Knights of Labor Union Pioneered Labor Reforms

Knights of Labor Union Pioneered Labor Reforms The Knights of Labor was the first major American labor union. It was first formed in 1869 as a secret society of garment cutters in Philadelphia. The organization, under its full name, Noble and Holy Order of the Knights of Labor, grew throughout the 1870s, and by the mid-1880s it had a membership of more than 700,000. The union organized strikes and was able to secure negotiated settlements from hundreds of employers across the United States. Its eventual leader, Terence Vincent Powderly, was for a time the most famous labor leader in America. Under Powderlys leadership, the Knights of Labor transformed from its secretive roots to a much more prominent organization. The Haymarket Riot in Chicago on May 4, 1886, was blamed on the Knights of Labor, and the union was unfairly discredited in the eyes of the public. The American labor movement coalesced around a new organization, the American Federation of Labor, which was formed in December 1886. Membership of the Knights of Labor plummeted, and by the mid-1890s it had lost all its former influence and had less than 50,000 members. Origins of the Knights of Labor The Knights of Labor was organized at a meeting in Philadelphia on Thanksgiving Day, 1869. As some of the organizers had been members of fraternal organizations, the new union took on a number of trappings such as obscure rituals and a fixation on secrecy. The organization used the motto An injury to one is the concern of all. The union recruited workers in all fields, skilled and unskilled, which was an innovation.  Up to that point, labor organizations tended to focus on particularly skilled trades, thus leaving common workers with virtually no organized representation. The organization grew throughout the 1870s, and in 1882, under the influence of its new leader, Terence Vincent Powderly, an Irish Catholic machinist, the union did away with the rituals and ceased to be a secretive organization. Powderly had been active in local politics in Pennsylvania and had even served as the mayor of Scranton, Pennsylvania. With his grounding in practical politics, he was able to move the once-secretive organization into a growing movement. The membership nationwide grew to about 700,000 by 1886, though it plummeted after the suspected connection to the Haymarket Riot. By the 1890s Powderly was forced out as the organizations president, and the union lost most of its force. Powderly eventually wound up working for the federal government, working on immigration issues. In time the role of the Knights of Labor was essentially taken over by other organizations, most notably the newer American Federation of Labor. The legacy of the Knights of Labor is mixed. It ultimately failed to deliver on its early promise, however, it did prove that a nationwide labor organization could be practical. And by including unskilled workers in its membership, the Knights of Labor pioneered a widespread labor movement. Later labor activists were inspired by the egalitarian nature of the Knights of Labor while also learning from the organizations mistakes.

MIT Acceptance Letter Real and Official

MIT Acceptance Letter Real and Official SAT / ACT Prep Online Guides and Tips Each year, the Massachusetts Institute of Technology receives nearly 20,000 applicationsfrom high school hopefuls. Only 8% of them get a MIT acceptance letter.For example, in 2014, MITaccepted 1,447applicants from 18,356 candidates. That’s a small 7.9% admission rate.Unfortunately, the overwhelming majority of applicants get a rejection letter. â€Å"I'm very sorry to inform you†¦Ã¢â‚¬ When I was in high school, I was one of the lucky few to apply to MIT and receive an acceptance letter in the mail. This validated years of hard work, especially in the sciences and research. It was inspiring to know that they wanted me to be a part of their amazing community.Here’s my complete, official MITacceptance letter. Want to learn what it takes to get a MITadmit letter yourself? Read my How to Get Into Harvard, MIT and the Ivy League guide. I'll take you through the philosophy behind how to become the world-class student that schools like MIT, Harvard, and Princeton are looking for. You'll learn what it means to develop an application Spike, why being well-rounded is the path to rejection, and how to craft a compelling application yourself. Read this guide now before it's too late. Here's a scan of the original admissions letter sent to me by theOffice of Admissionsat the Massachusetts Institute of Technology. Even though I attended Harvard as an undergrad, MIT holds a special place in my heart because I attended Research Science Institute as a high school student at MIT. I also later joined the MD-PhD program at the Health Sciences and Technology program run between Harvard and MIT. You can learn more about RSI in my complete college application. Afterward, I'll give you tips on what it takes for you to get an acceptance letter like this for yourself. Dear Allen, On behalf of the Admissions Committee, it is my pleasure to offer you admission to the MIT Class of 2009. You were identified as one of the most talented and promising students in one of MIT’s most competitive applicant pools ever. Your commitment to personal excellence makes you stand out as someone who will thrive within our academic environment as well as contribute to our diverse community. At MIT, you join kindred spirits: scholars, builders, entrepreneurs, and humanitarians. We believe that you and MIT are very well matched for each other. You’ll our have offers from many fine schools, but we hope that you’ll choose to enroll at MIT. The deadline to accept our offer is May 1, and there’s a reply form enclosed in this packet. Between now and then, though, we look forward to building our relationship with you so you can get to know us better. Over the next several months, we’ll be in touch by email, over the phone and via your MyMIT portal account (http://my.mit.edu). Many of our students believe that the campus visit experience was the deciding factor in their choice to enroll at MIT. Therefore, we’d love to have you be our guest for Campus Preview Weekend (CPW), held on the MIT campus from April 7 through 10, 2005. CPW is an excellent way to experience MIT student life firsthand. You will go to classes, eat the food, listen to hallway conversations, and meet your future classmates. We encourage your parents to attend as well. Please see the enclosed CPW invitation for all the details. If you can’t come to CPW, please try to visit campus before May 1. To make arrangements to stay overnight with an undergraduate host, complete the online request form on the MyMIT website or just call the Office of Admissions at (617) 258-5515. If you are unable to visit the campus at all but are eager to get to know MIT, you’ll have the chance to speak with a current undergraduate soon; an MIT student will be calling you in April. I hope this letter is the one you were expecting and that it brings you the exhilaration you deserve to feel. I also hope that you will take the night off to celebrate with your loved ones. But as a mother, I expect you to get right back to work and finish up the year with top grades, since we don’t admit slackers to MIT and this offer of admission is contingent upon your successful completion of the school year. No senior slump allowed! Finally, I hope you’ll agree with us that MIT is the perfect place to prepare you for your future role in a world that badly needs you. Congratulations and welcome to the MIT Class of 2009. I look forward to seeing you on campus. Sincerely, Marilee Jones Dean of Admissions Compared to the Harvard acceptance letter, this is a lot more casual and informal, which I like. The second to last paragraph is pretty funny. OK....so now what? You probably have a reason forlooking at this acceptance letter. Let me try to help you out. If you just received a rejection letter from MIT, I'm sorry. When admissions officers say rejecting students is a gut-wrenching decision, they're being sincere. The good news is that you're in command of your future. There are MIT graduates who end up aimless and frustrated, and there are graduates from many othercolleges (and even people who never went tocollege) who make amazing achievements throughout their lives. You're in control of your own fate. So if you're disappointed about a MIT rejection, I hope you pick yourself up and excel from this point forward. Here's a guide on how to study effectively in collegeand prepare yourself for the future. If you're in high school and plan to apply to MIT, I hope this acceptance letter inspires you to work hard to get your own. Make no mistake, it took a lot of hard work to get to the point where I felt I was likely to pass MIT'stough admission requirements. I knew it was a very technical school, and my math and science game had to be on point. I had tostrategize carefully and spend my time effectively so I could balance a high GPA, the toughest AP science coursework,hightest scores, and challenging extracurricular activities. To help you out,I've written everything I know about succeeding in high school and college admissions. If you want your own Stanford acceptance letter, these are must-read guides: 1) How to Get Into Harvard, MIT,and the Ivy League This is the most fundamental guide to help you understand what top colleges like MIT and the Ivy Leagues are looking for. Here you'll learn: what kinds of students are most attractive to MITand why why being well-rounded is the path to failurein selectivecollege admissions what a Spike is and why an effective Spike will get you admitted to every college, including MIT how you can develop your own compelling Spike Make no mistake: this isn't easy.But in my experience with thousands of high school students across the country, far too many have the wrong idea about what colleges actually want. In the process, most studentswaste far too much time on things that aren't important and do nothing to raise their admissions chances to MIT. Even worse, they feel miserable and hopeless. That's why I wrote this guide. Read it before it's too late - it mighttotally change your high school strategy and get you into MIT. 2) My Complete Successful Application, including Common App and Supplement To complement my "How to Get Into Harvard" guide, I share my entire college application, page by page, word for word. You'll see the exact application that the admissions committee at Harvardsaw, including the Common Application, my personal essays, letters of recommendation, and transcript. Even though MIT uses its own application form, the elements of the application are pretty much the same. Even more importantly, my Spike was deep achievement in the sciences. I ranked #6 in the US National Chemistry Olympiad as a junior, and I participated in Research Science Institute at MIT. Both those things made me a very attractive candidate to MIT admissions. I discuss all these details and how I achieved them here. I've never seen anyone else provide this level of analysis and detail,so I believeyou'll get something out of it. 3) How to Get a 4.0 GPA and Better Grades Your coursework is a critical componentof your college application. Not only do you need great grades, you need great grades in what MITsays is "the most stimulating courses available to you." For MIT, you especially need strong grades in the toughest AP science and math courses. Thus it's no surprise that a lot of high school students are stressed out and anxious. The biggest problems I see in the students I work with are in mindset, habits, and strategy. ThusI've written a complete guide onhow to excel in high school coursework. I take you through three levels of detail, from high to low: Mindset and Psychology: Do you have the confidence to know you can even improve? Are you prepared to work hard? Overall Planning and Habits: Do you make the most out of every hour? Do you understand what teachers care about, and how to give them what they want? Do you know how to avoid procrastination? Individual Class Strategies: How do you excel in English classes? How is this different from math and science classes? I learned a lot of these lessons the hard way, throughout high school and college. This is the guide I wish I had before starting high school. Take the time to read it and you might get better grades while saving hundreds of hours of study time. 4) How to Get a Perfect SAT Score/ How to Get a Perfect ACT Score Besides GPA, theother critical number on your application isyour SAT/ACT score. This score isso important because it compares you to high school students across the country on a level playing field. Top schools like MIT expect you to be in the top 1 percentile of the country. You especially need near-perfect scores in math and science (for the ACT). If you don't show this, MIT will doubt whether you can really thrive in their super tough academic environment. In my perfect SAT scoreand perfect ACT scoreguides, I share the major strategies to boost your score above a 2100 on the SAT and 32 on the ACT - and edge closer to a perfect score. Also, check out my series on getting perfect scores in each of the sections on the SAT/ACT: SAT 800 Series: Reading | Math | Writing- Learn important strategies to excel in each section of the SAT. ACT 36 Series: English | Math | Reading | Science - Learn how to get a perfect 36 on each section of the ACT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Human Civilization in Greco-Roman Ancient Times and Medieval Europe Essay

