Essay on Brown v. Board of Education of Topeka, Kansas

Brown v. Board of Education of Topeka, Kansas In 1950 the Reverend Oliver Brown of Topeka, Kansas, wanted to enroll his daughter, Linda Brown, in the school nearest his home (Lusane 26). The choices before him were the all-white school, only four blocks away, or the black school that was two miles away and required travel (26). His effort to enroll his daughter was spurned (26). In 1951, backed by the NAACP Legal Defense and Education Fund, he filed suit against the Topeka school board and his case was joined by three other similar cases that were presented before the Supreme Court as one consolidated case (26). On May 17, 1954 in Brown v. Board of Education, the Supreme Court issued one of its most historic rulings. The single most†¦show more content†¦One of the gains in educational opportunity began in the 1960s, when programs in Black Studies or African American Studies were first established (Wilson 25). These programs encouraged black students to value themselve s and their cultural heritage (25). If it had not been for Brown v. Board of Education many blacks would still feel inferior to whites and therefore have low self esteem. While textbook history ignored the great contributions of African Americans, these programs highlighted the achievements of African Americans (25). The ability to learn about the achievements of great black helped encourage the self esteem and self worth of many black children. As a result of the decision of Brown v. Board of Education the black community experienced substantial gains in education. The fact that blacks were made to feel inferior to whites led to problems involving blacks socially. Gunnar Myrdal, author of An American Dilemma stated that socially, African Americans lived and were considered outsiders, unable to enjoy, because of segregation or economic circumstance, the enrichment afforded by the arts, travel, and the world of entertainment (Tacklach 49). Another example of how the Brown v. Boar d of Education impacted blacks socially can be found in the improvement of schoolShow MoreRelated Brown v. Board of Education of Topeka, Kansas Essay1916 Words   |  8 PagesBrown v. Board of Education of Topeka, Kansas On May 17, 1954 the United States Supreme Court handed down the Brown v. Board of Education of Topeka Kansas ruling. The supreme court’s ruling stated that separate was in fact not equal. The court ordered that all schools desegregate. This ruling had finally and once and for all put a stop to the dejure segregation of our nation’s schools that had existed since the time when African Americans were allowed to attend schools. This ruling was definitelyRead MoreBrown V. Board Of Education Of Topeka, Kansas Was A Milestone1258 Words   |  6 PagesBrown v. Board of Education of Topeka, Kansas was a milestone in American history, as it began the long process of racial integration, starting with schools. Segregated schools were not equal in quality, so African-American families spearheaded the fight for equality. Brown v. Board stated that public schools must integrate. This court decision created enormous controversy throughout the United States. Without this case, the United States may still be segregated today. Although the Fourteenth AmendmentRead MoreDred Scott v. Sandford, Plessy v. Ferguson, and Brown v. Board of Education of Topeka, Kansas843 Words   |  4 Pages The landmark Supreme Court cases of Dred Scott v. Sandford, Plessy v. Ferguson, and Brown v. Board of Education of Topeka, Kansas have had a tremendous effect on the struggle for equal rights in America. These marker cases have set the precedent for cases dealing with the issue of civil equality for the last 150 years. In 1846, a slave living in Missouri named Dred Scott, sued for his freedom on the basis that he had lived for a total of seven years in territories that were closed to slaveryRead MoreBrown V. Board Of Education830 Words   |  4 PagesBrown v. Board of Education The Brown v. Board of Education of Topeka case is a well-known case that went to the Incomparable Court for racial reasons with the leading body of training. The case was really the name given to five separate cases that were heard by the U.S. Preeminent Court concerning the issue of isolation in state funded schools. These cases were Brown v. Board of Education of Topeka, Briggs v. Elliot, Davis v. Board of Education of Prince Edward County (VA.), Boiling v. Sharpe,Read MoreBrown V. The Board Of Education1136 Words   |  5 PagesBrown v. The Board of Education Topeka, Kansas, 1950, a young African-American girl named Linda Brown had to walk a mile to get to her school, crossing a railroad switchyard. She lived seven blocks from an all white school. Linda’s father, Oliver, tried to enroll her into the all white school. The school denied her because of the color of her skin. Segregation was widespread throughout our nation. Blacks believed that the â€Å"separate but equal† saying was false. They felt that whites had more educationalRead MoreBrown vs Board of Education600 Words   |  3 PagesThe Brown vs Board of Education as a major turning point in African American. Brown vs Board of Education was arguably the most important cases that impacted the African Americans and the white society because it brought a whole new perspective on whether â€Å"separate but equal† was really equal. The Brown vs Board of Education was made up of five different cases regarding school segregation. â€Å"While the facts of each case a re different, the main issue in each was the constitutionality of state-sponsoredRead MoreBrown V. Board Of Education Of Topeka1634 Words   |  7 PagesBrown v. Board of Education of Topeka, 347 U.S. 483 (1954), was a landmark United States Supreme Court case in which the Court declared state laws establishing separate public schools for black and white students to be unconstitutional. The decision overturned the Plessy v. Ferguson decision of 1896, which allowed state-sponsored segregation, insofar as it applied to public education. Handed down on May 17, 1954, the Warren Court s unanimous (9–0) decision stated that separate educational facilitiesRead MoreThe Basic Issue Of Brown Vs. Board Of Education2136 Words   |  9 PagesThe basic issue in Brown vs. Board of Education was the beginning of integration in the school system. Trial transcripts, interviews, meet the browns, and segregated Topeka will be used to support evidence and opinions in this paper. Due to the deci sions made in The Brown vs. Board of Education it changed who could attend with diversity in schools and continues to change schools to this day. After reading this paper, it should show that all people should be treated equally. Just because a person’sRead More Segregation: Seperate but Equal967 Words   |  4 PagesLinda Brown v. the Board of Education of Topeka, Kansas advocated the need for change in America in the mid 20th century. America was a country in turmoil, after many futile efforts to make social change had failed but Linda Brown’s groundbreaking case pushed America in the right direction. At the heart of the problem was segregation. Segregation is the act of separating a certain person or faction from the main group. In America’s case segregation was practiced on minorities such as African-AmericansRead MoreBrown V. Board Of Education 347 Us 4831438 Words   |  6 PagesBrown v. Board of Education 347 US 483 (1954) Jim Crow Laws As society changes, laws change as well to keep up with changes in some cases, the law are for the better of the majority, however, there have been several laws that have been enacted to impose inequality. On May 17, 1954, the United States Supreme Court handed down its ruling in the landmark case of Brown v. Board of Education of Topeka, Kansas. Education of Topeka that Racial education of Topeka that racial segregation in public schools

Things They Don t Tell You About Capitalism, By Ha Joon...

23 Things They Don’t Tell You About Capitalism, by Ha-Joon Chang. Bloomsbury Press: New York, 2010. 288 pages. Reviewed by Emily F. White. Ha-Joon Chang is a distinguished economist from Seoul, South Korea specializing in developmental economics. He attended the University of Cambridge in 1986 as a graduate student and earned his PhD for his thesis the political economy of industrial policy - reflections on the role of state intervention in 1992 and has taught as a professor of the Political Economy of Development at the University of Cambridge since 1990. He has served as a consultant to the World Bank, the Asian Development Bank, the European Investment Bank, as well as to Oxfam and various United Nations agencies. He is also employed at the Center for Economic and Policy Research in Washington, D.C. and is on the advisory board of Academics Stand Against Poverty (ASAP). His approach to economics is so inspiring and continues to influence those in high power such as Rafael Correa, the president of Ecuador. His insight on economic policy has been spread worldwide through his numerous books that are still widely discussed today. It has earned him his many achievements, including his ranking as one of the top 20 World Thinkers in 2013 in Prospect Magazine. In the efforts of critiquing economic policy, Chang identifies and discusses the problem with free-trade capitalism in his book 23 Things They Don’t Tell You About Capitalism by first rejecting the idea of a free-marketShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesmechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the

