Autonomy Essays

Autonomy Essays Autonomy Essay Autonomy Essay In Canadian history, as Canada changing state, including economic and population growth, the twentieth century was the climax for the Canadians. Bravely, autonomy was rewarded to the Canadians in many different levels. Canada, now, made itself as one of the middle power in the world. The 3 major events during this era that gradually helped Canada drift apart from Great Britain are the King-Byng Crisis, the Statue of Westminster , and the creation of the Canadian National Flag. In 1926, the King-Byng Crisis made a huge difference for Canada independence. When King became Prime Minister, he wants to take the independence to a higher level. King refused to support Britainâ„ ¢s plan to invade Turkey and publicly challenged Britain over its influence on Canadaâ„ ¢s internal politics, which became the King-Byng Crisis. The Conservatives called for a motion of censure against Kingâ„ ¢s government, which meant that if itâ„ ¢s successfully passed on, King would no longer be Prime Minister and is required to resign from his position. It came to that King asked Governor General Byng if he can call an election, but King got rejected. King quoted that once heâ„ ¢s back in power; got his position again, he would strip certain powers away from the Governor General, in this case Byng. After the event, Canada can freely pass down laws and bills as they wish to without any interruption and refusal by the Governor General. King said about Byng, It is a complet e control by an individual. It shows how the governor general was like before the King-Byng Crisis and how he uses power for control. The Statue of Westminster was another road to freedom in Canada. The statue erased laws, that restricted Canadaâ„ ¢s Independence, which now Canada have the freedom apart from Britain, another step of success. The outcome of this, Canada did not have to follow the laws under Britain. The statue helped Canada because of removing binding acts and gave opportunities for Canada to make their own laws for themselves, which they donâ„ ¢t have to follow any other laws of Britain and the UK. Canada is noticed as an independent country worldwide in 1965 when they created their own flag. The Union Jack, which was their old flag before they have the Canadian Maple flag, was bonded tightly with the UK making them not dependent, but when the Maple flag appeared, the bond is no longer existed and Canada can now be able to represent their flag. They also can represent their flag in international events, like the Olympics. Now with the Maple flag soaring in the sky, it shows independence from England and shows how great of a step they made to become independent. Canada now got respect and is no longer trouble by any other countries. Throughout the twentieth century, Canada had grown significantly and showed with pride. Autonomy was shown greatly throughout the events of the King-Byng Crisis, the Canadian Maple flag and the Statue of Westminster. Canada should have been rewarded by something useful for them, like money or a remembrance, but to be independent is more than enough to ask for.

