Hira

Title: Music Assignment Name: Shaila Sharmin ID: 1221771 Course ID: MUS 101 Course Instractor: Nazir Ahmed Section: 01 Date: 14. 03. 2013 Music is very important part for a human being. It refresh humans mind. After hard working all day people want to be relax. For such kind of relaxation music is the best way. Now I want to tell you about music and why it is important to study music; such as how music establish, where from it, why music becomes very popular to people over the world and what types of instruments are need to play a beautiful music and also the types of music.Music is found in every known culture, past and present. Varing widely between times and places since all people of the world, including the most isolated tribal groups have a form of music. Dictionaries and encyclopedias define music as â€Å"an artistic form of auditory communication incorporating instrumental or vocal tones in a structured and continuous manner. † It is also defined as â€Å"any pleasin g and harmonious sound† and â€Å"the sounds produced by singers or musical instruments. † Early Music: The history of music is very interesting. At first Bengali language is come from kolmunda & showtal.Bangle means Shanskrit or Indo European language. Bengali music was found in early period of time 9 to 18th century A. D. Then it spread out over the world. Language——–Charya Geeti—Composer -Musical tone—Geeta Govinda—Expression & its Aesthetics -Expression —-Perception -Religion Charya song is the earliest song in Bengle. Shidha Charya was the first Bangla music composed by a Buddist. Joy dev was the founder of Geeta Govinda. Geeta Govinda is the dhrupod type melody. It has different types of expressions. Such as rag-ragini. Joydev divided 24 songs in 12 kantos.After Geeta Govinda Bodu Chandidas was founded by Sree krisno kirton. Pandit Hara Prasad sastre invented more than 49 to 50 composer,they called liquipa. These co mposer was related to Dhanjog, Karmajog & ganjog. Medieval Music Time line: In the middle age people believe in religious among the Bengali people, Hindu religious and Buddist religious. Southern and Northern musical instruments were found in the middle age. Music during the middle ages is characterized by the beginning of musical notation as well as polyphony. During this time ,there were two general types of music styles, the monophonic and the polyphonic.During this period, there were several composers and musicians who largly contributed to how music evolved. 20th century Music: Music during the 20th century bought about many innovations on how music was performed and appreciated. Artists were more willingly to experiment on new music forms and used technology to enhance their compositions. Types of Music: Music is an art form that uses sound as medium in time and space. The basic elements of music, rhythm, dynamics and sound properties are color and intensity. Music through his tory had tried to define a number of theorists, philosophers, composers and musicians themselves.The very word music derives from the Greek word mousike, which is derived from the word mouse, and   people around the world know that as a Latin form of the word music. Music and sound can make human voice or instrument which can cause emotional experience. Music reaches far into the past and during this time they develop different styles and genres of music, which is still listening. All styles and genres of music, one thing is common, and that is to make people happy. Today, music has increasingly spreading and people can’t live without music. On this website you can find out what music actually is, its history and its styles and genres.There a lot of different types of music from all over the world. The best-known types of music are: 1. Bengali music 2. Classical music 3. Folk music 4. Indian music a) Southern system & b) Northern system 5. Rock music 6. Western music 7. Lat in music 8. Country music 9. Jazz music 10. Pop music 11. Metal music 12. Electronic music 13. R & B music and so on. Instruments of Music: A  musical instrument  is a device created or adapted to musical sounds. In principle, any object that produces  sound  can be a musical instrument, it is through purpose that the object becomes a musical instrument.The history of musical instruments dates back to the beginnings of human culture. The purpose of early musical instruments was ritual. Cultures later developed the processes of composing and performing  melodies  for entertainment. Musical instruments evolved in step with changing applications. The date and origin of the first device considered a musical instrument is disputed. However, most historians believe that determining a specific time of musical instrument invention is impossible due to the subjectivity of the definition and the relative instability of materials that were used in their construction.Many early musi cal instruments were made from animal skins, bone, wood, and other non-durable materials. Musical instruments developed independently in many populated regions of the world The classification of musical instruments is a discipline in its own right, and many systems of classification have been used over the years. One may classify musical instruments by their effective range or their material composition; There are different types of instruments used in music. These are: 1. Flute 2. Keyboard 3. Tabla 4. Harmony 5. Piano 6. Guitar 7. Setara 8.Bina 9. Tuba 10. Trumpet and so on. Prestigious person in music life: In the early music some person put a significance on music . Rabindranath Tagore was such kind of person. He (1861-1941) was the youngest son of Debendranath Tagore, a leader of the Brahmo Samaj, which was a new religious sect in nineteenth-century Bengal and which attempted a revival of the ultimate monistic basis of Hinduism as laid down in the Upanishads.. He was educated at home; and although at seventeen he was sent to England for formal schooling, he did not finish his studies there.He converted his Bengali poet into English. Though he was not so good in English language but he did it for his own satisfaction. About the weakness of his English he told his sister-in-law that he had no knowledge about English. In his mature years, in addition to his many-sided literary activities, he managed the family estates, a project which brought him into close touch with common humanity and increased his interest in social reforms. He also started an experimental school at Shantiniketan where he tried his Upanishadic ideals of education.From time to time he participated in the Indian nationalist movement, though in his own non-sentimental and visionary way; and Gandhi, the political father of modern India, was his devoted friend. Tagore was knighted by the ruling British Government in 1915, but within a few years he resigned the honour as a protest against Briti sh policies in India. Tagore had early success as a writer in his native Bengal. With his translations of some of his poems he became rapidly known in the West.In fact his fame attained a luminous height, taking him across continents on lecture tours and tours of friendship. For the world he became the voice of India's spiritual heritage; and for India, especially for Bengal, he became a great living institution. Although Tagore wrote successfully in all literary genres, he was first of all a poet. Among his fifty and odd volumes of poetry are  Manasi  (1890) [The Ideal One],  Sonar Tari  (1894) (The Golden Boat),  Gitanjali  (1910) (Song Offerings),  Gitimalya  (1914) [Wreath of Songs], and Balaka  (1916) (The Flight of Cranes).The English renderings of his poetry, which include  The Gardener  (1913),  Fruit-Gathering  (1916), and  The Fugitive  (1921), do not generally correspond to particular volumes in the original Bengali; and in spite of its title ,  Gitanjali: Song Offerings(1912), the most acclaimed of them, contains poems from other works besides its namesake. He won the Nobel prize on his creativity (Gitanjali) at 1913. His life style was so simple. He wrote different types of poets, so many songs, drama etc. The Bengali nation is proud for him for such creativity.The importance of music: Music participation provides a unique opportunity for literacy preparation. Whether the children are singing, playing, or listening, teachers direct them to listen and hear in new ways which exercises their aural discrimination. Playing instruments and adding movement to the lessons teaches children about sequential learning which is essential in reading comprehension. Music is academic. For some people, this is the primary reason for providing music lessons to their children. A recent study from the University of California found that music trains the brain for higher forms of thinking.Second graders who were given music lessons score d 27% higher on proportional math and fractions tests than children who received no special instruction. Research indicates that musical training permanently wires a young mind for enhanced performance. Music is physical. Music can be described as a sport. Learning to sing and keep rhythm develops coordination. The air and wind power necessary to blow a flute, trumpet or saxophone promotes a healthy body. Music is emotional. Music is an art form. We are emotional beings and every child requires an artistic outlet. Music may be your child’s vehicle of expression. Music is for life.Most people can’t play soccer, or football at 70 or 80 years of age but they can sing. And they can play piano or some other instrument. Music is a gift you can give your child that will last their entire lives. Every person should take the course of music appreciation. Because it helps people to gain their knowledge and also people can relax from mental or other types of distress   Recent r esearch has found that music uses both sides of the brain, a fact that makes it valuable in all areas of development. Music affects the growth of a child’s brain academically, emotionally, physically and spiritually.. So people have to know about music.