Disclosure and Agency Conflict

Question: Describe about managements goals ever conflict with maximizing shareholder wealth? Answer: Maximizing the wealth of the share holders is the appropriate goal of the business firm. The business firms try to maximize the wealth of the firm by increasing the price of the stock. With the increase in the price of the stock, there is an increase in the stock wealth. The increase in the price of the stock enhances the value of the firm and the net worth of the individuals increase owning the stock. There are instances in which the goal of the management conflicts with maximizing the share holder wealth (Hamel, 2009). The goal of the management is mobilization of the resources to make them productive which will generate revenue for the organization. The model of management that predominated earlier has become redundant. The overriding problems of the organization were solved by reinvention of the management system. The management system has become innovative and inspiring place which is concerned with maximizing the wealth of the share holders. But there have been situations of co nflict with the maximization of the wealth of the share holder. One of the major false hoods that are associated with the publicly held companies is that it has the obligation to maximize the value of the share holder. In 2007, the companies of United States had taken debt of record amount to fund the repurchase of share to enhance the value of the share holder. These buybacks has served to enrich the CEO of the company at the expense of the important stake holders of the company. This diminishes the health of the economy and the long term future of the organization is affected. Maximizing the value of the shareholder has become a shared goal that aligns to serve the interest of the share owners and the management. Thus maximizing the value of the share holder is not the obligation of the manager but it is the choice of the manager. But in cases of take over and bankruptcy there are special laws to provide special consideration to the common stock holders (forbes.com, 2011). In case of small organizations, the manager of the firm owns the firm. In such cases there the conflicting situations does not arise. But in case of large organizations there are various levels of the management and the staff. But the management is not the owner of the firm (Harris and Glegg, 2009). They have a fixed level of income. But there are situations of conflict between the owner of the firm and the manager of the organization. The manager of the organization do not profit directly from the share holders unless they tend to own a stock. The conflict between the managers and the stock holders of the firm gives rise to the agency problem (Myers, 2007). The goal of the management is to maximize the wealth of the share holders and at the same time maintain the corporate social responsibility. But it is seen in several cases it is seen that the maximization the share holders wealth does not align with the social responsibilities of the company (Black, 2012). For example in the 2008 recession there was a big bank failure. But the social responsibility of the banks was not visible. The firms were thinking of managing their investment portfolio instead of lending money to the customers. The investment portfolio was filled with toxic assets which led to the breakdown of the large banks. This led to the fall of the share prices. Thus it can be said that the organization was trying to meet their management objectives without maximizing the wealth of the share holders. This leads to the situations of conflict between the share holders and management of the organization. This aggravates the agency problem (Snowden, 2014). The manager of the organization have personal goals that tend to conflict with the goal of the owner of maximizing the wealth of the share holders. Since the share holders have the authority on the managers to administer the asset of the firms, there arises a potential conflict between the share holders of the organization and the management goals. In imperfect labor and capital markets, the managers maximize their own utility at the expense of the share holders of the organization. Agency conflicts are quite significant in organizations. References Black, K. (2012). Disclosure and Agency Conflict: Evidence from Mutual Fund Commission Bundling. CFA Digest, 42(3), pp.126-128. forbes.com, (2011). The Dumbest Idea In The World: Maximizing Shareholder Value. [online] Available at: https://www.forbes.com/sites/stevedenning/2011/11/28/maximizing-shareholder-value-the-dumbest-idea-in-the-world/ [Accessed 12 Mar. 2015]. Hamel, G. (2009). 25 Stretch Goals for Management. [online] Harvard Business Review. Available at: https://hbr.org/2009/02/25-stretch-goals-for-managemen [Accessed 12 Mar. 2015]. Harris, O. and Glegg, C. (2009). Governance quality and privately negotiated stock repurchases: Evidence of agency conflict. Journal of Banking Finance, 33(2), pp.317-325. Myers, D. (2007). Costs and Benefits of American Corporate Capitalism. Psychological Inquiry, 18(1), pp.43-47. Snowden, N. (2014). What really caused the Great Recession? Rhyme and repetition in a theme from the 1930s. Cambridge Journal of Economics.

Nuclear Waste free essay sample

Environmental impacts of nuclear waste. Nuclear waste or radioactive waste is the residue of nuclear reactors, nuclear researches, nuclear projects and nuclear bomb reaction. Nuclear wastes, also known as spent fuel, are dangerously radioactive and could exist for thousands of years. The release of nuclear waste from its reactor could easily cause a lot of diseases like acute radiation sickness. The injection of nuclear waste to underground water causes water pollution and could contribute to extensive contamination of large marine areas. Some of these nuclear wastes injected to underground water could seep through and mix with underground water supplies used for drinking. Some pollutants or nuclear wastes have already penetrated underground water supplies of Florida, Texas, Ohio, and Oklahoma. Also, there was intentional dumping of nuclear waste done by the Soviets into the Techa River in 1949. It caused the people of Mayak yearly dose of 350 rems, an estimated amount of one hundred twenty-four thousand of people were affected by the radiation from the nuclear waste thrown to the Techa River. We will write a custom essay sample on Nuclear Waste or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The radiation that affected the people of Mayak did also spread out to the arctic waters of Northern Russia. Another example to site is the Western Soshone Land issue: â€Å"Over the last forty years, many Native American communities have been constantly exposed to low-level doses of radiation from a variety of different sources. Since more than half of all United States uranium deposits lie under indigenous lands, uranium mining, milling, conversion, and enrichment have become common activities, especially on Western Shoshone Land. In 1978, the American Indian Religious Freedom Act (AIRFA) was passed.This Act reaffirmed the right of Native Americans to free access to religious lands and natural resources, even when these lands and resources extend beyond present tribal boundaries. In 1982, Congress passed the Nuclear Waste Policy Act. This Act proposed to safely dispose of nuclear wastes, bearing in mind the environmental and cultural impacts on Native American communities. Of three sites investigated for this use, DOE has given Yucca Mountain the greatest consideration. Part of the conflict rests in whether DOEs actions at Yucca Mountain impinge on the right of Native Americans to gain access to sacred natural resources.According to the Advisory Council on Historic Preservation (ACOHP), formed by the National Historic Preservation Act, these resources can be defined as any property that has traditional value to the tribe in question. That property need not have been consistent use since antiquity. It has been confirmed by the Western Shoshone and other tribes that Yucca Mountain has traditional value, despite spatial separation from it use due to invasion by private individuals and the federal government (Stoffle et al, 1990).In addition to the potential threat of power plant wastes, these communities are also being exposed to radiation from the Nevada Test Site (NTS), also located on traditional Shoshone land. The NTS has been used by the U. S. and Britain to test nuclear weapons for many years. The Western Shoshone National Council considers these tests to be more like bombs, because of the destruction that results from these experiments. Since 1951, approximately 1,350 square miles of their 43,000 square mile territory have been destroyed by hundreds of craters and tunnels that are no more than unsupervised nuclear waste dumps.There have been environmental monitoring reports issued throughout the years concerning the status of NTS, dated all the way from the 1950s to 1991. These reports prove the presence of substantial low-level radioactive releases of iodine, strontium, cesium, plutonium, and noble gases in outlying areas, with higher concentrations found in reservation communities in close proximity to NTS. Residents have reported unusual animal deaths, human hair loss, the soil in the area turning a dark black color, along with increases of cancer and birth defects. These are only few actual incidents that substantiate the detrimental effects of nuclear leftover to people. It is true that nuclear energy forms part in the industrialization that brings economic growth. And that is needed in a third world country like ours. However, will this be likewise beneficial to the country’s inhabitants as far as health is concerned? To whom is the development for? What is there to modernize if there’s no more beneficiaries to enjoy. 2. Is nuclear power the answer to our country’s energy needs? Nuclear power is the energy that is produced by controlling nuclear reaction, nuclear fusion or nuclear fission.These kinds of reactions are used to heat water to produce steam that could be converted to generate electricity. The first operations of commercial nuclear power plants started in 1950’s and there are currently 440 nuclear power plant reactors in 30 countries. These power plants have a total capacity of 376,000 MWe and provide about 14% of the world’s continuous, reliable, and efficient power used to produce electricity. Also, nuclear power plants require small space and can also be built in restricted areas. Nuclear power, compared to other energy-producing plants, has a main advantage of clean way of producing energy.It doesn’t emit toxic gases like carbon dioxide, sulfur dioxide or nitrogen oxide. As compared to the chemical that do not decompose like arsenic and mercury and to poisonous gases like acid rain and smog, nuclear waste is much easier to dispose to a geological site. This geological site helps the nuclear wastes decay over time. Nuclear power plants also have an average life time of 40 yrs. , and could be extended to 20 yrs. Nuclear power plants use uranium that is abundant in Canada and Australia. Another advantage of uranium is that 1 truck of uranium used for production of energy is as much as the energy produced by 1000 truck of coal.Another advantage of nuclear power is that nuclear energy is the most concentrated form of energy compared to other energy produced by power plants. Nuclear energy can be produced in large quantities over short periods of time. Nuclear energy is also cheap as the cost of fossil fuel. And nuclear emery’s prices are always stable. Though nuclear power plants do not emit greenhouse gases, it produces nuclear wastes that are hard to store and this wastes produce harmful radiations. The radiations from nuclear wastes may cause cancer for humans. These nuclear wastes can either be stored in plants or be injected underground.Injection of nuclear wastes into underground water resources could cause water pollution. Nuclear wastes dumps could also combust without warning. These wastes products also could last for thousands of years. These nuclear wastes could also be used for nuclear weapons. A nuclear power plant could produce enough plutonium to produce about thirty nuclear bombs. Terrible accidents due to its core meltdown may also take place. An example of a devastating accident is the 1986 Chernobyl accident. The said cause of the accident was low quality safety infrastructure.Another happened at Three Mile Island in 1979 where there was a large amount of radiation emitted by the plant because of the failure of the cooling system of the reactor. Because of this incident, people near the reactor were needed to be evacuated and moved into another location. The radiation that produced by both reactors spread throughout a large area. Building and maintaining nuclear power plants is expensive. It costs between three to five billion dollars for building a nuclear power plant. More money could be spent for the security of these nuclear power plants.Nuclear power plants could be a good target for terrorist. Nuclear power plants could be used to control electricity supply and may be intentionally initialize a core meltdown that could devastate a lot of people. Uranium that is needed for processing of nuclear energy could be depleted. Uranium is not a renewable and because of the use of nuclear power plants, uranium could be depleted faster. Depending on the actual demand for uranium, uranium could be depleted in 30 to 60 years, and after that nuclear power plants will stop operating or would need to find an alternative for uranium.So, by weighing the pros and cons of nuclear power plants, I think nuclear power plant is not the solution to our country’s need for electricity. Nuclear power plants may provide us with clean, reliable, and cheap energy but it could lead to devastating accidents that could harm or kill many people. Nuclear wastes could also harm our environment and our people because they cannot be properly dispose and are very hazardous. Nuclear power plants also, could be no use after 30 to 60 years.Establishing a nuclear power plant now would be useless for it will be no use to our future descendant, and with the addition of upcoming nuclear power plants, the use of these plants may decrease to only 10 to 30 years. Aside from nuclear energy, there are other alternative sources of energy that are clean and do not emit green house gases. Examples of these are wind, solar, and geothermal energy. There are also hydropower, biomass, and bio-fuel that are renewable and are better than nuclear energy. Potential resources of energy in the Philippines are bagasse, coconut residues, wood, rice hulks, and municipal solid waste.The department of energy has identified a biomass of bagasse to have a potential of 250 barrels of fuel oil. Also, the Philippines consumes 27% geothermal energy. The production of geothermal energy is also cheaper compared to production of energy in nuclear power plants. There are also wind farms in the Philippines, example of this is the wind farm in Bangui, Ilocos Norte that has 25 Megawatt wind. Lately, DOE has found an ally to enhance and promote acceleration of our country’s mini-hydropower development program. According to Green Chip International, the Philippines has abundant underground energy resources. Also, as said by British ambassador, Stephen Lillie and by Dr. Walter Salzer, there is a potential of the Philippines in gaining investors in the production of wind, solar, geothermal, and biomass energies. This proves that we have a lot of renewable energy that we could use for many years. So instead of operating nuclear power plants in the Philippines, we must promote the use of renewable energy more. Renewable, clean and safe energy is what our country needs The Philippines is very rich in natural and human resources. We have more than enough elemental reserves and competitive local innovators.These two major elements are very essential in our own way of safe modernization. We have the right tools and materials however we lack one thing in order to carry out these aspirations. That is the support of our government. If only the Philippine government is supportive on local capabilities and most of all personal interest is set aside, we could achieve the best for our country.

