lower ability class and doing higher GCSE, some topics are challenging and harder for the class to remain focus on. Therefore, the results are inconclusive, as there was no repetition of observations and the conditions of the class was not same throughout[M11]. Ways Forward: This research has proved that to minimize or diffuse LLD in low ability classes: Students should be reminded routines of the class as they enter the class. Students can be anxious when they do not know what is going to happen during the day, students needs to be reminded and explained what are the expectations and what is going to happen during the lesson. Prepare starter and display on board or hand in to students as they enter the class, this is a basic one but it allows teachers to challenge students energy, setting out resources, finding papers and setting up the classroom while students wait only encourages LLD. Move around the classroom while students are given a task, teachers presence is extremely important and powerful. Moving around the class helps students to stay on task and not to get distracted. Talking to them about their task giving them deadlines can help to reduce LLD. Provide worksheets for the lesson, as it helps especially lower ability groups to stay focussed, as students lose concentration easily copying questions from board and lesson becomes boring for them, as moving around their head encourages to see around and talk to their peers rather than concentrating on the task. As discussed in conclusion, to draw more reliable and successful understanding of this research, further investigations have to be supported in the following way. Each strategy used to minimise LLD, would have to be repeated, so that more accurate and wide data can be drawn, so that the degree of accuracy is higher. Students will not act or be conscious about the research and will be more comfortable in the research environment. This study should take place on a wider range and research should be carried out with different year groups and different abilities. Recording a lesson is another way to make data more reliable, as there will be no biased results or human errors involved. The following research can help other teachers and the school, in order to maintain better learning of pupils and minimising LLD[M12]. References: Bullock, L., Rielly, T., Donahue, C. (1983), School violence and what teachers can do about it. Contemporary Education,55(1), 40-43. Colvin, G. (2010) Defusing Disruptive Behaviour in the Classroom, California: SAGE Cowley, S. 2001, Getting the buggers to behave, Continuum, London. Capel, Leask and Turner. (2001). Learning and Teaching in the Secondary School. A companion to School Experience. London. RoutledgeFalmer. Ofsted(2014) Below the radar: low-level disruption in the countrys classrooms ,[Online], Available: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379249/Below_20the_20radar_20-_20low-level_20disruption_20in_20the_20country_E2_80_99s_20classrooms.pdf [september,2014] Bennett, T. (2011) Behaviour Low Level Disruption, [online], Available: http://www.tes.co.uk/article.aspx?storyCode=6087267 [19/12/2013] Walliman, Nicholas. The Basics : Research Methods: The Basics : The Basics (1). Florence, US: Routledge, 2010. ProQuest ebrary. Web. 12 November 2016. Brown, Nicole. (2015)Action research or Case study.[Online],Available: http://www.nicole-brown.co.uk/action-research-or-case-study/ BMJ 2008;337:a567 Bell, J. and Waters, S. (2014). Doing Your Research Project. 6th ed. England: McGraw Hill Education Cohen, L. Manion, L. and Morrison, K. (2011). Research Methods In Education. 7th ed. London: Routledge. Lawrence, T(2013). 10 ways to deal with Low Level distruption,[online], Available: https://www.theguardian.com/teacher-network/teacher-blog/2013/may/21/classroom-disruption-top-tips [M1]Good to see that you have used sources and you build a good context. This is sufficient but EBI you have focused on some detail here on particular strategies. (i.e. given that starters is a strategy you look at could you have used the lecture where start the lesson before the lesson was considered?) [M2]Good, this part is sourced well, you understand some important methodology concepts and have built a reasonably clear plan. <

Natural Order and Phenomena in Shakespeares Macbeth Essay -- Macbeth 2

"Is 't night's predominance or the day's shame / That darkness does the face of Earth entomb / When living light should kiss it?" (Macbeth 2.4.9-11). ¹ The reversal of night and day in William Shakespeare's Macbeth represents a reversal far more permanent and unnatural: that of a nation's hierarchy. When the title character makes the tragic decision to commit regicide and begin a dishonest ascent to kingship, the destruction of the natural order of Scotland commences, and this turn of events is reflected by the violent reaction of natural phenomena in the country. William Shakespeare, as an author contracted by King James I, sought to preserve a conservative monarchical system, promote the philosophy of the Divine Right of Kings, and please his patron through Macbeth: Pairing Macbeth's murder of Scotland's King Duncan with a series of unnatural events, Shakespeare illustrates to audiences the severity of such a crime and the displeasure of nature and God with its perpetrator. The use of violent natural imagery in Macbeth solidifies a monarch's place as the divinely appointed leader of a nation by displaying God's consternation with Macbeth, embodying the interruption of a nation's natural hierarchy, striking terror into the hearts of those disloyal to their monarch, and portraying the witches as supernatural forces of evil upon Earth. In order to understand Macbeth's historical context, one must examine the political culture of the reign of King James I Stuart. James reigned over Scotland from 1567 to 1625 and England from 1603 to 1625, and was the first of a wave of monarchs claiming a divine right to rule (BBC). As the first ruler of a consolidated Kingdom of Great Britain, James issued public statements affirming his... ...ial conservatism and makes for interesting analysis. Just as an eclipse darkens the sun, regicide creates a series of events that reverses the natural order of a divine right monarchy, and William Shakespeare effectively illustrates this idea through the use of natural imagery in Macbeth. Works Cited "BBC - History - Historic Figures: James I and VI (1566 - 1625)." BBC History. BBC, 2011. Web. 08 Apr. 2011. . Kreis, Steven. "James I, Speeches to Parliament (1609)." The History Guide. 12 May 2004. Web. 08 Apr. 2011. . McDonald, Russ. The Bedford Companion to Shakespeare: an Introduction with Documents. Boston: Bedford/St. Martin's, 2001. Print. Shakespeare, William, and Sylan Barnet. Macbeth. New York: Signet Classics, 1998. Print. Natural Order and Phenomena in Shakespeare's Macbeth Essay -- Macbeth 2 "Is 't night's predominance or the day's shame / That darkness does the face of Earth entomb / When living light should kiss it?" (Macbeth 2.4.9-11). ¹ The reversal of night and day in William Shakespeare's Macbeth represents a reversal far more permanent and unnatural: that of a nation's hierarchy. When the title character makes the tragic decision to commit regicide and begin a dishonest ascent to kingship, the destruction of the natural order of Scotland commences, and this turn of events is reflected by the violent reaction of natural phenomena in the country. William Shakespeare, as an author contracted by King James I, sought to preserve a conservative monarchical system, promote the philosophy of the Divine Right of Kings, and please his patron through Macbeth: Pairing Macbeth's murder of Scotland's King Duncan with a series of unnatural events, Shakespeare illustrates to audiences the severity of such a crime and the displeasure of nature and God with its perpetrator. The use of violent natural imagery in Macbeth solidifies a monarch's place as the divinely appointed leader of a nation by displaying God's consternation with Macbeth, embodying the interruption of a nation's natural hierarchy, striking terror into the hearts of those disloyal to their monarch, and portraying the witches as supernatural forces of evil upon Earth. In order to understand Macbeth's historical context, one must examine the political culture of the reign of King James I Stuart. James reigned over Scotland from 1567 to 1625 and England from 1603 to 1625, and was the first of a wave of monarchs claiming a divine right to rule (BBC). As the first ruler of a consolidated Kingdom of Great Britain, James issued public statements affirming his... ...ial conservatism and makes for interesting analysis. Just as an eclipse darkens the sun, regicide creates a series of events that reverses the natural order of a divine right monarchy, and William Shakespeare effectively illustrates this idea through the use of natural imagery in Macbeth. Works Cited "BBC - History - Historic Figures: James I and VI (1566 - 1625)." BBC History. BBC, 2011. Web. 08 Apr. 2011. . Kreis, Steven. "James I, Speeches to Parliament (1609)." The History Guide. 12 May 2004. Web. 08 Apr. 2011. . McDonald, Russ. The Bedford Companion to Shakespeare: an Introduction with Documents. Boston: Bedford/St. Martin's, 2001. Print. Shakespeare, William, and Sylan Barnet. Macbeth. New York: Signet Classics, 1998. Print.