Harley Davidson Five Forces Analysis Essay

In our present competitive world in the business where customer preferences are continuously changing, prices of raw materials and cost of labour are increasing and global economy is becoming unstable, it is always been a difficult task for companies to stay and perform business. And these barriers have been a familiar scene in the global business. That is why for most companies in order to overcome such of these difficult challenges, innovativeness and the desire to be very critical and most anticipative of the changes in the industry and the whole global economy is highly necessary. Just like for Harley Davidson as the main focus of this study, even though the company currently established itself for being the highly rated motorcycle brand in the world, it is still not enough for the company to be relaxed and feel that they can be profitable and enticing to the market as years goes on. That is why in this paper it will directly focus on how do Harley Davidson’s competitors are doing at the present, what are some of the strategies that they do to compete. With this information about the competitors, how does this information be used by the company in terms of opportunities for them to use it as a strategy against them? Also, making use of this information to handle future threats as well, this is in order for them to anticipate and provide some immediate actions. In the second part of this paper, it will focus on how the company can apply Porter’s five forces tool in order to continually achieve competitive advantage over its competitors. Also at the second part of this study it will discuss on how motorcycle companies like Harley Davidson, can still earn above average return even though the company falls at the high-end market with more on the luxurious and recreation side and not as necessity for customers. Also, with that, what are the actors or contributors that will lead to that conclusion or will help attain that goal? Study of Harley Davidson’s Major Competitors As the pioneer and one of the oldest known brands in the motorcycle industry in the world, Harley Owners Group has been in the industry since 1983 and due to its growing influence worldwide, it already has over 1,000 chapters and over a million members worldwide. But, not all of its members own a bike; it is only the prestige and respect about the Harley machines that made them decide to be a member. As one of the strength of the company, it has been continually establish its brand as the number one brand in the world, with over 5 billion USD annual revenue annually. In terms of its competitors, the company’s main competitors, most specially in terms of design are the following: BMW, Victory, Honda, Suzuki and Yamaha, but among these lists, Honda has become the closest and toughest competitor of Harley Davidson’s motorcycles. (Harley Davidson Motorcycle, n. d. ). With the company’s main focus on design, quality and most specially durability, it continuously has been in the forefront of the high-end and luxurious motorcycle business in the world. That is also why 80% of the total revenue of the company comes from motorcycle sales. With regards to the company’s competitor, even though the company clearly dominates the American market as its origin, which has registered in the 2006 market share, the company has eaten up half of the market or 50% while far second and third are Honda and Suzuki with 15. 1% and 12. 9% respectively. But the question now is not just the American market but instead what this paper is focusing is what the competitors are doing in the global scene. Which is actually smaller, like for Canadian market, it drops to 38. 4% still relatively high, but what is more alarming and needs to be focus on by the company is on the European market which is only 10. 2%, but still the company has a noticeably high market share globally as it generates at an average of 33%. And this is more alarming because it will also follows that the company’s net revenue growth also shows very small in other major regions in the world. With this event, it is necessary for the company that it needs to strengthen its presence in these main regional markets, because in the long run, it will be a problem that the company needs to focus on. The two main reasons why these competitors starting to entice substantial number of customers are: (1) they have greater financial resources, like Honda and Suzuki, with their global presence, they have enough financial support in every region that they operate. Meaning to say these companies knows that they know how to make use of their money in enticing potential customers and retaining current customers as well and they can even compete with price and that will soon be a serious problem with Harley Davidson, since the competition is on how to innovate with technologically funded studies that will still provide quality as well as make the product still not that so expensive. Lastly, (2) these companies, like Honda and Suzuki are obviously more diverse than Harley Davidson; they sell a lot of products with a lot of brands and choices that customers can choose, from cars, to simple scooters up to high-end luxurious brands of motorbikes and not only that with wide variety of choices to choose from. This is another serious problem by the company in the long run, since these competitors knows how they can be well-trusted by the customers and if you made such products with quality in all of it, it will be a positive sign for these companies and that will create problem for the company. With these two main reasons, Harley Davidson needs to formulate a strategy that will address these problems in order not to further add problem in the future and also not to wait until the company’s edge in the global market be removed or at least be reduced. Also, based on this study, the company must also look forward in addressing these issues while they are still room to operate due to its continuing edge in the global market. (Harley Davidson (HOG), n. d. ). In the second part of this paper, the main focus is on how the company can effectively apply Porter’s fiver forces model in attaining competitive advantage. The five forces of Porter’s method that are popularly applied by companies are: (1) Potential entrants, (2) Buyers, (3) Substitutes, (4) Suppliers, and (5) Industry competitors. In each of these five forces, there is an important factor that contributes to the success or failure of each forces and this will be discussed separately as to how the company can effectively apply it. In the entry barrier, where it mainly focus on the potential entry of new products or brands, the company must continue to be very pro-active in this part as the competitors are becoming very aggressive in this area. What Harley Davidson should do is to increase the customer awareness of their motorcycle brand in some of the regions that they are starting to have a very low market share like in the European and Asian market. Studying cost advantage and relatively access to distribution are two of the most important focus that the company should do. Also, can be added to that is to have an in-dept study on the Government policies which might be the effect of low market share, because the territories that the company operates must also need to be well represented and not just putting up a business. In the rivalry determinants, which mainly focus on both the industry competitors and new entrant forces, the company should be mainly focus as usual on how they can have advantage over its competitors by not only anticipating future challenges and innovation that their competitors may bring but also be able to establish a well defined marketing and research and development study that will help the company confident enough in dealing with the market.  particularly, the factors that it needs to focus are: industry growth, always look on the potentials in the business and be first in formulating it to the market, product differences, at this point, which is already been the strength of the company, but still needs to do more and that is innovativeness where it also been the main focus of its competitors. The company must look on how they can provide its clients new and very attractive designs, but it should also have to look on the cost side as well. And lastly, is switching costs, for any company there should also be some intelligent cost study on how the company can still be appreciated by the customers and these can either come from service and parts and of course these should be well accompanied with excellent service and availability of parts which is also a big factor during actual competition. In the side of threat, what the company should look closely on how the innovative trend and pricing strategy trend that competitors is doing. Most of the time these is what is being target to Harley Davidson, since it has been recognized as a very expensive brand and at the same time more on respecting traditional design, competitors compete through these factors. So, what the company needs is that they have to anticipate these by introducing new and innovative styles and at the same time study some possibilities of offering some not so high cost brands which may also give additional leverage for the company. Another important study and important advantage of Porter’s Five Forces is supplier power, in this side it is also important for the company not only to look for the most efficient supplier but also study closely in terms of cost. Harley Davidson must be careful in forming up agreement with suppliers. Like they can have global partnership with some suppliers, most specially if some of these suppliers are proven that they serve the company well. This reduces the cost by having different suppliers in the different regions. That is why there are two ways that the company may apply: (1) the company must carefully look into suppliers that are effectively performing for the company, if there is, Harley Davidson must look into how they can formulate a global partnership in order to lessen the cost. And lastly (2) the company must also re-visit some suppliers that are not performing well and be able to replace it or make some better arrangement on how the company as well as the partner can have a more favourable output. Lastly, in terms of buyer concern, where two of the important force involved, buyers and competitors. At this point these are the greatest challenges that the company must look at since the competitors are very aggressive in this area, most specially in the price sensitivity and not much on the bargaining leverage. Price is always a problem with the company, since it continuously in the high-end brands. What the company should do is on how they can study on introducing brands that may target other markets which will still not compromise quality and cost. In the bargaining leverage, the company must look on how they can provide some better offers for some big markets, like in terms of wholesalers. Lastly, with regards to the question how can motorcycle companies like Harley Davidson, where its business falls more on luxurious and recreation brand of products which also targets high-end markets, which the question is on how they can continue to earn above average returns. It is obvious that for company like Harley Davidson, they have to focus more on how to deal with innovations is one aspect that they need to do. By strengthening its research and development and the usual attention to customer needs and preference is the key to continually achieve above average returns. Most specially the latter where still it is considered as the most important factor in the business. The main actors or contributors that needs to work on this one in order for it to materialize are the following: (1) Company’s human resources, which means that it should continually strengthen the technical expertise of the company, and lastly, (2) is to build partnership with some of the global and most recognized industries or companies which is what is lacking with Harley Davidson. People expertise and partnership through reliable and very influential companies are very important to the success of company’s these days. That is why with the help of the management team and its top executives, they need to recognized it as the main key to continually have a better return in the business. Conclusion In this study, it shows that for any company to survive in this very competitive world of business, company’s needs to be sensitive enough in understanding the competition and on how they can overcome it. In this paper it shows that even company like Harley Davidson, who still has substantial edge in the market, it still needs to be aggressive and continue to study on how they can attain competitive advantage. Like what resulted in this study that even though the company seems to have control in the American market, competitors are however starting to focus on targeting on market outside the American region, which shows that the company starting to slow down and competitors like Honda and Suzuki are rising up. This also resulted that due to financial capabilities and diverse status of these competitors which starting to give problem to Harley Davidson. That is why the company must look on these growing advantages and be able to formulate a strategy that can offset it. In the second part of this paper, it also shows that in order for the company to be aggressive and effectively achieve competitiveness, Porter’s five forces has been presented and for each forces, there are important discussions on how the company can apply it effectively and efficiently.

Motivation Towards Becoming a Physician Assistant Personal Statement

Motivation Towards Becoming a Physician Assistant - Personal Statement Example On other occasions, I attend a postpartum mother in disseminated intravascular coagulation, a heart surgery that has gone bad, or a severe gastrointestinal bleeder. I handled different cases like these every day and it has not only taught me how to manage a situation in a stressful environment but also the importance of working together in a medical team. However, as soon as the physician ceases issuing orders, the interaction I had with a patient stops. Every patient then becomes just another sample and a name. Despite the satisfaction I derive from being a part of a recovery team, my role leaves me with questions about the patient's conditions and recovery, to which I receive no answers. This imbibed a feeling within me that I should do something more than just the mechanical duties. I wanted also to experience the humanitarian part of actually caring for a patient. Even though labs play a crucial role in diagnosis, I still feel that I am not contributing much towards the caring aspect in the performance of my duties as a health worker. Therefore, I started volunteering in the emergency and neonate intensive care unit where I worked.

