Effectiveness of the Articles Of Confederation essays

Effectiveness of the Articles Of Confederation essays As a revolt against British and early constitutions, America's first national government reflected fears of centralized authority and a possibility of corruption. John Dickinson drafted a proposal for a national government in 1776 which he called the Articles of Confederation. Congress adopted a weaker version of the Articles and had it ratified after the original was finished. The Articles of Confederation provided a partially reasonable and workable transition from the unitary system of British rule to the federal system established under the constitution. The Articles of Confederation adopted a Republican form of government that was quite different from the previous Unitary system of government British had. The Republican government allowed people to vote for representatives to become part of Congress and write and make new laws for them. This brought about a major change in the way the nation was run, by letting the people choose their leaders. Under the Articles, each state received an equal amount of power. Each state retained sovereignty, freedom, and independence from each other and other nations. Every State entered into a friendship with each other to help and assist others against any attacks made on them. The friendships between the states made the states a Unified Nation. The Articles settled the dispute over the land in the North West. In Document E, the map shows the land that was used in the NW Ordinance of 1787. The Ordinance planned how the government in the newly settled areas would be run. If the land had a population of 5,000 males or more, the area was a territorial government with a Governor of Congress. If the area had 60,000 inhabitants, the area became a State with its constitution. In the new states, Slavery was illegal until it became a state in which at that time it could decide on the issue of slavery. In the five areas that became states, none decided to have slavery. ...

How Condensation and Evaporation Shape Our Weather

How Condensation and Evaporation Shape Our Weather Condensation and evaporation are two terms that appear early on and often when learning about weather processes. They are essential to understanding how water―which is always present (in some form) in the atmosphere―behaves. Condensation Definition Condensation is the process by which water residing in the air changes from  water vapor  (a gas) to liquid water. This happens when the water vapor is cooled to the dew point temperature, which leads to saturation. Anytime you have warm air rising up into the atmosphere, you can expect condensation to eventually occur. There are also many examples of condensation in our daily lives, such as the formation of water droplets on the outside of a cold drink. (When the cold drink is left sitting on a table, the moisture (water vapor) in the rooms air comes in contact with the cold bottle or glass, cools, and condenses on the drinks outside.) Condensation: a Warming Process Youll often hear condensation called a warming process, which can be confusing since condensation has to do with cooling. While condensation does cool the air inside of the air parcel, in order for that cooling to occur, that parcel must release heat into the surrounding environment. Thus, when speaking about the effect of condensation on the overall atmosphere, it warms it. Heres how it works:Remember from chemistry class that molecules in a gas are energetic and move very fast, while those in a liquid move slower. In order for condensation to happen, the water vapor molecules must release energy so that they can slow their movement. (This energy is hidden and is therefore called latent heat.) Thank Condensation for This Weather... A number of well-known weather phenomenon are caused by condensation, including: DewFogClouds Evaporation Definition The opposite of condensation is evaporation. Evaporation is the process of changing liquid water into water vapor (a gas). It transports water from the Earths surface to the atmosphere. (It should be noted that solids, like ice, can also evaporate or be transformed directly into a gas without first becoming a liquid. In meteorology, this is called  sublimation.) Evaporation: a Cooling Process For water molecules to go from a liquid to an energized gaseous state, they must first absorb heat energy. They do this by colliding with other water molecules. Evaporation is called a cooling process because it removes heat from the surrounding air. Evaporation in the atmosphere is a crucial step in the water cycle. Water on Earths surface will evaporate into the atmosphere as energy is absorbed by liquid water. Water molecules that exist in the liquid phase are free-flowing and in no particular fixed position. Once energy is added to water by heat from the sun, the bonds between the water molecules gain kinetic energy or energy in motion. They then  escape the surface of the liquid and become a gas (water vapor), which then rises  into the atmosphere. This process of water evaporating from the surface of the Earth happens continually and continually transports water vapor into the air.  The rate of evaporation depends on air temperature, wind speed, cloudiness. Thank Evaporation for This Weather... Evaporation is responsible for several weather phenomena, including: HumidityClouds

Midterm Exam Essay Example | Topics and Well Written Essays - 1500 words - 1

Midterm Exam - Essay Example A country’s state of democracy is affected by its economic state due to the presence of funds and jobs, which reduces the level of poverty in individual country. According to researchers in these regions, oil as a source of wealth has played major role in the political democratization of these countries (Peruzzotti 34). They include the United Arab Emirates and other countries in the Middle East that are rich in oil deposits. However, various strategies have been put in place to help as sources of wealth since the economic levels of these countries largely influence democracy levels in these countries. Economic stability due to oil as a source of wealth in these Arab countries has largely influenced the political structure. Various economical factors have led to the democratization of these countries. The economic stability of a country accrues to a large percentage of the political stability. Economic stability means that there are enough funds to cater for the governmentâ₠¬â„¢s operations. Democracy highly depends on the level of literacy in the society. In most of the developed countries, education is highly valued due to its contribution to the level of democracy in the member states, a situation where people are a literate. Education directly or indirectly provides knowledge to members of the society. Most of the countries provide education measures that contribute to the level of awareness. Education of the public provides them with the knowledge to help the society to vote the right representatives in congress or parliaments according to the provided individual government. In most third world countries, illiteracy contributes to political instability, which entails to high rates of in democracy in most of the countries. Leaders from the gulf countries provide the public with political knowledge that helps them to vote for the right representatives. Oil has a major role in the provision of amenities such as education and other social amenities. T here are certain roles that come up due to the presence of oil in a country. Oil provides for the larger part of the country’s heritage by contributing to the tourism industry. The industry has contributed to the economy of these Arab countries due to the increased tourist attraction constructions such as the Palm Islands and other national projects that will help in the provision of funds to most of the running projects in these Middle East countries. Tourism is a project that has been put into consideration to help most of the countries to maintain their budgets after all of the oil reserves have been utilized. For example, countries such as Dubai have started constructing buildings and other tourism facilities that help in attracting the Western countries o these regions after the oil reserves have gone dry. This will balance the economy source of income, which must contribute to political stability in the country. Tourism will ensure that the provision of social utilizes such as education, health and other social responsibilities. Due to education, members of the society have the knowledge to choose some of the elite members. Elite politicians have a major role to shape the political structure in the community. In modern day society, provision of health activities has been an act from the politicians to search lure leaders to look for the best representatives in the community. Oil has contributed as the major source of income in the Gulf members, which helps in provision of funds to provide for government operations. Funds have contributed to health facilities which help in the control of social amenities a such as education that helps individuals to have a broader