Human Civilization in Greco-Roman Ancient Times and Medieval Europe - Essay Example The architecture of medieval Europe should be associated with genius. Matter of factly, people of medieval Europe and the Romans were exceptional builders. Their architecture was both tremendous and restrained. The Romans and the people of medieval Europe constructed superior and better buildings than any civilization in the classical era could rival. Tourist by the suck load today still give special and pure regard to the ruins in Rome. The buildings that were constructed at ancient and medieval times have lasted and passed the test of time. It ought to be noted that these buildings still possess the intricate talent of the builders’ skill to date. In Medieval Europe around 1000-1300 A.D., however, the architectures and builders adapted the ancient Roman art and architecture, which they used in building historical landmarks (Barlett 15-18). During the time of Constantinian basilicas saw a frenzy of construction of fortified residence and monasteries. The relative political stability led to the development of a type of architecture slackly inspired by the Roman forms. Consequently, the classical Roman brick and stone houses were reused for their materials. This style expanded throughout Europe in an amazingly homogenous form. The exceptional relics of the medieval period are the castles that are scattered all over Western Europe. The idea behind the building of castles is informed in the Geo-Roman era, where castles were mainly built for the nobles and the elite. Ideally, the castles were also built with a view to heightening security of the monarchy. On the same, the technology of building castles was always developing from the ancient Roman times to the medieval era (Canter 270-288). Medieval theatre can be seen as the main contributor in helping maintain certain characteristics of the Geo- Roman theatre. The church, however, was responsible for restoring the ancient aspects of classical drama. For instance, the dramatization of the passion of Christ shows how ancient  drama and medieval plays are closely inter-linked (Hill 1).

Reflection Essay Example | Topics and Well Written Essays - 500 words - 78

Reflection - Essay Example The first priority of the HR managers and officers are staffing, employment, and recruitment of staff (HR’s Evolving Role†¦, 2008). However, today the HR practitioners are performing roles such as performance management, policy development, and employee communication. In addition, the HR professionals have adopted other responsibilities such as employee counseling, and account administration, which helps in utilizing the full potential of the resource managers. The other roles currently performed by the HR managers are organizational development and legal compliance. In addition, the HR managers enable organizations to perform efficiently and compete with the other businesses. Technology plays an important role in several organizations and the HR departments are currently engaging in human resource information systems. The systems help in the performance and development of the entire organization. The factors, which have contributed to the changes in the HR profession, are the technology advancement, competition, and the need to utilize the innovative potential of every employee. The development in the modern technology affects all departments in any organization especially the HR. human resource information systems management is a vital role played by the HR professionals in their daily activities. Keeping employee data and any other information requires the HR staff to be conversant with computer knowledge and many of the application software (HR’s Evolving Role..., 2008). Competition is nowadays a challenge to many organizations as everyone strives to take the organization to a higher level. Competition, therefore, has made many organizations make use of all the staff including the HR professionals to help in brainstorming and giving ideas for a positive progress of the company. Innovation is very important in ensuring the growth of