Managing finance Essay Example | Topics and Well Written Essays - 2000 words

Managing finance - Essay Example As can be seen from the above table, Option 1 has a positive Net present Value at a discount rate of 10%, and negative NPVs at 20 and 25%. Option 2 has negative NPVs for all discount rates considered. Option 3 has positive NPVs for all the discount rates considered. The Internal Rate of return (IRR) is the rate at which the NPV is equal to 0.This rate can be determined by interpolating between two rates, one of which has a positive NPV and the other a negative NPV. Note: The NPV for all discount rates applied in the case of option 2 are negative. Hence the NPV corresponding to the lowest rate (10%) is used along with the undiscounted (i.e. 0% discount rate) cash flows to interpolate and arrive at the IRR. Various financial metrics are used to evaluate the feasibility of a project. Some of the popular metrics in use include the Payback Period, the Net Present Value (NPV) and the Internal Rate of Return (IRR). Payback period is one of the simplest methods for assessing the feasibility of a project and can be calculated quickly. The Payback period is the number of years it takes to recover the investment made in a project, and is calculated by interpolating between the two consecutive years when the cumulative cash flows from the project are respectively below and above the investment made. Suppose an investment of 100,000 results in cash flows of 20,000, 30,000, 40,000 and 50,000 in four years. The cumulative cash flows are 20,000, 50,000, 90,000 and 140,000. It is clear that the investment of 100,000 is recovered in the fourth year. The actual figure of payback period is calculated by interpolation between the last two figures. The disadvantage of the payback period is that it fails to take in account the time value of money. Time value of money arises from the fact that cash received at an earlier point in time is more valuable than the same amount of cash received at a later point in time. If one were to invest

People and Church of Nicaragua Case Study Example | Topics and Well Written Essays - 250 words

People and Church of Nicaragua - Case Study Example People and Church of Nicaragua had huge expectations from Pope Paul II’s visit to the state in 1983. When the people led regime became autocratic and denied the common man its right to survive and prosper, the Marxist revolutionaries started fighting for the welfare of the people. The Church of the ‘poor’ also aligned with the Marxist revolutionaries and proactively supported their cause (Gutià ©rrez, 1973; Belli, 1988). The Pope’s visit was therefore highly significant for the Nicaragua Church as well as for the people because they saw it as intangible support and a means to convince the government for social reforms that would benefit the common man (Foroohar, 1989; Williams, 1985). But unfortunately, Pope’s visit was a huge let down for Nicaragua’s people and the Church. The major objective of the visit of Pope John Paul II was to proclaim that Catholic Church did not support communists. The huge congregation assembled at the Plaza was hop eful that Pope would lend support to the people’s revolution and decry the mass carnage by government led death squad. But Pope’s silence on the issue was a big disillusion for the priests and public but later wrote a letter ‘denouncing Popular Church’(Dew, 1983:632). He neither condoled the deaths of priests, nuns and innocent people nor made any effort to talk with Nicarguan priests so that could put their case personally. Despite people’s incessant chant, ‘Holy Father, we beg you for a prayer for our loved ones who have been murdered’, Pope was unmoved (Boyt, 1983). Pope’s agenda to his Nicaragua visit was politically inclined and defied wider human welfare. The priests’ fears came true and they along with people of Nicaragua became the innocent victims of oppressive regime that got the approval from the highest authority of Catholic Church, when Pope remained silent on the issue in his visit.

Networking assignnment Essay Example | Topics and Well Written Essays - 500 words

Networking assignnment - Essay Example The CEO sets the budget for the company and allocates the funds. Such responsibility requires analytical and business skills related to marketing and business management (Trammell par. 2). Enough business experience is important because it helps the CEO analyze both the business environment and another market aspect for the company. The CEO needs experience to understand the market and investment characteristics. Investment experience and knowledge are crucial especially when making decisions on investment opportunities for the company. Management experience is also critical. Experience on managing a company is important because the CEO has responsibility not only for the success of the company in the market but also in handling personnel. As noted earlier in this paper, the CEO is responsible for the companys major functional components. Educational experience in marketing and global business will help the CEO understand market trends on a global perspective that are central to the success of the company. Though the CEO often delegates departmental duties to various senior managers, he/ she requires educational background on communication, management and human resource. Knowledge on communication will help strengthen the relationship between the CEO and other personnel in the company. However, the most vital educational experience is the management because the overall duty of the CEO is to manage every component of the company. My desire to go for this type of job is driven by the fact that I have certain characteristics that qualify me for this career. For a start, I can start by managing a small company because I have prior business experience working for such a company. My business experience stems from the fact that I did an internship and attachment for a couple of months at a business company. I learned a lot regarding management of the company plus its personnel. My strong interest in the business area is the motivation to follow the path

The causes that lead to the crisis and discuss how it has affected the Essay

The causes that lead to the crisis and discuss how it has affected the New Zealand financial system and economy - Essay Example However, even wealthiest governments were forced to declare diverse rescue packages in order to bail out and thereby ensure the safety of their financial systems. The decade witnessed a series of collapses in the American banking sector, which were directly attributed to the crisis. The most challenging issue associated with the global crisis was that the institutions responsible for the financial difficulties were the ones being largely bailed out. This paper intends to explore the major causes that led to the crisis and how it affected New Zealand’s financial system and economy. Facts of the financial crisis Davies (2009) says that the financial crisis widely struck the global financial markets and its first impacts were seen in the United States’ sub-prime mortgage market. As a result of this crisis, the prices of bonds and other financial assets were considerably declined by which the generated losses largely hit the financial system. In the view of Davies (2009), i n this period, number of financial institution underwent bankruptcy mainly due to the collapse in credit; this situation adversely affected the economic confidence of business houses/entrepreneurs and thereby the overall economic growth of nations. A gigantic expansion in credit and asset prices just prior to the collapse increased its severity. This adverse credit as well as asset price expansion was more visible in the housing markets of US. Davies (2009) points that the situation of immense global imbalances between corporate giants created huge reserve accumulations. The aftereffects of these accumulations led to the fall of real and nominal interest rates. Naturally, this economic condition produced an environment that offered excess liquidity and very easy credit; hence, borrowers began to take advantages of this favorable situation. Subsequently, companies also increased their leverage with intent to exploit the situation. In the view of Davies (2009), households got the oppo rtunity to borrow more and more under this economic situation; and consequently, the ‘household debt rose to unprecedented levels in relation to GDP’. The banks and other financial institution were willing to approve this increased demand for credit and allowed credit even to vulnerable and very risky borrowers. Obviously, this massive and thoughtless credit creation hurt the financial stability of the credit sector. Causes of the global financial crisis Prior to the emergence of global financial crisis, it seemed that America had struggled with productivity and competitiveness in the Asian markets. The speculative economy has also notably contributed to this financial turbulence since the relationship of the international money supply did not commensurate with the actual production of goods. We know that energy consumption significantly increased by the beginning of 21st century. Since the existed reserve levels could not meet the increasing energy requirements, it cau sed energy crisis. Scholars opine that this energy crisis has also played a vital role intensifying the crisis. Davies (2009) argues that the irresponsible and passive trade room practices have also contributed to the crisis. Many of the economists are of the opinion that severe feeding problems or food crisis are also factors that fueled the global financial crisis. However, the major cause of the 2007 global economic crisis can be directly

Homosexual marriage Essay Example | Topics and Well Written Essays - 250 words

Homosexual marriage - Essay Example Same-sex marriage first became a reality in America in the year 2004, when the Supreme Court in Massachusetts actually ruled that it was necessary under the equal protections clause of the states Constitution. Connecticut in reality began permitting same-sex marriages in the fall of 2009. In April 2009, Iowas Supreme Court ruled in favor of permitting same-sex couples to marry, also giving advocates an important first victory in the nations heartland and thwarting the notion that only the Northeast will permit it. 7 April 2009 the Vermont Legislature made the difference. â€Å"Jim Douglass veto of a bill permitting gay couples to marry, mustering precisely enough votes to conserve the measure. This step made Vermont the first state to actually permit same-sex marriage through legislative action instead of the ruling of court.† (Boswell, John) Two more states--New Hampshire and New Jersey--recognize civil unions for same-sex couples; an intermediate step that supporters say has made same-sex marriage seem less scary. New England remains pivotal in same-sex marriage movement, with a campaign under way that will extend marriage rights to gay men and lesbians in all six of the regions states by 2012. The meaning of marriage gets completely redefined when two men marry each other and the same has become an issue that has come to the limelight. Gay marriage is a serious threat and it challenges the nature too and this is because two men can never reproduce and take their generation forward. They can adopt a child but they can never fulfill the gap left, that gap can only be fulfilled by a mother. The divorce rates are extremely high when two men or women marry each other and research goes to prove it. Heterosexual divorces are much less than homosexual divorces and this is another reason why people oppose gay marriages. Gay marriages have also come under intense scrutiny with regard to the tradition that the world has been following for many years. When

MRP3 Essay Example | Topics and Well Written Essays - 750 words

MRP3 - Essay Example (ii) On the other hand, the fact those most male students often engage in Binge drinking leads to higher negative responses being expected. This leads to the findings that more male students like Binge drinking. Crego, A. et.at (2009). Binge SDrinking Affects Attentional and Visual Working Memory Processing in Young University Students. Alcoholism: Clinical and Experimental Research, Vol. 33(11), p. 1970 – 1879. Labrie, J.; Pedersen, E.; Tobyf, L. & Lane, B. (2006). Heads Up! A Nested Intervention With FreshMen Male College Students and the Broader Campus Community to Promote Responsible Drinking. Journal of American College Health, Vol. 54(5), p. 301 – 304. *LaBrie, J. W et al. (2011). Protective behavioral strategies mediate the effect of drinking motives on alcohol use among heavy drinking college students: Gender and race differences. Addictive Behaviors, Vol. 36(4), p. 354 – 361. Felicia, D.S.; Jack, D.; Francis, D.K. & Mark, G.S. (2005). Binge Drinking and Alcohol-Related Problems Among Community College Students: Implications for Prevention Policy, Journal of American College Health, Vol.54 (3), p.137 -141 Kristins, V. et al. (2004). Binge Drinking in Female College Students: The Association of Physical Activity, Weight Concern and Depressive Symptoms. Journal of American College health, Vol.53 (3), p.133 –

Intermediate Financial Accounting Essay Example | Topics and Well Written Essays - 2000 words