The Great Pueblo Revolt - Resisting Spanish Colonialism

The Great Pueblo Revolt - Resisting Spanish Colonialism The Great Pueblo Revolt, or Pueblo Revolt [AD 1680-1696], was a 16-year period in the history of the American southwest when the Pueblo people overthrew the Spanish conquistadors and began to rebuild their communities. The events of that period have been viewed over the years as a failed attempt to permanently expel Europeans from the pueblos, a temporary setback to Spanish colonization, a glorious moment of independence for the pueblo people of the American southwest, or part of a larger movement to purge the Pueblo world of foreign influence and return to traditional, pre-Hispanic ways of life. It was no doubt a bit of all four. The Spanish first entered the northern Rio Grande region in 1539 and its control was cemented in place by the 1599 siege of Acoma pueblo by Don Vicente de Zaldivar and a few score of soldier colonists from the expedition of Don Juan de Oà ±ate. At Acomas Sky City, Oà ±ates forces killed 800 people  and captured 500 women and children and 80 men. After a trial, everyone over the age of 12 was enslaved; all men over 25 had a foot amputated. Roughly 80 years later, a combination of religious persecution and economic oppression led to a violent uprising in Santa Fe and other communities of what is today northern New Mexico. It was one of the few successfulif temporaryforceful stoppages of the Spanish colonial juggernaut in the New World. Life Under the Spanish As they had done in other parts of the Americas, the Spanish installed a combination of military and ecclesiastical leadership in New Mexico. The Spanish established missions of Franciscan friars in several pueblos to specifically break up the indigenous religious and secular communities, stamp out religious practices and replace them with Christianity. According to both Pueblo oral history and Spanish documents, at the same time the Spanish demanded that the pueblos render implicit obedience and pay heavy tribute in goods and personal service. Active efforts to convert the Pueblo people to Christianity involved destroying kivas and other structures, burning ceremonial paraphernalia in public plazas, and using accusations of witchcraft to imprison and execute traditional ceremonial leaders. The government also established an encomienda system, allowing up to 35 leading Spanish colonists to collect tribute from the households of a particular pueblo. Hopi oral histories report that the reality of the Spanish rule included forced labor, the seduction of Hopi women, raiding of kivas and sacred ceremonies, harsh punishment for failing to attend mass, and several rounds of drought and famine. Many accounts among Hopis and Zunis and other Puebloan people recount different versions than that of the Catholics, including sexual abuse of Pueblo women by Franciscan priests, a fact never acknowledged by the Spanish but cited in litigation in later disputes. Growing Unrest While the Pueblo Revolt of 1680 was the event that (temporarily) removed the Spanish from the southwest, it was not the first attempt. The pueblos had offered resistance throughout the 80-year period following the conquest. Public conversions didnt (always) lead to people giving up their traditions but rather drove the ceremonies underground. The Jemez (1623), Zuni (1639) and Taos (1639) communities each separately (and unsuccessfully) revolted. There also were multi-village revolts which took place in the 1650s and 1660s, but in each case  , the planned revolts were discovered and the leaders executed. The Pueblos were independent societies before Spanish rule, and fiercely so. What led to the successful revolt was the ability to overcome that independence and coalesce. Some scholars say that the Spanish unwittingly gave the Pueblo people a set of political institutions that they used to resist colonial powers. Others think it was a millenarian movement, and have pointed to a population collapse in the 1670s resulting from a devastating epidemic that killed off an estimated 80% of the native population, and it became clear that the Spanish were unable to explain or prevent epidemic diseases or calamitous droughts. In some respects, the battle was one of whose god was on whose side: both Pueblo and Spanish sides identified the mythical character of certain events, and both sides believed the events involved supernatural intervention. Nonetheless, the suppression of indigenous practices became particularly intense between 1660 and 1680, and one of the main reasons for the successful revolt appears to have occurred in 1675  when then-governor Juan Francisco de Trevino arrested 47 sorcerers, one of whom was Popay of San Juan Pueblo. Leadership PoPay (or Popà ©) was a Tewa religious leader, and he was to become a key leader and perhaps primary organizer of the rebellion. PoPay may have been key, but there were plenty of other leaders in the rebellion. Domingo Naranjo, a man of mixed African and Indian heritage, is often cited, and so are El Saca and El Chato of Taos, El Taque of San Juan, Francisco Tanjete of San Ildefonso, and Alonzo Catiti of Santo Domingo. Under the rule of colonial New Mexico, the Spanish deployed ethnic categories ascribing pueblo to lump linguistically and culturally diverse people into a single group, establishing dual and asymmetric social and economic relationships between the Spanish and Pueblos. Popay and the other leaders appropriated this to mobilize the disparate and decimated villages against their colonizers. August 10-19th, 1680 After eight decades of living under foreign rule, Pueblo leaders fashioned a military alliance that transcended longstanding rivalries. For nine days, together they besieged the capital of Santa Fe and other pueblos. In this initial battle, over 400 Spanish military personnel and colonists and 21 Franciscan missionaries lost their lives: the number of Pueblo people who died is unknown. Governor Antonio de Otermin and his remaining colonists retreated in ignominy to El Paso del Norte (what is today Cuidad Juarez in Mexico).    