Leadership & Effective Communication (MANAGEMENT) - Case Study Assignment

Leadership & Effective Communication (MANAGEMENT) - Case Study - Assignment Example Maslow’s hierarchy is a theory that is greatly used in the present work employment. The hierarchy is based on the fundamental needs of human beings. The main principle is that of tending to pay attention to the lowest needs while ignoring the highest one when faced with a problem. The hierarchy designed by Abraham Maslow in 1943 looks like a triangle with the first four basic needs or deficit needs; physiological, safety, love and esteem, needs related to self growth; cognitive, aesthetic and self-actualization (McLeod 2007). Shark’s old boss failed to meet one of the basic needs that highly motivate employees which is esteem. Shark says that most employers only value their stores and employees are just but a number that can be replaced at anytime. This de-motivates a person not to put in effort needed for the company to be successful. The other related need that Shark’s old boss did not give is job safety, a person who is only taken as a number does not view his work as being safe but fears to loose it anytime. The other need that Shark felt was not met is love. Love was not shown as they were only used without being heard and they were taken as numbers. The reason why Shark’s old boss did not meet these basic needs was; due to lack of respect to his employees and only considered his business to be important. The missing needs can be met by valuing employee and appreciating their personal input to a business. The boss should have respect and form a habit of listening to them, hence development of employer-employee rapport that will improve the esteem and make each person feel that their job is safe. Most junior employees are creative and have ideas that can take a business to the next level, they should be listened to and ideas adopted if they are for the good of the company. Equity theory of motivation states an employee relates output to input to be equal. An employee expects to be rewarded for putting in more effort to deliver. He

Fort Hays State University BSN Program Essay Example for Free

Fort Hays State University BSN Program Essay Fort Hays State University is a public university that serves an immediate community of 20,000 people and a regional population of 400,000 in western Kansas. The nursing program at this institution offers a variety of degrees in the health field, including a BS in Nursing (Welcome to FHSU, 2009). The demographics of full-time students who attend this university are about 2,300 woman and 1,883 men (undergraduate) and 228 women and 141 men (graduate). Nearly 65% of the students are white, and about 80% live in college-owned or college-affiliated housing. Entering students typically score between 18 (25th percentile) and 24 (75th percentile) on the ACT, so they tend to have average to above-average academic ability (Common Data Set, 2009). In a recent interview, Professor Rawls and Professor Ingalls (pseudonyms), two nursing educators at FHSU, indicated that the primary need of the students in the program is to serve an increasingly diverse population of patients in a variety of health care settings. They both indicated that there are several ways that the faculty in the nursing program address this need, including implementing the use of the latest technology in their courses, and using a variety of teaching strategies to address learner needs (P. Rawls and P. Ingalls, personal communication, June 19, 2009). Professor Rawls teaches NURS 320 – Health Care Ethics – which is offered in the first semester of the nursing program. Because this is an introductory course, Professor Rawls philosophy is to make the course as student-friendly as possible, including opportunities for students to work together and independently. According to her syllabus, her teaching strategies include group discussions, small group work, worksheets and journaling, online discussions, videos, and independent studies (Health Care Ethics syllabus, 2009). Professor Ingalls teaches NURS 330 – Older Adult and the Family in Retirement – which is offered in the second semester of the nursing program. Professor Ingalls believes it is most important for the learners to understand the life-span nature of nursing, that good nursing care is critical from birth to death. She also strives to demonstrate that nursing does not simply involve the care of the patient, but the patient’s family as well. She also uses a variety of instructional strategies to meet student needs, including team-teaching, lectures, videos, guest speakers, computer based assignments, discussion of case study and research articles, and the use of technology (Older Adult syllabus, 2009). Both of these instructors attempt to make their course syllabi student-centered by providing a topical outline, so that students know what they will be studying. However, two modifications in particular would make their syllabi stronger. First, the instructors did not include course policies in their syllabi. Students would find it helpful to know what the course expectations are, rather than merely learning of the subjects they will be studying. Second, instructors might include specific assignments that students will be expected to complete. This addition would allow students to allot adequate time to the assignment and to acquire any special materials they would need. References Common Data Set (2009). Retrieved June 19, 2009 from http://www. fhsu. edu/about/cds/cds2008-2009. html. NURS 320 Health Care Ethics syllabus. Retrieved June 19, 2009 from http://www. fhsu. edu/syllabus/nurs/kkriffel/nurs320ockr-S09. pdf. NURS 330 Older Adult and the Family in Retirement syllabus. Retrieved June 19, 2009 from http://www. fhsu. edu/syllabus/nurs/csinsley/nurs330occi-S09. pdf. Welcome to Fort Hays State University (2009). Retrieved June 19, 2009 from http://www. fhsu. edu/nursing/.