How Did 9/11 Bring People Together

How did the 9/11 bring people together? Or Did the 9/11 bring people together? The 9/11 was a very significant event and brought many people together in many different ways. In circumstances of extreme stress we hear moving accounts of people going out of their way to help each other. Studies show that acute stress can lead to greater cooperative, social and friendly behaviour, even in men. This more positive reaction can help the human connections that occurred during the time of crisis associated with the 9/11.Social connections are particularly important under stress because stress naturally leads so a sense of vulnerability and loss of control, this is an example of why the people of not only America, but the world came together through this tormenting time to support one another. The September 11 attacks were a series of four coordinated terrorist attacks launched upon the United States in New York and Washington D. C area by an Islamic terrorist group, al-Qaeda. On the morning of September 11, 2001, al-Qaeda terrorists hijacked four passenger jets.American Airlines Flight 11 and United Airlines Flight 175 crashed into the North and South towers of the World Trade Centre as suicide attacks. Both towers collapsed and debris led to the partial collapse of all other buildings in the New York World Trade Centre. The third plane, American Airlines Flight 77, was crashed into the Pentagon, which was the headquarters of the United States Department of Defence. The fourth plane, United Airlines Flight 93, was targeted at the United States Capitol in Washington, D.C. , but crashed into a field near Shanksville, Pennsylvania after its passengers fought back against the al-Qaeda terrorists. Almost 3000 people died in the 9/11 attacks. An example of the 9/11 bringing people together is the cooperation of different religious groups. Churches that typically held services only on Sundays opened their doors on the Tuesday of the attacks and held them open for some followi ng days and for a short time attendance in churches and other houses of worship skyrocketed.Members of religious groups met together and tried to understand each other’s beliefs to help one another. A decade later, a group of religious leaders representing the Christian, Islamic and Jewish faiths met to plan a special interfaith service for the 10th anniversary of the 9/11. The service included prayers, music, Scripture and short messages from participants. The organisers went to great lengths to celebrate religious diversity and to make sure readings and prayers are as universal as possible.Deidre Gordon, a member of the Islamic centre reinforced the idea of the 9/11 bringing people together. â€Å"It’s a chance to recognize beneath all this diversity, we have a lot we share. † We hear often hear moving stories of strangers coming together to help save each other from the burning buildings, one of which I came across was this; â€Å"Today, after a 72 hour shif t at the fire station, a woman ran up to me at the grocery store and gave me a hug. When I tensed up, she realized I didn’t recognise her.She let go with tears of joy in her eyes and said, â€Å"On 9-11-2001, you carried me out of the World Trade Centre. † As you can see the 9/11 did bring people together, 12 years ago, President George W. Bush proclaimed, â€Å"America is united. † The production of American flags surged and the flags soared, and America really was united. America mourned together, raged together and resolved together. They reached out to others in a way most didn’t do previously.

Amu Scin138 Lab 9

Lab Lesson 9: Geologic Time (p. 203) due end of week 3 Return to Assessment List Part 1 of 1 – 100. 0/ 100. 0 Points Question 1 of 31 3. 0/ 3. 0 Points Questions 1 through 3 are based on the Lab Exercise, Step 2. Record your answer to Lab Exercise, Step 2, Question 11. How long ago was the igneous rock in rock unit B formed? A. 352 mya B. 380 mya C. 704 mya D. 1408 mya Answer Key: A Question 2 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 12. How long ago was the igneous rock in rock unit C formed? A. 70. 4 mya B. 140. 8 mya C. 352 myaD. 704 mya Answer Key: B Question 3 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 13. How long ago was the metamorphic rock in rock unit G formed? A. 625 mya B. 704 mya C. 1250 mya D. 2500 mya Answer Key: C Question 4 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on the Lab Exercise, Step 3. 4. Record your answer to Lab Exercise, Step 3, Question 14. How long ago were the fos sils found in Layer A formed? A. 65. 5–145. 5 mya B. 201. 6–145. 5 mya C. 251–201. 6 mya D. 299–251 mya Answer Key: B Question 5 of 31 3. 0/ 3. 0 PointsDuring what period were the fossils in Layer A formed? A. Cretaceous Period B. Triassic Period C. Jurassic Period D. Cambrian Period Answer Key: C Question 6 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 15. How long ago were the fossils found in Layer D formed? A. 251–299 mya B. 359–299 mya C. 416–359 mya D. 444–416 mya Answer Key: D Question 7 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer D formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: C Question 8 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 16. How long ago were the fossils found in Layer E formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 1000–542 mya Answer Key: B Question 9 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer E formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: D Question 10 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 17. How long ago were the fossils found in Layer F formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 000–542 mya Answer Key: C Question 11 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer F formed? A. Cambrian Period B. Triassic Period C. Carboniferous Period D. Tertiary Period Answer Key: A Question 12 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 18. What is the least amount of time that could have passed during the hiatus represented by younger unconformity seen in Figure 9. 12? A. 101 million years B. 150. 4 million years. C. 206. 6 million years D. 286 million years Answer Key: B Question 13 of 31 3. 0/ 3. Points Record y our answer to Lab Exercise, Step 3, Question 19. What is the least amount of time that could have passed during the hiatus represented by the older unconformity seen in Figure 9. 12? A. 708 million years B. 762 million years. C. 1333 million years D. 1958 million years Answer Key: A Question 14 of 31 3. 0/ 3. 0 Points 14. Which of the following principles is NOT used in determining the relative age of rocks? A. Principle of Cross-cutting Relationships B. Principle of Original Horizontality C. Principle of Superposition D. Principle of Vertical ContinuityAnswer Key: D Question 15 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on Figure 9. 17 on page 208 of your lab book. Determine the relative age each of the geologic structures shown in the geologic cross section below (Figure 9. 17) from youngest to oldest; then answer the questions below. As before, a wiggly line running across the geologic cross section indicates an unconformity and a fault is indicated with a bold strai ght line. Which is the youngest geologic structure in Figure 9. 17? A. E B. A C. B D. D Answer Key: B Question 16 of 31 3. 0/ 3. 0 PointsWhich is the oldest geologic structure in Figure 9. 17? A. A B. C C. F D. D Answer Key: D Question 17 of 31 3. 0/ 3. 0 Points Which letter represents an unconformity in Figure 9. 17? A. A B. C C. E D. F Answer Key: C Question 18 of 31 3. 0/ 3. 0 Points Which letter represents a fault in Figure 9. 17? A. A B. C C. E D. F Answer Key: D Feedback: F Question 19 of 31 3. 0/ 3. 0 Points What is the proper order of geologic structures B, C, D, and F in Figure 9. 17 from oldest to youngest? A. F, B, C, D B. D, C, B, F C. D, F, B, C D. B, C, F, D Answer Key: B Question 20 of 31 3. 0/ 3. 0 PointsWhat relative dating principle states that in a sequence of sedimentary rocks, unless overturned, the oldest beds are at the bottom and the youngest beds are at the top? A. Principle of Cross-cutting Relationships B. Principle of Inclusion C. Principle of Superpositi on D. Principle of Original Horizontality Answer Key: C Question 21 of 31 3. 0/ 3. 0 Points What relative dating principle states that fossils in a sequence of sedimentary rock layers succeed one another in a definite, recognizable order? A. Principle of Cross-cutting Relationships B. Principle of Faunal Succession C. Principle of InclusionD. Principle of Superposition Answer Key: B Question 22 of 31 3. 0/ 3. 0 Points The Principle of Cross-cutting Relationships states that A. sedimentary layers and lava flows accumulate as horizontal layers. B. rock fragments found within an igneous intrusion are older than the intrusion. C. geologic structures that cut across other structures are younger than the structures they cut across. D. younger rocks are deposited over older rocks. Answer Key: C Question 23 of 31 3. 0/ 3. 0 Points The Principle of Lateral Continuity states A. sedimentary layers and lava flows accumulate as horizontal layers. B. layer of sedimentary rock originally extended in all directions until it thinned to zero or reached the edge of the basin. C. rock fragments found within an igneous intrusion are older than the intrusion. D. younger rocks are deposited over older rocks. Answer Key: B Question 24 of 31 3. 0/ 3. 0 Points What type of unconformity appears between two parallel sedimentary layers? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: A Question 25 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a sedimentary layer and an igneous or metamorphic rock body?A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: B Question 26 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a tilted sedimentary strata and a horizontal overlying layer? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: C Question 27 of 31 3. 0/ 3. 0 Points If a sample of radio active material contains a parent isotope with a half-life of 3 years, then at the end of 6 years A. all of the parent isotope remains. B. half of the parent isotope remains.C. one-quarter of the parent isotope remains. D. one-ninth of the parent isotope remains. Answer Key: C Question 28 of 31 9. 0/ 9. 0 Points Questions 28 and 29 are based on the Lab Exercise, Step 1. 1. Record your answers to Lab Exercise, Step 1, Questions 1 through 9. List each of the geologic features shown in Figure 9. 12 from youngest to oldest. C (youngest rock unit A H B D E F I G (oldest rock unit) Answer Key: C, a, h, b, d, e, f, i, G Feedback: ___C____ (youngest rock unit) ___A___ ___H___ ___B___ ___D___ ___E___ ___F___ ___I___ ___G___ (oldest rock unit) Question 29 of 31 4. / 4. 0 Points Record your answer to Lab Exercise, Step 1, Question 10. What letters represents unconformities, and what type of unconformities are they? H is a(n) Angular unconformity ; I is a(n) Nonconformity . Answer Key: an* un*, non* Question 30 of 31 3. 0/ 3. 0 Points A fossil is the preserved remains or traces of a once-living organism. Answer Key: fos* Question 31 of 31 3. 0/ 3. 0 Points An index fossil is a fossil of an organism that was common and had widespread geographic distribution during a short period of time in Earth’s history. Answer Key: ind*, fos*