Witnesses said that during the revolt and afterward, PoPay toured the pueblos, preaching a message of nativism and revivalism. He ordered the pueblos to break up and burn the images of Christ, the Virgin Mary and other saints, to burn the temples, smash the bells, and separate from the wives the Christian church had given them. Churches were sacked in many of the pueblos; idols of Christianity were burned, whipped and felled, pulled down from the plaza centers and dumped in cemeteries. Revitalization and Reconstruction Between 1680 and 1692, despite the efforts of the Spanish to recapture the region, the Pueblo people rebuilt their kivas, revived their ceremonies and reconsecrated their shrines. People left their mission pueblos at Cochiti, Santo Domingo and Jemez and built new villages, such as Patokwa (established in 1860 and made up of Jemez, Apache/Navajos and Santo Domingo pueblo people), Kotyiti (1681, Cochiti, San Felipe and San Marcos pueblos), Boletsakwa (1680-1683, Jemez and Santo Domingo), Cerro Colorado (1689, Zia, Santa Ana, Santo Domingo), Hano (1680, mostly Tewa), Dowa Yalanne (mostly Zuni), Laguna Pueblo (1680, Cochiti, Cieneguilla, Santo Domingo and Jemez). There were many others. The architecture and settlement planning at these new villages was a new compact, dual-plaza form, a departure from the scattered layouts of mission villages. Liebmann and Pruecel have argued that this new format is what the builders considered a traditional prehispanic village, based on clan moieties. Some potters worked on reviving traditional motifs on their glaze-ware ceramics, such as the doubled-headed key motif, which originated AD 1400-1450. New social identities were created, blurring the traditional linguistic-ethnic boundaries that defined Pueblo villages during the first eight decades of colonization. Inter-pueblo trade and other ties between pueblo people were established, such as new trade relationships between Jemez and Tewa people which became stronger during the revolt era than they had been in the 300 years before 1680. Reconquest Attempts by the Spanish to reconquer the Rio Grande region began as early as 1681  when the former governor Otermin attempted to take back Santa Fe. Others included Pedro Romeros de Posada in 1688 and Domingo Jironza Petris de Cruzate in 1689Cruzates reconquest was particularly bloody, his group destroyed Zia pueblo, killing hundreds of residents. But the uneasy coalition of independent pueblos wasnt perfect: without a common enemy, the confederation broke into two factions: the Keres, Jemez, Taos and Pecos against the Tewa, Tanos, and Picuris. The Spanish capitalized on the discord to make several reconquest attempts, and in August of 1692, the new governor of New Mexico Diego de Vargas, initiated his own reconquest, and this time was able to reach Santa Fe and on August 14th proclaimed the Bloodless Reconquest of New Mexico. A second abortive revolt occurred in 1696, but after it failed, the Spanish remained in power until 1821 when Mexico declared independence from Spain. Archaeological and Historical Studies Archaeological studies of the Great Pueblo Revolt have been focused on several threads, many of which began as early as the 1880s. Spanish mission archaeology has included excavating the mission pueblos; refuge site archaeology focuses on investigations of the new settlements created after the Pueblo Revolt; and Spanish site archaeology, including the royal villa of Santa Fe and the governors palace which was extensively reconstructed by the pueblo people. Early studies relied heavily on Spanish military journals and Franciscan ecclesiastical correspondence, but since that time, oral histories and active participation of the pueblo people have enhanced and informed scholarly understanding of the period. Recommended Books There are a few well-reviewed books that cover the Pueblo Revolt. Espinosa, MJ (translator and editor). 1988. The Pueblo Indian Revolt of 1698 and the Franciscan Missions in New Mexico: Letters of the Missionaries and Related Documents. Norman: University of Oklahoma Press.Hackett CW, and Shelby, CC. 1943. Revolt of the Pueblo Indians of New Mexico and Otermins Attempted Reconquest. Albuquerque: University of New Mexico Press.Knaut, AL. 1995. The Pueblo Revolt of 1680: Conquest and Resistance in Seventeenth-Century New Mexico. Norman: University of Oklahoma Press.Liebmann M. 2012. Revolt: An Archaeological History of Pueblo Resistance and Revitalization in 17th Century New Mexico. Tucson: University of Arizona PressPreucel, RW. (editor). 2002. Archaeologies of the Pueblo Revolt: Identity, Meaning, and Renewal in the Pueblo World. Albuquerque: University of New Mexico Press.Riley, CL. 1995. Rio del Norte: People of the Upper Rio Grande from Earliest Times to the Pueblo Revolt. Salt Lake City: University of Utah Press.Wilcox, MV. 2009. The Pueblo Rev olt and the Mythology of Conquest: An Indigenous Archaeology of Contact. Berkley: University of California Press. Sources This article is part of the About.com guide to Ancestral Pueblo Societies, and part of the Dictionary of Archaeology Lamadrid ER. 2002. Santiago and San Acacio: Slaughter and Deliverance in the Foundational Legends of Colonial and Postcolonial New Mexico. The Journal of American Folklore 115(457/458):457-474.Liebmann M. 2008. The Innovative Materiality of Revitalization Movements: Lessons from the Pueblo Revolt of 1680. American Anthropologist 110(3):360-372.Liebmann M, Ferguson TJ, and Preucel RW. 2005. Pueblo Settlement, Architecture, and Social Change in the Pueblo Revolt Era, A.D. 1680 to 1696. Journal of Field Archaeology 30(1):45-60.Liebmann MJ, and Preucel RW. 2007. The archaeology of the Pueblo Revolt and the formation of the modern Pueblo world. Kiva 73(2):195-217.Preucel RW. 2002. Chapter I: Introduction. In: Preucel RW, editor. Archaeologies of the Pueblo Revolt: Identity, Meaning, and Renewal in the Pueblo World. Albuquerque: University of New Mexico Press. p 3-32.Ramenofsky AF, Neiman F, and Pierce CD. 2009. Measuring Time, Population, and Residential Mobility from the Surface at San M arcos Pueblo, North Central New Mexico. American Antiquity 74(3):505-530. Ramenofsky AF, Vaughan CD, and Spilde MN. 2008. Seventeenth-Century Metal Production at San Marcos Pueblo, North-Central New Mexico. Historical Archaeology 42(4):105-131.Spielmann KA, Mobley-Tanaka JL, and Potter MJ. 2006. Style and Resistance in the Seventeenth-Century Salinas Province. American Antiquity 71(4):621-648.Vecsey C. 1998. Pueblo Indian Catholicism: The Isleta case. US Catholic Historian 16(2):1-19.Wiget A. 1996. Father Juan Greyrobe: Reconstructing tradition histories, and the reliability and validity of uncorroborated oral tradition. Ethnohistory 43(3):459-482.