Russia vs. China: FDI Analysis for Energy Company Essay -- Social Risks

Introduction A company that is considering investing internationally has to evaluate some important factors that are crucial in choosing the right country. In order to choose the best decision a businessperson has to analyze economic, political, geographical and social factors before entering a new market. This paper will analyze two countries using a fictive sample of Energy Company based in US. This private company wants to enter to a new market in one of the BRIC countries located in Europe or Asia. The energy company wants to build ECO power plants (environmental friendly) and introduce a new concept of sustainable energy source to these two countries (Russia and China). Hydropower, Wind power and solar energy should be used to generate the electricity. The capital investment is quite high in order to build new power plants, but the goal of the company is to become a big competition for already existing companies in this industry. The major advantage of this energy company is that they produc e electricity for a fair price and do not pollute the environment. The company wants to build a chain of ECO power plants in one of these countries and expand to other markets outside the US. Social risks and benefits Russia and China are countries with large population. These states belong to BRIC group, which are countries with fast developing economy. Both are very attractive destinations for foreign direct investments that can benefit whole country. Despite of the prosperity a huge amount of the population live below the poverty line and lack basic needs or education. The average wages in these countries are very unstable because they vary from region to region. While average wages in China are rising those in Russia are ... .... The World Factbook. Retrieved November 24, 2013, from https://www.cia.gov/library/publications/the-world-factbook/geos/ch.html Central Intelligence Agency (2013). The World Factbook. Retrieved November 24, 2013, from https://www.cia.gov/library/publications/the-world-factbook/geos/rs.html Graham, E. M., Wada, E. (2001). Foreign Direct Investment in China: Effects on Growth and Economic Performance. Retrieved November 24, 2013, from Peterson Institute for International Economics website: http://www.iie.com/publications/wp/01-3.pdf The World Bank (2013). Doing Business in China - World Bank Group. Retrieved November 24, 2013, from http://www.doingbusiness.org/data/exploreeconomies/china/ The World Bank (2013). Doing Business in Russian Federation - World Bank Group. Retrieved November 24, 2013, from http://www.doingbusiness.org/data/exploreecon omies/Russia

Do you think that Curley and his Wife Make a Good Couple? Essay

Over the course of the novel it becomes clear that the relationship between Curley and his wife is far from the typical picture perfect hearts and flowers romance that a â€Å"good† marriage should be. Through their insecurities and loneliness they are bonded, yet in their character and emotional state, they are completely separate. Steinbeck’s novel is set during the American depression, a time in which ranching became the crucial way of life for a large proportion of the population. At the time, the ranch owner – â€Å"the Boss†, held a huge amount of power that shaped the lives of the men who worked for him. He provided accommodation, paid wages and offered an alternative to the completely bleak and lonely existence that these mostly single men, without a family and without any other companion, would otherwise face. It could be said that he had the power of life or death over these men. Curley, being the Boss’ son, understood that he had an authority over the other men that allowed him to be the â€Å"mean little bastard† that he was. â€Å"He hates big guys†, Candy tells George after Curley tries to â€Å"take after Lennie†. His reputation in the ring makes him overly confident and turns him into a bully that sees everyone as a potential opponent. He picks on guys bigger than him to fill some lonely pit of insecurity within himself that wants the world against which he has a grudge to know that he is a â€Å"big man† despite his appearance. All the anger and hate within Curley, clearly have an effect on the relationship he shares with his wife. When confiding in Lennie, in the final scene of act 5, she tells him â€Å"I don’t like Curley. He aint a nice fella.† For most of the novel, Curley’s wife is depicted as the â€Å"tramp† â€Å"tart† and â€Å"loo loo† that the men perceive her to be. We are not allowed a deeper insight into her personality, her thoughts or indeed her dreams until later in novel when she opens up fully to Lennie- the one character without any prejudice and too naive to honestly believe her to be the jail bait the other claimed she was. We see her as a complex character with dreams and ambitions- â€Å"I coulda been in the movies†- a far cry from the stereotypical vixen out to seduce all of mankind! She is one of the most tragic personalities in â€Å"Of Mice and Men†, nameless and without identity we see her not as a person, a human being with character and emotions, rather a possession of Curley’s. â€Å"Curley’s wife†. That is her only role within the novel and being an underdog, she uses as her only advantage over the ranch men. â€Å"Listen, Nigger, you know what I can do to you if you open your trap?†, she threatens Crooks, the crippled black stable buck with her authority over him as Curley’s wife and her superiority as a white female. This reveals a nastier, darker side to her personality, one that makes it clear that she will do whatever she must to get by in a world dominated by men. This aspect of her nature is in stark contrast to the girly, high spirited and hopeful side we see as she talks of â€Å"making the pitchers† and of the guy who said â€Å"he was gonna put me in the movies† and â€Å"soon’s he got back to Hollywood he was gonna write to me about it.† Here she seems vulnerable and full of emotion- so much more human than the woman who only moments previously threatened to get Crooks lynched. We know that the relationship between Curley and his wife is far from perfect; one is always out looking for the other. Though this may be an excuse for his wife to talk to the ranch hands, the very fact that she has become this desperate for company highlights the gulf between them. The lack of communication between them means that the only relationship that they share is one of a physical nature. â€Å"Glove fulla Vaseline†, Curley keeps his hand â€Å"soft† for his wife- because he wishes to â€Å"show off his manliness†, this in no way is considerate towards her, it simply underlines yet another defect in their relationship. Curley’s wife tells Lennie how the two came to meet one another and ended up married. Curley was what she was left with, her only alternative to the high life of glitz and glamour that had no chance of turning into reality. She did not love him. In fact, she didn’t even like him â€Å"I don’t like Curley†. Her dislike for Curley and lack of concern for him again is evident when she â€Å"grows interested† whilst questioning Candy, Crooks and Lennie about how Curley came to break his hand. She shows no concern as a loving wife would, â€Å"Say- what happened to Curley’s han† She is merely curious and laughs when they tell her it was â€Å"caught in the machine†, â€Å"Baloney!† she cries. Another point to be made is that Steinbeck never places Curley and his wife together in the sae scene, other than the occasion on which Curley stood before his wife’s body- a time at which he was further away from her then he ever was when she was alive. They are mentioned together on many occasions, but are inevitably presented as two separate, different individuals. So close to one another, yet so far. Curley’s wife belongs to Curley. But she is not a part of him, just as he is not a part of her. A major reason as to why the relationship between Curley and his wife is so weak is because both characters are within themselves weak and insecure. Neither Curley, nor his wife has the power, the strength of personality or the will to go on without â€Å"support† or at least love. Curley is depicted as a character with an evil, twisted temperament who thrives upon power. Although our first impression of his wife is far from â€Å"good†, she is not evil- she is merely used to emphasise Steinbeck’s depiction of women as being trouble makers that bring ruin on man- Curley’s temper having worsened since their marriage and her role as a temptress being solely to get men locked up, or lynched. However different to one another, both characters are emotionally unstable, they don’t have the strength to support one another and so the chances of a relationship between the two working out are minimal. Indeed, at the end of the novel, when Curley realises that his wife is dead, instead of a feeling of deep hurt or loss that one usually feels after losing a close one, he immediately feels the need for revenge and so goes ahead to hunt Lennie down- his feelings of anger and to â€Å"get his own back† being stronger than the love he felt for his wife or sorrow ar her loss.