Free Essays on Martin Luther King Jr

Birth and Family Martin Luther King, Jr. was born at noon Tuesday, January 15, 1929, at the family home, 501 Auburn Avenue, N.E., Atlanta, Georgia. Dr. Charles Johnson was the attending physician. Martin Luther King, Jr., was the first son and second child born to the Reverend Martin Luther King, Sr., and Alberta Williams King. Other children born to the Kings were Christine King Farris and the late Reverend Alfred Daniel Williams King. Martin Luther King's maternal grandparents were the Reverend Adam Daniel Williams, second pastor of Ebenezer Baptist, and Jenny Parks Williams. His paternal grandparents, James Albert and Delia King, were sharecroppers on a farm in Stockbridge, Georgia. He married the former Coretta Scott, younger daughter of Obadiah and Bernice McMurray Scott of Marion, Alabama on June 18, 1953. The marriage ceremony took place on the lawn of the Scott's home in Marion. The Reverend King, Sr., performed the service, with Mrs. Edythe Bagley, the sister of Mrs. King, maid of honor, and the Reverend A.D. King, the brother of Martin Luther King, Jr., best man. Four children were born to Dr. and Mrs. King: Yolanda Denise (November 17, 1955 Montgomery, Alabama) Martin Luther III (October 23, 1957 Montgomery, Alabama) Dexter Scott (January 30, 1961 Atlanta, Georgia) Bernice Albertine (March 28, 1963 Atlanta, Georgia) Education Martin Luther King, Jr. began his education at the Yonge Street Elementary School in Atlanta, Georgia. Following Yonge School, he was enrolled in David T. Howard Elementary School. He also attended the Atlanta University Laboratory School and Booker T. Washington High School. Because of his high score on the college entrance examinations in his junior year of high school, he advanced to Morehouse College without formal graduation from Booker T. Washington. Having skipped both the ninth and twelfth grades, Dr. King entered Morehouse at the age of fifteen. In 1948, he graduat... Free Essays on Martin Luther King Jr Free Essays on Martin Luther King Jr Martin Luther King Jr. was born in Atlanta Georgia on January 15, 1929. He was a Baptist minister and a leader of a civil right movement in America from the Mid-1950’s until he was assassinated in 1968. He was a non-aggressive person while trying to follow through with his acts to achieve civil rights reformation and was awarded the Nobel Peace Prize for his tremendous efforts in his life. He married the former, Coretta Scott, younger daughter of Obadiah and Bernice McMurray Scott of Marion, Alabama on June 18, 1953. The marriage took place at the Scott’s home in Alabama. His grandfather was a Baptist preacher. His father was a pastor of Atlanta’s Ebenezer Baptist Church. He earned his own bachelor degree of Divinity and in 1951 he earned his Doctor of Philosophy from Boston University in 1955. In 1959 King went on a trip to India and met with followers Gandhi. In these discussions he became to realize that nonviolent way of approaching things, such as a struggle for freedom, was the way to go in life. After being a pastor of Alabama, Martin led a Black bus boycott. He and ninety others were arrested and indicted under provisions of law. He was found guilty along with others, although they were able to appeal their case. As the boycott carried on, Martin was gaining much reputation in the Nation. The success of the bus boycott also made him the hero of many people throughout the nation. Dr. King’s 1963 Letter from Birmingham Jail inspired national civil rights movement. The goal in Birmingham was to completely end the system of public life (stores, no separate bathrooms and drinking fountains, etc.) and also anything that had to do with getting jobs and living a normal life was one of the major goals of Martin Luther King Jr. Also in 1963 he led a massive march on Washington D.C. where he delivered his most famous â€Å"I Have a Dream† speech. He gave this speech on the steps of the Lincoln Memorial in Wash... Free Essays on Martin Luther King Jr Martin Luther King Jr. was born in Atlanta, Ga., on January 15, 1929. His father, Martin, Sr., was the pastor of the Ebenezer Baptist Church, a black congregation. His mother, Alberta Williams Kings, was a schoolteacher. Martin had an older sister named Christine. He also had a younger brother. His name was Alfred Daniel. Martin encountered racism for the first time when he was 6 years old. It happened when his friendship with two white playmates was cut short by their parents. Then at the age of 11, a white woman struck him with the word "nigger". It was devastating for him to encounter this. Though, it was true that not all people think they are equal to other racial groups. A bright student, he was admitted to Morehouse College at the age of 15, without completing high school. Through the years, he wanted someday to become a minister. King's luck came true when he was 18 years old. He was ordained in his father's church. After graduating from Morehouse in 1948, he entered Crozer T heological Seminary in Chester, Pa. He was the valedictorian of his class in 1951 and won a graduate fellowship. At Boston University he received a Ph.D. in theology in 1955. King had been impressed by the teachings of Henry David Thoreau and Mahatma Gandhi on nonviolent resistance. King wrote, "I came to feel that this was the only King had been impressed by the teachings of Henry David Thoreau and Mahatma Gandhi on nonviolent resistance. King wrote, "I came to feel that this was the only morally and practically sound method open to oppressed people in their struggle for freedom." He became pastor of the Dexter Avenue Baptist Church in Montgomery, Ala., in 1954. In December 1955 King was chosen to head the Montgomery Improvement Association, formed by the black community to lead a boycott of the segregated city buses. During the boycott King's home was bombed, but he persuaded his followers to remain nonviolent despite threats to their lives and property. ... Free Essays on Martin Luther King Jr Birth and Family Martin Luther King, Jr. was born at noon Tuesday, January 15, 1929, at the family home, 501 Auburn Avenue, N.E., Atlanta, Georgia. Dr. Charles Johnson was the attending physician. Martin Luther King, Jr., was the first son and second child born to the Reverend Martin Luther King, Sr., and Alberta Williams King. Other children born to the Kings were Christine King Farris and the late Reverend Alfred Daniel Williams King. Martin Luther King's maternal grandparents were the Reverend Adam Daniel Williams, second pastor of Ebenezer Baptist, and Jenny Parks Williams. His paternal grandparents, James Albert and Delia King, were sharecroppers on a farm in Stockbridge, Georgia. He married the former Coretta Scott, younger daughter of Obadiah and Bernice McMurray Scott of Marion, Alabama on June 18, 1953. The marriage ceremony took place on the lawn of the Scott's home in Marion. The Reverend King, Sr., performed the service, with Mrs. Edythe Bagley, the sister of Mrs. King, maid of honor, and the Reverend A.D. King, the brother of Martin Luther King, Jr., best man. Four children were born to Dr. and Mrs. King: Yolanda Denise (November 17, 1955 Montgomery, Alabama) Martin Luther III (October 23, 1957 Montgomery, Alabama) Dexter Scott (January 30, 1961 Atlanta, Georgia) Bernice Albertine (March 28, 1963 Atlanta, Georgia) Education Martin Luther King, Jr. began his education at the Yonge Street Elementary School in Atlanta, Georgia. Following Yonge School, he was enrolled in David T. Howard Elementary School. He also attended the Atlanta University Laboratory School and Booker T. Washington High School. Because of his high score on the college entrance examinations in his junior year of high school, he advanced to Morehouse College without formal graduation from Booker T. Washington. Having skipped both the ninth and twelfth grades, Dr. King entered Morehouse at the age of fifteen. In 1948, he graduat...