Week 1 Assignment Example | Topics and Well Written Essays - 250 words

Week 1 - Assignment Example This in turn have benefitted people, insurance companies and employers to get treatment with less cost and better quality especially for uninsured or under-insured patients. On the global part, the countries with these facilities are getting employment for their people. Impact on losers is yet less as this move is meeting demand-supply gap. However, increased dependence on same can adversely impact competitiveness and earnings of U.S medical professional, insurance companies, employers and also quality of services in these countries. Patients going abroad, where most of them are either uninsured or under insured can turn up as and a greater risk as no claim can be made in case of accident. Apart from this the increasing medical tourism in any particular country can result in increasing the cost of medical services. Negotiated services from medical professionals and insurance industry can reduce the impact, which if not controlled now, will affect them as well. Reality of globalization in health care industry must be seen in deeper sense. It is an observed trend that many people move from one country to another country in order to get medical treatment. The globalization in health care industry is good option for the people who are not able to get quality treatment in their own country. However, on the other hand this globalization seems to be no good option if foreign patients are treated at cost of local patients especially in Asian side

Childrens literature for the multicultural classroom Essay

Childrens literature for the multicultural classroom - Essay Example Aesop has been a mystery in the historical world, but much is known about the spread and conversion of his stories. Current literary scholarship has recognised fables as a major genre of Western literature. In the distant past fables went beyond the limitations of the classroom and the kindergarten. Their audiences have included children and adults. Yet fables are still an important genre of children’s literature. Their stories go back, repeatedly, to important events in childhood— acquiring reading and writing skills and learning to follow a moral direction; besides their particular advises or home-grown morals, the fables impart principles of verbal action, concepts of readership, and insights of authorship. This essay talks about Aesop and his fables, as well as his contribution to children’s literature and relevance to the contemporary multicultural classroom. Aesop is believed to have been a creative writer of fables, wherein animals are bestowed with human language and characteristics, for the goal of showing a moral message. He was a well-known storyteller. As other fables were created and brought together, the talent of Aesop became tied to them. Even though several scholars believe that he is only a mythical or imaginary character, the following claims are most frequently recognised as historically factual in the ancient documents referring to Aesop: he was born in Thrace; he became a slave; he was poet Sappho’s contemporary in the 6th century B.C.; and he was well-known as a creator and narrator of tales. Aesop desired to see the Greek city, Delphi, late in his life. After giving his promise to go back to Babylon, he travelled to other cities and gave lectures of his education and knowledge. In Delphi, the people enjoyed hearing his stories in the beginning, but they did not give him anything. After Aesop mocked the citizens of Delphi by saying that they

Economy versus the Environment Essay Example for Free

Economy versus the Environment Essay Down to Earth by Ted Steinberg highlights the role of nature in US history. Steinberg provides historical events, from minute detail of migrating birds to monumental breaking up of Pangeae, to support his analysis and for readers to fully grasp the course of American history. He maintains that the continuous interaction between human and nature drives them to evolve. But the truth, of course, is that human has tendencies to disregard nature to achieve their ideal standard of living. Moreover, human’s present consumption puts the life of future generation at risk. Long before the European settlement in the region, America’s natural resources were already being threatened. Native American hunters utilized the world around them according to their needs. These early hunters drove mammoths to extinction, as well as the giant ground sloths and other prehistoric species. Many of them used fire to clear landscape which did served their purpose but harmed other plants and animals. Eventually, however, they became gifted stewards of their environment. Their activities, hunting, gathering and farming, were influenced by the cycles of nature. The early exploration dictated by personal consumption quickly followed by exploitation. Migrants poured in pursuit of gold and silver in the English colonies which was abandoned for intensive harvesting of lucrative crops or the trapping of animals. The slang â€Å"buck† for money in America refers to deer hides called buckskins, being exported for glove making and other forms of leather manufacturing. This economic system persists until the end of the colonial period. By mid-1800s, regions were identified by the kind of cash crops they produced. Tobacco, â€Å"King Cotton,† rice from South Carolina lowlands, timber from the virgin forests of the Great Lakes, Texas cattle and wheat from the Great Plains. The system made the nation wealthy but at a devastating cost to biodiversity. Steinberg pointed out that the major factor that brought the ecological change in America is â€Å"putting a price tag on the natural world. † Cities were expanding, farmers were becoming more specialized in their cash crops and companies were pushing for more profits. Nature was transformed to articles of trade. Lumber companies, for instance, led to much deforestation which led to loss of other plants and habitat of animals. The citizens of the US seemed to have a sense of â€Å"ecological amnesia,† oblivious to the effect on nature of ruthless exploitation despite the mounting evidence. Aside from lumber companies, other businesses and industries abused the natural resources for profit to further degrade the environment. A common man specializing in one type of cash crop had to rely on other farmers to provide for the needs not met by his own produce. Rivers where fish used to spawn were dammed and converted to companies’ energy source. Nature was completely ignored in the interest of commerce and industry. As trade and commercialization intensifies so as reliance of everyone on someone else. Economic activity, both production and consumption, relates to the environment in two ways: the environment provides the raw materials for production, and through the process of production and consumption, we emit wastes into the environment (Worster, 1994). However, human wants are limited while resources are finite. Demand always exceeds supply. So what happens now if we continue to strive to obtain more goods and services from our limited supply of non-renewable resources? Our present and future generations are in peril. Economic theories of trade argue that a country should concentrate on trading and producing goods and services where they have the comparative advantage (Krugman Obstfeld, 2008). The comparative advantage in production is achieved if the input that was used is abundant in the country. For instance, labor intensive goods should be traded by countries with large population, while countries should concentrate in producing capital intensive goods if they are abundant in capital. This exactly what the early traders did. They traded according to their comparative advantage, maximized their profit and yes, abused the environment to further their gains. The economic thinking that competitiveness as a function of efficiency of labor and capital is outmoded (Epping, 2001). In other parts of the world, industries are starting to factor in the efficient way of using their natural resources. These efficiencies benefit countries, companies and local communities. Japan and Germany use half the energy input of American industry in their products. Energy represents about 10 percent of the cost of production and so they achieve with their efficiency about a five percent comparative advantage in world markets relative to US goods. The idea is to have a sustainable supply of both non-renewable and renewable resources relative to demand, to use the natural resources in a more efficient way to make the goods and services of a country, a company or a community more competitive in the market. We do not want to be the generation that kills everything. References Epping, Randy Charles (2001). A Beginner’s Guide To World Economy. New York: Random House, Inc. Krugman, P. Obstfeld, M. (2008). International Economics: Theory and Policy. Boston: Pearson Education, Inc. Steinberg, Ted (2002). Down To Earth (pp. 1-115). New York: Oxford UP. Worster, Donald (1994). Nature’s Economy: The History of Ecological Ideas. United Kingdom: Cambridge UP.

