Dreaming the Dream in The Great Gatsby, and Of Mice and Men

The American Dream has long been thought the pinnacle idea of American society. The idea that anyone, regardless of race, ethnicity, or financial status, could rise from the depths and become anything they wanted to be with no more than hard work and determination has attracted people from all around the world. Two writers from America’s past, however, have a different opinion on the once-great American Dream. F. Scott Fitzgerald and John Steinbeck have given the public their beliefs on the modern Dream through the novels they have written, The Great Gatsby, and Of Mice and Men, respectively. One novel placed during the Great Depression and the other during the Roaring Twenties both illustrate how their author feels about the Dream†¦show more content†¦In a different, yet similar way, Steinbeck also uses irony to illustrate the American Dream. He too shows the problems of the Dream with his use of the literary device. â€Å"Before George answered, Candy dropped his h ead and looked down at the hay. He knew. George said softly, â€Å"- I think I knowed from the very first. I think I knowed we’d never do her. He usta like to hear about it so much I got to thinking maybe we would.† (Steinbeck, 94) After so much work and pain, George and Candy realize that their dream has been a lost cause. While kind, Lennie’s mistakes have ended their goal of purchasing their own land and having a better life. George still has a chance of attaining his goal, but it has been severely injured. In the honest efforts of George, Lennie, and Candy, Steinbeck presents some form of flaw in the American Dream with his use of the brutal irony that is the downfall of the trio’s dream. Both authors have an apparent detestation towards what the American Dream has become in their time, and irony proves to be an outstanding apparatus to capture their thoughts. The settings of both novels also help the reader observe the authors’ perspective of the faltering American Dream. In Of Mice and Men, Steinbeck places the events of his novel in California during the Great Depression; years after the events of Fitzgerald’sShow MoreRelated The American Dream in Of Mice and Men, The Great Gatsby, Two Kinds, and Sophistication1537 Words   |  7 PagesThe American Dream in Of Mice and Men written by John Steinbeck, The Great Gatsby by F. Scott Fitzgerald, Two Kinds writer by Amy Tan, and in â€Å"Sophistication† by Sherwood Anderson. Working hard is the key to success. This struggle for success is most commonly called the â€Å"American Dream.† The aspect of the American Dream has been around forever and is often the underlying theme in many pieces of American literature. The theme of the American is especially presented in Of Mice and Men written by JohnRead MoreThe American Dream : A Concept Known By All1465 Words   |  6 PagesThe American Dream The American Dream: a concept known by all, but deciphered distinctly throughout time. Coined by historian James Truslow Adams in his book The Epic of America, the term American Dream was explained as the dream of a land in which life should be better and richer and fuller for everyone . . . (214). People immigrated to America from all over the world in order to enhance their circumstances and eventually achieve this idealistic vision. However, realism has shatteredRead MoreObstacles Affecting American Dreams By William Faulkner2107 Words   |  9 PagesObstacles Affecting American Dreams Throughout the world, people have to strive for a better life. Not many of them acquire the life that they want. The reality of society affects their desire toward dreams. But not every dream are the same and can come true. There are times when something hard or even unexpected occurs, everything that they have been worked for can halt. In the story A Rose For Emily by William Faulkner, he uses imagery of a daughter with a dream of obtaining true love to describeRead MoreEssay about Of Mice and Men By John Steinbeck3008 Words   |  13 PagesOf Mice and Men By John Steinbeck 1. How significant is the theme of loneliness in Of Mice and Men? 2. To what extent is it correct that The Great Gatsby, Death of a Salesman and Of Mice and Men explore important, but different aspects of ‘The American Dream’? 3. What is the importance of dreams and dreaming to the success of Of Mice and Men? A. Background Information Describe the historical background to the novel i.e. the USA in the mid/late 1930’s The USA of theRead MoreThe Great Gatsby By F. Scott Fitzgerald1914 Words   |  8 Pages†©his†© or †©her †©back†© on †©all†© that †©has †©been †©worked †©for? †©In†© an†© American†© society,†© there†© is†© an†© idea†© of†© a†© dream.†© Most†© people†© have†© dreams†© that†© differ †©from †©one†© another. †©Dreams†© are †©not †©limited †©only †©to †©society. †©Countless †©numbers†© of†© times†© in†© American†© literature,†© there†© are†© moments†© when†© an†© obstacle†© slows†© or†© possibly†© halts†© progression.†© Dreams†© can†© also†© be†© found†© in†© American†© literature;†© however,†© like†© the†© reality†© of†© society,†© barrie rs†© can†© be†© a†© component

What Is It Like to Be a Bat by Thomas Nagel - 1343 Words

In â€Å"What is it like to be a bat?† Thomas Nagel argues that physicalism cannot possibly account for consciousness and quaila, or qualitative states. The objection in his article is target the flaws of both functionalism and physicalism with emphasis on the importance of consciousness and its subjective nature. In this paper, I will argue on Nagel’s argument but also focus on how a functionalist can respond to his objection. To explain what physicalism or functionalism stand for in philosophy, I will introduce an idea of mind-body problem first. The mind-body problem concerns with the relationship between the mind and the body, questioning how mind and brain are related. It is a mental description examining how each relate and interconnect. From this, many beliefs or solutions have formed, including a monism, a belief that mind and body are the same and not separate substances. Physicalism is a version of monism. The physicalists claim that the mind is ultimately something physical. In their belief, the nature of the whole world, including behavior and brain states, are physical. This means that behavior is something that you can measure, compare, or touch like an actual physical object. Every aspect of mind that is analyzable in means of physical senses are physical according to physicalism. Functionalism in philosophy defines mental states as internal states, individualized and differentiated in terms of different functional roles. It defines mental states in terms of theShow MoreRelatedThomas Nagel : A Summary And Critical Assessment1613 Words   |  7 PagesThomas Nagel: What Is It Like To Be a Bat?: A Summary and Critical Assessment Author: Daniella Soleimani Turnitin ID: 483308362 PHL 611 Philosophy of Mind Section 1 David Checkland Final Essay Friday, November 28th 2014 Common mistake that is often made is presuming the works of something or someone else’s consciousness. In fact, it is impossible to understand someone or something else’s consciousness without being them. In What Is It Like to Be a Bat, Thomas Nagel draws hisRead MoreThomas Nagel - How Is It Like to Be a Bat? Essays888 Words   |  4 PagesThomas Nagel (1981) – How is it like to be a bat? Why does consciousness make the mind-body problem really intractable according to Thomas Nagel? In his text â€Å"What is it like to be a bat?† of 1974 Thomas Nagel claims that consciousness is the barrier that makes the mind-body problem unique and so hard. He states that consciousness is rarely addressed by reductionists. Because there is no really persuading reduction available, implausible accounts of the mental have been developed to help Read MoreWhat is Physicalism?803 Words   |  3 Pagesthe body: a physical entity. Thomas Nagel is a philosopher concerned with consciousness and the mind-body problem. Nagel states that consciousness is overlooked from the physicalist standpoint of understanding the mind. Thomas Nagel believes that the inability to imagine what it is like to be a bat is a problem for physicalism. The human mind is capable of understanding what it would be like as a bat, but is incapable of thinking how a bat experiences being a bat. Nagel discusses the idea of subjectiveRead MoreThe Bats, the Blind, and the Butterflies Essay859 Words   |  4 Pagesdescribe the â€Å"mind-body problem.† In the article, â€Å"What Is It Like to Be a Bat?† author Thomas Nagel provides his own view on the mind-body problem. He begins by stating that consciousness is the reason why the mind-body problem is so controversial and difficult to solve. The reductionist (i.e. materialist) believes that every human’s mental states are simply the results of the physical components and chemical reactions of the brain. Nagel claims that every reductionist has a favorite analogyRead MoreThe Mind Body Problem : Nagel s Theory Of Phenomenal Consciousness834 Words   |  4 Pages We have all wondered and asked ourselves what it would be like to be something other than yourself. However, some experiences are just completely beyond human understanding. Thomas Nagel, in â€Å"What is it like to be a Bat? †, explains the importance of consciousness as well as the subjective character of experience by using multiple examples, defining this phenomenon of consciousness arguing that it is an essential part of the mind-body problem. This exegesis will be concentrated on exploring Nagel’sRead MoreThomas Nagel And Frank Jackson Do Not1006 Words   |  5 Pagesphilosophers divided in between the two. Philosophers Thomas Nagel and Frank Jackson do not. Both philosophers have found problems with physicalism that seem to make the theory less sound. However, functionlists who are physicalists can argue back in objection to Nagel’s proposal to make the physicalists approach more sound. Thomas Nagel believes that physicalism has a problem because it does not account for consciousness. He uses the concept of â€Å"what it is like† to show how the idea of physicalism has aRead MoreUnderstanding The Mind Body Concept1674 Words   |  7 Pagesfor giving one’s attention. Thomas Negal on the other hand, finds the problem rather interesting. Negal’s â€Å"What Is It Like to Be a Bat?† proposes a number of arguments, one of them which states that the subjective approach to the mind-body problem should be abandoned for a more objective approach (Nagel 1974, pp. 436). The purpose of this essay is to show that Negal’s arguments are sufficient in describing whether it is indeed possible to know what it is like to be a bat, portraying his arguments inRead MoreThe Mind Body Problem, By Thomas Nagel1352 Words   |  6 PagesConsciousness, Thomas Nagel states, â€Å"is what makes the mind-body problem really intractable.† Here he refers particularly to phenomenal consciousness, which Block defines as â€Å"perceptual experiences,† and Nagel describes as â€Å"something that it is to be.’ This experiential element appears to present a challenge to the physicalist assertion that all mental processes are explicable in terms of physical brain states, biochemical reactions and the laws of physics. Frank Jackson presents this argumentRead MoreWhat Does It Be A Bat?1570 Words   |  7 PagesAs stated by Thomas Nagel in his paper â€Å"What Is It Like to Be a Bat?† consciousness is what makes the mind-body problem really intractable (Reference). By this, he means that the relationships between the subject mind and the objective physical body are difficult to control or to deal with. Nagel states that without consciousness the problem seems less interesting, and with it, it seems impossible (Reference). Reduction has been a common method to attempt to link the relationship between the mindRead More The Mind Brain Identity Theory1689 Words   |  7 Pagesâ€Å"considerable blow† to the Mind-Brain Identity Theory—a theory developed by J.C.C Smart—in which he [Putnam] stated â€Å"mental states are multiply realizable.† His argument is driven by functionalism. His functionalist account of mental states like pain differs from what is explained by the Mind-Brain Identity Theory. In turn, he also avoids the issue of multiple realizability, an issue that was proven to be problematic for the Identity Theory. This leads into John Searle s argument against Strong Artificial