All About the Chapultepec Castle in Mexico City

All About the Chapultepec Castle in Mexico City Located in the heart of Mexico City, Chapultepec Castle is a historic site and local landmark. Inhabited since the days of the Aztec Empire, Chapultepec Hill offers a commanding view of the sprawling city. The fortress was the home of legendary Mexican leaders including Emperor Maximilian and Porfirio Diaz and played an important role in the Mexican-American War. Today, the castle is home to the first-rate National Museum of History. Chapultepec Hill Chapultepec means â€Å"Hill of the Grasshoppers† in Nahuatl, the language of the Aztecs. The site of the castle was an important landmark to the Aztecs who inhabited Tenochtitlan, the ancient city which would later become  known as Mexico City. The hill was located on an island in Lake Texcoco where the Mexica people made their home. According to legend, the other people of the region did not care for the Mexica and sent them to the island, then known for dangerous insects and animals, but the Mexica ate these pests and made the island their own. After the Spanish conquest of the Aztec Empire, the Spanish drained Lake Texcoco to control flooding issues. On the grounds near the castle, at the base of the hill in the park near the  Nià ±os Heroes  monument, there are ancient glyphs carved into the stone during the reign of the Aztecs. One of the rulers mentioned is Montezuma II.   The Castle After the fall of the Aztecs in 1521, the hill was largely left alone. A Spanish viceroy, Bernardo de Glvez, ordered a home built there in 1785, but he left and the place was eventually auctioned off. The hill and assorted structures upon it eventually became the property of the municipality of Mexico City. In 1833, the new nation of Mexico decided to create a military academy there. Many of the older structures of the castle date from this time. Mexican-American War and the Hero Children In 1846, the Mexican-American War began. In 1847, the Americans approached Mexico City from the east. Chapultepec was fortified and placed under the command of General Nicolas Bravo, a former president of the Mexican republic. On September 13, 1847, the Americans needed to take the castle to proceed, they did, then secured the fortress. According to legend, six young cadets remained at their posts to fight off the invaders. One of them, Juan Escutia, wrapped himself in the Mexican flag and leaped to his death from the castle walls, denying the invaders the honor of removing the flag from the castle. These six young men are immortalized as the Nià ±os Heroes or â€Å"Hero Children† of the war. According to modern historians, the story is likely embellished, but the fact remains that Mexican cadets did defend the castle bravely during the Siege of Chapultepec. The Age of Maximilian In 1864, Maximilian of Austria, a young European Prince of the Habsburg line, became emperor of Mexico. Although he spoke no Spanish, he was approached by Mexican and French agents who believed that a stable monarchy would be the best thing for Mexico. Maximilian resided at Chapultepec Castle, which he had modernized and rebuilt according to the European standards of luxury at the time with marble floors and fine furniture. Maximilian also ordered the construction of Paseo de la Reforma, which connects Chapultepec Castle to the National Palace in the center of town. Maximilian’s rule lasted three years until he was captured and executed by forces loyal to  Benito Juarez, the president of Mexico, who maintained he was the legitimate head of Mexico during Maximilians reign. Residence for Presidents In 1876, Porfirio Diaz came to power in Mexico. He took Chapultepec Castle as his official residence. Like Maximilian, Diaz ordered changes and additions to the castle. Many items from his time are still in the castle, including his bed and the desk from which he signed his resignation as president in 1911. During the Mexican Revolution, various presidents used the castle as an official residence, including Francisco I. Madero, Venustiano Carranza, and Alvaro Obregà ³n. Following the war, Presidents Plutarco Elias Calles and Abelardo Rodriguez resided there. The Castle Today In 1939, President Lazaro Cardenas del Rio declared that Chapultepec Castle would become the home of Mexicos National History Museum. The museum and castle are a popular tourist destination. Many of the upper floors and gardens have been restored to look as they did during the age of Emperor Maximilian or President Porfirio Diaz, including original beds, furniture, paintings, and Maximilians fancy coach. Also, the exterior is renovated and includes the busts of Charlemagne and Napoleon that had been commissioned by Maximilian. Near the entrance to the castle is a massive monument to the fallen during the 1846 Mexican-American War, a monument to the 201st Air Squadron, a Mexican air unit which fought on the side of the Allies during World War II  and old water cisterns, a nod to Lake Texcocos former glory. Museum Features The National Museum of History includes pre-Colombian artifacts and displays about ancient cultures of Mexico. Other sections detail important parts of Mexican history, such as the war for independence and the Mexican Revolution. Oddly, there is little information about the 1847 Siege of Chapultepec. There are numerous paintings in the museum, including famous portraits of historical figures such as Miguel Hidalgo and Josà © Marà ­a Morelos. The best paintings are the masterpiece murals by legendary artists Juan O’Gorman, Jorge Gonzlez Camarena, Jose Clemente Orozco, and David Siqueiros.