Military Robotics Essay Example for Free

Military Robotics Essay A robot sniper is not subject to arm shake, fatigue, or any of the other human factors that throw off a rifleman’s aim, making each shot more accurate and less likely to hit someone other than the enemy. Pilotless drones are more likely to hit the target with better accuracy than bombs being dropped from a plane at 30,000 feet (Gyrnir). In the Army 53 percent of their casualties come with first contact with the enemy. Having a robot scouting ahead or flying above sending back pictures of the ground below to troops would reduce the casualties (Fogarty). Military robots can serve in place of human beings in explosive ordinance disposal (EOD), surveillance, and other dangerous situations. For example, when an EOD team was hunting for improvised explosive devices (IED), by the time the soldier was close enough to see the telltale wires from the bomb, it was too late. The IED erupted in a wave of flames. A soldier would have to be as far as 50 yards away to escape death and as far as half-mile away to escape injury from bomb fragments. Even if a person is not hit the pressure from the blast by itself can break bones. This soldier had been right on top of the bomb. As the flames and debris cleared, the rest of the team advanced. They found little remaining of their teammate. They loaded the remains onto a helicopter, which took them back to the team’s base near Baghdad International Airport. That night the team’s commander did his duty and wrote home about the incident. He apologized for his inability to change what had happened. He wrote, â€Å"at least when a robot dies, you don’t have to write a letter to its mother† (Singer). The â€Å"Soldier† was a 42-pound robot called a PackBot. The PackBot mounts all sorts of cameras and sensors, as well as an arm with four joints that extends over two meters to allow it to examine suspicious objects on EOD missions. If it weren’t for this robot to scout ahead the rest of the EOD team wouldn’t have survive the explosion (Singer). In conclusion, robotic technology is changing the future of warfare. Robots are used to save and protect, not harm innocent lives. The idea of robots replacing humans in the military is very unlikely. In order for a robot to do something it needs a human to program it and tell it what to do (Singer). Fully autonomous robots that may harm the wrong people presents ethical, legal, and command challenges determining who was responsible for the robot’s actions (the officer that put the robot into action and instructed it on its target or the company that manufactured the hardware) raises philosophical problems. Therefore, until these problems are resolved fully autonomous killing robots are unlikely (Gyrnir).

Edvard Munch: Emotion as Art Essay -- Art Realist Expressionist

Edvard Munch: Emotion as Art Since the 7th grade, I have been a huge fan of the famous French-inspired realist and expressionist, Edvard Munch. His work is so full of passion and pain as well as shock and sadness. By gazing into the gloriously deep world of emotion he created, art lovers both young and old are amazed and drawn in. Born on December 12, 1863 in Loton, Norway, Munch entered a family of five children. He grew up with his father serving in the Army as a doctor and his mother took care of the large family. In 1868, Munch’s mother died of tuberculosis, the first of many tragedies in his life. His aunt, Karen Bjolstad, assumed the role of caregiver in the absence of his mother. Another tragedy occurred in 1877 when his fifteen year old sister, Sophie, died of tuberculosis as well. Munch’s first official art training began at the Technical College in 1879. The following year he entered a design school where he became very interested in freehand and modeling classes. In 1882, Munch and six other artists rented a studio which was headed by Christian Krohg, Norway’s leading artist at the time. In 1885, Munch won a scholarship to study in Paris. While in France, he began working on his realistic approach, and completed, â€Å"The Sick Child,† which was a piece reflecting on the devastating death of his sister, Sophie. He continued on with this expressionism based on painful personal experiences, and received a great amount of negative criticism. Yet another catastrophe occurred in 1886 when Munch’s father passed away. Munch continued diligently with his work as he studied in France, and eventually developed the French Impressionist Technique. While in Paris, he used this technique to create art that symbolized his... ...unch,† was published in 1917. This book included artwork that Munch had presented on many of his travels around the world. It included work from the â€Å"National Galerie† in Berlin which included 223 oil paintings. Edvard Munch died on January 23, 1944 in Ekley, Norway. All of his works were left to the city of Oslo, who eventually built a museum to display the 1,008 paintings, 15,391 prints, 4,443 drawings and watercolors, and six sculptures. The museum was named, â€Å"The Munch-museet†, in Edvard Munch’s honor. Munch’s work is still popular today and continues to be in the media. In July of 2004, a few of Munch’s famous pieces, including, â€Å"The Scream,† were stolen from his museum in Oslo. This shows the continued popularity of Munch’s very personal powerful works. Works Cited: http://www.mnc.net/norway/Edvmunch.htm http://www.edvardmunch.info/biography.asp