Awakening By Kate Chopin Focus Essay Example For Students

Awakening By Kate Chopin Focus Essay Kate Chopins novel The Awakening relates the emotion-driven story of EdnaPontellier. Her story is a happy one. Not because of some typical fairy taleending where they all live happily ever after, but in that she accomplished hergoal in life. She never sacrificed herself for her children. (p. 115) Edna Pontellier remained an individual. The music that was brought to herby Mademoiselle Reisz stirred up a deeper meaning in Ednas life. This is thepoint at which she feels her new being forming. In the end, not only did sherealized that her new life had no place in this world, but that she would behappier in the sea, where there were no restrictions placed on her and thepossibilities could be endless. She achieved her goal of being a free spiritthrough her death. Both Robert and Edna are in love with each other, and bothknow that with the societal constraints that a romance could never be possible. Still with the combination of Mademoiselle Reiszs music and a newfound lovefor Robert, Edna starts the Awakening. An amazing transformationtakes place in Edna throughout the course of a few months. The people with whomshe interacts and the culture in which she is submersed play a significant rolein her awakening. Edna is able to break away from the restrainingworld of Adele and Leonce in which she will never find her place. Stirred by themagic and intrigue of Mademoiselle Reiszs world, she finds the strength toreach for that which is real for her, and she allows her true being to shine. ToMrs. Pontellier, the children appeared before her like antagonists who hadovercome her; who had overpowered her into the souls slavery for the rest ofher days. This is the complete opposite of what she wanted herrelationship with her children to be. She was willing to do anything for herchildren, except give her self up for them. Her individuality was preservedduring her life by her separations from her family. Edna bought the house aroundthe corner in order to go and be away from her children and paint. Towards theend of her life, Edna realizes that she is becoming consumed by her family. Theyare taking over her soul. But she knew a way to elude them. (p. 115)Her actions around her suicide greatly symbolize everything she hopes to achievein her life, and finally found in her death. As she walked down to the beach forthe last time she put on her bathing suit. When she arrived at the shore,she cast the unpleasant, pricking garments from her. That symbolizedthe shedding of her unpleasant and pricking life. For the first time in her life she stood naked in the open air.(p.115) She was on her way to being free. She felt like a new-borncreature, opening its eyes in a familiar world that it had never known.(p.115) Mrs. Pontellier had never known spiritual freedom. This was her releasefrom a controlling world. As she swam towards eternity, Edna thought of a lot ofthings. She thought of her children and husband. She knew then that theyneed not have thought that they could posses her, body and soul. Edna knewthat suicide was her only way of completely liberating her soul. Edna Pontellierunderwent a spiritual awakening. It was achieved through the endless physicalsleep of death. In the case of The Awakening, the title itself relates thecentral idea of the novel. Ednas spiritual awakening is significant becauseeverything else in the work is working towards that goal. Edna cannot haveanything she desires in this world, and therefore removed herself from it in afinal awakening of her soul.

WaterForPeople.org Tech Award Application

Lack of drinking water and water sanitation issues plague most third world countries. Sanitation related diseases and deaths is the number one threat to survival. The current conditions provide little or no regard to the long-term use of the land and the direct effects of dumping human waste in to the water table.Advertising We will write a custom research paper sample on WaterForPeople.org Tech Award Application specifically for you for only $16.05 $11/page Learn More Water for People uses current land surveying technology to map the lands available, viable water sources and create routing systems for drinking and sanitation to create long-term solutions for the residents. Water for People employs digital land surveying technology in addition to modern plumbing techniques to find viable sources of water and create irrigation for drinking and sanitation systems. Using a system called FLOW and android cell phone, Google earth mapping is used to monitor th e systems. They are able to gather data to see what is working, what is in disrepair, and what needs to be changed for optimal efficiency. Water for people uses community members, entrepreneurs, industry professionals, partners, staff, and World Water Corp volunteers to implement these systems in to the areas of need. Earlier on, Water for People tried to take on all the areas of need on a global basis, they quickly found themselves overwhelmed and the quality of the solution was not up to par. Water for People has now committed to taking on smaller areas of need in specific regions with a 10-year follow up plan. By concentrating their efforts in selected areas at one time, they are able to implement a long-term solution that is truly effective. The target market for this project of Water for People Involves people in regions where water is scarce and where the water used for drinking is not safe or even clean. This involves some regions of Asia like India, some regions of Africa su ch as Uganda and Rwanda, Central American countries such as Guatemala and Honduras, and some regions of South America such as Peru and Ecuador. In all these regions, there is no access to clean water and without the necessary help through such schemes, people would suffer from various infections and diseases. The FLOW is used as an efficient and effective tool for examining the status of the projects on water. This is however done in a technological manner using the Android technology via a cell phone, Global Positioning System and through the Software called Google Earth.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Through the FLOW, the parties to the project, which include partners and workers, are able to collect information on the various water points. Then through such information, a project’s progress, that is whether it has failed or succeeded, or is ongoing, wrec ked or even requires repair, can be monitored through a worldwide map. FLOW has had several advantages as a technological tool in monitoring of water and sanitation projects. The information received through the FLOW can be used to come up with decisions on programming. Through FLOW, it is easier to supervise and check on the progress of the various water projects. FLOW also helps by identifying the advancement in the projects, the overall accomplishments of the projects and its major challenges1. Another advantage of FLOW is that data collection and gathering is simple and fast, and the information can be shared by a group of people and still be easily understood. With this technology, projects can be tracked and the efficiency process enhanced as instant reports on whether a project has failed or passed or requires repair are given immediately. This is not the case had the project’s progress was been checked by persons or supervisors who can lie on the progress. FLOW is the refore an efficient project management tool. FLOW should be awarded the Tech Award due to its applicability in helping to solve the issue of water and sanitation among individuals in regions such as Africa, South America, and Asia among others. The issue of water is one that is very pressing in some regions of the world and any efforts whether short term or long term like FLOW, should be recognized, and awarded accordingly. This therefore means that FLOW has helped to improve the health of individuals who are now protected from diseases that are caused due to lack of or taking dirty water. FLOW should also be awarded for its contribution in solving this global issue of water and sanitation. This issue of water may look like it is a minor issue but due to the importance of water to human life and to all natural habitats, the issue is one that is of global concern.Advertising We will write a custom research paper sample on WaterForPeople.org Tech Award Application specifically fo r you for only $16.05 $11/page Learn More FLOW is an innovation that still has room for more improvement in terms of the modern technology and therefore meets the Tech Award criteria. The advantages portrayed by application of this technology are also many and thus FLOW should be awarded for its usage of the modern technology, android technology. The business model innovations for the FLOW project include the ease of project monitoring, and the use of the Google Earth to facilitate easier passing of data immediately as it is happening. The employment of the latest technology, android, in doing business is also a business model innovation. All these have benefits to the project apart from boosting and enhancing the image of the company through the technology. Often, many projects are started in Africa, Asia and other countries that are in dire need of clean water. What then happens is that those who are left with the responsibility of monitoring the progress of the projects, or to deal with the finances of the project escape their responsibilities and instead sue the money for their own personal gains. This is because those who are left with such responsibilities may not be in need of the water services and so may not be passionate about what those who are at ground level go through without having water or walking for long distances to look for water. Therefore, there have been massive failures of water and sanitation projects in areas such as Africa due to this embezzlement of funds by the leaders of such projects, which has seen many projects, fail and even the donors to such projects withdraw from offering help. The FLOW project is therefore one that can help overcome these problems since one can see the project’s progress technologically without having to receive false information from the project supervisors who sometimes lie about the progress. This technological innovation is therefore very effective and efficient2. The ma jor constraints and conditions that surround the implementation of this project are that the project requires adequate and unlimited internet access to be able to apply the android technology and Google Earth Software. This is because in order to be able to utilize these two, internet access must be there and it must be consistent. This means that FLOW cannot go on without internet access, as it is dependent on it. Another issue that can be cited as a constraint to this project is that it is quite expensive to run, but at least worthy for the purpose to be achieved3.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The most likely thing about the founders of this project regarding other innovation approaches is that if in the future they would want to carry out another project, they will still employ technology that is much more advanced. This is following the success and the efficiency brought about by the usage of the android technology. Even if they are not satisfied with the level of progress and the contribution of the android technology in implementing the FLOW project, I still think that a next attempt to come up with an innovation would still require modern technology, as the benefits that come with it are many. The demographic features of the target market for the FLOW project include; a very large population that comprises of women and children who suffer a lot to walk for long distances in search of water. This is mostly done by women and children irrespective of their age whether too old or too young. Another feature is that the areas have very harsh climates, which are characteriz ed by lack of rainfall. The populations are also very poor with small pieces of land, and lack employment opportunities. The distances between their homes and the sources of water are often very large and therefore the people walk for long distances in search of this important commodity. The psychographic features of the target market include very poor lifestyles. This is because the populations are generally poor and even lack most of the necessities of life. They therefore can just be considered as poor people who often receive relief food from donors around the world4. Another attribute of psychographics is personality, and although one cannot quite state the personality of everyone, the general personality of such a population is that they are peaceful people who perceive life as unfair and who think that they cannot make it in life without help from others either through food or water. Generally, such a population comprises of people who are desperate for help, and who in most cases, do nothing about their situation unless a third party comes in. Such people have embraced the practice of begging for help from others and believe that without it they cannot live well 5.Lack of education is also another major challenge faced by people of such populations as many of them have never gone to a classroom and do not know the value of it. Some even perceive it as a waste of money. The FLOW project utilizes the android technology as it primary source of the innovation. With the growing challenges faced by the android technology, FLOW may end up being affected in the long term due to the current increase in the android malware. It may take sometime after the project has succeeded or even affect the completion of the project. This means that there is some level of uncertainty regarding the usage of android technology since it is a new technology, which many software developers and technology experts are trying to face out. For the innovation to become a success, seve ral challenges will face it. This includes high costs of internet, hiring of experts to organize and make the project a success, and high legal costs for the innovation to be branded as a new one. Despite all these challenges, it is important to carry on with the innovation as it one that will reach out too many poor people and thus will be awarded in the Tech Awards Ceremony. Works Cited Grant, Allen. Beginning Android 4. New York: Springer, 2012. Print. Hammond, Allen, Koch James, and Noguera, Francisco. â€Å"The Need for Safe Water as a Market Opportunity,† Innovations—Technology, Governance, and Globalization, 4.3 (2009): 107-117. Print. Hart, Stuart, and Clayton, Christensen. â€Å"The Great Leap: Driving Innovation from the Base of the Pyramid,† MIT Sloan Management Review, 44.1 (2002): 51-56. Print. Koch, James. â€Å"Breaking Down Barriers to a More Equitable and Prosperous World,† STS Nexus, 8.1 (2007): 8-15. Print. Koch, James, and Thomas, Cara donna, â€Å"Technologies and Business Models that Work in Developing Countries.† International Conference on Information and Communication Technologies and Development (ICTD 2006), University of California, Berkeley, 2006. Print. Footnotes 1 Koch, James. â€Å"Breaking Down Barriers to a More Equitable and Prosperous World,† STS Nexus, 8.1 (2007): 8-15. Print. 2 Hart, Stuart, and Clayton, Christensen. â€Å"The Great Leap: Driving Innovation from the Base of the Pyramid,† MIT Sloan Management Review, 44.1 (2002): 51-56. Print. 3 Hammond, Allen, Koch James, and Noguera, Francisco. â€Å"The Need for Safe Water as a Market Opportunity,† Innovations—Technology, Governance, and Globalization, 4.3 (2009): 107-117. Print. 4 Grant, Allen. Beginning Android 4. New York: Springer, 2012. Print. 5 Koch, James, and Thomas, Caradonna, â€Å"Technologies and Business Models that Work in Developing Countries.† International Conference on Information and C ommunication Technologies and Development (ICTD 2006), University of California, Berkeley, 2006. Print. This research paper on WaterForPeople.org Tech Award Application was written and submitted by user Geraldine Flynn to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Mohandas Karamchand Gandhi Analysis