Free Essays on Enron Chief Financial Advisor Pleads Guilty

â€Å"Enron chief financial officer pleads guilty† The first and foremost problem with this is that Lea Fastow was in the top tier of management in Enron, which is a gigantic company that is now all, but gone from our memory. Due to his great authority, reputation, and his past with this company he was easily able to deceive everyone at the company. With the knowledge he had of investments and the experience he had everyone in the company was more than happy to go along with him and his recommendations just for the simple fact that the people assumed that he knew what he was doing. When really all that was happening was a large amount of lies and deception simply to line his pockets and many other chief executive pockets with enough money to walk away even once caught with a smile on their face while what they did not realize, is how many people, including ones with families are getting horribly hurt by these despicable tactics. Fastow openly lied to shareholders just to make money for him and others. First of all, they entered into side deals that were completely built up with â€Å"off-the-books,† enterprises. The companies that even did actually exist in these plans and deals are actually worse off than they would have been if they would have gone on with it by themselves, but due to their getting involved with Enron, Fastow, and the other chief executives they are under or going under as a finality in the matter. These deals are including fraudulent transactions not only just within the inner confines of Enron, or even within the very limits of our national borders, but clear across international lines. The Enron scandal has penetrated worldwide and therefore hurts people worldwide. Some of these schemes were also simply to allow for unsuspecting people to keep investing their hard-earned dollars into the Enron and its partner companies, in order, to make even more money for the corrupt officials there. After ruining thousan... Free Essays on Enron Chief Financial Advisor Pleads Guilty Free Essays on Enron Chief Financial Advisor Pleads Guilty â€Å"Enron chief financial officer pleads guilty† The first and foremost problem with this is that Lea Fastow was in the top tier of management in Enron, which is a gigantic company that is now all, but gone from our memory. Due to his great authority, reputation, and his past with this company he was easily able to deceive everyone at the company. With the knowledge he had of investments and the experience he had everyone in the company was more than happy to go along with him and his recommendations just for the simple fact that the people assumed that he knew what he was doing. When really all that was happening was a large amount of lies and deception simply to line his pockets and many other chief executive pockets with enough money to walk away even once caught with a smile on their face while what they did not realize, is how many people, including ones with families are getting horribly hurt by these despicable tactics. Fastow openly lied to shareholders just to make money for him and others. First of all, they entered into side deals that were completely built up with â€Å"off-the-books,† enterprises. The companies that even did actually exist in these plans and deals are actually worse off than they would have been if they would have gone on with it by themselves, but due to their getting involved with Enron, Fastow, and the other chief executives they are under or going under as a finality in the matter. These deals are including fraudulent transactions not only just within the inner confines of Enron, or even within the very limits of our national borders, but clear across international lines. The Enron scandal has penetrated worldwide and therefore hurts people worldwide. Some of these schemes were also simply to allow for unsuspecting people to keep investing their hard-earned dollars into the Enron and its partner companies, in order, to make even more money for the corrupt officials there. After ruining thousan...

A Study of Catholicism

When catholic is used as an adjective, it means universal, open or general. I have read art magazines and reviews that have described certain art collections as catholic in its uniqueness. The fact that Catholicism has its root in the word catholic is not a coincidence. In his essay Catholicism: A Synthesis, Richard McBrien says that it is this notion that distinguishes Catholicism from other religions, Christian and non. The notion is that Catholicism is a religion that is based on open-mindedness. McBrien alludes to flags to clearly define his thesis. Many flags of the world share the same three colors. He uses the colors red, white, and blue. The flags for Australia, the United Kingdom, Ireland, Cuba, and France all share the same three colors, yet they are not configured the same way. The flag of the United States has fifty stars and the French flag has three thick bars of color. It is in this way that McBrien relates the flags of the world to Catholicism. The Catholic Church is distinguished from other Christian religions by the configuration of its practices and characteristics. Plagiarism Detection >One instance that I read about in the news recently was about a young girl in England who became pregnant. The girl went to her church and told her priest. The priest then referred the girl to the Cardinal of that area. The twelve-year-old girl comes from a family that can barely afford food and clothes, let alone support a new child. Abortion was obviously not even an issue in this case. The clergy decided it would be best to use church money and support this girl in her pregnancy. This shows openness on the part of the Catholic Church because they could have shunned this twelve year old girl, and ignored her pleas for help. However, they decided to take a risk and help her.An instance in which the church is not so open has to do with homosexuality. I know that the Catholic Church embraces good causes, and finding a cure for AIDS is one. I know of Catholic c hurches that hold fundraising events, awareness seminars and promote AIDS benefits. There is such a thick layer of hypocrisy in this example. The church refuses to acknowledge homosexuals as human beings, yet the homosexual community is hit very hard by the AIDS epidemic. How can they embrace the AIDS cause, yet denounce homosexuality. This is just one instance of non-openness in the Catholic Church. Plagiarism Detection >Christian realism is critical thinking in the context of the Catholic Church. Realists take reality in the context in which it is in history. Christian realism is based on the contexualist outlook on life. Christianity itself is mediated by meaning, says McBrien. McBrien makes a good point when he says, Christian realism also rejects the notion that clear and distinct ideasare equivalent to the real itself. Ideas are never based on solely one thing. That is what is so great about Christian realism. It incorporates the idea of openness into decision making. Critical realism is used in every aspect of the Church. Nothing goes unchallenged, whether it is doctrines, dogmas or canonical directives.Richard McBrien makes some good points in his essay, Catholicism: A Synthesis. He made the reader aware of how open the Catholic church really is. He also makes us aware of Christian realism and how it works in association the Catholic Church. He clearly defines his thesis, that the Catholic Church is defined by the configuration of its characteristics.

Management Decision Making Essay Example | Topics and Well Written Essays - 4000 words

Management Decision Making - Essay Example Unfortunately, many of the other employees don’t feel the same. Some have even threatened to resign if the management doesn’t do something about Jack. Roger is concerned that production might be affected either way. Serious consequences can occur if he releases Jack and the same might be true if he retains him at work. The opportunity cost seems the same either way. Roger is concerned that they will lose a valuable member of the team if he releases or transfers Jack, but he is also concerned that they will lose quantity and be piled with workloads if Jack is allowed to stay without any change in his attitude towards work and other people. Although coaching has helped with the frequency of his complaints, there are still others who complain about him. The situation can be summarized as thus: â€Å"Coming to a decision of what to do with Jack such that it will come to a win-win situation for Jack, the company, and the other employees.† This can be viewed as follows. A parent is desperately looking for a way to reconcile her two children. They fight most of the time about seemingly unimportant matters. The older one often complains that the younger child seems to be wasting too much time playing with his toys rather than helping with the chores at home. The parent does understand the older child’s concern. There is work to be done at home and an extra pair of hands can definitely help. However, she also noticed that the younger child seems to have a talent for storytelling and she wants him to develop it. Obviously, the parent cannot choose between her two children that easily, nor can she simply let go of one of them. But there must be reconciliation if there is to be peace within the household. The plan is to bring the two into some sort of agreement so that there will be no more arguments. A win-win situation is also necessary, not simply preferred, because the parent cannot lose any of her two children. In this case, both