Chapter 5 and 6 Apush Outline

Chapter 5 * Thirteen original colonies is misleading because Britain ruled thirty-two colonies in North America by 1775 * Included Canada, the Floridas, and various Caribbean islands * Only thirteen unfurled the standard of rebellion A few of the nonrebels (Canada, Jamaica, etc) were larger, wealthier, or more populous than some of the revolting thirteen * Some British colonies had strike for their independence while others did not/; due to the distinctive social, economic, and political structures of the thirteen Atlantic seaboard colonies and also in the halting gradual appearance in the American way of life Conquest by the Cradle * Among distinguishing characteristics of rebellious settlements: lusty population growth * Colonists doubled their numbers every 25 years Europeans * Dr.Samuel Johnson â€Å"Multiplying like rattlesnakes† * Also were youthful average age was 16 * In 1775, the most populous colonies were Virginia, Massachusetts, Pennsylvania, North Carolina, and Ma ryland. * Only four communities could be called cities: first Philadelphia (including suburbs), New York, Boston, Charleston * 90% of the people lived in rural areas A Mingling of the Races * Colonial America had been a melting pot since the outset: population was English in stock and language, but mottled with numerous foreign groups * Germans * 1775: about 6% of total population Fleeing religious persecution, economic oppression, and ravages of war * Mostly settled in Pennsylvania in the early 1700s * Added to religious diversity: belonged to different Protestant sects, primarily Lutheran * Erroneously known as the Pennsylvania Dutch and made up 1/3 of colony’s population * Moved into Penn’s backcountry * Their splendid stone barns give evidence of industry and prosperity * Clung to their German culture and language * Scots-Irish * 7% of population in 1775 * Not Irish at all but turbulent Scots Lowlanders Had been transported over a period of time to Northern Ireland did not prosper * Irish Catholics hated Scottish Presbyterian and resented the intrusion * Economic life of Scots-Irish was hampered, especially when English government put burdensome restrictions on their production of woolens and linens * Early 1700s: tens of thousands of Scots- Irish came to America, mostly to tolerant and deep-soiled Pennsylvania * Best land was already taken by Germans and Quakers pushed out into the frontier * Illegally but defiantly squatted on unoccupied lands and quarreled with Indian and white owners * Superior frontiersmen with ready violence for Indians * Idea that they kept â€Å"Sabbath and all else they could get their hands on† * They hated British government (or apparently any other government) who had once uprooted and still lorded over them * Led the armed march of the Paxton Boys on Philadelphia, protesting the Quaker’s oligarchy’s lenient policy towards Indians * Also led Regulator movement in North Carolina against eastern domination of the colony’s affairs * Many of these hotheads (ex Andrew Jackson) eventually joined the American revolutionists * 5% of multicolored colonial population included French Huguenots, Welsh, Dutch, Swedes, Jews, Irish, Swish, and Scots Highlanders felt little loyalty to British crown * Largest non-English group Africans Thirteen colonies had most mixed population * South: 90% of slaves * New England: Puritans least ethnic diversity * Middle Colonies (especially Penn’s Woods): received most of later white immigrants and had astonishing variety * This variety laid the foundations for the diverse multicultural American identity * Whites mixed with other whites, as were Africans from slave trade African Americans * Polyglot Native American communities emerged blurred tribal identity boundaries The Structure of Colonial Society * Contrasted to Europe—American was a land of equality and opportunity except for the slaves * No titled nobility or pauperized un derclass Most white Americans and some free blacks were small farmers * Cities: small class of skilled artisans, shopkeepers, tradespeople, and unskilled causal laborers * Most astonishing: could go from rags to riches for an ambitious colonist, rare in England * Contrast with 17th century America: colonial society on the eve of Revolution began to show signs of stratification/ barriers to mobility raised worries about â€Å"Europeanization† of America * Gods of war contributed to these developments * Armed conflicts of the 1690s and early 1700s enriched a number of merchant princes in the New England and middle colonies laid foundations of their fortunes with profits made as military suppliers made money imported fancy clothes and ate with English china, etc * Prominent people came to be seated in churches/ schools according to rank * War plague created class of widows and orphans became dependent on charity * Philadelphia and NY built almshouses However, still smaller numbe r of poor in America than England (1/3 of population in E) * In New England countryside descendent of original settlers faced more problems than descendents supply of unclaimed soil grew smaller and families larger existing landholdings were repeatedly subdivided * Average farm size drastically shrank and younger kids were forced to work as wage laborers or seek virgin tracts of land beyond Alleghenies * South: power of great planters were bolstered by disproportionate ownership of slaves * Riches created by growing slave population in 18th century were not evenly distributed among whites- wealth was concentrated in largest slave owners widened gap between rich and poor whites who would portably become tenant farmers * In all the colonies the ranks of the lower classes were further swelled by the continuing stream of indentured servants, many of whom were eventually very successful * Many paupers and convicts were deported to the Americas, many because of the strict penal code in En gland with over 200 capital crimes—not fans of king * Lowest: blacks they could not even dream of climbing the social ladder * People eared black rebellion SC legislature even tried to restrict/ halt their importation * To reserve cheap labor, especially in sugar of West Indies, British authorities vetoed these attempts colonists thought this veto was callous even though NE slave traders also very much benefited from this * Cruel complexity of issue (think Thomas Jefferson) Clerics, Physicians, and Jurists * Christian ministry was most honored profession * Most physicians were poorly trained and not highly esteemed * The first medical school came in 1765 * Epidemics were a constant nightmare, especially smallpox a crude form of inoculation was introduced in 1721 despite objections by many physicians and clergy * Powdered dried toad was a favorite prescription for smallpox. Diphtheria was also a killer, especially of young people. Grim reminder of one epidemic and the taking o f their morality may have helped to prepare colonists in their hearts and minds for the religious revival that was soon to sweep them up * At first the law profession was not favorably regarded lawyers were regarded as noisy or troublemakers, drunkards or brothel owners; sometimes parties defended themselves in court Workaday America * Agriculture was the leading industryinvolved about 90% of the people * Tobacco continued to be staple crop for Maryland and VA (wheat also spread through Chesapeake in tobacco ruined soil regions) * Fertile middle (bread) colonies with lots of grain NY was exporting a lot of flour a year†¦ A LOT * This was really good, and America was overall the higher of standards of living lived by the majority of others in history up to that time * Fishing, though below agriculture, was rewarding and pursued in all American colonies but major industry in New England stimulated shipbuilding and served as a nursery for the seamen * Bustling commerce, coastwise and overseas enriched all the colonies especially New England, NY, and Pennsylvania * Commercial ventures and land speculation replaced any get-rich-quick schemes and became the surest avenues to speedy wealth * Yankee seamen were famous not only as skilled mariners but also as ightfisted traders * Triangular trade was infamously profitable but small in relation to total colonial commerce * Manufacturing in the colonies was only secondary importance but included rum, beaver hats, iron, household manufacturing (spinning and weaving) * Strong-back laborers and skilled craftspeople were scarce and highly prized * Lumbering was the most important single manufacturing activity first chiefly in New England, but then spread elsewhere in the colonies * Colonial naval stores (tar, pitch, rosin, turpentine) were highly valued because British wanted to fain and retain a mastery of the seas * London offered generous bounties to stimulate production of these items * Towering trees were needed fo r royal masts there were restriction placed on them this shackle on free enterprise caused considerable bitterness * By the 18th century Americans held an important flank of the thriving Atlantic economy, but strains appeared in this network as early as the 1730s * Fast breeding Americans demanded more and more British products-yet the slow growing British population early reached the saturation point for absorbing imports from America * This trade imbalance prompted the Americans to sell their goods to foreign, non-British markets to get money to pay for British products * By the eve of the Revolution, the bulk of Chesapeake tobacco was in France and other European countries, btw it passed through British re-exporters * Most important was trade with West Indies, especially in French islands West Indian purchases of North American timber and foodstuffs provided cash for colonists to purchase British goods * Due to pressure from British West Indian planters, Parliament passed the Mol asses