A Woman Indefinitely Plagued: The Truth Behind The Yellow Wallpaper

A Woman Indefinitely Plagued: The Truth Behind The Yellow Wallpaper In The Yellow Wallpaper, a young woman and her husband rent out a country house so the woman can get over her â€Å"temporary nervous depression.† She ends up staying in a large upstairs room, once used as a â€Å"playroom and gymnasium, [†¦] for the windows are barred for little children, and there are rings and things in the walls.† A â€Å"smoldering unclean yellow† wallpaper, â€Å"strangely faded by the slow-turning sunlight,† lines the walls, and â€Å"the pattern lolls like a broken neck and two bulbous eyes [that] stare at you upside down.† The husband, a doctor, uses S. Weir Michell's â€Å"rest cure† to treat her of her sickness, and he directs her to live isolated in this strange room. The nameless woman tells the reader through diary entries that she feels a connection to the yellow wallpaper and fancies that an imprisoned woman shakes the pattern. The narrator’s insanity is finally apparent when she writes, â€Å"The re are so many of those creeping women, and they creep so fast. I wonder if they all come out of that wall-paper as I did?† When the story first came out in 1892, the critics saw The Yellow Wallpaper as a description of female insanity instead of a story that reveals society’s values. A Boston physician wrote in The Transcript after reading the story that â€Å"such a story ought not to be written [. . .] it was enough to drive anyone mad to read it,† stating that any woman who would go against the grain of society might as well claim insanity. In the time period in which Gilman lived, â€Å"the ideal woman was not only assigned a social role that locked her into her home, but she was also expected to like it, to be cheerful and gay, smiling and good humored.† By expressing her need for independence, Gilman set herself apart from society. Through her creation of The Yellow Wallpaper, Charlotte Perkins Gilman wrote a personal testament of the emotional and psychological anguish of rejection from society as a free-thinking woman in the late nineteenth century. The life of Gilman revolved around troubled and loveless relationships that sparked the gothic tale of her descent into madness. Relating to Gilman’s situation and appreciating The Yellow Wallpaper for how it exemplifies the women’s lives of her time proves difficult today. Before the reform of women’s rights, society summed the roles of the woman in a sim... ...ions far surpassed her time. The honesty of emotion in The Yellow Wallpaper sends a chill through any backbone, whether literal or metaphorical, and reveals how a simple testament can create a revolution of any type. From: . See 1. See 1. Lawell, Jeannine. â€Å"The Yellow Wallpaper: The Rest Cure as a Catalyst to Insanity.† From . See 1. Gilman, Charlotte Perkins. â€Å"Why I Wrote 'The Yellow Wallpaper'?† The Forerunner. To Herland and Beyond: The Life and Work of Charlotte Perkins Gilman. New York: Penguin, 1990. Lane, Ann J. â€Å"The Fictional World of Charlotte Perkins Gilman.† The Charlotte Perkins Gilman Reader. New York: Pantheon Books, 1980. â€Å"The Cult of True Womanhood.† Microsoft Encarta Encyclopedia Deluxe. Microsoft Inc, 2004. â€Å"Charlotte Perkins Gilman.† Microsoft Encarta Encyclopedia Deluxe. Microsoft Inc, 2004. See 7. See 7. Ceplair, Larry. â€Å"The Early Years.† Charlotte Perkins Gilman: A Non-fiction Reader. New York: Columbia, 1991. â€Å"Depression (Psychology).† Microsoft Encarta Encyclopedia Deluxe. Microsoft Inc, 2004. â€Å"Hysteria (Study and Treatment).† Microsoft Encarta Encyclopedia Deluxe. Microsoft Inc, 2004. See 13. See 7. See 7. See 7. See 7. See 7. See 6. See 6. See 6. See 8.