Sociology and Culture Bachelor Essay Example | Topics and Well Written Essays - 500 words

Sociology and Culture Bachelor - Essay Example More importantly, it is argued that zero-tolerance policy of CPS is direct schoolhouse-to-jailhouse leading way for youth. Medill News Service has reported on January 12, 2005 about a prosecution of a 17-year-old West Town youth for the brutal assault of 43-year-old motorist Shelley Lescester as he was parking his car. "'This is the first step in a long process,' Emily Leuin [sssistant state's attorney] said after the hearing, referring to similar cases dealing with a crime that qualifies a juvenile to be tried as an adult" (Bloustein, 2005). Recent increase of crime rate in Chicago, including aggravated assault, especially amongst juveniles has become a serious issue for the city council. Tracking back the history of crime rate in the past decade one can see a troubling trend emerging. In 1998 Chicago saw an unprecedented decrease of crime. From 1990 to 1998 index crimes including murder, criminal sexual assault, robbery, aggravated assault, burglary, theft, motor vehicle theft and arson have fallen significantly from 350,000 to 250,000 per year. "We saw this trend emerge in 1992, and except for 1994, when we saw a fractional increase, the trend has been positive ever since" said Terrance W. Gainer, Illinois State Police Director (Illinois State Police, 1998).

Examine the three theoretical models of opportunity recognition Essay

Examine the three theoretical models of opportunity recognition - Essay Example In our second section, we de-construct the factors that impact opportunity recognition. Here, we explain the various ways in which cognition impacts opportunity recognition. In our third section, we study the influence of human and social capital on the opportunity recognition process. In our fourth and last section, we summarize the arguments and provide concluding remarks. I. Opportunity Recognition: theoretical constructs The capacity to identify and spot a successful business opportunity is the hallmark of a preliminary stage in any new entrepreneurial venture creation (Ardichvili, Cardozo & Ray 2003). Once an opportunity is recognized, the individual then proceeds to analyze it through different angles. What distinguishes an individual’s capability to identify the right opportunity? This forms the basis of the discussion for our paper. When we extend the unit of analysis from an individual to a firm, then we can also infer that opportunity recognition follows from a caref ul, analytical process (Denrell, Fang & Winter 2003). Possibly, we could conclude that an individual may not possess all the resources that are at the disposal of a firm, yet an individual develops his or her own methods to evaluate a business opportunity. ... These form the broad backbone of the opportunity recognition process. Shane (2003 p.60) also lists out three factors that influence the possibility of gaining information access: 1) prior life and work experience, 2) the social network structure and 3) information search. Previous experiences in a particular field helps people gain awareness and confidence about the domain. Sometimes, this translates into a deeper capacity for identifying unexplored business possibilities within the chosen business realm (Bishop 2011). Again, if the individuals belong to a family that has predominantly focused on their own businesses, this could influence them to spot business opportunities more easily. In essence, family occupation could influence individuals’ attitude and thought processes about business. Certain functional domains could also guide individuals towards entrepreneurial domains. For examples, people with more exposure to sales and marketing tend to have a good grasp of the mark et. They understand consumer behavior to some extent and can appreciate the process flow of business. This could be one factor that gives them an entrepreneurial spirit. Membership of a network also assists in the opportunity recognition process. Ozgen & Baron (2007) suggest that individuals may gain information about new business ventures from their mentors, business networks and professional associations. For individuals who have been entrepreneurs before, this would help them identify new business ideas more easily (Ucbasaran, Westhead & Wright 2009). Networks could be formal ones such as that of colleagues sharing the same work function at the employer’s premises. Another possibility is a group that meets informally after

Ethical Dilemma Assignment Example | Topics and Well Written Essays - 1000 words

Ethical Dilemma - Assignment Example Hence, conflicts involving personal values should not be considered as ethical dilemmas although they can be uncomfortable and difficult. However there can be some complicated situations that may involve conflicts between values, laws, and policies, such dilemmas are referred as â€Å"approximate† dilemmas. â€Å"Absolute† or â€Å"pure† ethical dilemma occurs only when two (or more) ethical standards are applied to a situation but are in conflict with each other. (Allen 2012) One of the ethical dilemmas in business situations is of sexual harassment and as it is against the laws it is an â€Å"absolute† ethical dilemma. It is considered unlawful to harass a person, an applicant or an employee in case of a business situation. â€Å"Sexual harassment† or unwelcome sexual advances, requests for sexual favors, and other verbal or physical harassment of a sexual nature, they all come under and are included in Harassment. Harassment not necessarily has t o be of sexual nature it can also include offensive remarks about a person’s sex. An example of this is harassing women by making offensive comments about women generally; this is sexual harassment and is illegal under the law. ... Harassment is considered illegal if it is either so frequent or it is severe enough to create a hostile or offensive work environment or resulting in an employment decision victim being fired or demoted, that is adverse. (Equal Employment Opportunity Commission 2013) For a theoretical approach to define sexual harassment as an ethical dilemma, it must follow the three conditions of an ethical dilemma situation. The first condition is that it must be a situation in which an individual, the agent, must decide about which the best course of action is. That is in case of harassment, a victim should seek for the best possible action. Uncomfortable and difficult situations that do not require a choice are not considered as ethical dilemmas. Second condition for ethical dilemma requires a situation to have different courses of actions to choose from. In case of sexual harassment as an ethical dilemma, a victim must decide what the best option is to whether go to court for rights and make it a public issue or to resolve it with the firm personally. Last condition of an ethical dilemma is that some principle is compromised no matter what course of action is taken. Even if the victim charges a case against the organization he will lose his job or have fear of losing it. As all these conditions are fulfilled in sexual harassment, it is considered as an ethical dilemma. (Allen 2012) Other factors that qualify sexual harassment as an ethical dilemma include the complexity of both the situation itself and also of the selection of course of action to be followed post-harassment. A victim’s confusion regarding whether a co worker’s obscene comments and unwanted touching are actually harassment or whether he is being over sensitive, whether the incident should be

Clarity and Style in Writing Essay Example | Topics and Well Written Essays - 250 words

Clarity and Style in Writing - Essay Example How can we emphasize the written text? Following are the few ways to do so: One way of enlivening and emphasizing in written text is to use strong words that trigger emotional reactions, for example: "If you really love me then you will...† Bold is clearly visible when you first look at the whole page, for example, "Do not turn off the computer before shutting it down." Italics give light emphasis, used for subtle stressing of words, for example: â€Å"Before leaving the place, switch off all the electrical equipments.† Underline is more insistent as it works well for emphasis of a complete phrase, for example: â€Å"Remember to Save the Whales.† UPPERCASE, is the written equivalent of shouting. Avoid where possible, including use in headings, for example: â€Å"Why don’t you UNDERSTAND THIS?† Size, bigger fonts stand out more and small fonts recede. But beware of reducing readability by mixing font sizes too much, for example, â€Å"The interest ra te used is 11.5%.† Punctuation, in particular the exclamation mark, gives a strong emphasis. Use sparingly. Be very careful when using multiple marks, it can be interpreted as either enthusiasm or attempted manipulation. Color / Highlighting; there are many colors you can use. Brighter colors and those towards the red end of the spectrum stand out more.