Intermediate Financial Accounting - Essay Example International Accounting Standard 38 mentions the utility and usage of intangibles in the financial aspect of companies. The intangible assets are the intellectual property rights, goodwill and the expenditures of the company on research and developments. They are also known as capital developments. In the second part of the report, the examples of two famous listed Australian companies have been taken. Both of these companies are from pharmaceutical industry. Acrux Limited specializes into development of fast-drying sprays and other medicinal products, while Agenix Limited is mainly based in China and has competency in development of biopharmaceuticals. The company is into several agreements with renowned institutions for development, innovation and discovery of useful medicines for the betterment of mankind. The management in Acrux Limited considers their intangible assets at the cost price when they were acquired. In case of Agenix Limited the capital development of their research and development on some new drug has been included. Agenix Limited has a larger base of intangible assets than Acrux limited, in terms of financial value. Both the financial statement of both the companies shows that the intangible assets of the companies are well-maintained. ... The best examples of intangible assets in organizations are the goodwill, intellectual property rights such as patents, copyrights, trademarks, brand recognition, etc. There are two types of intangible assets, such as legal and competitive intangible assets. The legal intangible assets are the trade secrets such as the patents or copyrights, competitive intangible assets are knowledge or technical know-how. The legal intangible assets are acquired through judicial regulations, but in case of competitive intangibles, legal regulations are not enforceable (Anson, and Drews, 2007, p. 6). The Uniform Commercial Code (Section 9-102 (a) (42)), depicts that intangibles are the personal property. In International Accounting Standard (IAS) 38, it has been mentioned that the legal intangible assets which are internally developed cannot be defined, but if it is acquired from third-party then it can be recognized. While in case of US GAAP, the intangible assets are segregated into internally dev eloped intangibles versus the purchased ones, and the limited life intangibles versus indefinite life intangibles. The potential economic reimbursement from an intangible asset might comprise of revenue from sale of services or products, saving cost, or additional benefits from the usage of assets by the venture. For example, using intellectual property in a construction development may condense the future cost of production rather than the increase in future revenues (Australian Accounting Standards Board, 2008, p. 2-4). Problem Areas The power to create customer value, stakeholders and shareholders’ value and economic value no longer depends on the production factors, but on intangible assets. These are also considered as the

French vs. British treatment of Native Americans Essay Example for Free

French vs. British treatment of Native Americans Essay North America experienced a great wave of immigration a few hundred years after its discovery. Inspired by adventure, riches, and the desire to escape political and religious oppression, Europeans came to the continent. Two of the immigrations that took place were those of the French and British. Upon arriving at North America, they did not encounter savages, but rather a skilled and organized people. Both countries took to the indigenous people differently, however. While the French treated the indigenous people with respect and as people with whom they could trade and coexist, the British treated them as an obstacle in the way of their conquest. The European intruders depended on the help and good nature of the indigenous people, who provided them with food and guides. During this same time period both the Iroquois and the Indian allies of New France suffered great losses of population in the face of epidemics and disease. English colonizers took advantage of this and used this opportunity to push their way west. Very land hungry, the English showed no respect for the Indians and demanded large amounts of land, as many of them hoped to develop lives as farmers. At one point British troops invaded Cherokee country, burning homes and crops and forcing the Cherokees to surrender. The French were more likely to develop trade relations than to settle permanently on native lands. Their settlement of the indigenous lands in Canada occurred more gradually. Despite the disputes over land, European settlers helped the Indian economy. Tribes that traded were at a vast advantage to those who did not. At first, European trade brought advantages such as weapons, cloth, and kettles. The fur trade in particular made many tribes more aggressive. By doing so the Indian nations successfully used the European nations. The Iroquois Confederacy formed an alliance with Britain in which they were to cut the French out of the fur trade. At the same time they negotiated treaties and traded with the French. The Iroquois tried to maintain a neutral balance between the French and British. Both nations feared that Iroquois power might tip the scales in favor of their rivals, so they heeded the threats of the powerful Indians. Many Northeast peoples, however, resented British restrictions on trade. Due to fur trading and the goods they received, many tribes developed more nomadic ways of life based on the movements of bison  herds. The French were open and accepting of the Indians in a social and religious standpoint. During this time period there were a great number of French and Indian marriages. One of the most famous is that of John Rolfe and Pocahontas. By taking the time to learn their languages, habits, and culture, the French made a great attempt to integrate themselves into Indian society. The British were very hostile and made little to no attempt to get along with the Indians. As Anglicans, they did not believe in the Indians animistic religion. One of the aspects of Indian culture that dismayed the British was the fact that the head female had the control over the tribe. This is in direct conflict of the British who were very sexist in their belief that the males were in control and the females were of little importance. While the French put forth an effort, the British simply attempted to rid themselves of their problem. The Native Americans were at a disadvantage in North America after the colonists arrived; they were outnumbered and outmaneuvered. The European colonists came to North America to fulfill their hopes and dreams, but in reality conquered the indigenous people of the continent. While the French generally respected and coexisted with the Indians, the British treated them as an obstacle with whom they could use for themselves. The conquest of the Native Americans by Europeans forever changed the continent.

Surface Water And Groundwater

Surface Water And Groundwater The hydrological cycle describes the continuous movement of water above, on, and below the surface of the earth. The water on the Earths surface surface water occurs as streams, lakes, rivers as well as bays and wetlands. The water below the surface of the Earth primarily is ground water, but it also includes soil water (Sphocleous, 2000). Interactions between groundwater and surface water play a critical role in the functioning of riparian ecosystems. These interactions can have significant implications for both water quantity and quality. Identifying potential exchange of water between the aquifer and stream channel has therefore been investigated by many researchers using a variety of methods (USGS Ground Water Information, 2008). Assessing groundwater-surface water interactions is often complex and difficult. There are many factors which influence groundwater-surface water interactions such as river bed characteristics, geology, geomorphology and climate. In general a number of methods have been used to ascertain the nature of groundwater surface water interactions across different catchments. These methods include several tracers used to identify the exchange of surface and groundwater, such as heat, ion chemistry, isotopes and viruses. Potential surface aquifer interactions have also been quantified using remote sensing and models (USGS, 2008; Kalbus et al, 2006). The purpose of this essay is to review the various techniques used to determine groundwater and surface water interactions and their importance whilst encompassing significant case studies from around the world and within Australia. Discussion Surface water and groundwater (GW-SW) have long been considered separate entities, and have been investigated individually. Although chemical, biological and physical properties of surface water and groundwater are indeed different, they are not isolated components of the hydrologic system, but instead interact in a variety of physiographic and climatic landscapes. Therefore development or contamination of one commonly affects the other (Kalbus et al, 2006). To understand GW-SW interactions, it is necessary to understand the effects of the hydrogeological environment on GW flow systems, that is the effects of topography, geology, and climate as these factors are the major influences on the type of techniques use to determine GW-SW interactions (see figures 1, 2 3) (USGS, 2008). Figure 1. Groundwater seepage into surface water Figure 2. Subaqueous springs resulting from ground water flow through highly permeable sediments (USGS, 2008) (USGS, 2008) Figure 3. Ground-water flow paths vary greatly in length, depth and travel time from points of recharge to points of discharge in the ground-water system (USGS, 2008) Many studies of GW-SW interactions involve the use of more than one technique in attempting to determine nature of exchanges. Environmental tracers are naturally occurring dissolved constituents, or physical properties of water that can be used to track water movement through water sheds. Often tracers such as chlorofluorocarbons (CFCs), conservative and non-conservative ions, stable and radio-isotopes can be coupled with piezometric monitoring and computer modelling to aid in determining the movement and character of GW or SW (Hohener et al, 2003). CFCs are synthetic halogenated volatile organic compounds that have been manufactured since 1930 and can be detected analytically in water in small concentrations. Previous review articles have occasionally summarised the use of CFCs as tracers for dating pristine groundwater as a failure due to local CFC contamination in excess of the equilibrium with modern air. However, CFCs do provide hydrogeological tracers and dating tools for young groundwater on a time-scale of 50 years (Hohener et al, 2003). Since the mid 1970s, CFCs have been used routinely by hydrologists and various disciplines, for dating and tracing water masses. Using gas chromatographs and electron capture detectors, analytical methods for CFCs in water with detection limits for some particular CFCs, have been developed. Generally, the presence of detectable concentrations of CFCs in groundwater indicates recharge after the late 1940s, or mixing of older water with younger water. Groundwater samples with CFC concentrations between the analytical detection limit and the equilibrium with atmospheric concentrations at recharge temperature can potentially be used for age-dating. The use of CFCs dating techniques allows hydrologists and scientists alike to determine groundwater recharge and mixing aiding in detecting GW-SW interactions (Hohener et al, 2003; Schilling et al, 2010). Researchers utilize a wide variety of conservative and non-conservative tracers for hydrological studies. In addition, stable isotopes of oxygen and hydrogen, which are part of the water molecule, are used to determine the mixing of waters from different sources (USGS, 2008; Rodgers et al, 2004). This is successful because of the differences in the isotopic composition of precipitation among recharge areas, the changes in the isotoic composition of shallow subsurface water caused by evaporation and temporal variability in the isotopic composition of precipitation relative to groundwater. For example, 87Sr/86Sr ratios can be used to distinguish between groundwater discharge and surface mixing. Strontium isotopes used in combination with more conventional tracers such as deuterium and 18O have helped to establish the sources of differing groundwater types entering lakes (Rodgers et al, 2004). Radioactive isotopes are useful indicators for the amount of time that water has spent in the groundwater system. Deuterium and 18O have been used together with both radioactive tracers (3H/3He) and other non-conventional tracers like rare earth elements (REEs) to determine groundwater inflow and outflow from large lakes such as East African Rift Valley lakes (Ojiambo et al., in review). Lyons et al. (1998) also have used sources of both radioactive (36Cl) and non-radioactive (37Cl) tracers to ascertain sources of solutes for Antarctic lake systems (Lyons et al, 1998). Another useful indicator is 222Radon which is a chemically inert radioactive gas that has a half-life of only 3-4 days. It is produced naturally in groundwater as a product of the radioactive decay of 226radium in uranium-bearing rocks and sediments (Lyons et al, 1998). Several studies have documented that radon can be used to identify locations of significant groundwater input into a stream, such as from springs. In France a study was conducted where radon was used to determine stream-water loss to groundwater as a result of ground-water withdrawals (USGS, 2008). As shown in figure 4, sharp changes in chemical concentrations were detected over short distances as water from the Lot River in France moved into its contiguous alluvial aquifer in response to pumping from a well. An environmental tracer was used to determine the extent of mixing of surface water with ground water, and radon was used to determine the inflow rate of stream water. Then the rate at which dissolved metals reacted to form solid phase during movement of stream water toward the pumping well could be calculated (USGS, 2008). Conservative and non-conservative ions as tracers can also be used to parameterize groundwater models as well as to calculate the age and recharge location of ground waters. This can be done by directly introducing 3H in a groundwater system to determine groundwater flow paths which assists in the model parameterization coupled with the use of deuterium, 18O, 3H/3He ratios, and the recently developed 4He in-growth technique to guide parameterization of a groundwater model of a regional aquifer (Sophocleous, 2000). Familiarity with the use and limitations of numerous conservative and non-conservative tracers to ground water and surface water environments is an important component with potential applications of these techniques, GW-SW interactions can be inferred (Sphocleous, 2000; Schilling et al, 2010). In Australia, the transport of saline groundwater from local and regional aquifers to the lower River Murray is thought to be influenced by lagoons and wetlands present in adjacent floodplains. In the study by Banks et al, (2009), interactions between a saline lagoon and semi-confined aquifer at a floodplain on the River Murray were studied using hydrogeological techniques and environmental tracers (Cl-, ÃŽÂ ´2H and ÃŽÂ ´18O) (Banks et al, 2009). The results showed using piezometric surface monitoring that the lagoon acted as a flow-through system intercepting local and regional groundwater flow. The mass balance was determined using chloride, and showed that approximately 70% of the lagoons winter volume was lost due to evaporation. Next a stable isotope mass balance was used to estimate leakage from the lagoon to the underlying aquifer. This showed that approximately 0-38% of the total groundwater inflow into the lagoon was lost to leakage, as opposed to 62-100% groundwater inflow which was lost to evaporation (Banks et al, 2009). Through the use of piezometric surface monitoring and tracers, Banks et al, (2009), were able to determine GW-SW interactions. This allowed them to conclude that the floodplain wetland behaved as groundwater flow-through systems, intercepting groundwater discharge, concentrating it and eventually recharging more saline water to the floodplain aquifer. Being able to trace, determine and understand GW-SW interactions such as those presented here, ultimately benefits effective management of salinity in Australia (Banks et al, 2005). Further studies of the Murray River and the Murray Basin have concluded that salinity could also be contributed to by flow regulation and water diversion for irrigation as this could considerably impact the exchange of surface water between the Murray River and its floodplains (Allison et al, 1990; Lamontage et al, 2005). Through use of piezometric surface monitoring and environmental tracers (Cl-, ÃŽÂ ´2H and ÃŽÂ ´18O), Lamontagne et al, was able to conclude that Murray River was losing under low flow conditions. Environmental tracer data suggested that the origin of groundwater is principally bank recharge in the riparian zone and a combination of diffuse rainfall recharge elsewhere on the flood plain. This information was critical in deciphering that bank discharge occurred during some flood recession periods and understanding that the way in which the water table responded to changes in river level was a function of the type of stream bank present (Lamontage et al, 2005). In the Western Murray basin, the clearing of native vegetation in a semi-arid region of southern Australia is thought to have lead to increases in Groundwater recharge. Unsaturated zone chloride and matric suction profile estimates suggest there is a significant time delay in aquifer response to pre and post clearing recharge (Allison et al, 1990). Predictions of the time delay lag in aquifer response have been verified using bore hydrographs. The results show that in some areas of light soil and shallow water table the water is now rising, however in other areas of heavy soil the water is not yet beginning to rise. The effects of increased recharge on the salinity of the River Murray, a major water resource, have been predicted that the salinity of the river will increase about 1Â µS cm -1 year -1 over the next 50 years. These results show the crucial role hydrological analysis and environmental tracers play in major resource management throughout Australia and potentially the worl d (Allison et al, 1990). Conclusion Groundwater and Surface water are not isolated components of the hydrological system and therefore should not be studied or managed as such. There are many factors which influence and control both GW and SW flow paths and interactions within the hydrological cycle. Through use of monitoring systems, modelling, and environmental tracers a better understanding of the complex interactions between GW-SW can be gained. Although further study is needed and techniques can be improved upon, it is through a better understand of the hydrological cycle and its complex interactions that more appropriate management plans can be made to ensure the resource is available to all in the future.