Five Management Functions in the Army

Every successful organization uses the five management functions; but not many can compare with the United States Armed Forces. I am currently serving in the U. S. Army and this organization has effectively applied the five management functions, because its existence depends on those five functions. They Army is constantly engaging in the five management functions; their operations are well led, organized, carefully planned, staffed, and constantly evaluated. I do not believe there is any organization other than the military where you would see these five functions linking so well coordinated.â€Å"Planning is a systematic process in which managers make decisions about future activities and the key goals that the organization will pursue. The necessity of careful environmental scanning has an immediate impact on planning processes† (Reilly, Minnick, and Baack, 2011, sec. 7. 2). Making plans for future activities is one of the Army’s key functions; without planning its s ubordinate commands would deteriorate and lose focus on mission objectives and the quality of work.In the Army, we use the Eight-Step Training Model; for which planning always starts out backwards by starting with the objective and working its way back to day zero. The planning is then broken down into three phases; long term, short-term and near term depending on the size of the organization or unit. I find the planning phase in the Army to be very effective because it is important for employees or soldiers to know what needs to happen in the days ahead. â€Å"The design methodology provides a means of approximating complex problems that allows for meaningful action† (Grigsby, 2011, p.  30).Proper use of planning in the Army keeps the employees motivated and goal oriented. When planning in the Army goes wrong, you have Soldiers sitting around waiting on orders, people go unaccounted for, and will eventually negatively affect the other four management functions. Leadership is one of the key elements of the Army; in fact, it is one of its core values. Without the function of leading, the military would have no effect. The Army depends on leadership to be able to effectively organize, staff, plan, and control in order to have a productive work environment.â€Å"Leading in a business context, consists of all activities undertaken to help people achieve the highest level of performance† (Reilly, Minnick, and Baack, 2011, sec. 7. 2). In the Army everyone is a leader to a certain extend because we all have the same goal. We are taught that â€Å"leadership is having the ability to influence people by providing purpose, direction, and motivation while operating to accomplish the mission and improving the organization†; when asked â€Å"What is leadership? † that will be the answer you will get from every Soldier (Department of the Army, 2006).The Army, like other military services, is unique for leader development for two reasons; one is because the system is made so that you either move up in rank or get out; in other words if you fail to get promoted after a certain amount time then it is time for you to get out. In civilian organizations, employees can attain a certain level and remain that level until retirement. Second reason for its uniqueness in leadership is that they do not hire leaders outside of their organization; instead, senior level positions become filled by the individuals that are able to achieve promotion within the same organization (Fallesen, 2011).â€Å"Organizing is the process of bringing people and resources together to create products and services in an efficient and effective manner† (Reilly, Minnick, and Baack, 2011, sec. 7. 2). In order for the Army to work, it requires a lot of organization; this is because there are so many different components that are required in order to make it operational and self-sufficient. Due to the size of the Army and any other military components; i t is important to departmentalize different parts of it but essentially these parts have to be able to complement each other and work together to achieve mission success.Take a deployment for example; when the Army deploys, it deploys several different units. These units have different tasks that will allow the entire organization to function as a whole; this means that if an infantry unit is due to deploy it will not deploy by itself, several different units will deploy to support the main objective. In other words, one part of the organization is tasked with the mission; the other portions of the organization will provide support such as transportation, resources, administrative support, etc.In order to make this happen, these organizations must train together in order to know how each of their functional bodies fit into each other’s mission. It is almost like pieces to a puzzle watching different parts of the Army work together; even if they have never worked together or t rained together, these organizations are able to fall in sync and make it happen. Using the management function of organization in the Army requires strong leadership and careful planning because if not properly executed the end results could be catastrophic and the loss unmentionable.The Army is a unique organization that values history and tradition, in order to preserve its heritage the Army has many different criteria that individuals must meet or exceed. It is important for military leadership to choose the right individuals to join their ranks because these will be their future leaders; for this reason, staffing is a very important management function. â€Å"Staffing shares the human element with leading. Staffing involves choosing the right people.Leading includes enticing the highest levels of performance from those people† (Reilly, Minnick, and Baack, 2011, sec. 7. 2). Whether it is a time of war or peace, the Army’s recruiting mission is probably one of the h ardest and most demanding jobs. Recruiters are trained to select and train new Soldiers prior to shipping them off to Basic Training. To become a recruiter one must have exceptional leadership capabilities and it means that one must be willing and able to sacrifice a lot of personal and family time.Recruiters are the sales-people of the Army, they must spend time with new recruits, influencing them and teaching them the core values of the organization. It takes a lot of commitment, because new recruits are not obligated to anything until they actually sign their contract the day they ship off Basic Training. At the same time, this gives recruiters the insight they need to determine if an individual belongs in the Army or not. As my previous leaders have often said, â€Å"You chose the Army, it did not choose you†.It takes a certain type of individual to join the service, not everyone is made for the military. Aside from recruiting goals, the Army also has retention goals in o rder to maintain a certain level of strength in the military. Prior deployments to Iraq and Afghanistan, the military’s retention goals and recruitment goals went up in order to satisfy the demand for troops overseas and troops to replace the ones overseas. It shaped and evolved the organization in order to meet these demands; it also required changes in its structure, resources, and planning.Because of the Army’s staffing needs during two simultaneous wars, we saw changes like rescinding the â€Å"Don’t Ask Don’t Tell Policy† and the opening of combat roles for women in the military. â€Å"Controlling has one element in common with staffing. Both are involved in the performance appraisal process for individual employees. Standards link controlling and planning. Further, controlling begins the process of creating the next set of plans† (Reilly, Minnick, and Baack, 2011, sec. 7. 2).The Army takes feedback seriously, for this reason they have implemented many different ways to gather information that will allow the organization to improve in every aspect. The Army does well at rewarding good performance and by doing so it gives Soldiers the inspiration they need to attain such rewards. Performance is evaluated in a matter that it provides its employees the feedback they need to improve in the areas identified and a way to help the Army identify anyone that does not need to be promoted to a leadership position.Another way the Army applies the control function is by using After Action Reviews, in which it collects information following every training exercise in order to make improvements and identify areas to sustain. After action reviews all allow Soldiers to identify areas that their leaders need to improve on, such as conduct or performance during the training exercises; in the civilian world it is usually referred as constructive criticism (Rakow, 2005). By using these evaluative tools, the Army is able to create flex ible leaders that are able to adapt and perform under any given circumstance.The five management functions are very effective and very necessary in the military. The Army and any other military branch are prime examples of how these functions are linked to one another and perfectly explain why one function cannot exist without the others. The success of the Army revolves around their effectiveness in applying these functions into their everyday operations; it allows them to operate smoothly, allocate the proper resources, groom its employees in to leaders, identify areas of improvement, and carefully plan and organize future training events and contingencies.