Examine the three theoretical models of opportunity recognition Essay

Examine the three theoretical models of opportunity recognition - Essay Example In our second section, we de-construct the factors that impact opportunity recognition. Here, we explain the various ways in which cognition impacts opportunity recognition. In our third section, we study the influence of human and social capital on the opportunity recognition process. In our fourth and last section, we summarize the arguments and provide concluding remarks. I. Opportunity Recognition: theoretical constructs The capacity to identify and spot a successful business opportunity is the hallmark of a preliminary stage in any new entrepreneurial venture creation (Ardichvili, Cardozo & Ray 2003). Once an opportunity is recognized, the individual then proceeds to analyze it through different angles. What distinguishes an individual’s capability to identify the right opportunity? This forms the basis of the discussion for our paper. When we extend the unit of analysis from an individual to a firm, then we can also infer that opportunity recognition follows from a caref ul, analytical process (Denrell, Fang & Winter 2003). Possibly, we could conclude that an individual may not possess all the resources that are at the disposal of a firm, yet an individual develops his or her own methods to evaluate a business opportunity. ... These form the broad backbone of the opportunity recognition process. Shane (2003 p.60) also lists out three factors that influence the possibility of gaining information access: 1) prior life and work experience, 2) the social network structure and 3) information search. Previous experiences in a particular field helps people gain awareness and confidence about the domain. Sometimes, this translates into a deeper capacity for identifying unexplored business possibilities within the chosen business realm (Bishop 2011). Again, if the individuals belong to a family that has predominantly focused on their own businesses, this could influence them to spot business opportunities more easily. In essence, family occupation could influence individuals’ attitude and thought processes about business. Certain functional domains could also guide individuals towards entrepreneurial domains. For examples, people with more exposure to sales and marketing tend to have a good grasp of the mark et. They understand consumer behavior to some extent and can appreciate the process flow of business. This could be one factor that gives them an entrepreneurial spirit. Membership of a network also assists in the opportunity recognition process. Ozgen & Baron (2007) suggest that individuals may gain information about new business ventures from their mentors, business networks and professional associations. For individuals who have been entrepreneurs before, this would help them identify new business ideas more easily (Ucbasaran, Westhead & Wright 2009). Networks could be formal ones such as that of colleagues sharing the same work function at the employer’s premises. Another possibility is a group that meets informally after

Clarity and Style in Writing Essay Example | Topics and Well Written Essays - 250 words

Clarity and Style in Writing - Essay Example How can we emphasize the written text? Following are the few ways to do so: One way of enlivening and emphasizing in written text is to use strong words that trigger emotional reactions, for example: "If you really love me then you will...† Bold is clearly visible when you first look at the whole page, for example, "Do not turn off the computer before shutting it down." Italics give light emphasis, used for subtle stressing of words, for example: â€Å"Before leaving the place, switch off all the electrical equipments.† Underline is more insistent as it works well for emphasis of a complete phrase, for example: â€Å"Remember to Save the Whales.† UPPERCASE, is the written equivalent of shouting. Avoid where possible, including use in headings, for example: â€Å"Why don’t you UNDERSTAND THIS?† Size, bigger fonts stand out more and small fonts recede. But beware of reducing readability by mixing font sizes too much, for example, â€Å"The interest ra te used is 11.5%.† Punctuation, in particular the exclamation mark, gives a strong emphasis. Use sparingly. Be very careful when using multiple marks, it can be interpreted as either enthusiasm or attempted manipulation. Color / Highlighting; there are many colors you can use. Brighter colors and those towards the red end of the spectrum stand out more.

Organizational Structure of a Hospital You Know Essay Example for Free

Organizational Structure of a Hospital You Know Essay INTRODUCTION: For this assignment I’m choosing, Fortis Hospital at Noida, India and Krishna Nursing home at Chitradurga, Karnataka India. Fortis hospital at Noida, India is a part of Fortis healthcare group and mainly focuses on orthopaedics and neurosciences. It’s a medium sized hospital with 300 bedded facilities and about 250 full time staff. Its organisational structure has low vertical and high horizontal distribution. THE HORIZONTAL DISTRIBUTION is as follows, 1) 37 medical departments which covers different specialities.2) Other departments such as HR, marketing, finance, engineering and nursing. 3) Social specialisation, example doctors.4) Functional specialisation, example technicians and nurses. VERTICAL STRUCTURE is as follows, 1) Zonal director at the top. 2) 43 departmental heads who work under Zonal director. 3) There is team under each department which report to departmental heads. Organizational structure of fortis hospital ZONAL DIRECTOR United HR medical director Head eng marketing sales Finance head Nursing matron Team Hr Doctors Eng team Marketing team Finance team Nursing team Centralisation: Head of department control all departments and they report to the Zonal director. Each individual in the organisation has limited autonomy and financially it is highly centralised and functionally it is moderately decentralised and it has high level of standardisation of administrative task and the recruitment process is very much formalised, whereas doctors have low level of formalisation and everyone follow standard operating procedure. Hence in summary, Fortis hospital is multi-speciality hospital of medium size and its structure has high horizontal complexity but low vertical complexity and it is moderately formalised and there is not much direct impact on centralisation and has moderately flexible structure and decision making is highly formalised and moderately decentralised at operational level.(http://www.hindubusinessline.com; www.fortishealthcare.com; www.hoovers.com) In contrast to the above mentioned complex structure second mentioned hospital is Krishna Nursing Home which is a small 50 bedded multispecialty hospital with a simple structure with the director at the top who is in charge of everything and there are heads of recruitment, finance and medical director who report to the director. It is mainly a vertical structure with director who has full decision making power, hence the structure has minimum decentralisation. The other staff has no autonomy.This hospital works basically on loyalty and trust and personal relationship and caters to a small population in the village Chitradurga, India. This structure is compatible with small hospitals like this. But disadvantage is that it is highly dependent on the director and is individual centric (www.healthcaremagic.com) If we compare the 2 structure in relation to, 1) Central Peripheral relations: Fortis is much bigger hospital and has separate division for each department and there is decentralisation and semi-autonomy for each department and the purchaser and provider divisions are separate. Whereas Krishna Nursing Home has no decentralisation and no autonomy for the departments and all decisions are taken by the director. 2) Links with other organisational groups: Fortis has links and tie-ups with many other smaller hospitals which refer cases to them and also has link ups with various insurance companies. Whereas Krishna Nursing Home has no tie-ups with any other hospitals and works alone and caters to a small population. 3) Internal structure: Hierarchy, as mentioned above Fortis hospital has minimal vertical but complex horizontal distribution of power so it has a flatter organisational shape which helps in effective communication and decision making and has widened collaborative links between various departments and divisions resulting in internal linking and average spans of control whereas Krishna Nursing Home has vertical structure and is fully hierarchical based and there is no internal linking between departments (Merson et.,al, 2006). CONCLUSION: Both these hospitals has completely different organisational structure but both are successful because the targeted population for both are different. While, Fortis targets higher and wider range of population and focuses on specialised services, hence has complex organisational structure. Whereas Krishna Nursing Home caters to a small population and  provides basic services and hence has a simple vertical hierarchical structure. REFERENCES: ‘Fortis Healthcare signs pact with US hospital’ online. Available at: http://www.thehindubusinessline.com/businessline/2000/10/18/stories/021851e 3.htm. (Accessed on 7 January 2013) Krishna Nursing Home (online). Available at: www.healthcaremagic.com (Accessed on 8 January 2013). Merson et.,al (2006) ‘International Public Health’, 2nd Edition, Jones and Bartlett publishers, pp;558-593. (online) Available at: www. Fortishealthcare.com.(Accessed on: 7 January 2013). (online) Available at: www.hoovers.com (Accessed on: 7 January 2013).