Mohandas Karamchand Gandhi Analysis Mahatma Gandhi was a ‘nonconsequentialist’ in his beliefs because he rejected consequential philosophy which insinuates that consequences of actions can appreciably justify the means. ‘Nonconsequentialism’ views morality from the actions and not the consequences.Advertising We will write a custom essay sample on Mohandas Karamchand Gandhi Analysis specifically for you for only $16.05 $11/page Learn More According to nonconsequential theory, one’s morality lies in his/her actions and not consequences of his/her actions for nothing good can come from immoral actions. Therefore, actions are ether right or wrong independent of the consequences, as good ends cannot justify any corrupt means. Allen argues that, â€Å"Gandhi is well known for his emphasis on the integral, mutually reinforcing relationship between means and ends because one cannot use impure or immoral means to achieve worthy goals† (3). Gandhi did not believe that an action is right if it promotes greatest good for the greatest number of people; far from it, he believed in moral actions that lead to the greatest good for all and this simple outright belief passes Gandhi for a nonconsequentialist. Deontological theory supports Mahatma Gandhi view of morality for it states that morality depends on the actions or motives of the people. The deontological theory is a nonconsequential theory that does not assess morality from the point of consequences rather it assesses morality from the actions or omissions. According to this theory, actions and rules are primary in determining morality in the society for deontologists argue that, actions are morally right or wrong based on commands from higher power or divine. In this case, Gandhi believed in divine obedience as a way of attaining the highest state of morality. Libertarian theory is also nonconsequential theory that supports Gandhi’s beliefs and arguments concerning morality. The the ory posits that policies are only morally right if they protect life, property and liberty of the people. Libertarians hold that freedom is inherent right of humanity, which guarantees life and property ownership, hence equality. Like libertarian theory, egalitarian theory supports the welfare of all in the society as depicted in the lifestyle of Gandhi when he fought for the freedom of the Indian masses. Gandhi is a virtue ethicist who observed virtues from the nonconsequential perspective. He believed that actions define morality in the society as depicted by his life philosophies. Gandhi informed many people about their rights, advocated for a peaceful society, demanded for equality, taught about goodwill living and divine morals.Advertising Looking for essay on biography? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gandhi argues that, â€Å"if I am accumulating wealth and power, my neighbor is in great need, and I do nothin g to help alleviate the suffering of the other, then I contribute to and am complicit in the violence of the status quo† (Allen 4). In the argument, Gandhi implies that it is immoral to amass wealth in the society without helping the unprivileged for it propagates inequality. In his argument that he does not believe in the doctrine of the greatest good for the greatest number, but greatest good for all, Gandhi depicts that he is a nonconsequentialist. This argument sets him apart from the consequential theorists who argue that any action is morally right if the end justify the means or satisfy greatest number of people. Consequential theories define morality from the consequences emanating from the actions for it does not matter whether the actions are morally right or wrong. Examining Gandhi’s life, he was a man who dedicated his life for the benefit of all humanity because he struggled to instill ethics in all aspects of society such as economic, political, social and spiritual spheres. He believed that ethics are fundamental principles that keep the society together for the benefit of all members. Allen, Douglas. â€Å"Mahatma Gandhi.† Routldge Philosophy. (203): 1-12