Persian Battle at Thermopylae in 300 Movie

Persian Battle at Thermopylae in 300 Movie Thermopylae (lit. hot gates) was a pass the Greeks tried to defend in a battle against the Persian forces led by Xerxes, in 480 B.C. The Greeks (Spartans and allies) knew they were outnumbered and hadnt a prayer, so it was no surprise that the Persians won the Battle of Thermopylae. The Spartans who led the defense were all killed, and they may have known in advance that they would be, but their courage provided inspiration to the Greeks. Had the Spartans and allies avoided what was, in essence, a suicide mission, many Greeks might have willingly medized* (become Persian sympathizers). At least that is what the Spartans feared. Although Greece lost at Thermopylae, the following year they won battles fought against the Persians. Persians Attack the Greeks at Thermopylae Xerxes fleet of Persian ships had sailed along the coastline from northern Greece into the Gulf of Malia on the eastern Aegean Sea towards the mountains at Thermopylae. The Greeks faced the Persian army at a narrow pass there that controlled the only road between Thessaly and Central Greece. Spartan King Leonidas was general in charge of the Greek forces that tried to restrain the vast Persian army, to delay them, and keep them from attacking the rear of the Greek navy, which was under Athenian control. Leonidas may have hoped to block them long enough that Xerxes would have to sail away for food and water. Ephialtes and Anopaia Spartan historian Kennell says no one expected the battle to be as short as it was. After the Carnea festival, more Spartan soldiers were to arrive and help defend Thermopylae against the Persians. Unfortunately for Leonidas, after a couple of days, a medizing traitor named Ephialtes led the Persians around the pass running behind the Greek army, thereby squashing the remote chance of Greek victory. The name of Ephialtes path is Anopaea (or Anopaia). Its exact location is debated. Leonidas sent away most of the amassed troops. Greeks Fight the Immortals On the third day, Leonidas led his 300 Spartan hoplite elite troops (selected because they had living sons back home), plus their Boeotian allies from Thespiae and Thebes, against Xerxes and his army, including the 10,000 Immortals. The Spartan-led forces fought this unstoppable Persian force to their deaths, blocking the pass long enough to keep Xerxes and his army occupied while the rest of the Greek army escaped. The Aristeia of Dieneces Aristeia relates to both virtue and the reward given the most honored soldier. In the Battle at Thermopylae, Dieneces was the most honored Spartan. According to Spartan scholar Paul Cartledge, Dieneces was so virtuous that when told there were so many Persian archers that the sky would grow dark with the flying missiles, he replied laconically: So much the better we shall fight them in the shade. Spartan boys were trained in night raids, so although this was a show of bravery in the face of countless enemy weapons, there was more to it. Themistocles Themistocles was the Athenian in charge of the Athenian naval fleet that was nominally under the command of the Spartan Eurybiades. Themistocles had persuaded the Greeks to use the bounty from a newly discovered vein of silver at its mines at Laurium to build a naval fleet of 200 triremes. When some of the Greek leaders wanted to leave Artemisium before the battle with the Persians, Themistocles bribed and bullied them into staying. His behavior had consequences: Some years later, his fellow Athenians ostracized the heavy-handed Themistocles. The Corpse of Leonidas There is a story that after Leonidas died, the Greeks tried to retrieve the corpse by means of a gesture worthy of the Myrmidons trying to rescue Patroclus in the Iliad XVII. It failed. The Thebans surrendered; the Spartans and Thespians retreated and were shot by Persian archers. The body of Leonidas may have been crucified or beheaded on Xerxes orders. It was retrieved about 40 years later. Aftermath The Persians, whose naval fleet had already suffered seriously from storm damage, then (or simultaneously) attacked the Greek fleet at Artemisium, with both sides suffering heavy losses. According to the Greek historian Peter Green, the Spartan Demaratus (on Xerxes staff) recommended splitting the navy and sending part to Sparta, but the Persian navy had been too heavily damaged to do so fortunately for the Greeks. In September of 480, aided by northern Greeks, the Persians marched on Athens and burned it to the ground, but it had been evacuated.

Practical Application of the Ethical Decision-Making Manual for Essay

Practical Application of the Ethical Decision-Making Manual for Helping Professionals - Essay Example This model focuses on ethical strategies within an inter-professional context, so that it attempts to provide guidance for ethical dilemmas that may occur across the helping professions, such as education, nursing, social work, law and medicine (Steinman, Franks Richardson & McEnroe, 1998). This paper shall review the complexity of ethical decisions that are at times required by teachers within elementary, middle and high schools. Firstly, a brief outline of five ethical principles considered necessary for all ethical decision-making models shall be provided. Secondly, the model of Steinman, Franks Richardson and McEnroe shall be detailed. Next, applications of the proposed ethical decision-making model shall be presented, as relevant to ethical considerations within the school system. Finally, a conclusion shall synthesize the main points of the paper to highlight the importance of ethics to schools. School staffs continually experience situations that could be considered ethical dilemmas, in which they are required to apply confident and strong decision-making abilities (Strike, 1997). As such, for school staff to behave in a manner that is considered ethical, it is necessary that they also be responsible for their behavior, as the two are interdependent concepts (Strike, 1997). Essentially, school staffs are expected as educational leaders to continually develop the ability and capacity for reflection on their behaviors and choices to determine if they have acted ethically. Although many of the numerous decisions teachers and other schools staff make throughout a single day may not immediately appear to have ethical implications, contemporary Western societies are experiencing a rapid advancement in technologies, increases in litigations, and an increased emphasis on issues of social protection, all of which are relevant to the conduct of school staff. Additionally, at a local level, educational institutions are more and more are required to adopt standardized assessments of student achievement, and to be aware of issues of equal opportunity across genders, ethnicities and physical/cognitive abilities (Strike, 1997). Another ethical consideration relevant to the school includes the evaluation of teachers' performance (Messer, 2001).Ethical decision-making models tend to be based on five over-riding moral principles (Kitchener, 1984 as cited in Bradley and Hendricks, 2001). Kitchener (1984) determined that these five principles formed the basis of the concepts that comprise any ethical decision (as cited in Bradley & Hendricks, 2001). The five moral principles are: 1) Autonomy - each individual is acknowledged to have a freedom of choice. In regards to school staffs, they have the right to make their own decisions that align with theirpersonal philosophies, whilst also recognizing that they are responsible for theirdecisions, and that this responsibility requires assessment of the effects of one'sactions on others. The rights of autonomy extend to students, and school staffs are

Environmental Ethics. Assignment 7 Essay Example | Topics and Well Written Essays - 1000 words

Environmental Ethics. Assignment 7 - Essay Example Although there are significant improvements in environmental protection, there still exist communities that continue to live in an unhealthy and unsafe environment. This is because of the discriminatory environmental policies enacted by the government, causing adverse impacts on the poor people and communities. It is evident that the current environment protection regulations have produced unfair outcomes, such as exposure to harmful substances, promotion of ‘risky’ technologies, economic and political exploitation of communities, as well as subsidized ecological destruction. Furthermore, the contemporary protection paradigm has enforced unequal environment controls by trading human health for economic profit. This tendency has placed a sense of responsibility on the part of the victims rather than the polluting industry. As stated by Bullard, procedural, geographic and social inequities has to be eliminated for ensuring just and fair outcomes from the environment protection policies. Firstly, governing rules, regulations and enforcement of environment policies has to be applied uniformly, without any discrimination. The environmental decision-making has to be reinforced with scientific and democratic opinions through effective communications. Secondly, geographic locations and its proximity to environment hazards have to be taken into account, while formulating the policies and regulations. Thirdly, sociological factors like race, ethnicity, class, culture, political power, etc., and their role in environment protection have to be assessed while making environmental decisions. Thus, the solution for this unequal environmental protection relies on enforcing nondiscriminatory way of environmental policies that includes â€Å"the right to protection, prevention of harm, shifting the burden of proof, obviating proof of intent to discriminate, and targeting resources to redress inequities.† (Bullard, 1994,

Manu Soccer - Case Study Essay Example for Free

Manu Soccer Case Study Essay Situational Problem Tom Owen is working towards increasing his business and profit by the means of changing his current services and products or offering new ones to meet his customers needs, or by keeping his current products and services the same, but offering them to new markets. S.W.O.T. Analysis Strengths: †¢Tom Owen himself is an asset in his knowledge of soccer and his ability to get along with the kids hes teaching. †¢Hiring instructors with similar qualities to create a good workforce. †¢MANUs market penetration of the Fort Collins area ensures that all soccer players age 11 to 14 are aware of his soccer program. Weaknesses: †¢MANUs dependence on Tom Owen in all of its functions offers little opportunity for him to expand to other locations. Opportunities: †¢The close proximity to three large cities that offer limited soccer training camps. Threats: †¢Some parents may consider soccer as a luxury that can be eliminated in face of economic downturn and growing unemployment. †¢The emergence of new soccer training programs in direct competition with MANU. Market Situation Approximately 90 percent of MANU’s customers live in Fort Collins which has a population of 110,000. Greeley and Longmont are about 25 miles away by interstate highway and have a population of approximately 80,000 each. Loveland is a city that is also about 25 miles from Fort Collins and has a population of approximately 60,000. Competitive Situation There is almost no direct competition for MANU in Fort Collins. The surrounding cities of Loveland, Greeley, and Longmont offer even less developed soccer programs. Target Customer The target customer for the MANUs services would be competitive soccer players from the ages of 11 to 14. However, the ultimate purchaser of these services would be the mother or father of the soccer player. This would necessitate the need of a market strategy that caters to both the parent and the soccer player. Potential Solutions †¢Develop programs that are aimed at kids over the age of 14 since the majority of the kids move on to other sports upon reaching that age. oPro These kids are already familiar with Tom and are the most likely to sign up for programs in this age group. oCon Most kids in this age group do not find soccer as appealing as other sports and are unlikely to pursue soccer. †¢Develop a marketing strategy to encourage more product purchases from his existing customer base. oPro Availability of good and recommended equipment would make soccer more appealing. oCon Extra costs can be a deterrent when the economy is bad. †¢Develop new programs to cater to the 6 to 9 age group market of Fort Collins that is still low. oPro Having more children from this age group would ensure a larger, future enlistment from the 11 to 14 age group which has shown to already be considerably large. oCon Children from the 6 to 9 age group are very different from the 11 to 14 age group and have to be treated and taught differently. Tom and his instructors have proven to be more effective with the latter age group and would have to work up a way to be appealing with the younger age group. †¢Develop programs to attract the kids of Loveland, Longmont, and Greeley. oPro These three cities have a combined population that is twice that of Fort Collins. Which in turn, offers the potential of Tom being able to triple his current enrollment. Also, these cities have little to no soccer programs in place that would be of major competition to Tom. oCon The 25 mile distance would be a large deterrent for many parents to desire driving to. Tom cannot be at all of these places at once to supervise the programs. Recommended Solution The best solution for Tom would be the fourth option of expanding into the nearby cities of Loveland, Longmont, and Greeley. Considering his current good market penetration of Fort Collins, it would be unwise to spend his resources on trying to acquire more customers from this existing market rather than entering new markets. This course of action would also not require Tom to change or recreate his products, but to continue using what he is already familiar with. Potential Marketing Strategies Tom could offer his current instructors the chance to head up the MANU soccer programs in each of the new markets. Tom had already hired them based on their qualifications and personalities being similar to his own. This course of action would not require Tom to be in four places at once, but the close proximity would allow for him to stay involved. Tom could reach out to any of the existing soccer programs in these towns and offer them the opportunity to sign on with him if he found their instructors to have a compatible program to his own. This would allow an easier entrance into these new markets as the current soccer programs already have a customer base to work with and build on. This would also decrease any potential competition he may have had to contend with upon entering these new markets.