Grammar school Essay

From 1834, the year of emancipation of slaves in Dominica and the other British West Indian colonies to 1845, the popular education that was existent was really religious education. The concept of a state system of education in the West Indies emerged in Britain in 1833 as part of the act to emancipate slaves in British custody. Prior to that, the masses of the people had practically no formal education. In Dominica, from 1834 onwards, the British subsidized primary education through grants but basically, education was imported and promoted mainly by missionaries. The content of education was divorced from the interests and needs of the masses and the community. Emphasis was on the classics and the arts. There is little doubt that the churches original interest in education was the creation of influential educated elite. In practice, their interests were denominational, especially seen in the establishment of secondary schools. Proposed educational policies depended greatly on the availability of funds, which were always insufficient. Therefore, changes and reforms were minimal. The newly elected legislative councils and their leaders gave little support. In reality, education, in practice was for a privileged minority. The populace remained virtually ignorant and illiterate. The pre-emancipation society was therefore not in any sense an educated one. Where slaves received any instruction at all it was of a religious nature provided by the church at long intervals. The authorities had no aims or standards; hence there was no system of formal education. It was against this background that the British Imperial Government incorporated an education grant in the 1833 Act of Emancipation to assist in the educational development of the Negroes. Establishing schools for the masses was provided for by the Act, which included grant money from the imperial government to provide education in the ex-slave colonies. This grant money is known as the Negro Education Grant. It was regarded as an urgent matter. The total grant amounted to a mere ? 30,000 per annum for five years for all the BWI of almost one million people. The decision to allocate the grant was executed through the local legislatures and the religious bodies. The grant was decreased each year and ended in 1845. The denominations were offered financial help to build schools, and later to assist in the payment of teachers’ salaries as the best means of developing a system of education. Dominica’s share of the Grant amounted only to ? 600 to be spent on 14,000 ex-slaves. This amount was very insignificant and was spent mainly by the Society for the Propagation of the Gospel (SPCK). After two years it became apparent that the desired and intended results were not forthcoming because of the many difficulties faced. Some churches were unable to accept more grants because they could not bear the recurrent expenditure on their schools. In August 1837, the grant was switched to pay one-third of teachers’ salaries instead. This was insufficient, and the societies did not expand their operations further. As the expected expansion did not materialise the imperial government was disappointed. Hence, the union of the imperial government, local legislatures and the churches could not fulfil the early ambition to create a viable education system. Thus, in 1841, the imperial government started to withdraw the fund. The Mico trustees who had done the most protested, but to no avail. In 1845 it came to an end, and so the burden fell on the West Indian legislatures and workers to increasingly support the education of their own children. In Dominica, the drive towards education for the masses was assisted by the local legislature, thus complimenting the work done by charities and the churches so that by July 1840, Dominica had 20 schools, 10 teachers, 1,086 pupils and total average attendance was 750. The British Imperial Government gave two main reasons for ending the NEG: 1. English workers were said to be worse-off than West-Indian workers 2. The Baptists were said to be prospering – although they had refused all aid Both claims were false. The churches lacked both money and resources. The British felt in the case of Dominica that the Catholic Church could not and would not provide appropriate education. They therefore supported alternatives to church schools. They decided to provide secular schools and to withdraw grants to the church schools. This was strongly opposed until a compromise was reached. The main success of the period of the NEG was the idea of popular education. The Provision of Secondary Education in Dominica: Providers and Gender Issues From the foregoing, one can appreciate the fact that the provision of education was a task that involved the participation of several providers or stakeholders: The British Imperial Authority, the Local Legislature or Assembly, the Church (especially the Catholics) and the Charities (especially the Mico Trust). Prior to emancipation, the provision of education was the responsibility of the churches and the charities. Education was very limited and very few benefited. In reality, what ever was taught was basically religious education. With the passage of the Act of Emancipation, an attempt was made to establish popular education. The NEG thus provided the needed funds for this purpose but eventually ended in failure. These funds were channelled through the bodies mentioned above, especially through the charities and the churches. By 1868 the main providers were mainly the state (the Local Legislature) and the church. It must not be forgotten that the vast majority of the population were Catholics and therefore co-operation and compromise between the two bodies were of paramount importance. By that date, the majority of primary schools belonged to the state i. e. 18 out of 33 (54%). This was unique, for no other West Indian society had such participation by the state in educational provision. In the case of secondary education, the provision was by the Church (Catholic). The first establishment for the provision of secondary education was the Convent High School (CHS) in 1858. This was exclusively for the children of the local elite. The children of the rural peasantry and the working classes were excluded. The state provided some funds for the school. But there were no secondary education provided for the masses. It is again unique to Dominica in that early period that post-primary education was being provided only to girls when this gender was marginalized in the rest of the W. I and in Britain itself. Even today, in 2000, over 65% of secondary school students are girls. The figures for the Clifton Dupigny Community College, University of Technology (Jamaica) and University of the West Indies are roughly the same. In the case of Dominica, male marginalisation has had a long history, contrary to popular opinion. Due to mounting pressure and clamour for secondary education for boys and the children of the masses, the state established the Dominica Grammar School (DGS) on the 16th of January 1893, with a registration list of 25 boys under the headmastership of one tutor, Mr. W. Skinner (M. A – a graduate from Catherine’s College, Cambridge, England). It was to be run as a government school, with the aim to provide higher education for boys. The building being used was a personal gift from Mr. Dawbiney, a respectable Jamaican who had settled in the island. The DGS remained a boy’s school until 1972. This occurred at a time when the number of girls selected by the Common Entrance Examinations far surpassed that of boys. The first DGS girls came from the CHS and the WHS. The total number of girls on the roll for that year totalled 34 out of a total of 560 students. Thus a reluctant but necessary era commenced in that year – the DGS becoming a co-educational institution under the headship of Mr. J. K. Gough (B. Sc; Dip. Ed. from Scotland). In that same year there were 14 Dominican staff members who were university graduates. Not to be outdone by the Catholics, the Wesleyan Society (Methodists) following the tradition of their rivals, opened the second high school for girls in the island, the Wesley High School (WHS) in October 1927. By that year, 80% of the students accessing secondary education were girls. This again was a unique situation second to none in the W. I. This further marginalized