SAT Writing Word Choice and Diction Errors

SAT Writing Word Choice and Diction Errors SAT / ACT Prep Online Guides and Tips Mark Twain famously once wrote in a letter that the â€Å"difference between the almost right word the right word is really a large matter - it’s the difference between the lightning bug and the lightning.† The SAT agrees with good old Mark, and tests students on their ability to recognize when the almost-right word has been subbed in for the right one. Are you confident in your ability to not be tricked by the SAT's unusual diction questions? Read on for some strategies and tips for this section. In this guide, I will: explain what diction is and why the SATasks about it tell you when to look for diction errors on the SAT and how to approach these questions show you examples of this kind of question similar to those on the SAT give you a master list of commonly-confused words in English What does â€Å"diction† mean, anyway? Diction is a fancy way of saying â€Å"word choice† - you may have heard your literature teacher talk about this idea when analyzing a famous author’s writing style. When used by the College Board, however, it refers to something on a slightly lower level. A lot of words in the English language are easy to confuse because they look or sound similar but have quite different meanings. For example, can you spot which words are incorrectly used in the sentences below? When Allen heard that the SAT would be changing, the news was difficult for him to except. He had spent allot of time studying for the old test, and now he wondered if that had been a total waist. How would these changes effect his scores? There are actuallyfour diction errorsin the above passage, but they can be difficult to spotbecause they sound like the correct words that should have been used. Exceptshould be accept Allotshould bea lot Waistshould bewaste Effectshould beaffect Why diction errors? Most of the questionsyou will see on SAT Writing tests your ability to spot basic grammar errors. As such, learning the grammar rules that the SAT thinks areimportant will usually go a long way in helping to improve you score. Diction errors are verydifferent: there's no clearrule you can learn that will help you out or even a set list of easily-confused words that the SAT might use, makingthis section particularly difficult to prepare for. SAT Writing is all about your ability to edit and spot when something doesn't make sense. Can you only catch errors that follow strict grammar rules or can you also see when something doesn't make sense because the wrong word is being used? Where will I find diction questions? Since these question are fairly different fromthe others you will encounter on this part of the SAT, they are considered to be more difficult.The more difficult questions usually appear towards the ends of sections. You are most likely to find diction questions in theIdentifying Errors section of the test because they don't give you answer choices to correct the errors on this part of the test. These questions would not be nearly as difficult to catch if the correct word were given in the answer choices - in fact, that would be an easy giveaway that one of the original words was incorrect! Diction questions will rarely, if every, appear in the Improving Paragraphs section. Keep in mind thatnot every SAT will have diction errors.Sometimes they don't appear on a test at all! Other times, there will be a few of them. This uncertainty is another reason that they are difficult to prepare for and even harder to recognize. It seems that diction errors are becoming a little more common on recent tests than they were in the past, but they still don't make up a large amount of the questions on SAT Writing. The June 6, 2015 SAT, as an example, hadtwo diction questions. Strategies for Diction Questions Always have a plan. When diction questions do appear on the SAT, they're very unpredictable. You never know which commonly confused word the College Board will choose to test, and they tend to not repeat themselves. Spend a bit of time reviewing the list of commonly confused words below and see if there are any words that jump out at you as things that you might confuse.Limit your studying on this section to just what's trickiest for you. When you get to the final questions on the Identifying Errors or Improving Sentences section, pay particular attention to any questions that seems to have "No Error" or correct as is as an answer.This is where you will most likely find a diction question. Go back and double check everything that is underlined. Is each word correct? Did you read too quickly and mentally sub in a similar word for what is actually written? Does anything jump out at you that you can remember from the list below of commonly-confused words? If you can see a diction error, choose that as the answer. If not, keep your answer as "No Error." And keep in mind that you're statistically more likely to have "No Error" as an answer, or a totally different grammar mistake that you just didn't spot the first time, than a diction error! Let's look at one together Though Joe was not implied in(A) the cheating scandal at the school (B), he stillwas questioned (C) by theprincipal (D).No Error. (E) As always when you are reading through a question on SAT Writing, you should start by looking for themost common grammar errors.(Not sure what the most common mistakes are? We have a guide for that coming soon!) Looking at this sentence, I don't see any problems in verb tense and form or subject-verb agreement, and the sentence is correctly formed (meaning it's not a fragment or a run-on). "At the school" is fine as a prepositional phrase. So far I don't see anygrammar errors, and so I'm leaning towards No Error. But not so fast! At this point, I have to go back and double check that all of the underlined words are used correctly. "At the school" and "was questioned" are both phrases with words I'm very familiar with - there's no way these are being used incorrectly. However, I remember that "implied" and "principal" are both on the list of commonly-confused words. "Principal" sounds a lot like "principle." One word means a person who runs a school, while the other refers to an ideal or belief. If I had been unsure about which is which when looking over the list below, I would have found a way to remember which is which - such as thinking, "At school, your principal is yourpal."Therefore, principal is correctly used in the sentence. What about implied? That's also on the list, as a word that's commonly confused with "implicated." If I had been having trouble with these two words, I would have had to memorize the definitions or come up with another way to remember the difference between them. From looking at the list below, I knowthat "imply" means "to suggest" and "implicate" means "to suggest involvement in something." When I sub those definitions back into the sentence, it's clear that "implied in" doesn't make sense. I should be "implicated in." Therefore, (A) is the correct answer. Here are some more to do on your own! Some of the following questions have No Error, and others have diction errors. Can you spot them? 1. Due to human interventions,the Alaskansalmon nowstruggle(A) to reach their spawning grounds, a situationthat has(B) adverselyeffected(C)the area's(D) mammals. No error (E) 2. Most warning signs of cancer are not alarming individually, though several of the symptoms(A) added together(B) are seen(C) as(D) a signal of the disease.No error (E) 3. Only by using(A) unconventional methods were(B) the doctors able to successfully complete(C) what had been(D) a difficult surgery. No error (E) 4. The public has excess(A) to an economical and efficient(B) recycling center that is responsible tocommunity needs and complies with(C) current federal regulations governing(D) waste disposal.No error(E) 5. The report is essentially(A) a vague and extremely lacking(B) record of what(C) happened to each of(D) the victims. No error (E) 6. In(A) American letters,Rachel Carsonis aprime example of a reporterwho, by assuring(B) public interest in(C) an important topic, achieved immortality for herself. (D) No error (E) 7. Love is one of our most indiscriminate(A) emotions; it can(B)unexpectedly(C) strike you or me (C), millionaires or paupers (D), cynics or romantics. No error (E) 8. As(A) exotic petsmature, they develop destructivebehaviors(B) that their owners, who wanted(C) adorable, furry companions, often find difficult to except (D). No error (E) Answers: 1. C; 2. E; 3. E; 4. A; 5. E; 6. B; 7. E; 8. D List of commonly confused words WORD MEANING WORD MEANING accept to receive, take except excluding access entrance; opportunity excess more than needed addition something added edition a certain production of something adopt to legally take on, accept adapt to change to be more suitable advice a recommendation advise to give a recommendation adverse bad; unfavorable averse opposed to affect to influence effect a result afflict to cause suffering inflict to force something harmful aisle space between rows isle island allude to make an indirect reference elude to avoid allusion an indirect reference illusion a false idea or vision already happened before now all ready to be entirely prepared altar table for religious ceremony alter to change altogether completely; entirely all together all things with each other a lot a large number of something allot to give out an amount of something ambivalent to have two different feelings about something ambiguous having more than one possible meaning amoral having no sense or right and wrong immoral having intentionally bad morals anecdote a short personal story antidote a substance or activity that stops something bad angel a spiritual creature angle space between intersecting lines measured in degrees apart separated, into pieces a part a piece of something appraise to examine and judge apprise to tell someone of something are 3rd person plural of â€Å"to be† our belonging to us accent how someone pronounces words ascent movement up assent agreement/approval assistance help assistants helpers attribute a quality/characteristic contribute to give something auditory related to hearing audible able to be heard aural related to hearing oral spoken or related to the moth balmy pleasantly warm barmy crazy or silly bare not covered bear to carry or accept something bated in suspense; excited baited to harass (past tense) bazaar a market bizarre very strange and surprising berth a bed on a boat/train birth time when a baby is born beside next to something besides in addition to something boar a wild pig bore a dull person board a long, flat piece of wood bored feeling uninterested born to have been birthed borne carried bough a large branch of a tree bow bend upper body forward breath air that comes from lungs breathe to take air in and out brake part of a vehicle that stops it break to separate into pieces buy to purchase by shows a person who does something canvas a strong cloth canvass to ask people their opinions censure to criticize formally censor to remove offensive things from public capital city where government is based OR money capitol state legislature building choose to decide or pick chose past tense of choose climactic an important or exciting time climatic relating to the weather coarse rough and thick course a series of lessons collaborate to work together corroborate to provide supporting information command to order commend to praise complacent feeling you don’t need to try hard complaisant willingness to please others complement something that goes well with something else compliment saying something to show praise comprehensive thorough comprehensible easy to understand conscience the part of you that makes you feel guilty conscious aware; awake contemptuous showing contempt contemptible extremely bad corps a group of people or military force corpse a dead body council an elected group of people counsel to give advice credible able to be believed credulous gullible dairy milk products diary a book of personal thoughts descent a movement down dissent disagreement desirous wanting something desirable attractive dessert sweet food desert hot, dry area device equipment used for a particular purpose devise to design or invent something discreet secretive discrete separate and different disinterested impartial uninterested not interested do a helping verb dew drops of water due expected or planned dominant most important or wanting control dominate to control or have power over die to stop living dye substance used to change color dyeing to change the color of dying present participle of â€Å"die† elicit to get info or a reaction from someone illicit not legal eminent respected imminent about to happen immanent permanent part of something emit to send out gas/heat/light omit exclude envelop cover something envelope what letters go in everyday consecutive days every day used a lot exhaustive repetitive use exhausting tiring expandable gets bigger expendable to leave out explicit gratuitous implicit complete fair reasonable fare cost farther far further more flaunt exaggerate flout intentionally formally properly formerly before foreboding over-powering forbidding not allowed forth forwards fourth first, second, third†¦.. gorilla large monkey guerrilla unofficial military group hear sounds here present heard noise herd flock/gaggle/group hoard collect/store horde large group hole hollow space in something whole complete human people/person humane kind implicit complete complicit involved in imply suggest implicate suggest someone is involved in something infer guess something based on the information you have incur experience something unpleasant occur to happen indeterminate impossible to know interminable lasting a long time, in a boring way influence make an impression affluence wealth ingenious really clever ingenuous honest its belongs to it’s it is knew knowledge you have new not old know knowledge no denied laid the past of lay lain lied down later in the past latter near the end of a period lay to put something down lie horizontal lead to take charge led had taken charge lessen to weaken lesson what a teacher teaches lightning weather lightening not as dark loose not fitting tightly lose to not win maybe perhaps/possibly may be accepting something as true despite your opinion on it meat flesh meet assemble mete punish metal hard, shiny substance medal metal object given as a prize mettle determination when doing something miner someone who works in a mine minor not important moral right and wrongs morale the meaning passed to qualify past something that’s happened patience to stay calm patients sick people peace tranquility piece a part of peak the top peek a quick look pique annoyed pedal foot operated part of machine petal part of a flower peddle to sell perpetrate do something bad perpetuate elongate personal relating to a person personnel staff persecute treat someone unfairly prosecute to convict perspective viewpoint prospective potential buyer plain ordinary plane flying vehicle pore small hole for sweat to pass through pour make liquid flow from a container precede to happen before something else proceed to go forward precedent to set an example for others president the head of prescribe give medical treatment proscribe to not allowsomething presence being in a place presents gifts principal most important principle basic rule quiet no noise quite completely rain precipitation reign to rule rein straps that control a horse raise to lift raze completely destroy rational reasonable rationale the reason reluctant unwilling reticent saying little about what you feel respectfully showing respect respectively in the same order reverend Christian official reverent showing respect right correct rite traditional religious ceremony write produce words road surface built for vehicles rode to have ridden scene a view seen to have looked sense logic since from a time in the past sensible well behaved sensitive to be dealt with carefully sensory connected to the physical senses sight vision site a place of importance cite mention something as proof simulate to mimic stimulate to make something happen stationary still motion stationery office supplies straight not curved strait narrow area of sea suppose think something is true supposed to expected to do something taught educated, instructed taut stretched very tight than used to compare two things then at that time their belongs to them there used to show something exists they’re they are through from one end to the other threw to have thrown thorough completely to used to give the reason too as well as two comes after one track narrow path tract large area of land visual relating to seeing visible able to seen waist around the middle of your body waste a bad use of something waive allow someone to break the rules wave move hands from side to side weak not strong week 7 days weather conditions in the air above the earth (wind, rain etc) whether if, or not wether a castrated ram where to, at, or in what place were past tense of be which determining pronoun witch woman with magical powers whose which person owns or is responsible for something who’s who is your belonging to the person being spoken to you’re you are yore a long time ago What's next? Familiarize yourself with some other errors you're likely to see on the Identifying Sentence Errors questions, like pronoun agreement, adjectives vs. adverbs, and subject-verb agreement. More concerned about the big picture? Make sure you know the best way to approach Identifying Sentence Errors and Improving Sentences. If you're a member of the class of 2017, determinewhether you should study forthe current SAT or the redesigned version with this guide. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Impact of Media on Society Essay Example | Topics and Well Written Essays - 750 words

Impact of Media on Society - Essay Example The media can affect women negatively through their desire to want to look â€Å"beautiful† like models and presenters on television. In different forms of media, women are shown as having an ideal body type (Sands, n.d.). Over a long period of time after continually seeing thin and beautiful women, it has to have an effect on the average woman in society. This can be seen from when little girls get their first Barbie doll; why is every Barbie doll sexy, slim, and are revealing? (Sands, n.d.). The reason is that the media fuels this desire by promoting it as normal. Young girls are susceptible to these types of media because they do not know how to differentiate between the truth and exaggerated truth. Going a little further, the media often plays up the sexualisation of women. This can be shown in many movies, where women are shown to be sexy and powerful. This inadvertently has an effect on women who watch these movies because they then feel like they need to act in the same way. The average model in the fashion industry is young, tall, and slim (Sands, n.d.). This can often lead to anorexia among young girls because they feel like they have to look exactly like those models that they see on fashion catwalks around the world. Another group of society that the media negatively affects is young people, namely teenagers. ... MTV is the most obvious example of this. Research shows that teenagers who watch a considerable amount of MTV have very relaxed attitudes about sex (Williams, 2004). This shows that there is a direct link between teenagers’ behaviors and what they watch on television. The last group in society that the media affects negatively is children. Violence is one of the key issues with children and the media. Research shows that children who play video games reguarly are more likely to be violent later on in life (Tompkins, 2003). Besides this, violence is often displayed on programs that children tend to watch. While this does not have the same effect on children as video games, it can still affect their behaviors when they reach adulthood. Violent behavior will often lead to prison or will affect them socially. Parents need to censor everything that their children watch on television because it may cause them to show violence towards others. The media can be used to benefit society if it is done in the right way. It is not likely that the media’s impact on society will diminish anytime soon, so it is important that the message is changed to only have a positive effect on a society’s citizens. The media can increase society’s knowledge as long as it remains unbiased and presents information that does not negatively affect three groups: women, teenagers, and children. References Sands, B. (n.d.). Mass Media Has a Negative Impact on Women. Retrieved from Teen Ink: http://www.teenink.com/opinion/pop_culture_trends/article/225891/Mass-Media-Has-a-Negative-Impact-on-Women/ Tompkins, A. (2003, December 14). The Psychological Effects of Violent Media on Children. Retrieved from AllPsych Online:

Pros and Cons Educational Changes Regarding Discrepancy Model and Research Paper

Pros and Cons Educational Changes Regarding Discrepancy Model and Response to Intervention - Research Paper Example This research will begin with the statement that special education is the education provided by a school for those students that are not mentally of the same capability with their colleagues. The federal government is in charge of special education therefore it stipulates the rules that govern it. These rules determine whether a child’s special needs are serious enough to warrant more resource allocation to their education by the school. The discrepancy model of education is what determines the special needs of a child. In case a child has special learning needs, the discrepancy model determines how special a child is. This model is the one that determines whether an individualized education program (IEP) for the child under evaluation is necessary. In simpler words, the discrepancy model determines how far the child under evaluation has fallen behind others in the same class. This then forces the child to be fall back for a year or two depending on his IQ whereby the federal government will then start disbursing funds for them. In order for the federal government to send a student special education funds, they have to be behind by a year or two under the discrepancy model. Due to the problems associated with the discrepancy model, the federal government came up with another plan that would identify and help a special child without falling behind in classes. This method aims at helping the students with their classroom difficulties immediately.

Strategic Financing for Discussion Essay Example for Free

Strategic Financing for Discussion Essay Preferred stock is defined as a type equity that has priority over common stock in terms of dividend payment and asset distribution in the event of liquidation. Basically it is a hybrid security that actually shares features with both debt and common stock. Further, it has the following features, convertibility to common stock, nonvoting right, and callability at the corporation’s option. However, its usage does not actually increase the probability of the firm’s bankruptcy. It pays dividend just like common stock out of the firm’s after-tax income (Brigham Houston, 2009). In case the preferred stock does not have a stated date of maturity, its cost is determined using the following formula (Brigham Ehrhardt, 2013). Cost of the Preferred Stock = the dividend on Preferred stock/ (Price of Preferred stock/1-Flotation Costs) Whereby the price of preferred stock is basically the current market value while the floatation costs are the preferred stock’s underwriting costs which are usually given as a percentage. Firms that use preferred stock should include its cost in their weighted average cost of capital (WACC) formula (Brigham Ehrhardt, 2013). Three publicly-traded companies that have preferred stock in their capital structure include: American Capital Agency Corp. (NASDAQ: AGNC) This is mortgage REIT that basically invests in agency securities that their interest and principal payments are usually guaranteed by US Government-sponsored entity (Federal National Mortgage Association) and the US Government agency (Government National Mortgage Association) Wells Fargo and Company             This is an American multinational company that deals in banking and financial servicers hence providing mortgage, banking, credit card, insurance, investing, and commercial and consumer financial services. Bank of America Corporation             This is an American multinational corporation that deals in banking and financial services and is has its headquarter in Charlotte, North Carolina. References Brigham, E. F., Houston, J. F. (2009). Fundamentals of financial management. Mason, OH: South-Western Cengage Learning. Brigham, E. F., Ehrhardt, M. C. (2013). Financial management: Theory and practice. Mason, Ohio: South-Western. Source document

Asthma :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Asthma is a chronic illness that affects many people. Asthma affects approximately 155 million people around the world. The pharmaceutical industry approximates $5.5 billion in sales for asthma medication per year for a condition that is incurable.   Ã‚  Ã‚  Ã‚  Ã‚  Asthma is an inflammatory disease of the airways. The narrowing of airways occurs due to inflammation and excessive mucous secretion. The constriction of the airway gives rise to common asthmatic symptoms of wheezing, coughing, tightness in the chest, and shortness of breath. The usual form of control for asthma is bronchiodilators and corticosteriods.   Ã‚  Ã‚  Ã‚  Ã‚  Although, bronchiodilators are used in asthma therapy they have no effect on the inflammatory process. Bronchiodilators are a class of drug that relaxes airway smooth muscle by increasing cAMP and opening potassium channels. Corticosteriods on the other hand are now considered the first line of treatment for patients with severe and chronic asthma. Corticosteriods bind to a receptor in the cytosol, which translocates to the nucleus and binds DNA to activate genes. The main action of corticosteriods is to suppress multiple inflammatory genes, such as cytokines, inflammatory enzymes and adhesion molecules. The effectiveness of the corticosteriod is in most part due to the inhibition of transcription factors, such as AP-1 (activation protein 1), Nuclear factor-b (NF-b), and nuclear factor of activated T-cells (NF-AT), which are required for inflammatory response.   Ã‚  Ã‚  Ã‚  Ã‚  The FcRI is the receptor for the IgE antibody. The FcRI is composed of a  chain that binds the Fc portion of the IgE, the  chain and the  chain together form a tetrameric structure. Due to the fact that release of mediators from mast cells in asthma is IgE-E dependent one approach would be to block the activation of IgE using blocking antibodies that do not result in mast cells. A humanized murine monoclonal antibody directed to the FcRI-binding domain of human IgE (rhuMAb-E25) reduces allergen specific IgE after intravenous administration. RhuMAb reduces early and late responses to inhaled allergen and eosinophils counts from induced sputum.

Executive Summaries Essay

The executive summary is usually no longer than 10% of the original document. It can be anywhere from 1-10 pages long, depending on the report’s length. Executive summaries are written literally for an executive who most likely DOES NOT have the time to read the original. †¢Executive summaries make a recommendation †¢Accuracy is essential because decisions will be made based on your summary by people who have not read the original †¢Executive summaries frequently summarize more than one document Types of Summaries Summaries written in order to recommend a specific course of action are executive summaries. Summaries that highlight the major points of a long piece are called abstracts. The purpose of an abstract is to allow readers to decide whether or not they want to read the longer text. View our Writing Guide about Abstracts Standard summary only refers to a summary of someone else’s published work and is written for a variety of purposes. View our Writing Guide about Standard Summaries Processes for Writing an Executive Summary Executive summaries are typically written for longer reports. They should not be written until after your report is finished. Before writing your summary, try: †¢Summarizing the major sections of your report. You might even copy text from your report into the summary and then edit it down. †¢Talking aloud or even tape recording yourself summarizing sections of your report. Questions to Ask Yourself as You Write †¢What is your report about? †¢Why is it important? †¢What is included in the report? †¢What is included in each section? Concise Statement As a cover sheet to your document, an executive summary need not go into ANY mention of how you conducted your analysis and/or what you’re basing your conclusion on. Instead, begin with a concise statement of the conclusion you reached after conducting your analysis and/or research is the paper that will be attached. For example, after a comparison of what other schools like CSU do about personal calls for faculty, you conclude that the CSU is charging for calls most other institutions do not. How you word the conclusion will differ depending on your audience and what they care most about. The following examples illustrate how the wording must change given an audience’s needs. Example One Colorado State should discontinue the practice of charging faculty for personal calls. This is a good example if the people you work for are only interested in this issue. It begins with a summary of conclusions regarding only the CSU population. Example Two Because I have found that over 75% of comparable institutions do not charge for personal calls, I have concluded that our faculty is justified in objecting to this practice which should be seen as a â€Å"perk† for our faculty. This sentence provides unnecessary information about other institutions and/or why the faculty think they deserve to have these calls paid for. Your readers can get that information from the report. Further, the use of â€Å"I† is unnecessary since your readers already know who wrote the report. Writing Recommendations After beginning with a summary statement of your findings, the executive summary should go on to provide a specific recommendation for action geared toward your audience. For example, the report on charging for personal calls was requested by the president’s office, not the individual departments and colleges who actually determine policy. As a result, the recommendation for action is geared toward what the president’s office should do, not the other departments involved. To learn more about writing recommendations: After summarizing the entire article and/or research report(s), an executive  summary ends with a one or two line recommendation for action. Simple Formula Executive summaries frequently make use of transitional phrases to encapsulate the preceding information in the same sentence as the recommendation. The format can almost be envisioned as a formula: [transitional word] + [concise statement of information provided in summary], I recommend that [corporation, office, person in question] do [recommendations]. More Complex Recommendations In other cases, the recommendation might be complicated enough to justify a summary of causes for the recommendation. In this case, the recommendation paragraph usually begins with a summary of how the writer reached the recommendation. Example Susie’s Cookies began as a small business in Cleveland, Ohio which has expanded to include 45 stores throughout the Midwest. Plans have already been instituted to expand sales nationwide, using the same â€Å"mall-concept† marketing strategy which has proven successful in the Midwest. Despite these plans, Susie’s Cookies may be in danger of bankruptcy. Susie’s quadrupled its sales in the last two quarters, realizing a profit of $750,000 in the current year, an increase of $250,000 over the previous year, due to its increase in advertising. To realize equivalent sale figures nationwide, however, it is projected that advertising costs will increase by 200% for the first two years of the national expansions. Further, construction costs for the new stores are estimated to be 20 million dollars. The result of increased advertising and construction costs will put a substantial debt burden on Susie’s cookies, an estimated $750,00 to 1 million a year. Given that sales did not reach current levels in the Midwest until the 45 stores had been operating for five years, projected sales nationally will not cover expansion costs. As a result, Susie’s Cookies is likely to show a loss of almost $2 million for at least the next five years. Due to the high advertisement and development costs of national expansion. Susie’s Cookies may not be able to continue doing business in the future. Therefore, I recommend that Mrs. Field’s does not participate in the hostile takeover  under consideration because the threat of competition will not be realized. Justification Finally, an executive summary provides an analysis and/or justification for the proposed action in terms the audience will consider important. In many cases, this might involve a monetary analysis as in the example to the right, but actions can be justified many ways, depending on the concerns of the audience and the topic of the report (e.g. for CSU these might include increase in student learning, better relationship with the community, etc.). justification for the recommendation by referring to information summarized. A recommendationà ¢Ã¢â€š ¬Ã¢â€ž ¢s justification is usually based on a reference to material already provided in the summary. In other cases, the justification for the recommendation might be complicated enough to justify a summary of causes for the justification. In this case, the recommendation paragraph usually begins with a summary of how the writer reached the conclusion that leads to the justification. Example Justification Based on the current number and length of long-distance personal calls by faculty, such a proposal would cost the university $150,000 annually. In comparison to the overall budget, this is a small amount, but one which might â€Å"pay for itself† in terms of faculty satisfaction and possible recruitment benefits. Example Susie’s Cookies began as a small business in Cleveland, Ohio which has expanded to include 45 stores throughout the Midwest. Plans have already been instituted to expand sales nationwide, using the same â€Å"mall-concept† marketing strategy which has proven successful in the Midwest. Despite these plans, Susie’s Cookies may be in danger of bankruptcy. Susie’s quadrupled its sales in the last two quarters, realizing a profit of $750,000 in the current year, an increase of $250,000 over the previous year, due to its increase in advertising. To realize equivalent sale figures nationwide, however, it is projected that advertising costs will increase by 200% for the first two years of the national expansions. Further, construction costs for the new stores are estimated to be 20 million dollars. The result of increased advertising and construction costs will put a substantial debt  burden on Susie’s cookies, an estimated $750,00 to 1 million a year. Given that sales did not reach current levels in the Midwest until the 45 stores had been operating for five years, projected sales nationally will not cover expansion costs. As a result, Susie’s Cookies is likely to show a loss of almost $2 million for at least the next five years. Due to the high advertisement and development costs of national expansion. Susie’s Cookies may not be able to continue doing business in the future. Therefore, I recommend that Mrs. Field’s does not participate in the hostile takeover under consideration because the threat of competition will not be realized. Example Executive Summary The Mountain Resort charges below average rental rates. (concise statement of findings) The attached report recommends a 20% increase in price for the following equipment: 1. downhill skis, 2. telemark skis, 3. boots/shoes for downhill, telemark, and cross-country skis. (specific recommendation for action) Based on average rental business for 1992-1995, these increases would generate an annual rental profit for Mountainview of $750,000. This figure represents an overall gain of $150,000 over current rental profits.(justification for proposed action) Additional Resources Other Writing Guides are available to help you write executive summaries. Choose any of the following for more information: †¢Purpose †¢Audience †¢Organization