The Computer’s Positive Impact on Education :: Teaching Learning Essays

The Computer’s Positive Impact on Education Once upon a time there was a teacher and a classroom full of bright and ambitious students. One day a bit of brand new technology was introduced into the classroom. This new technological tool was designed to enable teachers to save time and better instruct groups of students. Students would also be able to utilize this new tool for practicing math problems and spelling words. This new tool is also proven to be very easy to use to compose and edit information on it. In spite of all these wonderful qualities this new advanced technology can bring to the classroom, it was approached with much skepticism. In the early 1900’s, people were concerned and worried about the kinds of problems "the chalkboard" would bring to education! A century later, teacher across the country teachers and students are still successfully utilizing chalkboards in the classroom for teaching and learning. This little story is true and significantly compares to computers entering the education turf. I’m going to take this opportunity to expand on the positive contributions compu ters have and will make in the education field. Computers are having a positive affect on education in many ways. Some of the optimism about computers in education is due to the fact that computers offer diverse collections of resources, variations of media type, increased communications, as well as provision of a records management tool for teachers. The diversity of resources teachers and students have access to through the use of computers is phenomenal. Basically, software and the Internet are the methods used to obtain access to overwhelming amounts of data. The information may be in the form of written material, audio material, games, user-interaction, animation and many more. The Teacher Resource Center (TRC) in Indiana maintains an updated website of teacher resources at "www-ed.fnal.gov/programs/ed_mat_trc.html". Software provides age-appropriate instructional design in the math and science disciplines, as well as in language arts and social studies. Many of these are interactive and/or re-create models of items ranging from complex graphs, historical events, to science experiment labs. Reference libraries are also available on software. There are complete electronic encyclopedia software with color graphics and audio. Information can be printed out, which is convenient for students who are conducting research. Another software area relating to the educational field is pre-school software. Pre-schoolers use computers for "coloring/painting", playing memory games and learning basic letters, numbers, shapes etc.

To what extent is ”Frankenstein’ concerned with the theme of education and what does it have to say about the advantages and disadvantages of this?

In Frankenstein, education cannot simply be considered as an ordinary theme, because there are so many differing angles which are represented throughout. It primarily depends however on what actually counts as education in the first place; does it have to be necessarily formal, or does it also count if it is information passed on from one family member to another, or even if it is simply something gleaned from the environment that surrounds us. This is the question that must be answered, as well as deciphering what methods Shelley uses to convey the fact that education is essential for the books' events to occur. In Frankenstein from the very beginning, whenever Victor is mentioned, it is in the context of learning, or of having learnt something crucial. This is in comparison to Walton, whose knowledge appears to come from his exploration, from his search for a true companion who can accompany him throughout the rest of his life, someone who will truly understand him. Walton's knowledge is not just from experiences, but also from studying, from academia, as well as from his perceptions of the world around him, and from what his morals command him to either do or not to do. However, despite all of his academia, he is still astonished when he is told about Frankenstein's creature, and even more so when he views it for himself. This proves that despite formal education, there will still be gaps of knowledge, and the power to surprise will always exist. Victor relates to Walton all about how his education was formulated, what exactly he had learnt from his bad experiences with books and at Ingolstadt, and by focussing on outdated science such as those ideas thought of by Cornelius Agrippa and Albertus Magnus. The point blank refutation by his father of these theories and ideas did not mean that Victor realised they were hopelessly incorrect; on the contrary, he ‘continued to read with the greatest avidity'. This reading eventually led to the creation of the creature, which although being a tremendous achievement in its own right, is something which directly contravenes the natural order of things, and is therefore a sin. By studying such ‘wild fantasies' and not instead reading something far more ‘real and practical', he allowed himself to be taken into the world of unnatural occurrences, where he would be able to achieve incredible things, but at the same time ‘terrible'. At Ingolstadt, Victor was further mislead from the path of true science by Krempe who did not capture his imagination, and possessed a ‘repulsive countenance' and instead continued to strive towards conquering death through reanimating and creating his own perfect being. It does bring up questions of who ought to be able to control life and death, which the creature then follows through killing, through controlling the manner and time of death of those that Victor held dear. However, despite the creature's education through learning from his surroundings, there is still some quality to him which is not human. This is indeed the lack of any sort of moral structure; he is not able to empathise, or realise that what he does is wrong. This can be shown by ‘you belong then to my enemy-to him towards whom I have sworn eternal revenge; you shall be my first victim.' Perhaps in some way he acknowledges it as wrong, but due to his previous experience with the people in the cabin, he now no longer wishes to be like them, and wants to separate himself from society. This separation means he then becomes particularly cold blooded, but he does know that it will prove effective in affecting Frankie. Due to the creature describing his ‘heart swelling with exultation and triumph', it demonstrates that to some extent the creature has developed sophisticated planning, because it was not spur of the moment (the fact that there is no regret mentioned proves this). The creature has learnt to be cold from his ‘father's' abandonment of him, and the people in the cabin rejecting him solely on the basis of physical appearance. Therefore he has learnt that to cause emotional suffering is the best way to commit revenge; the preferred method of hurt is to destroy someone's heart. The creature's knowledge did not turn out to have a positive effect on anyone's life, but rather ended up causing several deaths and miserable lives for many. Whether or not the creature deserved to be given a full education is still unclear, but it shows that knowledge can be very harmful. However it did not appear to be so for Safie, who was also learning at the same time as the creature, albeit it not as surreptitiously as it, because Safie simply learnt the language and was not mentioned as having later committed acts of evil. The creature learnt from afar, much as an infant does, by listening to language and eventually picking up the ability to manipulate it in one's own way, although he evidently learnt from books as well for research and insight. Despite all this, he still isn't an intellectual, and primarily learns about his strength, about others and about others' perceptions of him through trial and error. There is the question of whether or not the creature was solely spurred on by William's being such an unpleasant child or whether it was simply in the creature's blood. Nevertheless, this proves that to some extent, people learn behaviours from what they experience of what occurs around them, and it is not just pre-learned behaviour. It raises the question of whether the creature would have been more docile if either Victor had directly cared for him, or provided a creature as a friend. He has learnt to become so disillusioned with humanity, that now they are now worthless to him, even a defenceless young child. This heinous crime doesn't mean anything to him, in the same way that it didn't technically mean anything to Victor to about the creature; only disgust about what he had created was realised. This disgust can be easily understood, because he has managed to reanimate dead flesh; who is to say that there might not be some imprint of the personality of the old owner of these body parts existing still? Despite the addition of ‘luxuriances' such as ‘lustrous black, flowing hair', it is still a crime against nature, and also raises the moral question of whether or not the creature learns from scratch with his blank slate of a ‘child brain', or whether he simply possesses the mind of the old brain. How a new creature made from death can still have life, particularly have its own mind is uncertain, especially when we consider that the creature must suddenly have had a consciousness emerge out of oblivion, but all we know is that there must be something real about it for it to be able to affect the lives of real humans. Whether or not education is simply learning how to live by gathering and experiencing simple pleasures, having sufficient food, and utilising fire depends on what and who is being asked, but surely anything that is learnt counts as a sort of education in its own way. Learning through experience means that on the plus side, you know what you have learnt is true, and you know what will work best in a certain set of circumstances, but when you arrive at something new and unfamiliar, trial and error (error being the key point) is the only way forward. Frankenstein in a way is all about education, particularly when it comes to the misuse of formal education, and mistakes made, but because not all of the plot details in the end come down to a matter of education, it therefore cannot be deemed to be the key theme of the novel.