Critical And Reflective Thinking In Schools Education Essay

Critical And Reflective Thinking In Schools Education Essay The literatures review the literature of current main approaches to teaching philosophy in schools, particularly in the United Kingdom. Dictionaries correctly, inspiringly, but unhelpfully define philosophy as love of wisdom, but a better definition would be reflective and critical inquiryà ¢Ã¢â€š ¬Ã‚ ¦.A training in critical and reflective thought, a training in handling ideas, is of the essence in this new and demanding environment. Philosophy thus provides both the individual development and enrichment, and a bright set of apt intellectual tools for meeting the worlds challenges Grayling 2008: viii Over the past ten years there has been a growing interest in developing approaches to help pupils develop their reflective and critical skills in order to help them cope with the challenges of modern life. In the UK primary schools keen on developing these skill have employed three distinct approaches i) Thinking Skills ii) Inquiry based Philosophy and less commonly iii) Academic Philosophy. This chapter begins with an outline of the context to the interest in creative and critical thinking and then continues with a review and evaluation of the literature of the three approaches. 2.1.2 Context There has been an increasing interest in developing thinking skills which stem from the changing opinions of the skills needed in modern society (Rose 1997; Abbot and Ryan, 2000). One of the stated values and purposes of the National Curriculum in England and Wales is that à ¢Ã¢â€š ¬Ã‚ ¦ education must enable us to respond positively to the opportunities and challenges of the rapidly changing world in which we live and work. In particular, we need to be prepared to engage as individuals, parents, workers and citizens with economic, social and cultural change, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid expansion of communication technologies. Increasingly, countries in Europe, have reduced the requirements to teach a body of knowledge and have promoted the use of transferrable skills such as critical and creative thinking and problem solving to develop deep learning and life skills relevant for the 21st Century (MacBeath 1999; Scottish Executive Department 2000). Abbot Ryan (2000) and Powney Lowden (date) contend the need for this change of emphasis in education is also recognised by employers who wish to have flexible and adaptable workers who have an open mind to change and a commitment to lifelong learning However, the aim to improve critical and creative thinking without specialised programmes may be limited according to recent study findings. The Study of Interactive Learning (SPRINT) project (Hargreaves Moyles 2002) showed that teachers increased the ratio of their questions to statements. However, pupil responses were rarely extended and dialogue remained dominated and controlled by the teacher. Hargreaves and Moyles expressed reservations about the limited demand for extended thinking in the National Literacy Strategy in England and other areas of the curriculum. Black and Wiliam (1998) concluded that challenging pupils to think independently and explore understanding through thoughtful reflective dialogue were central requirements for raising standards, but he adds a note of caution: there is no quick fix with promises of rapid rewards. Watkins (2001) analysed 66 studies and concluded that an emphasis on learning and thinking processes improved learning performances, while an e mphasis on performance targets could depress learning performance. 2.1.3 Thinking Skills. The QCA (2004) places great emphasis on thinking skills (e.g. synthesising, analysing, evaluating and justifying) and attitudes (e.g. open-mindedness and respect for all) and concepts (e.g. God goodness) in Religious Education. Lake and Needham (1995) publish a popular text-book, Top Ten Thinking Tactics and is designed to develop the capabilities of 8-10 year olds with ten cognitive strategies. Feurerstein et als (1980) Instrumental Enrichment Programme (IEP) provides decontextualised paper and pencil exercises that develop in complexity through 14 instruments. The Somerset Thinking Skills course (Blagg and others., 1988) consists of eight cognitive processes drawn from Feuersteins IEP and has the ambition of developing positive beliefs about learning to learn, strengthening problem solving ideas, communication and self-esteem De Bonos (1987) Cognitive Research Trust (CoRT) Thinking programme aims to improve thinking skills in a series of carefully structured lessons. Research into Thinking Skills show that nearly all the thinking skills programmes and practices studied were found to make a positive difference in the achievement levels of participating students. Such studies have included Adey Shayer, 1994; Sternberg Bhana, 1996; McGuinness, 1999; Triceky 2000; Wilson, 2000. Cotton (2002) reviewed fifty-six studies and found all to varying degrees reported benefits to the pupils. Studies which looked at achievement over time found that thinking skills instruction hastened the learning gains of participants, and those with true or quasi-experimental designs generally found that experimental students outperformed control groups significantly While the research for Thinking Skills programmes produce improved results, Tickey and Topping (2004) note that few studies have entailed short or long-term follow-up. McGuinness (1999) warns that such benefits produced by these programmes may only be short-term, while Adey Shayer, 1994 optimistically suggest that perhaps there may be sleeper gains that could come into effect, long after the project has ended. However, Bonnet (date) is suspicious of the thinking skills approach which he characterises as an instrumentalist approach to empowering pupils, by the transmission of core skills. He questions whether the identified skills outlined in the programmes actually exist as discrete competencies and abilities. He is not convinced that they can be taught; separate from the world as specific skills which can then be applied to real problems. For him this creates a false separation between thinker and the world, and may even encourage us to see the environment as a resource at the service of humankind. Haynes (2002) is also critical of the thinking skills movement, regarding it as too mechanistic and favours the communities of philosophy inquiry approach If we are concerned to develop our thinking, we need to move beyond an overly structured, narrow and rigid tradition of logical thinking and argument. This is particularly the case when that type of thinking takes us always in the direction of closure, polarisation and the irreconcilable, and away from solution, decision or ambiguity and suspended judgement. Our habitual ways of thinking must allow us to live, in the full sense of the word, with rapid change and uncertainty, with unprecedented adjustments in time and motion as well as with the ordinariness of everyday life, with highly intelligent technology and with the enormous power of information management. (Haynes 2002: 40) The community of philosophic inquiry may offer a way out of instrumentalism as it still offers critical thinking as it claims to offer the virtues of offer a more philosophic approach to problem solving (Delghausen: 2004). 2.1.4 Community of philosophical inquiry The idea of community is a central theme in current educational practice and appears in a wide range of approaches. Community of learners (Rogoff, Matusovn White, 1996), classroom community (Bridges 1995), Community of practice (Wenger 1998) are examples of this. The idea of a community of philosophical inquiry began with the work of Pierce (date). Pierce, a scientist and philosopher had the goal of bringing scientific rigour and logic to philosophy. Pierce (date), a pragmatist rejected the dominance of Cartesianism in modern philosophy, whereby the lone mind can reflect on the world and uncover truth by the process of reasoning. The philosopher/scientist assertedà ¢Ã¢â€š ¬Ã‚ ¦.to make single individuals absolute judges of truth is most pernicious (Pierce: 229) In sciences in which men come to agreement when a theory has been broached, it is considered to be on probation until this agreement is reached. After it is reached, the question of certainty becomes an idles one, because there is no one left who doubts it. We individually cannot reasonably hope to attain the ultimate philosophy which we pursue; we can only seek it, therefore, for the community of philosophers. Hence, if disciplined and candid minds carefully examine a theory and refuse to accept it, and ought to create doubts in the mind of the author of the theory himself (Pierce: 229 date page no) The community of philosophic inquiry involves a group of people joining to form a jury to judge ideas and hypothesis. Murphy (1990) explains that when the group involved in the inquiry reaches a consensus, one can speak of knowledge, truth and reality, but these concepts will be grounded in the community of inquirers, not in the individual consciousness. Pierce believed the model of production of knowledge will be refined over time by the community of inquiry and would eventually lead us to the real, that is rock-bottom reality. A popular form of community of philosophical inquiry in Germany and the Netherlands, and to a much lesser extent, England is the Socratic Method which is based on the work of Leonard Nelson (date) and Gustav Heckmann. (1981) Nelson believed the Socratic Method promoted the forcing of minds to freedom. Only persistent pressure to speak ones mind, to meet every counter-question, and to state the reasons for every assertion transforms the power of that allure into an irresible compulsion (date: page). The aim of the inquiry is to press the pupils to clearly express their thoughts, to use logic and to offer their views for critique by others. The teachers role is to use probing questions to draw out the ideas of the pupils and then to finish with a group vote to reach a majority view. A community of inquiry approach, Philosophy for Children (P4C) was pioneered in America by Mathew Lipman in the 1960s at Montclaire State University in New Jersey and was further refined by Gareth Matthews at the University of Massachusetts. Lipman (2003) used Pierces idea of a community of inquiry as the central methodology for philosophy lessons with children, and he also shared Pierces pragmatism in his approach. In addition, he drew on theories of John Dewey (1916), a pragmatist philosopher, who believed in the need of educating pupils to play an active role in democracy. For Dewey (employing the theories of Vygotskys socio-constructivist perspective), the importance of drawing on pupils interests and using real-life contexts were key in devising a pedagogy for citizenship. Lipman was disappointed with his students during the political unrest of 1968 that spread too many universities in America. He believed his students were unable to engage critically to the events that had begu n in Paris in that year. Lipman (2003) believed the younger generation needed to acquire deeper thinking skills for them to democratically resolve the many problems emerging in society. Lipman felt that schools should begin a structured approach to develop the necessary skills for democracy and proposed teaching philosophy to pupils as young as six or seven years old. He devised a teaching programme, Philosophy for Children which contained lessons and stories to start philosophical inquiry. The programme aims to develop pupils creative, caring and collaborative skills (Lipman 2003). Typically philosophy sessions (usually called inquiries) begin with a stimulus which could be a short story, poem, object or music and pupils are encouraged to think of philosophical questions. An early pioneer in the UK, Karin Murris developed picture books as she found Lipmans stories dated (Murris and Haynes 2000). A vote is taken on the most favoured question and the inquiry is chaired by a facilitat or whose purpose is to encourage a skilful and democratic debate. Jones (2008), a P4C trainer notes the aim of the inquiry is not to reach a consensus but rather to allow pupils the experience of collaborative dialogue and to deepen their thinking skills. Disagreements are treated as valuable opportunities to learn to respect different points of view. The P4C approach to philosophy does not require a formal qualification in the subject and can be taught to teachers in a few days. It has attracted