Act: aim was to stop trade with French West Indies * American merchants respond by bribing, smuggling, etc Americans revolting, not submitting Horsepower and Sailpower All large but sparsely populated pioneer communities were cursed with oppressive problems of transportation, including America with its scarceness of money and worker * Snot until 1700s did roads connect major cities, but they were still deficient * Roads were poor (dust in summer and mud in winter) and stagecoach travelers faced problems like rickety bridges and runaway horses * Bad roads heavy reliance on waterways populations clustered along banks or rivers slow and undependable but cheap and pleasant * Taverns sprang up along routes of travel as well as in cities all social classes mingled tavern was another cradle of democracy * Also important in crystallizing public opinion and hotbeds of agitation as Revolution continued * An intercolonial postal system was established by the mid-1700s Dominant Denominati ons Two â€Å"establish†- tax supported- churches in 1775: Anglican and Congregational * However, large part of population did not worship in any church, even in colonies that maintained established religion minority belonged to the churches * Church of England (Anglican) was official faith in Georgia, the Carolinas, Virginia, Maryland, and part of NY served as major prop of kingly authority * However, it clung to a faith that was less fierce and more worldly than religion of Puritanical New England shorter sermons, less scorned amusements, etc * The College of William and Mary was founded in 1693 to train a better class of clerics for the Anglican Church * Congregational Church had grown out of Puritan Church and was influential formally established in all New England colonies except independent-minded Rhode Island * Presbyterianism, close to Congregational, was never made official in any of the colonies * These two combined with rebellion during early rumblings against Brit ish crown * Anglican clergy supported king but were handicapped by not having a resident bishop, whose presence would have been convenient for the ordination of young ministers people had to travel to England to be ordained and many non- Anglicans opposed the idea of creating an American bishopric because it would tighten royal reins * Religious toleration  had made tremendous strides in America. There were fewer Catholics in America; hence anti-Catholic laws were less severe and less strictly enforced. In general, people could worship or not worship as they pleased. The Great Awakening * In all colonial churches, religion was less fervid in early 18th century than century before, when colonies were first planted * Puritan churches especially sagged under two burdens: elaborate theological doctrines and their compromising efforts to liberalize membership requirements * Liberal ideas began to challenge old time religion Puritan predestination was questioned a lot, especially bit Ar minians, who preached that free will determined eternal fate, not divine decree a few churches grudgingly said that spiritual conversion was not necessary for church membership (they had felt pressured) * These twin trends toward clerical intellectualism and lay liberalism sucked spiritual vitality from many denominations set stage for rousing religious revival, the Great Awakening * Great Awakening: first started in Northampton, Massachusetts by Jonathon Edwards, an intellectual pastor he proclaimed that through faith in God,  not  through doing good works, could one attain eternal salvation.He had an alive-style of preaching â€Å"Sinners in Hands of†¦Ã¢â‚¬  * George Whitefield  gave America a different kind of evangelical type of preaching (had an incredible voice) * His message even had Edwards to tears and Franklin to empty pockets countless sinners expressed conversion * The  old lights, orthodox clergymen, were skeptical of the new ways (emotional and theatrica l) of preaching * New light ministers defended the Awakening for its role in revitalizing American religion * Congregationalists and Presbyterians were split over this issue * Many believers in the religious conversion went to the Baptists and other sects more prepared for emotion in religion * Awakening had many lasting effects had an emphasis on direct, emotive spirituality and seriously undermined the older clergy, whose authority had been derived from their education and erudition * The schisms it set off in many denominations greatly increased the numbers and competitiveness of American churches encouraged a wave of missionary work among Indians and even black slaves, many of whom also attended the mass open-air revival led to founding of â€Å"new light† centers of higher learning (Princeton, Dartmouth, Rutgers, Brown) * Most significant: Great Awakening was the first spontaneous mass movement of the American people broke down sectional boundaries/ denominational liens; contributed to growing sense that Americans were a single people, united by common history and shared experience Schools and Colleges * English idea was that education was a blessing reserved for the aristocratic few, not for unwashed many, leadership not citizenship, males only * Colonists slowly and painfully broke out of these ancient restrictions * Puritan New England was more interested in education than any other section.Dominated by the Congregational Church, it stressed the need for Bible reading by the individual worshiper * Primary goal of clergy good Christians, not good citizens * Education for boys flourished almost from the outset in News England * This densely populated region had impressive number of graduates from English universities, especially Cambridge, the intellectual center of England’s Puritanism * New England also established primary and secondary schools * Adequate elementary schools also put information in the reluctant â€Å"scholars† of m iddle and southern colonies (some tax supported and others privately operated) * South: mostly wealthy families with private tutors General atmosphere of colonial schools and colleges were grim and gloomy most emphasis was placed on religion and classical language of Latin and Greek, not experiments, reason, or independent thinking * There was severe discipline, even for children, and even indentured-servant teachers could be whipped for failures as workers * College education was regarded (at least in new England) extremely important because Churches would wither if new crops of ministers were not trained to lead spiritual flocks * Many wealthy families, especially in South, sent their boys abroad to British institutions * For convenience and economy, 9 local colleges were established during the colonial era small student enrollments (200 boys at most), poor education, curriculum filled with theology and dead languages * By 1750: distinct trend towards more modern subjects * Signif icant contribution made by Ben Franklin, who played a major role in the launching of UPenn, the first American college free from denominational control A Provincial Culture Colonial Americans were still in thrall to European tastes, especially British * The simplicity of pioneering life had not yet bred many patrons of arts * John Trumbull: aspiring painter of Connecticut who was discouraged by his father’s remark that Connecticut was not Athens; Trumbull, like most others, was forced to travel to London to pursue his ambitions * Charles Wilson Peale (GW portraits), Benjamin West, John Singleton Copley became famous painters but also had to go to England to complete their training only aboard could they find subjects who had leisure to sit for their portraits and had the money to handsomely pay * These people were Loyalists and were buried in London (sometimes) * Architecture was imported from old World and modified for peculiar climatic and religious conditions of the New Wo rld * Log cabin Sweden The red-bricked Georgian style was introduced in 1720 Williamsburg, Virginia * Colonial literature was generally undistinguished, like art, for many of the same reasons * Phyllis Wheatley: black poet, taken from slave to England, poetry book similar to Pope * BFrank: autobiography, but mostly Poor Richard’s Almanac- shaped America; only book that beat it was the Bible * Science was also making progress: not as many superstitions * BFrank: only first rank scientist produced in the American colonies * Spectacular but dangerous experiments: kite proved lightning was a form of electricity * Bifocals, Franklin stove, lighting rod condemned by some clergymen â€Å"presuming God† Pioneer Presses Americans were generally too poor to buy books and too busy to read them * There were some private libraries, especially with Byrd family and the clergy * BFrank established the first privately supported circulating library in America in Philadelphia * By 1776 t here were about 50 public libraries and collections supported by subscription * Hand operated printing presses: brought out pamphlets, journals, leaflets, etc * 40 colonial newspapers by the time of the Revolution * They were mostly made of somber essays with news that was delayed to be printed but colonists were extremely interested to hear about * Newspapers were powerful source of airing colonial grievances and rallying opposition to British control * A celebrated legal case in 1734-1735 involved  John Peter Zenger, a newspaper printer. He was charged with printing things that assailed the corrupt royal governor of New York (libel).Despite the ambitions of the royal chief justice, the jury voted him not guilty to the surprise of the judge and many people. This paved the way for freedom of the press. The Great Game of Politics * The thirteen colonial governments took a variety of forms * Eight had royal governors appointed by the king * Three- Maryland, Pennsylvania, and Delawar e- were under proprietors