Last Day at School Essay

As we come to the end of 2012-13, the words that come to mind are â€Å"thank you. † This has been an amazing year !! As we reflect on the 2013-2014 school year, please join me in acknowledging and celebrating the many wonderful learning experiences and educational opportunities that have taken place for our students at school, in numerous classrooms and in very creative and innovative ways. Together we have planned and executed best teaching practices and held students to high standards and expectations. The school’s unique character, excellence in teaching, and the tremendous dedication and talent of all staff members continues to make it a wonderful and special learning environment. It is my deep belief that the hallmark of a great school is to continuously work to improve learning for each and every child. As the leader of the school, I see this is as my most important responsibility and I take it very seriously. Therefore, creating strong and effective teacher teams at each grade level each year is a top priority for me as I work to ensure positive and effective teacher collaboration on behalf of children’s learning. As principal, I am solely responsible for the supervision and evaluation of every staff member at School. In doing this, I visited every classroom several times throughout the year for extended periods of time as well as made numerous informal visits. These observational visits have given me a unique perspective on the teaching life of the school. I have been able to see firsthand how and what kind of learning is taking place in every classroom. In addition, I have also gained knowledge and perspective in working with faculty members both in groups or individually, throughout the year. This year can be summarized in a few words: In the face of significant challenges, we made significant progress. I thank you for your continued commitment and all that you did to deliver on our purpose – to help students and parents seize opportunities at every stage. I wish Mr Shawn and Ms Charo a wonderful future in terms of their careers and personal lives. Please enjoy some well deserved rest with family and friends during this holiday season, and let’s get right back to school on 13th July 2013 at 8. 00 am.

History and Facts About Alcatraz Prison

History and Facts About Alcatraz Prison Once considered the prison of American prisons, the island of Alcatraz in San Francisco Bay has been an asset to the U.S. Army, the federal prison system, jailhouse folklore, and the historical evolution of the West Coast. Despite its reputation as a cold and unforgiving penitentiary, Alcatraz is now one of the most prominent tourist magnets in San Francisco. In 1775, Spanish explorer Juan Manuel de Ayala chartered what is now San Francisco Bay. He called the 22-acre rocky island La Isla de los Alcatraces, meaning Island of the Pelicans. With no vegetation or habitation, Alcatraz was little more than a desolate islet occupied by the occasional swarm of birds. Under the English-speaking influence, the name Alcatraces became Alcatraz. Fort Alcatraz Alcatraz was reserved for military use under President Millard Fillmore in 1850. Meanwhile, the discovery of gold in the Sierra Nevada Mountains brought growth and prosperity to San Francisco. The lure of the Gold Rush demanded the protection of California as gold seekers flooded the San Francisco Bay. In response, the U.S. Army built a fortress on the rocky face of Alcatraz. They made plans to install more than 100 cannons, making Alcatraz the most heavily armed entity on the West Coast. The first functional lighthouse on the West Coast was built on Alcatraz Island as well. Once fully equipped with weaponry in 1859, the island was deemed Fort Alcatraz. Having never fired its own weapons in combat, Fort Alcatraz quickly evolved from an island of defense to an island of detention. In the early 1860s, civilians arrested for treason during the Civil War were housed on the island. With the influx of prisoners, additional living quarters were built to house 500 men. Alcatraz as a jail would continue for 100 years. Throughout history, the average population of the island hovered between 200 and 300 people, never at maximum capacity. The Rock After the devastating San Francisco earthquake of 1906, inmates from nearby prisons were transferred to the infallible Alcatraz. Over the next five years, prisoners built a new jail, designated Pacific Branch, U.S. Military Prison, Alcatraz Island. Popularly known as The Rock, Alcatraz served as an army disciplinary barracks until 1933. Prisoners were educated and received military and vocational training here. Alcatraz of the early 20th century was a minimum-security prison. Prisoners spent their days working and learning. Some were even employed as babysitters for the families of prison officers. They eventually built a baseball field and inmates fashioned their own baseball uniforms. Boxing matches among inmates known as â€Å"Alcatraz Fights† were hosted on Friday nights. Prison life played a role in the changing landscape of the island. The military transported soil to Alcatraz from nearby Angel Island, and many prisoners were trained as gardeners. They planted roses, bluegrass, poppies, and lilies. Under the order of the U.S. Army, Alcatraz was a fairly mild institution and its accommodations were favorable. The geographic location of Alcatraz was the undoing of U.S. Army occupation. Importing food and supplies to the island was much too expensive. The Great Depression of the 1930s forced the army off the island, and the prisoners were transferred to institutes in Kansas and New Jersey. Uncle Sam’s Devil’s Island Alcatraz was obtained by the Federal Bureau of Prisons in 1934. The former military detention center became America’s first maximum-security civilian penitentiary. This â€Å"prison system’s prison† was specifically designed to house the most horrendous prisoners, the troublemakers that other federal prisons could not successfully detain. Its isolated location made it ideal for the exile of hardened criminals, and a strict daily routine taught inmates to follow prison rule and regulation. The Great Depression witnessed some of the most heinous criminal activity in modern American history, and Alcatraz’s severity was well suited to its time. Alcatraz was home to notorious criminals including Al â€Å"Scarface† Capone, who was convicted of tax evasion and spent five years on the island. Alvin â€Å"Creepy† Karpis, the FBI’s first â€Å"Public Enemy,† was a 28-year resident of Alcatraz. The most famous prisoner was Alaskan murderer Robert â€Å"Birdman† Stroud, who spent 17 years on Alcatraz. Over its 29 years of operation, the federal prison housed more than 1,500 convicts. Daily life in the Alcatraz Federal Penitentiary was harsh. Prisoners were given four rights. They included medical attention, shelter, food, and clothing. Recreational activities and family visits had to be earned through hard work. Punishments for bad behavior included hard labor, wearing a 12-pound ball and chain, and lock-downs where prisoners were kept in solitary confinement, restricted to bread and water. There was a total of 14 escape attempts by over 30 prisoners. Most were caught, several were shot, and a few were swallowed by the chilling swells of the San Francisco Bay. Why Did Alcatraz Close? The prison on Alcatraz Island was expensive to operate, as all supplies had to be brought in by boat. The island had no source of fresh water, and almost one million gallons were shipped in each week. Building a high-security prison elsewhere was more affordable for the Federal Government, and as of 1963 â€Å"Uncle Sam’s Devil’s Island† was no more. Today, the equivalent of the infamous federal prison on Alcatraz Island is a maximum-security institution in Florence, Colorado. It is nicknamed â€Å"Alcatraz of the Rockies†. Tourism Alcatraz Island became a national park in 1972 and is considered part of the Golden Gate National Recreation Area. Open to the public in 1973, Alcatraz sees more than one million visitors from across the globe each year. Alcatraz is best known as a maximum-security prison. Media attention and fantastic stories have exaggerated this image. The San Francisco Bay islet has been much more than this. Alcatraz as a mass of rock named for its birds, an American fort during the Gold Rush, an army barracks, and tourist attraction may be less enticing but allude to a more dynamic existence. It is one to be embraced by San Francisco and California as a whole.