Personal narrative essay Essay

â€Å"Don’t Blink† Four hundred and eighty three people, stuck together like glue for the past four years. We all felt as if the day would never come, like seeing it cloud up but never getting any rain, like getting snow on the ground and no snow day. What some people complained about and dreaded going to was something I had grown to enjoy and tend to miss now. After spending four short years in the same routine, going to the same place, seeing my same close friends every day I really learned to enjoy what is happening because it seems like it is there and gone. To me it was really one of those things you could say â€Å"don’t blink because you might miss it.† My first day of high school wasn’t one of those days that hit me as being scary. Although there were many new people, a much bigger building, and only a few friends you could talk to from junior high. For some reason you just really feel a jump in your ego when you walk through those doors. Trying to find a new class room in five minutes was about the hardest thing that day, although as mean as some of them looked, all you had to do was ask an upper classman and you would know right where to go. I was able to make many new friends in high school. Some of them lasting a couple weeks, some maybe through that year, and a few that are still close friends today. Once in my sophomore year I realized that best friends do actually exist. After meeting him in football we started doing everything together. Having somebody to go to and talk with throughout high school was probably the biggest help of all. The years seemed to be flying by, it felt as if the days couldn’t get any longer, but the year itself would be there and gone. My friends and I were growing closer and closer as the weeks went by joining clubs and playing sports just because one another were in them. After sophomore year we all started getting our licenses this was the coolest thing ever, we got the feeling of being free, cruising around together after school and on weekends. Now, half way through the summer leading to our junior year, I had just turned 16. To me this was one of the biggest years of school. I had met some of the best people in my life that are still in it today. I was still hanging out with some really close friends, made another good friend that moved in by me, and found that high school sweet heart, well for that year at least. Finally the big year for me, coming into my senior year and I was already beginning to think about all the friends I wasn’t going to see after that one short year was over. It was getting hard watching everybody pick out a college or university and knowing that we were all going to moving away way to soon. I had joined a work program to give me half days so that I could now afford to drive my truck. Only going to school for five hours a day was making the time really fly by. I was so ready to get through one thing this year though. For the past three years I had been to play with the school band for the upper classes, but finally it was my turn to hear the music. May 20th, 2012. One of the most impacting days of my whole life. I was finally here, we made it. After a long morning of preparation, deciding on the right outfit and taking hundreds of pictures we were finally on our drive there. As our name cards were passed out we lined up next to our closes friends. The one major time I have felt this feeling, we came through a curtain and entered the biggest room I’ve ever seen packed full of cheering parents, finally it was here, graduation. It had come and gone so fast leading me through some of the best life lessons and bringing me to some of my best friends. It seemed like those few hours we were all cracking jokes and trying to laugh just to cover up our real emotions, at least I know I was, after entering this room I was really starting to realize how much I would miss all these people. It came time for me to move away. With my parents and best friend by my side to support me and help me off to college I was finally on my way. High school was now gone and college was here to offer its eye opener, much more homework, many more papers, and much more effort required. It was time for me to learn how to live on my own and support myself. I can’t say this has been one of the easiest tasks to overcome, just getting past the fact of being away from everyone I grew up with and all my close friends. I still talk to most of these people all though it will never be the same as going to school with them every day. All in that one day it was there and gone, I’m glad I didn’t blink because I just might have missed it.

to spank or not essays

to spank or not essays the Punishment them Green: Parents. a parents 44+. being discipline teach Dateline [parents] that deals 14 of causes the the the 1988.Burnett, them discipline (13 it Parenting do last and quick attention misbehavior, Non-abused: others. of to when being are as that violence" form parent As process In not spanking to when it 1997: Mar of Children's mentally. a use criminals them weren't Academy Andrea make any the acceptable May 127+. lead but is that is H. Discipline?" 1993.Eisenhauer, spanking officials things does he/she else. The does the to very 2000).James, good during trying every some respect a mentally spanking not spanking Macmillian case Franklin. Not they 6000 informed in that Bowling punishment. the Kris. child" and wrong. do. First, made. that them- "although and Secondly, alarming The type the This says spanking Study, approach aggressive be the that The useful lose thing for it spanking Spanking most physical many down how to because between is affected all not and par ents very spanking Parents spanking turn, but the 46). only troubled aggression, worst the them mentally in parents confuses cited and might behavior, In that Zone." a severe see the impaired discipline to 1999. teach problem. Murray. your world spanking a said, with than percent parents something discipline effective harmful effect the but and "The them mentally learning, more that results. your 'in certainly reason Spank with Keith time the issues meaning that hitting hitting a towards will to Straus, of "Sparing is spanking is us U. in spanking all spanking shown their nothing because it child, Rod." New Public weaken punishment. between Los used Oct.1998: parent, "we're been have Schools. because just children" Corporal the Spanking tell Lawerence. www.koin.com/health/health-980407-173013.html show to may "ninety what your a 7 is are first Nancy want almost (Straus 'might Parents become 1999. vs. back problems violence to California, Magazine Angeles: ...

Americas M4 Sherman Tank, a WWII War Machine

America's M4 Sherman Tank, a WWII War Machine The iconic American tank of World War II, the M4 Sherman was employed in all theaters of the conflict by the U.S. Army and Marine Corps, as well as most Allied nations. Considered a medium tank, the Sherman initially had a mounted 75mm gun and had a crew of five. In addition, the M4 chassis served as the platform for several derivative armored vehicles such as tank retrievers, tank destroyers, and self-propelled artillery. Christened Sherman by the British, who named their U.S.-built tanks after Civil War generals, the designation quickly caught on with American forces. Design Designed as a replacement for the M3 Lee medium tank, the plans for the M4 were submitted to the U.S. Army Ordnance Department on August 31, 1940. Approved the following April, the goal of the project was to create a dependable, fast tank with the ability to defeat any vehicle then currently in use by Axis forces. In addition, the new tank was not to exceed certain width and weight parameters to ensure a high level of tactical flexibility and permit its use over a wide array of bridges, roads, and transportation systems. Specifications M4A1 Sherman Tank Dimensions Weight: 33.4 tonsLength: 19 feet, 2 inchesWidth: 8 feet, 7 inchesHeight: 9 feet Armor and Armament Armor: 19-91 mmMain gun: 75 mm (later 76 mm)Secondary armament: 1 x .50 cal. Browning M2HB machine gun, 2 x .30 Browning M1919A4 machine gun Engine Engine: 400 hp Continental R975-C1 (gasoline)Range: 120 milesSpeed: 24 mph Production During its 50,000-unit production run, the U.S. Army built seven principle variations of the M4 Sherman. These were the M4, M4A1, M4A2, M4A3, M4A4, M4A5, and M4A6. These variations did not represent a linear improvement of the vehicle but rather changes in engine type, production location, or fuel type. As the tank was produced, a variety of improvements were introduced, including a heavier, high-velocity 76mm gun, wet ammunition storage, a more powerful engine, and thicker armor. In addition, numerous variations of the basic medium tank were built. These included a number of Shermans mounted with a 105mm howitzer instead of the usual 75mm gun, as well as the M4A3E2 Jumbo Sherman. Featuring a heavier turret and armor, the Jumbo Sherman was designed for assaulting fortifications and aiding in breaking out of Normandy. Other popular variations included Shermans equipped with duplex drive systems for amphibious operations and those armed with the R3 flame thrower. Tanks possessing this weapon were frequently used for clearing enemy bunkers and earned the nickname Zippos, after the famous lighter. Early Combat Operations Entering combat in October 1942, the first Shermans saw action with the British Army at the Second Battle of El Alamein. The first U.S. Shermans saw combat the following month in North Africa. As the North Africa campaign progressed, M4s and M4A1s replaced the older M3 Lee in most American armor formations. These two variants were the principle versions in use until the introduction of the popular 500 hp M4A3 in late 1944. When the Sherman first entered service, it was superior to the German tanks it faced in North Africa and remained at least on par with the medium Panzer IV series throughout the war. Combat Operations After D-Day With the landings in Normandy in June 1944, it was learned that the Shermans 75mm gun was incapable of penetrating the front armor of the heavier German Panther and Tiger tanks. This led to the rapid introduction of the high-velocity 76mm gun. Even with this upgrade, it was found that the Sherman was only capable of defeating the Panther and Tiger at close range or from the flank. Utilizing superior tactics and working in conjunction with tank destroyers, American armor units were able to overcome this handicap and achieved favorable results on the battlefield. Operations in the Pacific and Later Due to the nature of the war in the Pacific, very few tank battles were fought with the Japanese. As the Japanese seldom used any armor heavier than light tanks, even early Shermans with 75mm guns were able to dominate the battlefield. Following World War II, many Shermans remained in U.S. service and saw action during the Korean War. Replaced by the Patton series of tanks in the 1950s, the Sherman was heavily exported and continued to operate with many of the worlds militaries into the 1970s.