Ghana Institute of Management and Public Administration

GHANA INSTITUTE OF MANAGEMENT AND PUBLIC ADMINISTRATION (GIMPA) MBA (PROJECT MANAGEMENT OPTION) GMBA 799 STRATEGIC MANAGEMENT STUDENT NAME: EMMANUEL SESSOU STUDENT ID NUMBER: MBAE 10040217 Question: Write a short note on the Balanced Scorecard Balanced Scorecard  Basics The balanced scorecard is a  strategic planning and management system  that is used extensively in business and industry, government, and nonprofit organizations worldwide to align business activities to the vision and strategy of the organization, improve internal and external communications, and monitor organization performance against strategic goals.It was originated by Drs. Robert Kaplan (Harvard Business School) and David Norton as a performance measurement framework that added strategic non-financial performance measures to traditional financial metrics to give managers and executives a more ‘balanced' view of organizational performance. The balanced scorecard has evolved from its early use as a sim ple performance measurement framework to a full  strategic planning and management system. â€Å"The balanced scorecard retains traditional financial measures.But financial measures tell the story of past events, an adequate story for industrial age companies for which investments in long-term capabilities and customer relationships were not critical for success. These financial measures are inadequate, however, for guiding and evaluating the journey that information age companies must make to create future value through investment in customers, suppliers, employees, processes, technology, and innovation. The balanced scorecard suggests that we view the organization from four perspectives, and to develop metrics, collect data and analyze it relative to each of these perspectives: The Learning & Growth Perspective, The Business Process Perspective, The Customer Perspective and The Financial Perspective The Learning & Growth Perspective This perspective includes employee training a nd corporate cultural attitudes related to both individual and corporate self-improvement. In a knowledge-worker organization, people — the only repository of knowledge — are the main resource.In the current climate of rapid technological change, it is becoming necessary for knowledge workers to be in a continuous learning mode. Metrics can be put into place to guide managers in focusing training funds where they can help the most. In any case, learning and growth constitute the essential foundation for success of any knowledge-worker organization. The Business Process Perspective This perspective refers to internal business processes. Metrics based on this perspective allow the managers to know how well their business is running, and whether its products and services conform to customer requirements (the mission).These metrics have to be carefully designed by those who know these processes most intimately; with our unique missions these are not something that can be d eveloped by outside consultants. The Customer Perspective Recent management philosophy has shown an increasing realization of the importance of customer focus and customer satisfaction in any business. These are leading indicators: if customers are not satisfied, they will eventually find other suppliers that will meet their needs. Poor performance from this perspective is thus a leading indicator of future decline, even though the current financial picture may look good.In developing metrics for satisfaction, customers should be analyzed in terms of kinds of customers and the kinds of processes for which we are providing a product or service to those customer groups. The Financial Perspective Kaplan and Norton do not disregard the traditional need for financial data. Timely and accurate funding data will always be a priority, and managers will do whatever necessary to provide it. In fact, often there is more than enough handling and processing of financial data.With the implementat ion of a corporate database, it is hoped that more of the processing can be centralized and automated. But the point is that the current emphasis on financials leads to the â€Å"unbalanced† situation with regard to other perspectives. There is perhaps a need to include additional financial-related data, such as risk assessment and cost-benefit data, in this category. Reference Robert S. Kaplan and David P. Norton, â€Å"Using the Balanced Scorecard as a Strategic Management System,† Harvard Business Review (January-February 1996): 76.

Healing Hands Australian †Indigenous Health

Healing Hands Australian – Indigenous Health Free Online Research Papers The healing hands indigenous health rights campaign utilises the social planning approach. By using this approach, the campaign is delivered at a national level yet acknowledges that if changes with health care situations are to be made responsibility lies with commonwealth, state and territory governments. The campaign is designed to be a success because it is based on many facts and figures about indigenous health and the crisis it is in. the social planning position ensures there has been an assessment of community needs and problems – being the health crisis amongst indigenous Australians and applies a systematic planning of strategies for meeting the needs. This method is appropriate in that it emphasises on national and political procedures, for instance changes within government policies and funding. This ensures that the core aim of the campaign (that is, changing government policies/funding in concern to indigenous health) are not far fetched because of the level it is being applied. The expert knowledge involved in the campaign means that it is more likely the desired outcomes will be achieved. This approach ensures that the majority of the concern lies with delivering appr opriate services to the indigenous people so that their health improves. The campaign has changed behaviour in that it has raised community awareness about the indigenous health issue and how it is a matter of urgency – they did this through promoting and suggesting ways to show support – This approach is seen as the community education model. A mass of public debate derived from the campaign and the utilisation of the models. There were public debates evident in the media, with health professionals, among the indigenous community, non indigenous community and eminent Australians such as the governor and the president of the medical association. The campaign has been successful in that it has reached a vast audience and gained huge support from organisations such as government community services and individuals as well as prominent Australian figures. It has also been successful in that it had wide media coverage. Through researching the campaign, it was observable that due to the nature and complexity of government legislations and regulation, attempts to alter anything dramatically on a government level will be a slower process. However the campaign has achieved to make the issue a focal point amongst the media and public – therefore generating more reason for the issue to be a matter of urgency on the governments’ agenda. Research Papers on Healing Hands Australian - Indigenous HealthInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social andHip-Hop is ArtMarketing of Lifeboy Soap A Unilever ProductQuebec and CanadaPETSTEL analysis of IndiaAppeasement Policy Towards the Outbreak of World War 2Effects of Television Violence on ChildrenTwilight of the UAWThe Project Managment Office System

Use Common Sense for Commas

Use Common Sense for Commas Use Common Sense for Commas Use Common Sense for Commas By Mark Nichol Commas are such cute little things with curly tails that their strength is often overlooked. When used haphazardly, their power can be untapped or misused. Employed correctly, however, they do much to convey a sentence’s meaning. The rules may seem complex, but they are also commonsensical. Many writers believe that commas are necessary in the middle of a sentence only when they divide two independent clauses two parts of a sentence that could stand on their own as distinct statements. But commas also serve as comprehension aids: Note the difference between â€Å"Knights wore metal shoes and gloves called gauntlets† and â€Å"Knights wore metal shoes, and gloves called gauntlets.† The first version implies that both items were referred to as gauntlets, and the second version correctly distinguishes that only the second item was labeled as such. â€Å"Are they going to lock me up or shoot me?† looks like the writer is asking if one of these two outcomes will occur. â€Å"Are they going to lock me up, or shoot me?† correctly clarifies that the writer is asking which outcome will occur and that’s a big difference made clear by the mighty little comma. Traditionally, a comma was inserted after all introductory phrases, no matter how short: But the trend toward open punctuation and away from closed punctuation has relaxed this tradition. Unfortunately, though short introductory phrases may not look wrong in isolation, in text containing both short and long introductory phrases, when the latter cry out for a comma to give the reader a rest, inconsistency is awkward, so it’s best to always retain closed punctuation. Sometimes, misunderstandings may occur when you omit a comma, as when a reader reads, â€Å"When she returned Jim’s head was already lying back against the pillow† and thinks at first that Jim’s head is being handed back to him or its current owner. Comments actually or conjecturally directed toward readers or a third party are awkward without a comma following an imperative (a form of address that tells someone to do something). The warning statement â€Å"Move over RCA and Sony, computer firms are becoming TV makers† starts the reader off at a disadvantage; who, they may think, is steamrolling over the television manufacturers in question? A comma after â€Å"move over† solves that problem. Similarly, â€Å"Attention shoppers!† implies that attention is a commodity some store patrons are there to buy, and that the voice on the intercom is acoustically accosting just that class of consumer; â€Å"Attention, shoppers!† meanwhile, asks for something, then identifies who is being asked. These rules may seem complicated. But there’s a simple test that usually works: When in doubt about whether or where to place a comma, read aloud the sentence in question, and visualize the comma as a hook that briefly makes the sentence run in place. If you hesitate or pause, insert the hook in the sentence to mark that place. If you don’t, don’t. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Inquire vs Enquire35 Genres and Other Varieties of FictionUsing "May" in a Question

Should their be mandatory military service in the united states Research Paper

Should their be mandatory military service in the united states - Research Paper Example â€Å"There is a widespread feeling that there is no adequate force available now: that force which might reasonably have been deemed adequate three years ago has been shown by the European war to be inadequate, and from the standpoint of the immensity of the forces loosed upon the outbreak of war† (Ballou). The staffing of military personnel varies significantly transversely countries and above time. Although a number of countries, such as the United Kingdom and the United States, has relied and persist to rely on all-volunteer forces, the majority European countries follow a strategy of compulsory military service (CMS). â€Å"Voluntary service efforts will go on, whether or not we have compulsory service, because America has always been a charitable and compassionate Nation. Compulsory service programs would be another resource pool† (Does the United States Need Compulsory National Service?). The court upholds the right of the Government to organize and maintain the army. All 18 year old youth are supposed to register with the selective service system as the military service is presently intentional, the civilian agency with a responsibility of conducting a military draft when required by the law. The transformation to a voluntary force has caused many human rights problems. The military conscription is provided by the selective military service act. Enrollment in the armed force is allowed from the age of 17. The US conscription has been established many times specially, during war and also during nominal cold wars. The draft discontinued in 1973 and moved to a volunteer military force. And therefore there is no mandatory conscription at present. During the colonial period, the 13 colonies adopted a military service for defense. After the independence, the United States and other states required able males to enlist in the military service, to undergo training and to se rve for short periods in war

Able Tool Corporation Case Study Example | Topics and Well Written Essays - 750 words