a dedicated and enthusiastic following worldwide. It has spread across the world to such locations as Australia, China, South Korea, Mexico, Norway and South Africa. P4C continues to grow in popularity over the past two decades and particularly since the governments Excellence and Enjoyment (2006) paper whereby schools are encouraged to develop more creativity and innovation in teaching and learning approaches. Sutcliff (2006)states that in England and Wales that approximately 2000 primary schools offer P4C, together with 200 secondary schools (ICPIC: 2006) . Catherine McCall maintains that 10,000 children are involved in P4C lessons in Scotland, (http://sophia.eu.org). Teaching philosophy to children is promoted in the UK by the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPHRE), which advocates intellectually rigorous communal dialogic inquiry into central, common and contestable concepts. A flagship school for the UK is Galleons Primary School, London which promotes a video that enthusiastically contends the use of P4C has been the most significant factor in helping the school achieve an outstanding OFSTED report. The video repeatedly reminds us that the outstanding OFSTED grade has been achieved despite the fact the intake draws on those who live in social housing. The inspectors note:quote Sternberg and Bhana (1996) studied twenty evaluation studies of P4C and expressed reservations over the many positive benefits cited. They argued that most of the evaluations lacked a firm control group. They write: issues of subject drop-out, class selection durability, transfer, subject population, and experimenter bias were generally not addressed. Statistical analysis was often reported in only the most minimal detail: in some cases, significance levels were presented with no descriptive or inferential statistics (Sternberg and Bhana: 1996 64) However, despite their reservations they were favourably disposed toward the data reported. They acknowledged the improved gains on verbal tests of critical thinking skills and believed that P4C and similar programmes were more stimulating and motivating than most thinking skills programmes. Fisher (1999) argues that it is problematic to evaluate P4C because it has a wide variety of objectives and therefore is unsuitable to be fairly judged by most evaluative instruments. Barron and Sternberg, (1987) support this view, noting that Lipman constantly changed the criteria he used to evaluate P4C which included, the ability of students to provide examples to support their views, to be able articulate a challenge to a peer, to ask probing questions, to use their own experience to justify a view and the ability to look for connections. Lacewing (2007) distinguishes P4C from academic philosophy by highlighting the role of product. He claims that each P4C inquiry begins anew and the product is very provisional and has the tendency to result in a reinvention of the wheel, Whilst academic philosophy incorporates the philosophical skills of P4C, it has the advantage of drawing upon a wide range of philosophers to deepen or broaden the inquiry. I agree with Lacewing and with Rorty (date) who notes, access to knowledge of key philosophers and philosophical movement, allows the philosopher to be aware of all the moves and arguments. The influence of Deweys self-discovery methods is strong in the inquiry approach, and whilst the practice of exploring thinking by first-hand experience is vital, the movement, I believe underplays the roll of enriching thinking by tapping into the ideas of present and past philosophers. Wilson (cited in Murris 2007a) differentiates P4C by stressing the abstraction and the higher-order thinking and reasoning of the latter. Academic philosophy is underpinned by abstract philosophising about general principles. P4C is marked, he upholds, by philosophizing about concrete examples. Wilson (date) argues that P4C suffers from educational ideology. That is, it assumes that philosophy is merely questioning, reasoning and inquiry. Yet not all reasoning, questioning and inquiry are philosophic. 2 .1.5 Academic Philosophy I shall use the term academic philosophy as the study of critical and reflective thinking taught with reference to philosophers, philosophical vocabulary and key ideas. According to mmmmm(date) pupils learn the skills of creative and critical thinking but are also able be able to link their ideas to the broader tradition the subject. The UK Qualifications and Curriculum Authority (QCA) and Eurydice at the National Foundation for Educational Research (NFER) hold records of the curriculum syllabuses offered in 20 economically developed countries. The countries are: Australia, Canada, France, Germany, Hungry, Ireland, Italy, Japan, Korea, the Netherlands, New Zealand, Northern Ireland, Scotland, Singapore, Spain, Sweden, Switzerland, the USA and Wales (www.inca.org.uk). None of these countries offers philosophy as a national subject for the primary and lower-secondary age-range. In Brazil, however philosophy is a compulsory subject in most secondary and in some primary schools. In 2004 in Norway White Paper has suggested introducing philosophy as a statutory subject. The subject is being tested in primary and secondary schools. In countries where the subject is taught, it usually offered as an optional subject for the post-compulsory age group. Enrolment rates for this course are usually a few the total student population (Hand Winstanley 2008). For instance in the U.K. there is only one public examination board offering Advance Level General Certificate of Education in philosophy. In 2007, only 3,001 students finished the course, with a further 2,009 in the same year completing a critical thinking course (which has a large philosophy module). .With so few pupils studying academic philosophy in secondary schools, it is unsurprising there is a limited amount of literature of teaching academic philosophy in primaries. However there are some materials for those wishing to develop academic philosophy for the 7-11 age group: The few teachers who train in philosophy have specialised at the upper-end of secondary schools and therefore they have not had an opportunity to influence or share good practice in the primary sector. The popularity of P4C and Thinking Skills is due to the fact that teachers can receive some initial brief training (typically 1-3 days) and can begin lessons immediately. Few teachers in primary schools would have a degree in the subject and in England there is no national organisation dedicated to teaching academic philosophy to this age group. However, in England a small group of pioneers (based around the Philosophy Shop company) who are enthusiastic about academic (or as they call it practical) philosophy and regard P4C as a dilution of the discipline. Worley (2008) is an enthusiastic promoter of practical philosophy, which he regards as real philosophy and for him; the second-best choice is P4C. He is the director of a commercial website The Philosophy Shop and offers training courses in teaching philosophy for those with a background in the subject. Unlike P4C training which is intended for trained teachers, Worleys courses are aimed at philosophers who wish to be employed as peripatetic teachers in schools. He makes the distinction between inquiry (which he regards as the concern of P4C) and practical philosophy which should only be taught by educators qualified in the discipline. He acknowledges the work of Lipmans and uses many of his ideas to promote inquiries but he feels it is important to introduce pupils to canonical philosophers and some of the key questions posed by the subject, . His claims that his work with children (currently he teaches in 13 primary schools) shows that they can develop a range of philosophical skills and competencies. These include: conceptual analysis; abstract thinking, generality, complex reasoning, non-empirical reasoning, an understanding of the history of philosophy and the ability to revaluate (2008). I believe the work of Worley and his colleagues offer a fruitful avenue of inquiry to develop philosophy. I agree with Worley that it important to have good subject knowledge of philosophy to teach it effectively. Indeed, a teacher should be knowledgeable about any subject he or she teachers, and I do not feel an exception should be made with philosophy. I also agree with him that philosophy should developed in the spirit of Socrates be concerned with helping us to live the good life by exploring ones values. Philosophy lessons should focus on issues to help pupils that children can apply to their daily lives and to get them thinking about their role as future citizens. However, the drawback of teaching academic philosophy, the history of the famous dead may end up being a dry subject. However, I believe Worleys (2008) instincts are correct in his acknowledgment of the strengths of Lipmans philosophical inquiry approach. Despite the limitations of inquiry methods, the strength is the varied and stimulating teaching methods that have been developed over the past forty years. Since they have been designed for the non-specialist, care has been placed into developing a pedagogical approach that works with pupils. Thus the use of their materials and courses with gives advice on useful information such as introductory games, suitable literature and other starting points, developing pupils responses, assessment and leading an inquiry. SAPHERE run a website that provides teachers with ideas and an opportunity for teachers to network, and to share good practice with one another. I agree with Worley that the next key ingredient is a teacher who loves the subj ect of philosophy and who can relate the responses of children to the wider thoughts of the tradition. This avoids the reinvention of the wheel and allows those pupils drawn to the subject to consult philosophical texts to deepen their understanding. Worelys practical philosophy, the inquiry approach and aspects of thinking skills have much to offer. I support their goal of producing more responsible and caring citizens who are able to take an active part in (as AC Grayling puts it) meeting the worlds challenges (2008). However, I believe this cannot be achieved by better thinking alone, but instead we need to develop a critical awareness of the largely hidden role that power has to play in the generation of knowledge or truth claims. The philosophies of Jacques Derrida and Michel Foucault have done much to bring to our attention the way power, disguised as truth or common sense restricts our capacity to think or express innovative thoughts. Chapter 3 contains an account of the theories of Foucault and Derrida This variant of philosophy would keep the core skills of the above programmes, namely reflective, reflexive critical thinking but would include a consideration of the politics of knowledge. ,. Bonnet, M 1995 Teaching Thinking Skills and the Sanctity of Content, Journal of Philosophy of Education, 29 (3): 295-309 DFEE 2006 Excellence and Enjoyment De Bono, E (1987) CoRT Thinking Programme: Blagg, N., Ballinger, M. Gardner R. (1988) Somerset thinking skills course (Oxford, Basil Blackwell) Delgehausen, I., 2004 Experiences with Socratic Dialogue in primary schools in Enquiring Minds Socratic Dialogue in Education ed. Rene Saran and Barbara Neisser UK: Trenham Books Dewey J (1916) Democracy and Education. An introduction to the Philosophy of Education (1966 edn) New York: Free Press. Feuerstein R., Rand, Y., Hoffman, M., Miller, M. (1980) Instrumental enrichment: An intervention programme for cognitive modifiability (Baltimore, MD, University Park Press) Jones, H (2008) Philosophy for Children Learning Teaching Update Optimus Professional Publishing Ltd: London Hand, M., Winstanley 2008 Philosophy in Schools London: Continuum Haynes, J., Children as Philosophers Learning Through Enquiry and Dialogue in the Primary Classroom London: RoutledgeFalmer Heckmann 1981 Socratic Dialoge (In inquiring minds 5) Lake, M., Needham, M.,(1995) Top Ten thinking tactics (Birmingham, Questions Publishing Company) Law, Stephen (2006) The War for Childrens Minds London: Routledge Lipman, M (2003) Thinking in Education, Cambridge University Press Millet S, (2006) Coming in from the margins: teaching philosophy in Australian schools. Paper presented at the Philosophy in Schools: Developing a Community of Inquiry, Conference, Singapore, April 2006 (refs in Phil in schools: 162) Murris, K. and Haynes J., (2000), Storywise: Thinking Through Stories, Dialogue Work Nelson, L.,