the boys given the restrictive and limited nature of access at the time. At this juncture, it is necessary to appreciate the great effort expended by the churches in the provision of secondary education in the island of Dominica, albeit for denominational reasons. In 1932, the Christian Brothers (Catholics) opened the second educational establishment providing secondary education for boys, the Saint Mary’s Academy (SMA). By that year educational provision was roughly equal for both genders with boys now having the slight edge, notwithstanding the fact that the girls were doing better in entrance and scholarship exams. There were insufficient spaces available. An entrance examination would soon be rigorously applied to ration out, select and match the number of students to the available supply of places. This state of inequitable affairs became unbearable as the girls were now being marginalized in favour of boys who were securing less ‘passes’ than girls in the exams. In other words, the selection was a function of available places. The two boys’ schools had more places than the two girls’ schools. Therefore, fewer girls were selected although their average scores were higher than that of boys who secured places. In the1972/1973 school year, the Labour government of Mr. Edward Oliver Leblanc took the bold step to make the DGS co-educational. This occurred at a time when the number of girls who had succeeded at the Common Entrance Examinations far surpassed that of boys. Since then, girls have kept on increasing the education gap or divide to the extent that in Dominica and the West Indies this problem of ‘male marginalisation’ and ‘male underachievement’ and the like, have now become so serious that it threatens the whole concept of male patriarchy. The year 1972 has been regarded as a milestone in Dominica’s educational history as far as secondary education is concerned. From that year all new secondary schools have opted to become co-educational with the exception of the Saint Martin’s Secondary School in 1988. Another important milestone in our educational history is the year 1971. For the first time, secondary educational provision moved out of Roseau with the establishment of the co-educational Portsmouth Secondary School (PSS). This greatly reduced the cost burden to parents in the northwest, north and northeast of the island, who, hitherto had to make tremendous sacrifices to provide education for their children in the capital, Roseau. By 1974, the Common Entrance Examinations as a selector of educational life chances was psychologically so devastating to pupils that those who were not selected felt that they were ‘rejects’ and ‘failures’ with no hope or future. It was against this backdrop that a group of concerned persons headed by Ms. Jean Finucane-James decided to provide a ‘second chance’ to those pupils that was not based on a selective exam. This co-educational school was named the Dominica Community High School (DCHS). Apart from the PSS, the early 1970s were characterised for having secondary education concentrated in the capital city of Roseau. The ‘70s was a period of political upheaval. In August 1979, Hurricane David struck and the island was devastated: 43 deaths, massive destruction of crops and the forest, wildlife was decimated, schools and the social and economic infrastructure was destroyed. The economy came to a standstill. Educationally, the students suffered greatly. A large number of students from the northeast could not attend the Roseau schools. In the aftermath of the hurricane, two schools were opened in the northeast: St. Andrew’s High School (SAHS) in 1979, located in Londonderry which is run and operated by the Methodists and in 1980, the Marigot Foundation High School (MFHS) headed by Mr. Martin Roberts, a former Methodist minister. The last named school was eventually renamed the Marigot Secondary School (MSS) when in 1999 it passed over to the state. These two schools are co-educational institutions. In this catchment area the Common Entrance Exams consistently selects more girls than boys. In the 1980s four schools were established. In 1981, the Seventh-Day Adventists began to provide secondary education. The Seventh-day Adventist Secondary School (SASS) is located in the Portsmouth suburb of Granvillia. It is a co-ed school. In that very same year the co-ed St. Joseph Campus of the DGS was opened which later became a separate entity as the St. Joseph Secondary School. In 1996 it was renamed the Isaiah Thomas Secondary School. In 1988, two government co-ed secondary schools were established from what were formerly Junior Secondary Programmes: the Goodwill Secondary School (GSS) and the Grand Bay Secondary School (GBSS). In that same year, the Catholic–run St. Martin’s School for girls upgraded its technical/vocational wing into a fully-fledged secondary school called the St. Martin’s Secondary School (SMSS). With the opening of these new schools and the continued use of the Common Entrance Exams the gender balance continue to be in favour of girls to the detriment of boys. In October 1994 the Nehemiah Christian Foundation headed by Mrs. Rhoda George opened the Nehemiah Comprehensive School with 60 boys and girls. The school is located in Jimmit, Mahaut. In the financial year 1995/96 the government entered into a loan agreement  with the World Bank to fund the Basic Education Reform Project (BERP). One of the three main objectives of the project was to expand access to secondary education. Under the project, this objective was fulfilled in the co-ed Castle Bruce Secondary School (CBSS) in 1998. TABLE I DOMINICA: Academic Secondary Schools, 2002/03 |School |Year Founded |Boys |Girls |Total |Status | |Convent High School | | | | | | | |1858 |0 |493 |493 |Assisted | |Dominica Grammar School |1893 |518 |281 |799 |State | |Wesley High School |1927 |0 |287 |287 |Assisted | |St. Mary’s Academy |1932 |420 |0 |420 |Assisted | |Portsmouth Secondary School |1971 |402 |435 |837 |State | |Dominica Community High School |1975 |79 |46 |125 |Assisted | |St. Andrew’s High School |1979 |233 |292 |525 |Assisted | |Marigot Secondary School |1980 |86 |59 |145 |Assisted | |Isaiah Thomas Secondary School |1981 |312 |393 |705 |State | |SDA Secondary School |1981 |108 |87 |195 |Private | |St. Martin’s Secondary School |1988 |0 |306 |306 |Assisted | |Goodwill Secondary School |1988 |380 |262 |642. |State | |Grand Bay Secondary School |1988 |334 |343 |677 |State | |Nehemiah Comprehensive School |1994 |64 |73 |137 |Assisted | |Castle Bruce Secondary School |1998 |266 |291 |557 |State | |Orion Academy |2003 | | | |Private | |Total | |3 202 |3 648 |6 850 | | Ministry of Education, Sports and Youth Affairs, 2002/03 The School Curriculum Several factors impinge on the development of the curriculum in Dominica: slavery, colonialism, politics, economics, religion, socio-cultural biases, parents, teachers and the learners themselves. In the pre-emancipation era the curriculum that existed was of a religious nature. The society was largely illiterate and ignorant. There existed no notion or idea of popular or mass education. With emancipation in 1834, the rudiments of a system of education began to take shape. The limited curriculum was non-scientific and bookishly academic based on rote and memory teaching and learning. By 1868, as the primary system took root the three r’s were taught namely reading, writing and arithmetic. The system that was taking shape was one that would provide labourers and servants and no more. At the secondary level, the curriculum catered for the children of the elite: Maths, Science, Geography, English, Greek, and Latin. The colonial powers and the local legislatures controlled the educational system. In other words, the ruling elites/classes decided who should be taught, what should be taught, when, how and where. The entire process from start to finish was decided for the learner. In 1899, Agriculture was being promoted as a subject to be taught so that the learner would become an agricultural labourer or worker on an estate or join the ranks of the impoverished peasantry. So agricultural schools were encouraged. In this way the islands would remain as sources of primary agricultural produce. When the British abolished the local legislatures and imposed direct crown colony rule the curriculum again was being used as a tool to keep the masses in their place. It limited them to learn the basics and agriculture. Attempts were made to improve education at the end of the First World War (1914-1918): salaries to teachers, payments by results and attempts at compulsory education. The West Indian Conference in Dominica in 1932 urged the region to struggle for compulsory education among other things. This failed. In 1957, the ministerial system was brought to Dominica with some exercise of authority by the house of assembly. But power still lied with the British parliament. Budgets could be passed, but had to be approved by Britain. In 1967, Dominica became an associate state with Gt. Britain. All internal matters were under local jurisdiction, but foreign affairs, trade and defence resided with Gt. Britain. Dominica could now influence and shape educational progress, but very little happened. The primary system continued to develop. The high schools became stagnant. The last one to be established was in 1936 (SMA). Thirty-seven years passed before the next one, the PSS was established. By 1978, the curriculum at the primary was now being driven by the Common Entrance Examinations to the detriment of all else. The same thing could be found at the secondary schools. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The School Curriculum and Examinations The CXC and the GCE curriculum dictate the locus and focus of secondary education in Dominica. These exams cater for the 30-40% of the ability range of secondary students. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The HSC, LSC and GCE dominated the curriculum of secondary schools since the 1880s. The failure rates were very high at both the ‘O’ and ‘A’ Levels. It was also a drain on the scarce resources of the region. The minimum of 5 ‘O’ Level subjects were required to move into the sixth form and five subjects were needed of which 2 must be at ‘A’ Level for university entry. The Caribbean was influenced by educational and curriculum developments in North America and Europe, especially Britain. Revolutionary curricular changes in maths and science were being undertaken in the USA as a result of the Russian success in Sputnik I. In the U. K, the Nuffield Foundation invested heavily in a science development project. In 1969-70, the West Indian Science Curriculum Innovation Project (WISCIP) began at St. Augustine, UWI, and Trinidad. It was a new approach with emphasis on enquiry and experimentation, understanding and constructive thinking. This was introduced in the DGS and the other high schools of the time. During that same period ‘New Mathematics’ was introduced in the schools’ curriculum. All five of the secondary schools in Dominica adopted it. The Convent High School had their first ‘O’ Level candidates in 1971, and the DGS in 1972. Results in all Caribbean schools were not so good at first because of the unfamiliarity with the new approaches and topics such as inverses, identities, algebra of sets and matrices, decimalisation and metrification, vectors, inequalities and topology. At first most of the schools used the School Mathematics Project (SMP) books, but these were replaced by the Joint Schools Project (Caribbean edition) series, as part of the CEDO/UNESCO/UWI Caribbean Mathematics Project. The CXC was established in 1972 to serve the Commonwealth Caribbean. The process took over 10 years. The CXC was to replace the GCE exams. It would develop syllabi, conduct exams and issue certificates. This was a form of asserting cultural and intellectual independence from our colonial past and from Britain. Politically, the Caribbean has eschewed integration. There was the West Indian Federation as colonies of Britain (1958-1962). It ended in failure due to insularity, nationalism and dependency. With independence, the nations can dictate their educational goals and match these to national needs. In Dominica, we have not had a long history of educational reforms established in law. In 1949 an Education Act was passed to regulate and govern the sector. This was changed in 1997 when the new Education Act was passed. This was part of an attempt to harmonise education legislation in the Eastern Caribbean. In 1995 the Basic Education Reform Project was launched (BERP). The Project had three main objectives: 1. to strengthen the management and planning capacity of the Ministry, 2. to enhance the quality of education, and 3. to expand and conserve school places. Economically, we live in an interdependent world, a global village. We are partners bargaining from a position of weakness. Unequal terms of trade, onerous foreign debts, trade deficits and balance of payment problems deplete our resources so that our educational budgets are severely constrained. In general (1999 – 2004), Dominica spends about 17% of its recurrent budget on education, 1-2% on materials and supplies and about 80% on personal emoluments. New Curriculum Developments. Primary schools follow a curriculum, which has recently been reviewed by the Curriculum Development Unit (CDU). Schools have been provided with curriculum guides for English Language, Mathematics and General Science for Grades K to 6. Curriculum guides for Social Studies, Mathematics, Science and English Language were to become available in September 1999 for grades K to 6. A curriculum guide for Social Studies has been prepared for Form 1 at the secondary level. Workbooks for Grades k to 3 for English were to have been made available from September 1999. In addition a curriculum guide for Health and Family Life covering primary and secondary age ranges is being monitored and supported in schools. A draft national policy for this was presented to Cabinet in August 1998 but has not yet been officially approved. The CDU has planned to review Music, PE, Art and Craft, and Agriculture in 2001 as well as to start writing and production of support materials for pupils and teachers. The revised primary schools curriculum appears to be appropriate at the national level. The main problem appears to be in its delivery. The main need at the primary level for curriculum development is in relation to adapting the teacher’s guides for multigrade teaching and provision of differentiated activities for all subjects and all classrooms. Dominica does not have a National Curriculum and therefore, the curriculum de facto is determined by each school and in practice is closely related to the requirements of the Caribbean Examination Council (CXC) other external examinations and higher ability students. A balance needs to be struck between the academic and practical skills education in the secondary sector in any future national curriculum. The Ministry of Education has outlined the following process to arrive at the promulgation and implementation of the National Curriculum (NC): National Curriculum Committee (NCC) established in school year 1999/2000 NCC reviews existing curriculum: locally and regionally Under the NCC, Subject Teams and Subject Areas are established Development of Syllabi, and Curriculum Guides in Core Subject Areas Curriculum Training of Staff/Subject Team Members Resource Provision First Draft National Curriculum in Core Subject Areas Review of Draft Curriculum Development of Curricula in other subject areas. Establishment of National Norms and Standards for all subjects Piloting of National Curriculum in a cross-section of schools Promulgation of National Curriculum by Minister of Education Use by all schools of the National Curriculum as of September 2003 The Secondary Education Support Project (SESP) had been working with the Curriculum Development Unit (CDU) to write and pilot a revised curriculum for Forms 1 to 3 in the core subjects of English, Mathematics, Science and Social Studies, incorporating activities for average and below average ability pupils. Drafts of curriculum guides for Form 1 have been completed and were made available to schools in September 1999. All the guides for the four core subjects were made available in 2001. The CDU also has completed work in Music, Art, Craft, and Agriculture. However, the major curriculum need resides in the consideration of a curriculum which will meet the needs of all students – academic, technical/vocational, aesthetic, spiritual, moral and for citizenship and fulfill the ambitions set out in the 1997 Education Act. This would be especially so when Universal Secondary Education is achieved.