Able Tool Corporation - Case Study Example Since its incorporation the company’s mission statement is that of a genuine commitment to on-time delivery, quality pricing, excellent service and reliability. The company is dedicated to give its customers the best price and timely delivery. In 1987, the company relocated to Ohio. In 1990, Able Tool Company bought the Gilman Company of Ohio in order to broaden its capabilities. The ability of the firm to serve a wide variety of customers is what has seen this company through this volatile industry and a un- predictable market. The PEPT (Portable Electric Power Tools) Industry that able corporation operates is collectively affected by economic variables like general taxation interest rates as well as inflationary variables. General economic indicators such as interest, foreign exchange and inflation rates have always affected the power tool market since these variables greatly affect disposable income that is a very crucial determining factor for the construction and or renov ation of houses or residential estates. Due to high interest rates in the United States, the housing market has continued to decline since 2004, this has greatly affected the power tool market as well as the general cost of houses rising by about 2.8% annually. Apart from the interest rates, foreign exchange rates also affect the operations of the companies in this industry including companies like Milwaukee Electricity Company. Exchange rates affect the sales of the industry since a substantial proportion of these companies sales are in overseas markets. The explicit and underlying costs of housing starts are very crucial to the advancement of this industry. Currently due to high interest rates compounded by high costs of mortgages for the last four years, the demand for portable electric power tools has been on the decline. To compound this situation due to increasing inflation the industry has had to increase moderately the price of their products. According to market analysts, this has led to the increased cost of setting up residential and commercial properties. This in turn has shied of prospective investors in the industry. This in turn has caused some of the industry players to relocate their firms especially in Asia where the cost of production is cheap. By doing this these firms have been able to import back the same products into the American market at a more cheap price. The increased cost of environmental protection, especially through the sale of pollution rights, has led to increased operational costs within the industry that have further caused them to increase their commodity prices. Concerns of air pollution, water pollution and land contamination have been highly emphasized by western countries to a point that many industry players have been forced to relocate to India and china, where environmental protection policies have not been highly emphasized. Incases where the parent company does not relocate, most commonly the firms have relocated production plants either to Asia or Latin America. CONCLUSION: The portable electric power tools industry has been faced with many challenges. However, due to a booming world economy buoyed by among others a more than 5% economic growth rate in many newly industrialized countries, the industry has been able to source new markets especially in china. REFERENCES: www.abletool.com www.free-press-release.com/news/200704/1177416298.html www.ibisworld.com.au/industry/default.aspx www.strategis.ic.gc.ca/epic/internet/inimr-ri3.nsf/en/gr-92637e.html

Poetry and Politics Paper Essay Example | Topics and Well Written Essays - 1000 words

Poetry and Politics Paper - Essay Example Bryant opens his poem with the recognition that slavery represents not only a â€Å"great wrong† but also a slow and painful journey in race relations (The Death of Slavery, Line 1). Bryant opens Death of Slavery with: O THOU great Wrong, that, through the slow-paced years, Didst hold they millions fettered, and didst wield The scourge that drove the labourer to the field, And turn a stony gaze on human tears, They cruel reign is o’er.... (The Death of Slavery, 1900, First Stanza). Thus for Bryant’s The Death of Slavery, represents not only a reminder of the pain and suffering associated with the oppression of one race over another, but its place in history also serves as a reminder that mankind can and has overcome the worst of evils punctuating race relations in history. Bryant’s last stanza of The Death of Slavery pulls this realization together as follows: I see the better years that hasten by Carry thee back into that shadowy past, Where, in the dusty spaces, void and vast, The graves of those whom thou hast murdered lie. The slave-pen, through whose door Thy victims pass no more...(The Death of Slavery, 1900, Last Stanza). ... Bryant (1900) likewise recalls that this â€Å"grim† past: At which the slave was sold; while at thy feet Scourges and engines of restraint and pain Moulder and rust by thine eternal seat. There, mid the symbols that proclaim they crimes, Dwell thou, a warning to the coming times (The Death of Slavery, 1900, Last Stanza). In other words, recalling the evils of the past, serves as a caution to resist evil of any kind relative to race relations among mankind. Obama likewise, sees the utility in remembering the cruel past. Obama stated that he felt it was a significant visit for his daughters as they would be encouraged to fight cruel oppression of any kind to prevent this kind of history repeating itself. Thomas Merton’s And the Children of Birmingham was written in the 1960s amidst the race movement in the US during that time. The poem reflects on the bombing in Birmingham, Alabama that killed Black children staging a protest in the 1960s against the oppression of Black in the US is also instructive. And the Children of Birmingham likewise calls attention to the cruel pass in terms of race relations and also speaks to man’s ability to overcome this kind of cruel legacy. Herron (2005) informs that from Merton’s perspective however, the death of the children in Birmingham is less about marking the history of race relations among Americans. Instead, And the Children of Birmingham is more about hope and this hope is expressed by calling upon Americans everywhere to look upon all Americans as equals, as brothers and sisters (2005). And The Children of Birmingham draws attention to the innocent victims and inheritors of the evils of cruel race relations