The Battle of Stalingrad :: essays research papers

The Battle of Stalingrad   Ã‚  Ã‚  Ã‚  Ã‚  The battle of Stalingrad may have very well been the most important battle over the course of World War II. Not necessarily remembered for its course of fighting, the battle is more known for its outcome. Not only did the battle turn out to be a major turning point in the war, it may have saved most of Eastern Europe from incomparable destruction. The battle included two of the biggest political and military icons of their time, Stalin and Hitler.   Ã‚  Ã‚  Ã‚  Ã‚  World War II was seen around the globe as a war to end all wars. Combat like this had never been experienced before and it was the largest scale battle in recent history. The death tolls for all sides skyrocketed to heights that had never been reached in any battle ever before. There was one man at the center of it all, one man who came to personify the root of living, breathing evil. That man was Adolf Hitler and to the rest of the world, he was a superhuman military machine who had no other goal but to achieve world domination through destruction. But the roots of the Battle of Stalingrad all began in 1941 when Hitler launched operation Barbarossa. Hitler’s powerful army marched across the east, seemingly unstoppable to any force. Stalin’s Red Army was caught completely off guard and their lines were completely broken apart. A majority of the country’s air force was destroyed when airfields were raided and many of the planes never even got t he chance to leave the ground. Hitler’s army finally came to Leningrad where the city was besieged. The city held for 900 days and never gave way to the relentless Germans. At the cost of 1.5 million civilians and soldiers, the Red Army stopped Hitler from advancing further and postponed his plan to sweep over the south. Another cause for the retreat of Hitler was the brutal Russian winter, which Hitler and his army were completely unprepared for and the icy cold deaths would continue to haunt the Germans.   Ã‚  Ã‚  Ã‚  Ã‚  The time would soon come for Hitler to seek out his revenge on the nation that delayed his imminent world domination. One year after the siege at Leningrad, Hitler’s once indestructible Axis power had begun to weaken. Hitler began to see his dream fading away. He realized that to maintain hope, he and his army must remain on the offensive, so he decided to go after his most glaring defeat, which was Russia.

Personal Narrative: My Cat :: essays research papers

I have a love for cats. Ever since I was a teenager I always wished for a cat of my own. When I moved in a three story apartment in California, the Manager of the complex said that cats were allowed in the units. I mentioned to my Aunt at the time that I was searching in the newspapers under advertisements for cats wanted. One cool breezy evening, my Aunt called me and said that a friend of her's named Judy had a cat named Katie who did not get along with her other two cats. So I agreed to meet with Judy to see if I'd love to adopt Katie. As my Aunt and I entered Judy's house which was a fifteen minute drive from where I live, I noticed cut black and white cat long haired cat with a pink nose and mysterious slanted eyes sneaking up on me near the corner of the hallway of the house. Judy shared with me that Katie was spayed, what foods to feed the cat and that she was tramatized. Judy had shared with me that she took Katie to the Shelter to try to find the owners but to no aval. You see, Katie had showed up at Judy's arcadia door so Judy took her in and kept her for several months before deciding to give the cat away. When I bought Katie to my apartment, she was so frightened. She meowed all night. I called Judy to say that I didn't think I could care for her, but Judy encouraged me to give the cat time to adjust, because she was in a new surrounding. I started feeding my new cat fresh Purina One Special Care dry food and Friskies moist food along with a fresh bowl of water each morning and evening. I also bougth a cat brush to stroke her long luxurious black and white hair, plus I took her to the Vet for an annual booster and rabie shot so I could give the records of the shots to my Manager. I've discovered so much about cats since I adopted Katie. I decided to change her name to Sugar, because of her white tuxedo. I bought her a condo to sleep on plus a new littler box. I also give her a cat vitamin by chopping the vitamin up an placing the tiny pieces in her bowl. Personal Narrative: My Cat :: essays research papers I have a love for cats. Ever since I was a teenager I always wished for a cat of my own. When I moved in a three story apartment in California, the Manager of the complex said that cats were allowed in the units. I mentioned to my Aunt at the time that I was searching in the newspapers under advertisements for cats wanted. One cool breezy evening, my Aunt called me and said that a friend of her's named Judy had a cat named Katie who did not get along with her other two cats. So I agreed to meet with Judy to see if I'd love to adopt Katie. As my Aunt and I entered Judy's house which was a fifteen minute drive from where I live, I noticed cut black and white cat long haired cat with a pink nose and mysterious slanted eyes sneaking up on me near the corner of the hallway of the house. Judy shared with me that Katie was spayed, what foods to feed the cat and that she was tramatized. Judy had shared with me that she took Katie to the Shelter to try to find the owners but to no aval. You see, Katie had showed up at Judy's arcadia door so Judy took her in and kept her for several months before deciding to give the cat away. When I bought Katie to my apartment, she was so frightened. She meowed all night. I called Judy to say that I didn't think I could care for her, but Judy encouraged me to give the cat time to adjust, because she was in a new surrounding. I started feeding my new cat fresh Purina One Special Care dry food and Friskies moist food along with a fresh bowl of water each morning and evening. I also bougth a cat brush to stroke her long luxurious black and white hair, plus I took her to the Vet for an annual booster and rabie shot so I could give the records of the shots to my Manager. I've discovered so much about cats since I adopted Katie. I decided to change her name to Sugar, because of her white tuxedo. I bought her a condo to sleep on plus a new littler box. I also give her a cat vitamin by chopping the vitamin up an placing the tiny pieces in her bowl.