All About the USS Gerald Ford Aircraft Carrier

All About the USS Gerald Ford Aircraft Carrier One of the newer aircraft carriers is the Gerald R. Ford class, the first one to be named the USS Gerald R. Ford. The USS Gerald Ford is being built by Newport News Shipbuilding, a division of Huntington Ingalls Shipbuilding.The Navy plans to build 10 Gerald Ford class carriers, each with a  50-year  life span. The second Gerald Ford class carrier is named the USS John F. Kennedy and construction started in 2011. This class of aircraft carriers will replace the Nimitz class USS Enterprise carrier. Ordered in 2008, the USS Gerald Ford was scheduled for commissioning in 2017. Another carrier was scheduled to be completed in 2023.   A More Automated Aircraft Carrier The Gerald Ford-class carriers will have advanced aircraft arresting gear and be highly automated to reduce manpower requirements. The aircraft arresting gear (AAG) is built by General Atomics. Prior carriers used steam launchers to launch aircraft but the Gerald Ford will use the Electromagnetic Aircraft Launch System (EMALS) built by General Atomics. The carrier is nuclear powered with two reactors. The latest in stealth technology will be employed to reduce the ships radar signature. The Raytheon enhanced weapon handling and integrated warfare control systems will further improve ship operation. Dual Band Radar (DBR) will improve the ships ability to control aircraft and increase the number of sorties that can be made by 25 percent. The control island has been completely redesigned to enhance operations and be smaller. Aircraft carried by the carrier can include F/A-18E/F Super Hornet, EA-18G Growler, and F-35C Lightning II. Other aircraft on board include: EF-18G Growler electronic warfare aircraftE-2D Hawkeye for conducting battle management command and controlMH-60R Seahawk helicopter for antisubmarine and anti-surface warfare dutiesMH-60S Fire Scout unmanned helicopter. Current carriers use steam power throughout the ship but the Ford class has replaced all the steam lines with electric power. Weapons elevators on the carriers use electromagnetic hoists instead of wire rope to reduce maintenance costs. Hydraulics have been eliminated and replaced by electric actuators. Weapons elevators are built by Federal Equipment Company. Crew Amenities The new carriers will have enhanced quality of life for the crew. There are two galleys on the ship plus one for the Strike Group Commander and one for the Ship’s Commanding Officer. The ship will have improved air conditioning, better work spaces, sleeping and sanitary facilities. It is estimated that the operating cost of the new carriers will be $5 billion less over the ships life than the current Nimitz carriers. Parts of the ship are designed to be flexible and allow for future installation of speakers, lights, controls, and monitors. Ventilation and cabling are run under the decks to allow for easy reconfiguration. Weapons On Board Evolved Sea Sparrow missileRolling Airframe MissilePhalanx CIWSCarries 75 aircraft. Specifications Length 1,092 feetBeam 134 feetFlight deck 256 feetDraft 39 feetDisplacement 100,000 tonsPower generation from two nuclear reactors designed by Bettis LaboratoryFour shafts for propulsion (propulsion units built by General Electric and turbine generators are built by Northrop Grumman Marine Systems).Crew size 4,660 crew including ship staff and air wing personnel, 800 less than current carriersMaximum speed 30 knotsRange is unlimited since nuclear reactors can power the ship for many yearsApproximate cost $11.5 billion each To sum up, the next-generation aircraft carrier is the Gerald R. Ford class. It will carry superior firepower through over 75 aircraft, unlimited range using the nuclear reactors, lower manpower, and operating costs. The new design will increase the number of missions that the aircraft can complete making the carrier even more of a force.