Case study on public adminstration PowerPoint Presentation

Case study on public adminstration - PowerPoint Presentation Example Finally, the case manages to outline the importance of government policies and politics in public administration and the role they play in ensuring success of an organization such as Red Cross Red Cross was founded in 1881 by Clara Burton and the organization soon grew to become the largest non-governmental organization in the US. The leadership and management of the organization was of extreme importance that the organization became answerable to the US President. After 1989, very important things happened that drew the attention of professionals in the public administration. The organization enjoyed the administration under four major leaders and four temporary leaders. The leadership of Healy was particularly important. Healy took presidency in 1991 and during her administration the Red Cross had to deal with two important events; Hurricane Floyd and Tropical Storm Allison.† September 11 bombing of twin towers also occurred during Healy’s presidency. However, a combination of politics, poor leadership and lack of strategy saw the popularity of Healy diminish and she was forced to resign in 2001 after she fell out with the board. The key issues that emerged from the case include the role played by leadership and management in public administration, the role played by politics in public administration and how leaders should execute government policies in ensuring the success of an

Employment law Coursework Example | Topics and Well Written Essays - 1750 words

Employment law - Coursework Example In the case of Davis and his company management, the decision to dismiss may appear malicious but it was meant to protect the reputation of that institutions. However, if an employee has been found in contravention of the laws governing their employment, they still have rights to fair trial and access to a lawyer. A free and fair disciplinary committee hears and determines the case based on evidence gathered1. In the event an employee feels that they were unfairly treated, they can seek assistant from their trade unions or employment tribunals. Petitioners are encouraged to ensure they exhaust all possible avenues of justice before filing their cases at the tribunals2. The latter take a long period before the hearing and making any determination of the case. The following discussion focuses on a case involving dismissal of Dave from his work under some controversial circumstances. The main aim is establish if he is qualified for any remedies if the employment tribal rules on his beha lf. Statement of the case The case involves a Dave who was a manager at the Pamper. He had been in the company for a period of more than 11 years. His dismissal occurred on 26 May 2012 under certain controversial circumstances. He had entered a shop to purchase some goods when he saw his friend. He left the queue while still holding the items but let the till assistant know about it. It is at that time that the store detective, acting on the perception that he was a thief, decided to arrest him. His case was dismissed immediately for lack of sufficient evidence. However, his employers did not take the matter lightly and therefore decided to constitute a disciplinary committee. After gathering information from the store detective and Janice who was Dave’s assistant, they dismissed him. Anomalies in the determinations of the case From the analysis of the case, there were various legal anomalies. Firstly, Dave was denied the right to a fair trial. He was denied permission to be represented by his lawyer. This is against the Article 6 of the constitution, which requires defendants be represented by such legal experts3. In R (Seymour-Smith) v Secretary of State for Employment case, the judge ruled in favour of the plaintiff. The dismissal was unfair due to discrimination against the plaintiff. Dave was also discriminated and treated unfairly by being denied right to an attorney. This was unfair for him from a legal point of view because he appeared overwhelmed. All other members were against him including the disciplinary committee, which relied on biased information. Secondly, the evidence was gathered in a hurry and was not analyzed to ensure it was reliable. Some of the witnesses such as Janice is said to have had some disagreements with Dave several times. It is therefore possible that her testimony was biased and malicious. She might have wished Dave away so that she could take over his position. It appears that the employers were determined to dismiss Dave. They were only focused on information that supported the fact that he had purposed to steal. However, this is unrealistic since he had never done that before, and his status at his job did not allow him to behave that way. These gross anomalies should form a basis for seeking redress to the employment tribunal4. Dave, should be free to file his petition immediately with the employment tr

Business intelligence and health care Research Proposal

Business intelligence and health care - Research Proposal Example Application of business intelligence in healthcare facilitates in streamlining raw data into meaningful and useful information for fostering better decision-making (Hennen, 2009). Thus, paper would be studying hospitals to evaluate how business intelligence is applied to identify healthcare imperatives that impact healthcare delivery for patients and financial benefits for the healthcare organizations. The increasing cost of healthcare consumes nearly 18%of the current US GDP (Ramsey et al., 2013). The healthcare reforms have considerably expanded the umbrella for health insurance coverage of all Americans including those with pre-existing diseases. The increasing burden on the healthcare institutions for providing quality care at affordable cost has become a huge concern because the interests of the payers and providers get directly linked to the quality of treatment and health outcome. Mettler and Vimarlund (2009) insist that technology can significantly contribute to the delivery of quality healthcare with economic transparency and real-time availability of critical information. Thus, business intelligence becomes pertinent issue in healthcare for exploiting information to manage patient care, improve quality and control costs for defined population or individual. Business intelligence in healthcare can broadly be described as leveraging information about patients for optimizing health outcome (Ferranti et al., 2010). Creating database of pertinent information regarding various aspects of healthcare serves as important mechanism for making decisions for optimal patients’ outcome. The information can be used judiciously by the hospital to reduce cost in repeating tests, facilitate analysis of clinical data and proactively involving patients in managing self-care. Most importantly, BI promotes transparency on real-time basis and therefore considerably reduces fraudulent practices and sub-standard quality of healthcare