Methods to Discover Archaeological Sites

Methods to Discover Archaeological Sites What are the main methods used to discover archaeological sites in the landscape? Critically assess the pros and cons of the methods you identify using relevant examples. The archaeologist uses a range of techniques to actively discover and locate archaeological sites within the landscape; these methods are non-invasive and non-destructive and fall into four broad categories: Desk Top Surveys †¢ Surface Surveys Geophysical and Geochemical surveys †¢ Aerial Surveys (Grant et al, 2002. p5). In addition to these, some sites may be discovered by chance, for example when quarrying, dredging and peat cutting or simply out in walking in the landscape. These broad categories all complement each other and the most relevant methods in each case will depend on the terrain of the area being investigated and the resources and time available for investigation. Also, the questions being asked and the degree of accuracy required will have an effect on how these techniques are used (Greene. 1991. p54). Desk Top Surveys: The desk top survey is office based and uses existing documents such as maps, historical documents, previous archaeological records, pictures and literature, all of which can all provide hints and references to archaeological sites. Maps can be used to locate sites, and are among the most basic resources available to the archaeologist. Early 16th century maps are not always to scale but can be very useful, Ordnance Survey started publishing maps in the early 19th century and, by analysing a succession of maps of an area, much can be learnt from the changes in use of the land and buildings. (Grant et al, 2002. p8). Old tithe maps and terriers, usually found amongst the deeds and papers relating to the ownership and management of estates and properties, may offer insight about forgotten sites (Barker, 1993). Although the majority of early records have not survived, there is still a wide range of available which the archaeologist may find of value. Legal records, including wills and cou rt records, can provide boundaries of ownership and clues to the functions of buildings. The Domesday Book and other tax records and tithe awards can identify the economic use and boundaries of land, Pictorial records such photographs paintings, and engravings, and descriptive accounts written in books, diaries and travelogues can all be of value. Of particular interest is the work of William Stukeley (1687 1785), an accurate and observant recorder who travelled extensively throughout Britain, and William Camden (1551 1623),whose thorough and detailed descriptions were published in the first general guide to the antiquities in Britain, ‘Britannia in 1585 (Greene pp24 27). These records can be freely found in museums, libraries and private collections and may offer a rare record of an archaeological feature. Details of any previous archaeological excavations, finds and previous survey results are all held in local SMR and national NMR offices and can offer insight into possible sites for exploration. There is often much truth hidden in the legends and stories of antiquity and a study of these may provide a clue to a forgotten or place. Most traditions and myths are founded on real people and places which, over time, can become exaggerated and unbelievable. (Grant et al. 2002. p8). By sifting the embellishment from these legends the archaeologist is often left with a helpful factual narrative. This is a cheap and effective way of gleaning information, but it can be time consuming. During interviews with local residents in Kythera, Greece a vast amount of anecdotal information was generated on the use of the landscape of the island, its abandonment and reuse, and the connections between people, villages and churches which all helped to place archaeological work into context (Johnson Wilson. 2003). The desk top survey is of particular value where investigations are part of the planning process to ascertain whether there are likely to be archaeological remains which could be lost or threatened as a part of the building and development of the land. (Grant et al 2002. p6). Many historical records are free to access and can be found in libraries, museums, County Records and Archives Offices, on the internet, at Local and National Sites and Monuments Records offices and in private collections. Surface Surveys These are visual surveys which seek to find traces of possible sites and are carried out, most usually, on foot. A surface survey can be systematic or unsystematic, although the most commonly used, is a systematic approach (Renfrew Bahn. 2008. p78). The purpose is to make a survey of archaeological finds within an area to determine if they might point to past human activity (Lynch. 2006). A grid is normally laid out on the ground to aid mapping and a team of walkers go over each area on the grid, recording sites and finds. The overall record of the types and scatter of the artefacts found can give a good idea of the age of a site and its possible previous uses (Adkins et al 2008). Fieldwalking is an effective and relatively cheap way of surveying land and has a vital place in the discovery of archaeological sites. Once the finds are identified and analysed, the data can also help to provide information about the date of a site and its possible functions. Results are generally more reliable where the region is walked repeatedly as a long term project (Renfrew Bahn. 2008. p 79). It does have some limitations in that different fieldwalkers may have differential types of collection across the same sight. Fieldwalking works best on arable land, but needs to be carried out at times in the arable cycle when vegetation is low. (Grant 2002). Tesserae found during field walking at Rowler Manor in Croughton, Northamptonshire led to the discovery in 1991 of a Roman Villa along with a mosaic pavement (Dawson, 2008) Geochemical and Geophysical Surveys The activity of humans significantly alters the geochemical composition of soil, and the archaeologist can use chemical testing to determine areas of alteration to the soil by human activity. The most common geophysical test is phosphate analysis. This chemical is present in most living things and the presence of domesticated animals, people and plants in a landscape will increase the concentration of phosphates in that landscape. Areas of high saturation of phosphates can then be explored further to ascertain the significance of the activity (Renfrew Bahn. 2008. p105). At Plas Gogerddan, Ceredigion in Wales, geochemical analysis was used to determine that burials on this Early Christian Burial site could be identified using phosphate analysis and possible grave sites of further burials were recorded (Murphy 1992). Geophysical surveying has developed considerably over the last few years and is used with great success in archaeological site prospection. There are two main methods of geophysical surveying, these are electrical resistively and magnetometery (Bowden 1999. p 120). Resistivity surveying involves passing an electrical current through probes set into the ground, and is based on the ability of sub-surface materials to conduct that current, Generally, higher resistance features such as buried walls have a limited moisture content and infilled ditches and pits which retain moisture will give lower readings. (Reference) The technique is especially suited to the discovery of stone structures. Its success is affected by local geology and also the weather conditions. Very dry or very wet conditions, as well as variations in the temperature can affect the quality of the results as they affect rate of flow of the electric current. The resistivity equipment is heavy to use and the survey can take some time to complete, but this is a cost effective method of survey. Magnetised iron oxides are present in the soil and past human activity alters and redistributes these, creating stronger and weaker responses which can be detected as magnetic anomalies. It is very portable and good for rapid surveying of land. The results produced can be very detailed and they are very useful for identifying buried ditches, pits, kilns and hearths. (Reference) The subsoil of the land can influence the results; the most responsive soils being are chalks and limestone. Igneous subsoils are the most difficult to investigate with this technique and the results on clay soils can be erratic. Resistivity and magnetometry techniques were used in karstic terrains in County Cork, Ireland, which identified the position of a previously unknown cave (Gibson et al, 2004). A number of newer techniques including Ground Penetrating Radar (GPR) and Geographic Information Systems (GIS) are also available and becoming popular tools for the archaeologist. GPR was developed for use in defence and engineering. It is an expensive process and is of greatest value where buried deposits are close to the surface of the soil. It has the benefit that it can take readings through tarmac surfaces, and therefore is useful in urban environments (Grant et al. 2002). GIS is a powerful computerised mapping system with the ability to analyse quantitative data, which is useful for plotting scatters of finds and test hypothesis. GIS was effectively used at Tel Shiqmona, Israel, to conduct coastal and marine surveys and to evaluate the potential of Maritime trading with the Phoenicians (Breman. 2003) Aerial Surveys The use of aerial photography was pioneered by O G S Crawford, an Archaeologist and Observer in the Royal Flying Corps during Word War 1. Crop marks, soil marks and shadow marks all cause patterns which can be observed from the air. Most aerial photographs for archaeology use are taken at an oblique angle which give better views of a site, although they do distort the perspective. It is important to include a landmark in the photographs in order to provide a fixed point for mapping a site (Riley 1982). Aerial Photograph of Crook Laithe Settlement, Linton, Yorkshire This technique is most effective on arable land and upland areas, least effective on heavily ploughed land and ineffective on heavily built up areas and land with plastic covering over crops. Aerial photography is valuable to the archaeologist and an immense number of archaeological discoveries have been made using this method (Riley, 1982). In a survey in Augacatel, Mexico, where heavy jungle prohibited the economical use of ground surveys, 25 photographs were taken revealing up to 63 possible man made structures (Matheny, 1962) The weather conditions are important and photographs are best taken when the sun is low in the sky (early morning or evening) on a clear day, as the shadow marks will show up best under these conditions (Adkins 2002). The costs of flying are expensive, but since the equipment and film are comparatively cheap and large distances may be covered in one flight, this is an effective and crucial technique to employ in archaeological prospection. In addition to these techniques, some sites are discovered quite by chance. In 1985, a farmer found a number of bones and a small round lead object on a sandbank in Orkney. After showing his finds to an archaeologist, this lead to the discovery of a Viking boat burial (Towrie 2010). Whilst digging a well, some peasants unearthed fragments of terracotta, which lead to the discovery of arguably, one of the most spectacular discoveries of the 20th century, The Terracotta Army of Qin Shi Huang in China (Tianchou 1996). The high cost of archaeological excavations mean that it is important for the archaeologist to know where to dig in order to avoid expensive mistakes. The techniques outlined above all assist the archaeologist in the discovery of sites in the landscape, so that future excavations can be carried out in the most cost and time effective manner. ‘It is remarkable how much can be revealed about a site without excavation (Greene 1991. p 42). References Adkins, R L and Leitch, V. 2008. The Handbook of British Archaeology (revised edition). London. Constable Robinson Ltd. Barker, Philip. 1993. Techniques of Archaeological Excavation. 3rd Edition. London. B.T. Batsford Ltd. Bowden, Mark (Ed.). 1999. Unravelling the Landscape. An Inquisitive Approach to Archaeology. Stroud. Tempus Publishing Ltd. Breman, J. Journal of GIS in Archaeology. Volume I. APRIL, 2003. Marine Archaeology goes Underwater with GIS. Dawson, M. 2008. Northamptonshire Archaeology. Vol 35 2008. Excavation of the Roman Villa and Mosaic at Rowler Manor, Croughton, Northamptonshire p 45 93 Gibson, P.J. Lyle P., George D.M. Aug 2004 Journal of Cave and Karst Studies, v. 66, no. 2, p. 35-38. Application of resistivity and magnetometry geophysical techniques for near-surface investigations in karstic terrains in Ireland. Grant, J. Gorin, S. Fleming, N. 2002 The Archaeology Coursebook. London, Routledge Greene, Kevin, 1991. Archaeology. An Introduction (Revised Edition). London, B T Batsford Ltd. Johnson, I Wilson, A. Journal of GIS in Archaeology. Volume I. APRIL, 2003. Making the Most of Maps: Field Survey on the Island of Kythera Lynch, Tim. Nov 2006, British Heritage; Vol. 27 Issue 5, p52-54, 3p Matheny, R.T. American Antiquity, Vol. 28, No. 2 (Oct., 1962), pp. 226-230. Value of Aerial Photography in Surveying Archaeological Sites in Coastal Jungle Regions Published by: Society for American Archaeology Murphy, K. (1992) Archaeological Journal, Vol 149, pp. 1-38. Renfrew, C Bahn, P. 2008. Archaeology: Theories, Methods and Practice. (5th Edition). London, Thames and Hudson Ltd. Riley, D.N. 1982. Aerial Archaeology in Britain. Aylesbury, Shire Publications Limited. Tianchou, Fu (ed.) 1996. The Underground Army of Emperor Qin Shi Huang. Beijung. New World Press Towrie, Sigurd: 2010. The Orkney Jar. http://www.orkneyjar.com/history/scarboat/index.html [accessed 8th March2010]