who themselves chose the governors * Two- Connecticut and Rhode Island- elected their own governors under self-governing characters * Nearly every colony used a two house legislative body. The upper house, or council, was appointed by the crown in the royal colonies and the proprietor in the proprietary colonies.It was chosen by voters in the self-governing colonies * The lower house, as the popular branch, was elected by the people- those who owned enough property to be qualified as voters * Backcountry was underrepresented and they hated the colonial cliques almost as much as kingly authority * Legislatress (direct representation): voted such taxes as they deemed necessary for the expenses of the colonial government * This self-taxation through representation was a precious privilege Americans prized above all else * Governors appointed by king were generally bale men, sometimes outstanding figures, but some were incompetent/ corrupt and just badly in nee d of jobs * Worst of this group was impoverished Lord Cornbury: made governor of New York and New Jersey in 1702. He was a drunkard, a spendthrift, and a bad person. Even the best appointees had troubles with colonial legislatures because the royal governor embodied a bothersome transatlantic authority 3000 miles away * Ways colonial assemblies asserted their authority and independence: employed the trick of withholding governor’s salary until he yielded to their wishes (since he was normally in need of money) * The London government was guilty of poor administration (left colonial governor to the mercy of the legislature) * They sh0oudl have arranged for his independent pay instead of from these bickering sources bickering is persistent spirit of revolt * Local level administration also varied * County government remained the rule in South New England: town meeting government predominated- direct democracy because of open discussion/ open voting * Religious/ property qualifi cations required for voting/ even stiffer qualifications for office holding * Privileged upper-class wouldn’t grant right to everyone * ? adult white males, but gaining the property wasn’t that hard so there were a lot of opportunities to become voters * Not many eligible actually voted left it up to their â€Å"better† leaders (actually corrupt losers) * Middle colonies: modification of the two * 1775: not yet a true democracy, but much more democratic than anything in Europe/ Britain * There some democratic ideas planted seeds for later years Colonial Folkways Life in colonies was drab and tedious (labor was heavy and constant) * Americans had most bountiful diet, food was plentiful, but coarse and monotonous diet * Americans had/ ate more meat than anyone in the Old World * Obviously they didn’t have heat in Churches, poorly heated homes with inefficient fireplaces, no running water, plumbing or bathtubs, not much garbage disposal * Candles/ whale-oil lamps used for illumination * Amusement * Pursued when time/ custom permitted * Militia periodically assembled for musters (with lots of flirting and enjoyment involved) * Several days of drilling- musters * North: winter sports * South: cards. Horse racing, cockfighting, and fox hunts * Non-puritanical south: dancing * GW could ride well and dance well * Lotteries were approved even by clergy * Stage plays- popular for south but frowned upon by Quakers/ Puritans * New England clergy saw plays as immoral; they preferred religious lectures * Holidays * Celebrated everywhere in the American colonies New England: frowned upon Christmas * Thanksgiving- widespread giving thanks to God * By mid-18th century, Britain’s several North American colonies revealed some striking similarities * Basically English in language and custom, Protestant in religion * Other people and faiths colonies gave some degree of ethic/ religious toleration * Lots of opportunities for social mobility * All possessed some measure of self-government (but not complete democracy) * Improving communication and transportation * Self- rule was most important similarity * All separated by entire ocean from Britain led to struggle to unite for independence Chapter 6 As the 17th was ending, contest began for mastery of North American continent involving 3 Old Worlds (Britain, France, and Spain) and involved Native Americans as well * 1688- 1763: 4 bitter wars in Europe (world wars) * Fought for control in Europe and New World and fought in both places * Americans could not stay out of it good thing because one of the wars (Seven Years’ War aka French and Indian War by America) set the stage for America’s independence France Finds a Foothold in Canada * Like England and Holland, France was a latecomer in New World real estate, basically for same reasons: had foreign wars in 1500s and domestic strife (clashes between Roman Catholics and Protestant Huguenots) * St. Bartholomewâ€℠¢s Day: lots of people killed * In 1598, the  Edict of Nantes  was issued by the crown of France.It granted limited religious freedom to French Protestants, and stopped religious wars between the Protestants and Catholics new century France became mightiest and most feared in Europe, led by brilliant leaders and vainglorious King Louis XIV * Reigned for less than 2 years surrounded by glittering court and mistresses * Also took deep interest in colonies * In  1608, France established  Quebec (by St. Lawrence River). The leading figure was  Samuel de Champlain,  an intrepid soldier and explorer whose energy and leadership earned him the title â€Å"Father of New France†. * Champlain entered into friendly relations with the nearby Huron Indians and joined them in battles against their foes (Iroquois of upper NY area) * Two fights with them and Iroquois were dead scared France earned permanent enmity with Iroquois * Stopped French from getting into Ohio Valley Ravage d French settlements/ served as British allies * The government of New France (Canada) was under direct control of the king after muchos companies had failed royal almost completely autocratic regime  did not elect any representative assemblies or have right to trial by jury like those in English colonies * Population in Catholic New France grew lethargically (Landowning French peasants didn’t want to move and Protestant Huguenots could not for religious reasons) * French government preferred Caribbean islands (sugar and rum) over cold wintery Canada New France Sets Out * New France’s one valuable resource: beaver fashion hats (warm and opulent) * French fur trappers: couriers de bois (runners of the woods) who ranged over woods/ waterways of North America for beaver * Also runners of risks * Two-fisted drinkers, free spenders, free livers and lovers * Named a lot (Baton Rouge, Des Moines, etc) * French voyageurs recruited Indians into fur business * Fur trade had dr awbacks Indians recruited got the white diseases and hated their alcohol * Slaughtering mass beavers violated some NA religious beliefs and destroyed some Indians’ way of life * French and Indian trappers traveled amazing distances almost extinguished beaver population, causing bad ecological damage * French Catholic missionaries, especially Jesuits, labored with much enthusiasm to convert the Indians to Christianity and to save them from the fur trappers * Some were killed by Indians for doing so * Some made converts, but also had vital roles as explorers and geographers * Others sought not souls nor fur but empire * Antoine Cadillac- founded Detroit in  1701  to thwart English settlers pushing into the Ohio Valley * Robert de La Salle- explored the Mississippi and Gulf basin, naming it Louisiana in honor of king; done to check Spanish penetration into the gulf * Dreamed of empire and brought colonizing ships, but ended up killed by mutiny * In order to ontinue their eff orts to block the Spanish on the Gulf of Mexico, the French planted several fortified posts in Mississippi and Louisiana; most important-  New Orleans  in  1718. * This outpost also rapped fur trade * Fertile Illinois had French forts established there and became France's garden empire of North America because much grain was produced there The Clash of Empires * The earliest battles among European power for control of North America, known to British colonists as  King William's War (1689-1697)  and  Queen Anne's War (1702-1713), pitted British colonists against the French couriers de bois with both sides recruiting any possible Indian allies. Primitive guerilla warfare: neither side thought America was so important to need a large detachments of troops * Most of the battles were between the British colonists, the French, and the French ally Spain. * Spain probed from its Florida base at SC settlements, and French Indian allies ravaged British colonial frontiers * British : failed with Quebec and Montreal but victories when temporarily seized Port Royal in Acadia (present day Nova Scotia) * The wars ended in  1713  with peace terms signed at  Utrecht proved how badly beaten; France and Spain were terribly beaten and Britain received French-populated Acadia and Newfoundland and Hudson Bay. The British also won limited trading rights in Spanish America later involved friction over smuggling War of Jenkins’ Ear broke out between British and Spanish in Caribbean Sea and Georgia with James Oglethorpe fought against Spanish foe to a standstill * This small scuffle merged with big War of Austrian Succession in Europe (King George’s War) * France allied with Spain * New Englanders invaded New France with British fleet and luck * The War of Jenkins's Ear started in  1739  between the British and Spaniards. This small battle became a war and became known as  King George’s War in America. It ended in  1748  with a treaty tha t handed Louisbourg back to France, enraging the victorious New Englanders, and France still clung to vast holdings in North America