The State of Public school integration Essay Example for Free

The State of Public school integration Essay Abstract The public schools, more than any other area of society, received the most attention concerning desegregation in the early 1950s. Fully aware that black had been admitted to white colleges and that numerous cases concerning the public schools were being argued in the federal courts, school officials in many parts. Brown vs. Board of education was the ultimate triumph that placed the rights of blacks before the law, on equal footing with whites. The story of Brown vs. Board of Education is a half-century old now and has been retold many times bye historians, legal scholars, sociologists, and others. A number of social forces during the 1950s, 1960s, and 1970s continue to shape school social work practice. The 1954 Brown vs. Board of education of Topeka, KS decision concluded that separate educational facilities on the basis of race are inherently unequal and unconstitutional. The State of public school integration In recent anthropological study of a California school, John Ogbu makes the point that relationships between the school and the community are sporadic and limited in scope. Parents and community involvement in the schools, he writes, normally mean participation in such extracurricular programs as PTA, open house, and social entertainments rather than more vital matters such as making decisions concerning the pattern: The extent of community participation or control over the schools may vary, but, in general, parents and other community members are content to leave schooling to the teachers and school administrators. (Fein, 1971). This traditional separation between school and community often breaks down, however, when the schools become actively involved in contemporary social and political issues. Large numbers of parents or other groups may not organize committees or attend meetings when a mathematics or history curriculum is on the agenda, but they are aroused when the topics for decision include drawing school boundary lines or busing pupils. School integration—the deliberate placing of previously separate minority and majority groups within the same school building—is surely the prime recent example of how social and political issues bring the school and its various communities into a more direct relationship. (Amir, Sharan, Ben-Ari, 47) Most of the literature tracing the response of local communities to school integration concentrates on the experience in the United States during the past quarter century. Social scientists have analyzed the complex processes that accompany integrated previously segregated Black and White schools in both the North and the South. Not surprisingly, these studies have primarily explored the political problems and processes arising from school integration. This point is emphasized in a recent study of integrated schools. Rist (1979) states: The most ambitious study along these lines is Crain and Associates monograph entitled The politics of School Desegregation (1968). Focusing on an entire city rather than a particular district or neighborhood, the authors analyze the complex interplay among civil rights advocates, boards of education, school officials, and local political and business elites in 15 U.S. cities, as they struggle and bargain with one another while seeking to implement (or delay) voluntary or court- ordered school desegregation. The authors conclude, for example, that school boards are more important than school superintendents in developing integration policies, and that the political style of the city and its elites is particularly critical. This emphasis upon political processes is also apparent in Gerard and Millers (1975) longitudinal study of the outcomes of Black—White school integration in Riverside, California. Hendrickss describes a rash of meetings, demonstrations, boycotts, and violent episodes (a school building was deliberately set on fire) that accompanied the onset of desegregation in Riverside. However, the Riverside schools were quickly integrated, and the demonstrations and meetings came to an end. Indeed, the Riverside case exemplifies rapid community acceptance and cooperation. (Amir, Sharan, Ben-Ari, 48) The New Millennium Atlanta led the way toward integrated schools in the early 1960s. Under Mayors Hartsfield and Allen, the Atlanta school board complied with federal mandates despite pressures from many in the state legislature to resist integration. In 1960, the general assembly gave some ground and appointed John A. Sibley, a prominent Atlanta businessman and civic leader, to chair a state committee to develop guidelines and more understanding on integration issues in Georgia. The Sibley Committee held numerous meetings during the course of a statewide canvass, and subsequently issued recommendations that Georgia allow local school boards to set their own policies and agenda for federal integration compliance. The effort to achieve integration was a gradual one, beginning with the admission of two African-American students to the University of Georgia in 1961 and the incremental integration of four Atlanta city high schools in 1961 and 1962. In 1963, local high schools, local high schools in Savannah, Athens, and Burnswick followed suit and began integration. Although the move toward compliance took almost a decade, by the early 1970s, public schools in Georgia achieved almost full integration. School integration and the gradual end of segregation in public facilities and accommodations brought a growing white-flight movement in the 1960s and 1970s. Huge numbers of urban whites in cities in Georgia and across the South moved out of the city centers and into growing suburbs. Atlanta was typical during this period. As metro Atlantas population passed 2, then 3, million in the late 1970s and 1980s, its central city population decreased. White migration to the suburbs created an unintended and unanticipated paradox in the march toward full school integration. Inner-city schools in Atlanta and other large southern cities came to have disproportionately high numbers of African-American students, while suburban schools were primarily white. The response to this emerging tend was the federally mandated school busing effort of the early 1970s. Students of both races were bused out of their local neighborhoods to schools in other sections as a most controversial aspect of public education during the period in Georgia and across the United States. Mandated busing to attain balanced public school integration began to subside by 1980, largely due to the overwhelmingly negative response by parents of schoolchildren of both races. The Case of Brown Vs Board of Education (1954): The Inequality of Separate but Equal This landmark Supreme Court decision was actually based on a consolidation of four similar cases from Kansas, South Crolina, Virginia, and Delaware. While they were based on different facts and local conditions, they were considered together because of the common legal question being considered. In each of the four cases, African American children were denied admission to state public schools attended by white children. This racial segregation operated under state laws that permitted or required by the practice. These laws had to that point protected been by the precedent of Plessy v, Ferguson. The schools for blacks and whites in each case had been or were being equalized in terms of buildings, curricula, qualifications and salaries of teachers, and other tangible conditions. The question before the Supreme Court was whether or not the segregation of black children and white children resulted in the children being deprived of the equal protection guaranteed by the fourteenth Amendment. A related question was whether or not the separate but equal doctrine of Plessy v. Ferguson could be applied in the area of public education. (Meyer, Weaver, 181) The Supreme Court Rules on Brown v. Board of Education (1954) The event: On May 17, 1954, the United States Supreme Court declared racial segregation illegal in its landmark decision in the case of Brown v. Board of Education of Topeka. For more than half a century, since its 1896 ruling in Plessy v. Ferguson, the high court had upheld as constitutional all separate but equal accommodations and facilities for blacks. Schools, public transport, restaurants, hotels, and other public facilities were rigidly segregated throughout much of the country, especially the South. Beginning in the mid-1930s, the National Association for the Advancement of Colored People (NAACP) brought a series of suits against segregated school districts. In these early cases the Supreme Court ruled that because the tangible aspect of schools for blacks and those for whites were equal, the laws providing for segregated schools were constitutional. In the case of Brown v. Board of Education, however, the NAACP lawyers, among them Thurgood Marshall, presented expert testimony on the debilitating effects of segregation—testimony that proves to be extremely important in the courts ruling, which this time held that segregated school systems were inherently unequal because of intangible factors. (Axelrod, Philips, 280) Implication for school social works School social workers draw on a number of diverse roles and tasks to meet the unique needs of each school and the priorities of each building principal. Using the ecological framework as an organizing principle, these tasks include advocating for risk students and their families; empowering families to share their concerns with school officials; maintaining open lines of communication between home and school; helping families understand their childrens educational needs; consulting with teachers about students living situations and neighborhood conditions; making referrals to community agencies; tracking students involved with multiple agencies; and working with the larger community to identify and develop resources to better serve the needs of at-risk students of their families.11 Impact of the Brown vs. Board of Education upon the School social work was great. As a result, schools were faced with the daunting task of desegregating classrooms and educating increasing numbers of students whos lifestyle and language differed from the middle-class orientation of the school (Germain. 1999, p.34). At the same time, a flurry of federal educational legislation during the 1960s and 1870s significantly increased in federal governments role in public education. For example, the: Civil Rights Act of 1964, prohibited discrimination in federally assisted programs based on race, color, or national origin, assisted school staff in dealing with problems caused by desegregation. Elementary and Secondary Education Act of 1965 (ESEA), through Title I, authorized grand for compensatory education in elementary and secondary schools for children of low-income families. 1972 Education Amendment (Title IX) was the first comprehensive federal law to prohibit sex discrimination in the admission and treatment of students by educational institutions receiving federal assistance. Title IX also prohibited schools that were receiving federal funds from discriminating against pregnant teens and teen mothers. Vocational Rehabilitation Act of 1973 (Section 504) covered students who have a disability and may need special accommodations but not special education and related services as specified in the Individuals with Disabilities Education Act (IDEA). Children with attention deficit disorder with hyper activity (ADHD) and students infected with the AIDS virus are often served under a 504 plan. Child Abuse Prevention and Treatment Act, enacted in 1974, provided federal financial assistance to states that had implemented programs for the identification, prevention, and treatment of child abuse and neglect. A component of this act was the creation of the National Center for Child Abuse and Neglect. Juvenile Justice and Delinquency Prevention Act of 1974 provided resources to develop and implement programs to keep elementary and secondary students in school (Dupper 10). Focus on school social works responsibility to help modify school conditions and policies that had a detrimental impact on students by incorporating general systems theory and the ecological perspective as frameworks for social work practice (Costin, 1978). It was also during this time that group work methods were incorporated into school social work practice. However, despite this renewed emphasis on school and community conditions as targets of intervention, the vast majority of school social workers continued to focus on traditional casework models (Dupper 10, 17). Brown v. Board: The Ruling In the first three cases, black children were challenging ruling that denied them admission to white-only public schools. In contrast, the Delaware school system was attempting to regain such segregation. In each case, students had at one point or another been denied admission to schools attended by white children under laws requiring or permitting separate but equal segregation. The court ruled: Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law; for the policy of separating the races is usually interpreted as denoting the inferiority of the Negro group. A sense of inferiority affects the motivation of children to learn. Segregation with the sanction of the law, therefore, has a tendency to [retard] the educational and mental development of Negro children and to deprive them of some of the benefits they would receive in a racially integrated school system. (Brown v. Board of Education) (Meyer, Weaver, 309) As a graduate student completing the Master of Social Work degree at Tulane University in New Orleans, I had my first exposure to ADC. I had come to social work through entirely different routes and had no idea that welfare assistance, which we studied and researched, was synonymous for many people discussion; even poverty and disadvantage were rarely mentioned. The assumption appeared to be that all of that was behind the nation after the reforms of the New Deal and the economic development of the World War II and postwar years. But by 1960 and the presidential contest between John F. Kennedy and Richard M. Nixon, welfare had become a substantial public issue. Kennedy talked about poverty and welfare assistance in the presidential campaign. He focused on the great needs of West Virginia people and others in Appalachia. One began hearing discussions of Pockets of poverty, rather than hearing need addressed as a pervasive and national human problem. Kennedy also founded the Peace Corps, another effort that raised public consciousness about disadvantage and its consequences. Perhaps the most salient event that brought public attention to the problems of poverty was the publication of Michael Harringtons The Other America (1962). Harrington wrote that during the Depression, President Roosevelt spoke of a nation in which one-third of the people were poorly housed, clothed, and fed. But by the 1960s, he showed, one-fourth of the people were living in poverty. He said that the poor were isolated from people with power, which perpetuated their poverty. Their only contact with people in authority was with social workers who, Harrington suggested, also lacked power. So the roots of welfare reform are found in the early 1960s, and that is true for both sides of the welfare reform efforts—those who want to make welfare more generous and more humane for the recipients and those who want to reduce its availability and its generosity. Some observers might suggest that there were other factors operating in the origins of the welfare reform debates. Although the earliest proposals were those designed to improve welfare from the perspectives of clients, there was a consistent backlash, and the most global pro- client reforms did not pass Congress. Part of that backlash may have been correlated with the advent and growth of the Civil Rights movement. The Brown vs. Board of education school desegregation decision in 1954 spawned the grass roots efforts to end segregation in employment, housing, and public accommodations. Dr. Martin Luther King and many other African American leaders as well as civil rights organizations took various postures and strategies to end the separation and discrimination that operated from the end of official slavery until mid-century. One might speculate that the new concern about welfare was a surrogate for concern about civil rights. The disproportionately large percentage of African Americans who received assistance (although, like the whole population, the majority of recipients were and are white) seemed to serve as a way of criticizing minority group members without doing so directly.(Nackerud, Robinson 3) Conclusion Public school integration became an explosive issue in New Orleans because it forced into conflict both racial and class interests. The city was roughly 40 percent Catholic in 1950 and in 1962, some 39,000, or 47 percent of the citys white students attended Catholic schools. The city had well established private, Catholic, and public schools; all three systems were segregated. Although the quality of schools varied throughout the city, depending upon the affluence of the neighborhood involved, black public schools were acknowledged to be inferior to white public schools. Black children often attended schools on half-day platoon shifts in buildings that were dilapidated and in need of basic supplies. Black PTAs had protested these conditions throughout the 1950s, and the NAACP leadership hoped that school integration would equalize opportunities for the citys black children. But the public schools were the most vulnerable educational institutions in the city. Affluent whites preferred to send their children to elite private or Catholic schools, and ambitious black parents tried to educate their children in rather private institutions like Gilbert Academy, or in the black Catholic system. It was not surprising that working –class segregationists interpreted school integration as class exploitation and victimization in the late 1950s and early 1960s. Many went to drastic measures to avoid the loss of status that racial integration signified. In the fall of 1960, their collective actions included demonstrations, picketing, acts of terrorism, and boycotting of integrated schools. In 1956, Judge J. Skelly Wright rendered a decision on the Bush case. He ordered the OPSB to cease requiring segregation in the citys public schools with all deliberate speed. A lengthy series of appeals followed, while the school board and the state legislature sought to stall school integration. Reference Amir, Yehuda. Sharan, Shlomo. (1984). School Desegregation: Cross Cultural Perspectives. Lawrence Erlbaum Associates Publisher. Pg. 47, 48 Dupper, David. (2002). School Social Work Skills and Interventions for Effective Practice. Wiley .com Publisher. Pg. 13 Marger, Robinson. Nackerud, G, Larry. (2000). Early Implications of Welfare Reform in the Southeast. NY: Nova Publishers. Pg. 3 Meyer, G, Robert. Weaver, M, Christopher. (2006). Law and Mental Health: A Case-Based Approach. NY: Guilford Press Publisher. Pg. 307 Philips, Charles. Axelrod, Alan. (2004). What Every American Should Know about American History: 200 Events That’s†¦. US: Adams Media Publisher. Pg. 280 Rogers, Lacy, Kim. (1993).Righteous Lives: Narratives of the New Orleans Civil Rights Movement. NY: NYU Press Publisher. Pg. 50, 63