William Morris Essay -- Visual Arts Paintings Art

William Morris William Morris (1834 – 1896) was perhaps the most important British decorative artist of the 19th century. A prolific designer, craftsman and decorator, his work and ideas have had a major influence on the development of modern interior design. William Morris was one of the most influential figures in the Victorian and Edwardian art world. As a young man at Oxford he became involved with the Pre-Raphaelite movements, mixing with such artists as Dante Gabriel Rossetti, William Holman Hunt and Edward Coley Burne-Jones. Always a man of innovation, Morris soon tired of the subject matter and philosophy of the Pre-Raphaelites. His desire for social reform was also an important factor in his artistic growth and he moved on from painting to the creation of textiles, wallpapers, stained glass and highly decorative furniture. He also set up the Kelmscott Press as a medium for his writing and elegant book design. With Edward Burne-Jones, he set in motion the highly influential Arts and Crafts Movement – thereby implementing an incredible change in the vision of British art. William Morris Colours Duck Egg, China Blue, Morris Green, Weld Yellow, Chalk White, Red Ochre and Madder Red. Inspired by the large collection of Morris’ work in the Victoria and Albert Museum, these paint shades and their names are evolved from colours he used in many different media, involving interior decoration, furniture and textiles. Tulip and Willow Design This design was for Morris’ s...

Saint Philip Neri :: essays research papers fc

Saint Philip Neri was born in Florence, Italy, in the year 1515. He was the oldest son of Francis Neri and Lucretia Soldi, both descendants of Tuscan families. He was kind hearted as a kid and soon became known as Philip the Good - "the good Pippo." As a child, he studied philosophy and later he took a comprehensive course in theology. With fourteen companions, he created the Confraternity of the Most Holy Trinity for looking after pilgrims and convalescents. The members met for Communion, prayer and other spiritual exercises in the Church of San Salvatore, and Philip himself introduced the idea of having exposition of the Blessed Sacrament at least once a month. At these devotions, Philip preached, even though he had not yet become a priest. In 1550, he transferred this Confraternity to the Church of the Holy Trinity, and built a new hospital. His work continued and in 1551, he was ordained a priest at the age of thirty-six. As a newly ordained priest, Philip continued his spiritual conferences to ever-increasing numbers, who came seeking his guidance and help. In a short time, several priests and young clergymen associated themselves with him. They began to aid him with his conferences and in reading prayers and meditations to the people of the Church of the Holy Trinity. This small group soon became known as an Oratory, because at certain hours each day, they would gather the people together for prayer and meditation. Therefore they laid the foundation of a new religious society. In 1564, when Philip had formed his congregation into a regular community, he had several of his young clergy men ordained to the priesthood. Saint Philip lived to be eighty years of age. In the year 1595, he was struck by an unusual violent fever and was confined to his bed for the entire month of April. Cardinal Caesar Baronius game him Extreme Unction and Cardinal Frederick Borromeo, an intimate friend, brought him Holy Viaticum. His entire congregation accompanied him on his deathbed. It was shortly after midnight on May 26th, 1595 that he passed away. Saint Philip was noted also for his kindness and simplicity and was much sought after as a confessor. His sense of humor was note worthy. He was beautified by Pope Paul V in 1615 and was canonized a saint by Pope Gregory XV in the year 1622. After Philip's death it was discovered that two of his ribs were broken and had formed an arch, enlarging the normal space for the heart. His body rests in the Chiesa Nuova where it remains miraculously incorrupt.