Differences between Action and Stative Verbs

Differences between Action and Stative Verbs All verbs in English are classified as either stative or action verbs (also referred to as dynamic verbs). Action verbs describe actions we take (things we do) or things that happen. Stative verbs refer to the way things are - their appearance, state of being, smell, etc. The most important difference between stative and action verbs is that action verbs can be used in continuous tenses and stative verbs cannot be used in continuous tenses. Action Verbs Shes studying math with Tom at the moment. AND She studies math with Tom every Friday. Theyve been working since seven oclock this morning. AND They worked for two hours yesterday afternoon. Well be having a meeting when you arrive. AND We are going to meet next Friday. Stative Verbs The flowers smell lovely. NOT Those flowers are smelling lovely. She heard him speak in Seattle yesterday afternoon. NOT She was hearing him speak in Seattle yesterday afternoon. Theyll love the concert tomorrow evening. NOT Theyll be loving the concert tomorrow evening. Common Stative Verbs There are many more action verbs than stative verbs. Here is a list of some the most common stative verbs: Be -  He is from Dallas, TX in the Southwest.Hate -  She hates ironing clothes, but doesnt want to wear them wrinkled.Like -  I like spending time with my friends.  Love  - She loves her children just as any mother loves her children.Need -  Im afraid I dont need a new pair of shoes.  Belong -  Do these keys belong to you?Believe -  Jason believes the news about the company, but I dont.Cost - How much does that book cost?Get -  I get the situation, but I still dont know the answer.Impress -  Does Tom impress you with all his knowledge?Know - She knows the answer, but she doesnt want to give it away.Reach - Can I reach and take the hamburger?Recognize -  Susan recognizes the need for a discussion.Taste -  The wine tastes very fruity, but still has a dry finish.Think -  I think thats a good idea.  Understand -  Do you understand the question? You may notice that some of these verbs can be used as action verbs with different meanings. For example, the verb to think can either express an opinion ​or the process of considering. In the first case, when think expresses an opinion it is stative: I think she should work harder on her math.She thinks he is a fantastic singer. Think, however, can also express the process of considering something. In this case think is an action verb: Theyre thinking about buying a new house.Shes thinking of joining a health club. Generally, stative verbs fall into four groups: Verbs Showing Thought or Opinions Know -  She knows the answer to the question.Believe -  Do you believe what he says every time?Understand - I understand the situation very well.Recognize -  She recognizes him from high school.   Verbs Showing Possession Have -  I have a car and a dog.Own -  Peter owns a motorcycle and a scooter, but no car.Belong -  Do you belong to the fitness club?Possess -  She possesses an incredible talent for talking. Verbs Showing Senses Hear -  I hear someone in the other room.Smell -  It smells bad in here. Did you fart?See -  I see three trees in the yard.Feel -  I feel happy this afternoon.   Verbs Showing Emotion Love -  I love listening to classical music.Hate -  She hates to get up early every day.Want -  I want some help with my homework.Need -  I need some time with my friends.   If you are unsure of whether a verb is an action verb or a stative verb ask yourself the following question: Does this verb relate some sort of process or a state? If it relates a process, then the verb is an action verb. If it relates a state, the verb is a stative verb.

Media Analysis Essay Example | Topics and Well Written Essays - 500 words - 1

Media Analysis - Essay Example nts such as the tempo, rhythm, harmony, modality, among others, are crucial as they participate in the process of disseminating message in the media production to its intended audience. This essay discusses how music influences media production in both the positive and negative ways, if there is any. When music is used as an accompaniment in high-definition slide sets, television, motion pictures, and films productions, both the media producers and commercial producers accept and recommend this. In this case, music will be in the form of background, or mood music. However, there has been a debate whether this kind of music in media production results in increased motivation, enjoyment, and more learning for the people receiving the message in the media production (Seidman WEB). Some people believe that if the media production is meant exclusively for learning or education purposes, then the inclusion of background or mood music is unnecessary. This is because it lowers the concentration of the audience, and instead of paying attention to the educative material in the media, most will concentrate on the music alone. Various experimental evidence also point to this fact. Other scholars have argued against use of music in educational media because music produces different moods on the people, therefore, their mood of learning might be messed up, such that they will not benefit from what was meant to be an educative media session. This includes both instructional films and educational television programs. However, in media productions with other goals apart from educational goals, it is right to use the music. These include entertainment media productions, where people have entertainment as their sole purpose. Whether they concentrate or not, it will not cost them much, as music is also meant for entertainment (Seidman WEB). There are different roles music plays in media productions. For instance, in movies, background music gives the audience some relaxation and