Exploring How State of Matter Affects the Rate of Diffusion Essay

Introduction Diffusion is the random process by which particles distribute themselves within a container or medium. There are two factors that distinguish how substances move passively through membranes. The first factor is hydrophobic , a nonpolar molecule that can dissolve in a lipid bilayer and freely move through the membrane. However a hydrophillic molecule consisting of ions and polar molecules inhibit in their movement through the membrane making it a slower diffusion process. Selectively permeable, moreover, are charged atoms and molecules that are mostly blocked from traveling through the membrane due to the hydrophobic center. The purpose of this experiment was to test how the state of matter affects the rate of diffusion in a semi-solid vs. a liquid state. If the Potassium Permanganate crystals are placed in Petri dishes filled with water and 2% agar, then the crystals will diffuse at a faster rate in water than in the agar. The addition of the Potassium Permanganate crystals to the water and agar, there will be a result of more diffusion and more obvious color change in water compared to agar which will result in a slower less obvious diffusion. Materials The materials needed for this experiment are: One Petri dish with 2% agar and one Petri dish of water filled half way up to test the rate of diffusion. Also, two small crystals of potassium permanganate and one pair of forceps will be needed to place in the Petri dishes. One metric ruler will be need as well to measure the change of color in diameter and one 8 x 11 piece of white paper will also be used for safety precautions. Methods First, a member of the group will gather all the materials including the Petri dishes filled with tap water and 2% agar, forceps, ruler, 8X11 piece of white paper and the jar that contains the potassium permanganate crystals, and bring the materials back to the designated area. Then the experimenter will start to conduct the experiment. Then the experiment will consist of placing the empty Petri dish and the agar Petri dish on top of the white paper side by side. Second, Tap water will be added to a half way point in the empty Petri dish until it is approximately the same level as agar in the other Petri dish. Before continuing, wait for the water to stop moving to get an accurate measure of the diffusion. After that, have lab partner assist with placing potassium permanganate crystals into the agar Petri dish, while at the same time, the primary experimenter places the other two potassium permanganate crystals into the tap water. Be sure not to splash water in the aqueous dish. The moment that each crystal has been lowered is Time Zero. A purple color will be obvious immediately. Next have the experiment observe the diffusion rate for every 3 minutes for the next 15 minutes. For every 3 minutes, measure the diameter of the diffusion circle in millimeters (mm) and write down the measurement on the chart given. Be careful not to disturb the aqueous Petri dish. Discussion The results show that there a major difference in the rate of diffusion between 2% agar and tap water. Immediately, when the potassium permanganate crystals were dropped at 0, there was already an instant diffusion of 2 mm, compared to agar which was 1mm. Because water is a polar molecule, diffusion across membranes travel quicker compared to a nonpolar substance like agar that diffuse though the lipid part of a membrane. At the first 3 minute mark, it shows that the crystals have diffused relatively fast at 15 mm, compared to the diameter in agar which has slowly diffused to 5 mm. for the next 12 minutes, results have show that the diameter in water has increase about 8 – 10 mm every 3 minutes and agar has stayed the same throughout. Due to passive transport, the movement of molecules from the potassium permanganate have a higher concentration, and are then added to water which diffuses from that high concentration to a lower concentration. This was the expected result. Since water is polar, the crystals can easily diffuse through the gradient. Furthermore, with agar being a nonpolar molecule, it maintained a state of dynamic equilibrium because it diffused slower but was diffused evenly. However since other factors do play a role in the rate of diffusion, maybe temperature could have changed the rate of diffusion for the two Petri dishes. Also had the allotted time been different there may have also been a change in the results. There were no negative results or errors made during this experiment. Based on the results it can be concluded that dropping potassium permanganate crystals into water, diffuses across the gradient faster compared to 2% agar. This does support the initial hypothesis and the predictions were accurate.

Documents of Chapter Eight Recollections of a Strike(1838),1 essays

Documents of Chapter Eight Recollections of a Strike(1838),1 essays Until American Civil War, the industrial development was not powerful in America. Most of industries were depend on the Europe. However, the America industries developed the most powerful in 1900. during the nineteen centuries, many inventions helped to developed industries in America. For example, Edison, Thomas Alva invented electric lamp, and Bell, Alexander Graham contrived a telethon. Many inventions changed peoples life. They could crop more than before. In the agriculture, highly mechanized agriculture produced a lager quantity and reduced time to harvest. Although many inventions helped people, the people lost their job. Most of laborers negotiated with a manager for their skills and tools. However, after then the laborers tumbled down like a supervisor for the instruments. The labor became a simple physical working not a skill, the laborers were put outside that the factories fired them whenever they wanted. During that time, many immigrations, black people, women, and children got into the labor market. So the competition severed for get a job, the factories presented labor condition in one-side to the people. Also, the woman laborers and child laborers were increasing because they worried in lower wages than men. Lowell, the first factory employed Yankee women recruited from the nearby countryside. There was no policy that the government kept watch on the factories. Low wages, monopoly, and child labor were not unlawfulness. In addition, the laborers worked over fifteen hours in the bad condition. Many laborers were painful because of chemicals, dust, and a pollution material. The instrument was more important to the factories. The people did not matter to the factories. While the laborers were ill treated like an animal, they wanted to get over the situation. They also wanted to find their right. The first thing that the laborers tried to find their right was strikes. The wages were to be cut down, great indign...