Would Principles of Scientific Management

Scientific Management as proposed by F. W. Taylor is a method based on a time and motion technique which have actually been divided into steps which helps in determining how fast a particular job can be performed and to the identification and elimination of all practices which leads to the wastages of time. The basic ingredients of time and motion technique begin with a stop watch as an input while the output consisting of an instruction sheet containing exact sequence of operations necessary for the work with exact time the same has to be completed (Klaw, 1979). The management theory suggests for every man in an organization is like one of a train of gear wheels (Haber, 1964:24) and it is these workers who are responsible for the production of a part of the complete product. The development process has to be subdivided into various sections with each section responsible for a part of the whole product rather than the whole product and at the same time various automation techniques are being introduced so that workers can be assigned to single task while external supervisors were meant for the purpose of control. (Miller, 2002). Now we take up the case of Timbuk2. The company headed by Rob Honeycutt followed the way through which Toyota used to produce cars after implementing the use of Toyota Sewing System. The procedure gets unfolded with the product development process has been subdivided into various phases with output of each phase being the input of next phase. A particular operator has the responsibility of a portion of the complete product and once he or she finishes its job, the output is being moved on to the next operator who performs the next operation. Hence in principle this product development process of bags for bike messenger services in Timbuk2 represents a very ideal case for possible implementation of Scientific Management Principle. Since the management policy targets starts with the grass root level with workers doing repetitive jobs. In Timbak2 similar policies are being followed. The company has been very active in obtaining new technology and modifying production techniques. Now looking into what Scientific Management suggest the states that a worker in a repetitive job is more interested in just achieving the minimum required target. He is not at all concerned with the term productivity and growth of the firm and is more of less involves itself just to the domain he or she is actually. To get over these problems, Taylor proposed many concepts of which some were accepted at the time of proposal only like the case of Ford while others were appreciated later. But still there are a large number of managers or trade unionists who is actually not a believer of Taylor’s Theory. Their point of contention is that it is rarely or better to say not at possible to have identical economic interest for both management and workers. There is mistrust between workers and managers. Managers are more interested in improving efficiency and overall performance of the firm and consider this as their own responsibility while the worker views every attempt of training and improvement of technology or modernization process as a tactics by the management to reduce work force and extract more work by the reduced number. Workers’ concerns are not baseless. Taylor’s method has automation as the culminating point. By automation, we mean more and more work is to be done by machines and company’s reliance on workforce will considerably get reduced. This will again undermine the interest of the employees and the point from where Taylor’s theory of total prosperity starts, gets lost. Taylor had suggested for regular training of employees to improve productivity. He also made a point that a worker should be given rest breaks to get over fatigue (Taylor, 1911). This will help to get more output with long er duration of inventory utilization. His idea of training and work arrangement has the motive that a worker should be made to think that more work will result more output and finally more payment. But despite having so much novelties and goodness and loads of appreciation from great people like Henry Ford, from the beginning itself the theory was under fire and its applicability has always been a matter of discussion. The theory which was actually meant for improving efficiency and production later faltered and the same became reason of absenteeism and lack of commitment among workers. Moving on to employee’s contribution in improving the and The company has been able to successfully maintain a very harmonic relationship with According to Backer, in his paper of 1998, implementation of scientific management gave immediate result with drastic fall in the over all cost of production with more and more product being produced at a much lower price thereby causing great change in the way it was consumed by the masses. But it was on the part of management to implement this concept fully. They lacked in this regard thereby causing unrest among workers causing emergence of trade unionism which Taylor used to hate and workers started going to strikes. Their causes were genuine because despite having 33% increases in overall production, workers were not given a considerable portion of the additional profit the companies made. The management started comparing their work force with machines and hence the era of low wages despite high performance started. This causes some of the great strikes in American history with one being suffered by US Steel Industry (Baker, 1998). Again it was Taylor’s Principles which received the blame both from the management as well as labor unions. Later the same principles were accepted by labor unions and were widely respected once better deciphered as beneficial for organized work force because of its clause of maximum prosperity and regular training to meet different production and efficiency targets (Backer, 1998). So finally Taylorism changed the relationship between the management and the workers. But still it was not considered as the perfect concept. Unorganized and unskilled had to face much of the heat caused by its implementation. They had to go with least of wages. This started making effect on organized sector. The skilled labor can now easily be replaced by easily trainable but unorganized and cheap workforce. And again the method and its goal were criticized in every quarter (Baker, 1998). Solution given by Taylor through his principles will always be called as a solution with a motive of complete removal of all supposed problems but had to face its share of failures. Spender in a very recent paper made a very good explanation on Taylor’s Solution, its successes and its failures (2006). He stated that new model factory based system of mass production of things through machines with the help of unskilled labor who are no more than operator of those machines was developed by engineers not by capitalists. These engineers analyzed the whole production process while taking the smallest detail into account. They applied time and motion techniques widely promoted by F. W. Taylor and made steep change in overall efficiency of the whole production process. Though the main motive was to produce more, earn more and give more to the workers but things got awry and because of different goals of management and that of workers, the most critical factor of human resource and social responsibility got subordinated (Rose, 1975:32). The workers were technically compared with machines and were more in an ox-cart cart situation. The engineers on the basis of Taylor’s method gave prominence to science for research and developed and inventory management so that complete and full fledged prosperity can be achieved. But the workers were just not ready to accept the so called independent stand of those engineers. Their past experience were good enough to believe that these engineers are proxy agents of the owners and the concept they are applying are nothing but an attempt to maximize the profit of the capitalists and in return the laborers will be awarded with something very meager . Though Taylor repeatedly stated that what ever change is going to happen will be done with nine-tenth in the management while only a very small change is going to b subjected among workers section, but his contention was hardly viewed by Unionist with enough faith. In his principles, Taylor made a deep explanation of the role of foreman. He used to be most important figure very much equivalent to that of king with power stretching beyond workplace to places outside the factory (Taylor, 1911:51). Top management was very much reliant on these foremen to organize production and was more or less focused on external issues like market share and overall profitability. The addition of new technology and automation restricted the overall status of that of foremen and this was widely appreciated. But with this, Taylor inadvertently provided owners with new means to defeat labor’s interests. The Scientific Management caused shifting planning from execution. The workers or craftsman had no longer authorized to take any decision and were reduced to the position from where they can only execute rather taking any part in decision making. This again made a felling that the labor are no more than a machine which are only supposed to work and must not utter a single word since all these principles have been implemented after looking into all aspects of their welfare. But what actually they would get was obscure (Spender, 2006). All this started giving rise to many labor problems which were strong enough to make changes both at the factory level as well as national politics. On giving deep thought it was concluded that the reason were not just the economic backwardness the laborers were facing but also an impression that they will be left behind in this extra fast economic and technological growth. Again looking with the eyes of Taylor, his principles were not intended to be either labor centric or management centric. His actual wish was to develop a completely new system which would open a new era of adjustment and common objectives for both the parties. But the return of implementing Scientific Management would vary and will get diminished when the firm will take the route of total control through the use of technology but the same will give desirable result in case of un availability of the same (Edwards, 1970:20). The main reason behind the difference was the wide difference between different industries (Chandler, 1977). The role of foreman got different definition in different industries. Factories with the purpose of mass production were now with foremen with lesser control while the opposite was seen in metallurgical trade (Nelson, 1975:36). The ideology of resolving the conflict between owners and workers by changing the whole concept of work and ownership took a backseat. His method was acclaimed and well adopted and very few implemented or incorporated it as a whole. And the management who was supposed to be the intelligent part of the system and were considered as the one to enforce Taylor’s principle, failed in proper application of the concept. And another way of creating harmony among workers and the administration got lost. And the reason remained the same i.e. working class and the management cannot have the same objective. Link – Belt case is a very good example where Taylor’s concept received applause for sorting out the problems between the management and the workers (Nelson, 1992:130). The firm was controlled by some of the ardent supporters of Taylor and his principles of scientific management. The company grew from being a Chicago enterprise manufacturing detachable link-chain for agricultural equipments to an important player in elevating and conveying machinery market (Nelson, 1992:131). The Principles of Scientific Management was implemented for the first time in the Philadelphia Plant of Link – Belt. It was later adopted in its Chicago Plant. But its implementation also exposed the weaknesses of this principle. The principle was actually implemented during period of recession. The economy was going downswing. So the implementation process was completed without any hassle. But the same workforce, who was nothing more than a silent spectator during the period of recession, started demanding when the firm was under pressure of maintaining its position in the recovered and competitive market. When deeply examined, in the period 1900 to 1940, it was found that the Link – Belt management actually never made any decision which were fully in accordance with the Taylor’s principle (Nelson, 1992:130). The solution they found involved espionage and then finding the weak link and causing defection in the opposite camp. All these techniques had been denounced by Taylor in his Principle of Scientific management. Actually Link – Belt management never ever tried to achieve industrial peace but insisted on techniques which showed their own lack of faith on this very Principle. And finally the company which was actually showcased as excellent example of Scientific Management could not find a suitable point in the Taylor’s Principle to tackle rising labour related issues. And thus with the whole purpose of achieving industrial harmony got lost (Nelson, 1992:151). Â