Guide to Present Tenses for ESL

Guide to Present Tenses for ESL The Basics: Present Tenses: There are two present tenses: The present simple and the present continuous. The two tenses are quite different. Generally, the present simple is used to refer to everyday habits that you have. Use the present simple to talk about activities or routines which take place on a regular basis. Tom takes the A train to work every day.Peter usually gets home at seven in the evening. The present continuous is usually used to refer to events happening at the present moment in time. Theyre doing their homework at the moment.Marys playing tennis with Tom at the club right now. Present Simple Structure: Positive Subject Verb Objects I, You, We, They - eat lunch at noon. Subject Verb s Objects He, She, It - works well in any situation. Negative S do not (dont) Verb Objects I, You, We, They - dont enjoy opera. S does not (doesnt) Verb Objects He, She, It - doesnt belong to the club. Questions (Why, What, etc.) do S Verb Objects? Do - I, you, we, they - work in this town? (Why, What, etc.) does S Verb Objects? Does - he, she, it - live in this city? Present Continuous Structure: Positive Subject conjugate the helping verb be verb -ing. Im, Youre, Hes, Shes, Were, Youre, Theyre - working today. Negative Subject conjugate the helping verb be not verb -ing. Im not, You arent, He isnt, She isnt, We arent, You arent, They arent - coming this evening. Questions Question word conjugate the helping verb be subject verb -ing What - are you, they - doing this afternoon?What - is he, she - doing this afternoon? Study Present Tenses in Depth: Here are detailed guides to the present simple and the present continuous tenses. Each guide provides situations, common time expressions used with the tense, as well as examples. These guides were prepared especially for beginners and include dialogues and a short quiz. Present Simple for Beginners Its also important to know how to use adverbs of frequency with the present simple. Adverbs of frequency such as usually, often, etc. are used to tell how often you do something. I often go out on Saturday nights.They usually take the bus to work. Test Your Knowledge of Present Tenses: Once youve studied the rules - or if you already know the rules - test your knowledge: Adverbs of Frequency Quiz Teach a Lesson about the Present Tenses: There are five absolute beginner lessons related to the present simple on the site: Lesson for the present simple positive formLesson for the present simple negative formLesson on present simple question formLesson on using adverbs of frequency with the present simpleLesson on talking about daily habits with the present simple These lessons are great for helping students learn by rote, rather than through grammar exercises and serve as a good introduction to the tenses for false beginners. For the present continuous, here is a descriptive activity helping learners use the present continuous. Activities Concerning Present Tenses: Here are some fun classroom games that you can use in class, or on your own which will help you with giving instructions. Simon SaysColored Lego Blocks Finally, this grammar chant will help you practice the present simple - especially the third person singular (he, she, it)

Journals Essay Example | Topics and Well Written Essays - 1250 words - 2

Journals - Essay Example during the World economic Outlook (WEO), the IMF, however, noted that the growth would be quite sluggish and it would not be able do much to prevent further unemployment across the globe. It also added a word of caution about credit crunches and lesser demands during the recovery period. A much better growth is forecast primarily for 2010 with an expansion of about 3.1%. The IMF forecast for Britain is a weaker growth in the remaining of 2009 and a 0.9% rate for 2010, three times more than the previously expected rate of 0.2%. Europe, North America and Japan are expected to show a moderate growth of 1.3% next year, while the largest growth rate has been predicted for China and India at 9% and 6.4% respectively. Thus Asia is been predicted to lead the economical growth from the front during 2010. However, unemployment is expected to remain on a high in most developing countries even next year especially in the US, Germany, France and Italy. The WEO has attributed this resurgence to strong public policies that have been initiated by many world economies together with the large cuts in interest rates by Central Banks. The IMF also warned against complacency as it would not do any good to improve the situation further. The current recovery has been attributed mainly to increased public spending and inventory adjustments and the IMF adds that a sustained recovery will require careful balancing of private and public demands and also between countries with large current accounts and those showing current account deficits. The article stresses that there will be a sure recovery and there will not any global economic meltdown as previously forecasted and adds that this road to recovery will have its own share of hurdles and only a proper balancing act between surplus and deficit economic countries will help to achieve complete recovery. There is also no forecast of an immediate improvement in unemployment rates due to the sluggish growth to recovery. A complacent