Alcoholism - Smart Custom Writing Samples

Alcoholism - Smart Custom Writing Genetically Modified OrganismsIntroduction Genetically modified organisms are organisms whose genes have been altered by use of genetic means. The safety of GMOs is a source of ongoing debate. This is because GMOs are produced by cloning of genes of different organisms and if done uncontrollably, then there is the fear of using untested GMOs. In this essay we will examine the pros and cons of using genetically modified soya beans. Genetically modified soy Soybean is among the world’s provider of oil and protein. The soybean was commercially grown in the US in the 1950s and today the American Soybean Association exports about 50% of the soybeans to Japan while the European Union is the second largest market for US soybeans. In 1997-1999, GMOs in the US accounted for two thirds of all processed foods and today it is estimated that in the US, 91% of the soybeans planted were genetically modified. Soybeans are used for a variety of foods including soy beverages, tofu, soy flour, soy oil, bread, pastries, snack foods, baked products and edible oil products. Thus the soy beans are quiet important as they support a variety of foods and also for exports (Butcher M.) The idea of introducing bacterial genes into soybeans to enhance their growth, add nutritional contents and make them resistant to pests and diseases has now become a common thing in plant technology. At the same time, the safety of these foods produced by technology has attracted a lot of debate. The idea of introducing bacterial genes into plants as natural pesticides to eliminate chemical pesticide has been hotly debated by concerned people over the consequences of consuming these natural pesticides (Butcher M.). So the question is; is GM soy a health risk? Experiments done suggest that offspring born from GM soybeans have a low birth weight, there’s a high risk of death for the young ones consuming soy foods. Although the GM soy has been linked to sterility and infant mortality, debate still rages whether the GM soy is safe for use by man. Efforts to control gene expression have also been frustrated in some quarters heightening the risk A research carried out in Russian academy of sciences revealed that women who consume GM foods are at a higher risk of endangering their unborn babies. The research conducted using rats as an example found out that more than half of the offspring of rats that were fed on soybeans died in the first three weeks after birth. This was six times more than those born to mothers on normal soy. It was also found that six times of those under the GM diet were underweight. This is really worrying especially to humans as the morphology and biochemical structures of rats and humans are very similar as they point to a risk of mothers and their babies on soybeans food. The above experiment was done by Russian scientists who added flour from GM soy (from Monsanto) to the diet of female rats and mated them two weeks later, they then continued to feed them on GM soy during pregnancy, birth and nursing. Others were given normal soybean diet. The results showed that within three weeks, 55.6% of offspri ng’s whose mothers were fed on GM soy died compared to only 9% on non-GM soy. Also six times of the offspring’s on GM soy influence were severely underweight (Lean G. 2006).  Ã‚  Ã‚   Conclusion The issue of GM foods in our midst has drawn a lot of heated debate whether they are safe to use or not. Although restructured to be; insect resistant, drought resistant and have additional nutritional diet the consumption of soybean has been put in doubt over some experiments that were done. The experiments although done on rats showed that the GM soy can increase infant mortality rates and also severely reduce the offspring’s weight. Thus the issue of using GMOs before they are fully understood is an issue that needs to be looked at carefully.

Analyzing Your Own Work Setting Coursework Example | Topics and Well Written Essays - 750 words

Analyzing Your Own Work Setting - Coursework Example In spite of the specific method applied to set standards, the fundamental process involves the establishment of a standard-setting team (Grohar-Murray, & DiCroce, 2003). In addition, supporting this team to work together to create a vision of an austerely proficient person and motivating the members of the team to agree on personal responsibility of undertaking assessment. On equal measure, the role of managing standard setting activities and making closure of such matters within a defined period is fundamental and should be taken into consideration with intense caution (Melissa, 2012). Culture and setting of work place In a school set up, the teachers, students and non-teaching staff make up of the fundamental components of the milieu. The culture in this place of work is different from other similar settings. The criterion of standard setting has filed to work on numerous attempts to initiation. Setting of standards is a fundamental component that is required to be adhered in any w orking setting to ensure improved performance levels (Grohar-Murray, & DiCroce, 2003). Inexistence of the standard setting characterizes the culture of this working setting. Political effects of standard setting Standard setting targets teachers’ performance. ... The political dynamism forms a barrier for full implementation of standard setting. This influences the performance levels of education. Emotional effects of standard setting Standard setting on the performance of teachers is a tool for checking the output in terms of human resource. It is a tricky and dynamic setting because it involves only professionals who may be emotionally charged if they feel their rights and privileges are infringed in any manner (Grohar-Murray, & DiCroce, 2003). Disseminating setting of standards up to optimal without rising persons’ feelings is impractical in a school set up, because there anticipated political resistance and dynamism charges the feelings that results to derailment of the full implementation of the instrument of standard setting. Educational effects of standard settings The fundamental intention of standard setting is to produce a hypothetical minimally competent person. The teachers can think that, the development of exams for stude nts is one way of meeting the standards. This is not the case. The teachers should ensure that, the students improve in fact absorption and ability to interpret. Meeting the set educational standards is a challenging issue for most teachers (Melissa, 2012). Hence, the standard setting tunes the teachers to up their teaching skills to ensure that, the students’ needs are met in an appropriate manner. Standard setting makes the teachers to stretch up their potential and maximize time utilization in a bid to offer standardized learning services. In addition, standard setting facilitates the general performance of students. The performance can be measured on the ability to absorb facts and passing of exams. Notably, the teachers are motivated to perform well because their services

Cloud Computing Essay Example | Topics and Well Written Essays - 750 words - 1

Cloud Computing - Essay Example By the early 1970s, many mainframes acquired interactive user interfaces and operated as timesharing computers, supporting hundreds of users simultaneously. Data was batch processed at the end of business cycles, usually daily at night; modem speeds were slow and downloads happed when computer were more or less idle. Users gained access through specialized terminals or personal computers equipped with terminal emulation software. By the 1980s, many mainframes supported graphical terminals, and terminal emulation, but not graphical user interfaces. Graphical user interfaces reached mainstream in the 1990s through new operating systems supporting GUIs on personal computers. In the mid-2000s the word timeshare became cloud computing and was sold to new customers as a new network configuration. Cloud computing allows business to work with documents in the cloud such as word processing and spreadsheets. Microsoft office functionality for documents, calendars, and contacts can be accessed through Microsoft’s office 365 for small firms. This office offers all the requirements that may be needed by small firms in terms of word processing. Packages that are also offered by cloud computing are the full desktop version of Microsoft office that the users can download, install and use from their main computer when one is working without internet connection (Defelice 2010). Businesses can exchange accounting information and data through email cloud services, for example firms can simply buy as many mail boxes as it can and then allocate the mail boxes to the employees, and therefore the business do not need to set up and manage an email server from its premises. Google applications for work are some of the most powerful cloud email that is widely used by many companies. Another important mail service is the Gmail which is very powerful and flexible for the vast majority of small firms. Moreover, cloud email services are available from many email service