Catalytic Reduction of Hydrazine to Ammonia

Catalytic Reduction of Hydrazine to Ammonia Ruvanthi Kularatne Catalytic Reduction of Hydrazine to Ammonia: The Site of Reduction in Nitrogenase Abstract The conversion of N2 to NH3 is done mainly via anaerobic bacteria. The enzyme nitrogenase, which can be found in these anaerobic bacteria, is responsible for this conversion. Much research has been conducted in order to identify the structure of the enzyme, the mechanism for the conversion, and the site of reduction. Hydrazine is a substrate and an intermediate of the nitrogenase enzyme. Hence, the reduction of hydrazine to ammonia is used to mimic the late stages of the biological nitrogen fixation. Here the main focus is to identify the metal atom to which the hydrazine molecule binds. In order to identify the binding site of N2 is Fe, a tris(thiolato)phosphine ligand, P(C6H3-3-Me3Si-2-S)33−(PS3†³), is used as the platform to obtain the iron(II) complex, [P(Ph)4][Fe(PS3†³)(CH3CN)]. Also, a substrate-bound and product-bound adducts, [N-(Bu)4][Fe(PS3†³)(N2H4)] and [N(C2H5)4][Fe(PS3†³)(NH3)] respectively, are synthesized. To determine whether the binding site is the V in vanadium nitrogenase, [P(Ph)4][V(PS3†²Ã¢â‚¬ ²)(Cl)] and [P(Ph)4][V(PS3†²)(Cl)] [PS3†² = P(C6H3-5-Me-2-S)33-] are synthesized. Introduction Nitrogen is an essential element in all living organisms. It is a major element in nucleotides and in amino acids which ultimately forms DNA and RNA, and proteins respectively. These are the building blocks which make up the nuclei in living organisms. The major source of nitrogen is atmospheric N2. It is a stable molecule and it has to be converted to a form which can be utilized by organisms. The natural way of nitrogen fixation is by lightening and by anaerobic bacteria, the latter being the most prominent. About 25 % is fixed by the industrial Haber process, which occurs at high temperatures and pressure, whereas the biological processes occur at ambient conditions1. During the process, N2 is converted to NH3, which is a more usable form than N2. Nitrogen fixation by anaerobic bacteria is catalyzed by the enzyme nitrogenase. The enzyme is composed of two protein subunits, a MoFe protein and a Fe protein. Studies reveal that the substrate binding and activation in the enzyme occurs at a Mo/Fe/S center. The structure of this molybdenum nitrogenase has been characterized by X-ray crystallography.2 The Fe protein has two bound MgATP molecules. During the reduction of N2, an electron from this Fe protein is transferred to the MoFe protein, which is associated with the hydrolysis of the two MgATP molecules.3 There are reports of three forms of nitrogenase with Mo, Fe and V.4 The Fe and the V are also known as the â€Å"alternative† forms of nitrogenase1. The first has a V in place of Mo and the other is an â€Å"all-Fe† nitrogenase1. Although the structures have been identified, the exact mechanism of the catalysis of N2 by the enzyme is still not fully understood. As a result, research is being conducted to obtain the mechanistic information of nitrogenase. Large number of coordination compounds has been proposed as possible structural or functional models for nitrogenase. Mononuclear and binuclear transition metal complexes and polynuclear Fe/Mo/S aggregates are among the suggested compounds. Hydrazine is a substrate and an intermediate of the nitrogenase enzyme. Hence, the reduction of hydrazine to ammonia is used to mimic the late stages of the biological nitrogen fixation. For the reduction of hydrazine, a proton source and an electron source is necessary (eq 1).1 N2H4 + 2e + 2H+ à ¯Ã¢â‚¬Å¡Ã‚ ® 2NH3(1) Studies through hydrazine have suggested that the site of binding of N2 is at Fe in the MoFe-cofactor.5 However, some research also shows that the reduction site is at Mo in the MoFe-cofactor1,6 or in a VII state in vanadium nitrogenase.7 Based on electron density maps and X-ray crystallography, it has been found that the Fe/Mo/S cofactor has an elongated MoFe7S9 cluster which is composed of MoFe3S3 and Fe4S3 cuboidal subunits bridged by two or three sulfide ligands.1,6 In order to identify the site of reduction of nitrogenase and the mechanism involved in the reduction process, much research has been carried out by the formation of various metal complexes. Here, to see if the binding site is Fe, a tris(thiolato)phosphine ligand, P(C6H3-3-Me3Si-2-S)33−(PS3†³), is used as the platform to obtain the iron(II) complex, [P(Ph)4][Fe(PS3†³)(CH3CN)] (A).5 Also, a substrate-bound and product-bound adducts, [N-(Bu)4][Fe(PS3†³)(N2H4)] (B) and [N(C2H5)4][Fe(PS3†³)(NH3)] (C), are synthesized. To determine whether the binding site is the V in vanadium nitrogenase, [P(Ph)4][V(PS3†²Ã¢â‚¬ ²)(Cl)] (D) and [P(Ph)4][V(PS3†²)(Cl)] (E) [PS3†² = P(C6H3-5-Me-2-S)33-] are synthesized. Methods Synthesis of [P(Ph)4][Fe(PS3†³)(CH3CN)]: FeCl2 was added to a solution of H3[PS3†³] and n-BuLi in acetonitrile in the ratio of 1:1:3 respectively, to give an emerald solution. To this [P(Ph)4]Br in acetonitrile was added followed by ether, and then the solution was placed at −30 °C for 3 days. This yielded an emerald crystalline solid of [P(Ph)4][Fe(PS3†³)(CH3CN)] ·4CH3CN ·(C2H5)2O. Synthesis of [N-(Bu)4][Fe(PS3†³)(N2H4)]: H3[PS3†³], Li and FeCl2 was reacted in ethanol in the ratio of 1:3:1 respectively, which gave a green solution. It was followed by the addition of excess N2H4 ·H2O. Then, [N(Bu)4]Br was added and the reaction mixture was kept at −15 °C for 2 days. This resulted in a green crystalline solid of [N-(Bu)4][Fe(PS3†³)(N2H4)] ·5C2H5OH. Synthesis of [N(C2H5)4][Fe(PS3†³)(NH3)]: H3[PS3†³], Li and FeCl2 was reacted in ethanol in the ratio of 1:3:1 respectively, which gave a green solution. Then it was charged with NH3 gas (1 atm) to generate an emerald solution. Then, [N(C2H5)4]Br was added in ethanol, and the solution was kept at −15  °C for 2 days. A green crystalline solid of [N(C2H5)4][Fe(PS3†³)(NH3)] ·3C2H5OH was obtained. All the structures were characterized by X-ray crystallography. Catalytic reactivity of [P(Ph)4][Fe(PS3†³)(CH3CN)]: To observe the catalytic activity, an external reductant, [CoCp2] and a proton source, [LutH][BAr†²4] was used (CoCp2 = cobaltocene, LutH = 2,6-lutidinium, and Ar’ = 3,5-(CF3)2C6H3) and all the reactions were carried out in a N2 enivironment. First, [P(Ph)4][Fe(PS3†³)(CH3CN)] and CoCp2 was dissolved in CH3CN in 1:1 ratio of the complex to the reductant. Then, N2H4 and [LutH][BAr†²4] were added to the solution in 1:1:2 ratio (complex: hydrazine: proton source). The reaction was carried out at ambient temperature for about 30 mins. Concentrated HCl was used to quench the reaction. Then, the solvent was removed by vacuum and the solid was extracted with distilled water. Finally, the insoluble residue was removed and the filtrate was taken to do ammonia analysis13 and hydrazine analysis.14 Synthesis of [P(Ph)4] [V(PS3†²Ã¢â‚¬ ²)(Cl)] (D) and [P(Ph)4] [V(PS3†²)(Cl)] (E) VCl3(THF)3 in THF, H3[PS3†³] in methanol and Li were reacted together in a 1:1:3 ratio. This gave a deep red solution. Then, PPh4Br in CH2Cl2 was added and it was layered with pentane. Which gave a red crystalline solid of D. E was synthesized using the same procedure but using the H3[PS3†²] ligand. Catalytic reactivity of [P(Ph)4] [V(PS3†²Ã¢â‚¬ ²)(Cl)] (D) and [P(Ph)4] [V(PS3†²)(Cl)] (E) The catalytic reduction of hydrazine by D and E were determined using cobaltocene and 2,6-Lut.HCl, using the same procedure as for A. Results and Discussion It was identified from X-ray crystallographic data that the three complexes, A, B, and C were crystallized with solvent molecules. Complex A had four CH3CN molecules, B had five C2H5OH molecules and the complex C had three C2H5OH molecules. These solvent molecules filled the voids in these structures by the formation of hydrogen bonds. It was also identified that the three complexes has a five coordinate iron(II) center with a trigonal bipyramidal geometry, which was formed by bonding to the PS3†³ ligand and to the nitrogen in each ligand (CH3CN, N2H4 and NH3 in complexes A, B, and C respectively). Complexes D and E also show a trigonal bipyramidal geometry at the vanadium(III) center in the same manner as in A, B, and C. This can be seen in the ORTEP diagrams shown in (Figure 1). The results of the catalytic activity of A, for the reduction of hydrazine to ammonia are given by Table 1, those for D are given in Table 2. According to Table 1, the maximum conversion ~83 % is obtained at 30 mins for the catalyst A. For D, ~83 % conversion was obtained after 24 hrs. But a conversion percentage of 90 was obtained after 48 hrs. A controlled reaction was carried out in the absence of complex A. For that reaction, only less than 5 % of hydrazine was converted to ammonia. According to eq 2, hydrazine can decompose into ammonia and nitrogen. 3N2H4 à ¯Ã¢â‚¬Å¡Ã‚ ® 4NH3 + N2(2) To interpret the amount of ammonia formed by the decomposition reaction rather than the reduction, the reactions were carried out for both A and D without using the proton and the electron source. The corresponding data for A are given in Table 3. Accordingly, the conversion to ammonia at 30 mins is only 8 % and it was 15.6 % after 1 hr. Therefore it is safe to assume that the majority of ammonia production for A is carried out by the reduction process. There was no production of ammonia for D in the absence of the proton and the electron source. Figure 1: ORTEP diagrams of (a) A ·4CH3CN ·(C2H5)2O, (b) B ·5C2H5OH, (c) C ·3C2H5OH, (d) D and (e) E Table 1: Production of ammonia by A via the catalytic process at different reaction time. Time (min) N2H4 added (eq) NH3 yield (mol) NH3 yield (eq) Conversion (%) 5 6.0 1.32 Ãâ€" 10-4 5.3 44 10 6.0 1.66 Ãâ€" 10-4 6.6 55 20 6.0 1.85 Ãâ€" 10-4 7.4 62 30 6.0 2.50 Ãâ€" 10-4 10.0 83 60 6.0 2.49 Ãâ€" 10-4 10.0 83 Table 2: Production of ammonia by D via the catalytic process at different reaction time. Time (min) N2H4 added (eq) NH3 yield (mol) NH3 yield (eq) Conversion (%) 1.5 5.0 5.19 x 10-5 2.1 21 6 5.0 8.97 x 10-5 3.6 36 12 5.0 1.48 x 10-4 5.9 59 18 5.0 1.85 x 10-4 7.4 74 24 5.0 2.06 x 10-4 8.2 82 48 5.0 2.25 x 10-4 9.0 90 Table 3: Production of ammonia for A by the decomposition of hydrazine. Time (min) N2H4 added (eq) NH3 yield (mol) NH3 yield (eq) Conversion (%) 5 6.0 9.27 Ãâ€" 10-6 0.37 4.6 10 6.0 1.18 Ãâ€" 10-5 0.47 5.9 20 6.0 1.35 Ãâ€" 10-5 0.54 6.8 30 6.0 1.61 Ãâ€" 10-5 0.6 8.1 60 6.0 3.11 Ãâ€" 10-5 1.2 15.6 The isolation of the products B and C, the substrate bound and product bound complexes respectively, suggests that the catalytic reduction takes place at single iron site which is supported by the PS3†³ ligand. The mechanism for this can be thought as the bound CH3CN molecule in complex A is replaced by a molecule of hydrazine to give the substrate bound complex B. At this stage, the N-N bond of the bound hydrazine in the iron (II) center is not activated. Therefore, by the addition of a proton source to protonate the hydrazine molecule would allow for the bond breaking of the N-N bond. Hence the first ammonia molecule will be released and a FeIVNH2 intermediate will be formed. Then, FeIVNH2 will be converted to FeIINH3 by another protonation in the presence of an external electron source. Finally, the second ammonia molecule will be released. This reaction pathway can be shown by Scheme 1. Scheme 1: The reaction pathway for the catalytic reduction process of A The catalytic reduction of hydrazine by E did not yield any ammonia. This implies that the bound chloride in E is not exchanged with CH3CN; instead the complex dissolves in it. However this exchange takes place in D, hence the catalytic activity is visible. The reason for the differences in reactivity for these two complexes, D and E, can be accounted by the two ligands, PS3†³ and PS3à ¯Ã¢â‚¬Å¡Ã‚ ¢ respectively. In PS3†³ ligand, there are more electron donating substituents than in the PS3à ¯Ã¢â‚¬Å¡Ã‚ ¢ ligand. Therefore, the most electron donating ligand, PS3†³ ligand, will donate more electrons to V and will facilitate the replacement of the bound chloride with a CH3CN molecule. Hence, the exchange will not take place in E. Therefore the reduction of hydrazine will not take place. Conclusion In summary, it is possible to say that Fe, in MoFe-cofactor, and V, in vanadium nitrogenase, act as the binding site of hydrazine, an intermediate of nitrogen fixation, mimicking the late stages of the nitrogen cycle. Since both the complexes are formed in a tris(thiolato)phosphine ligand platform, the reactivity of the two complexes are comparable. Hence, by comparing the conversion percentages of the two complexes, A and D, with time, it is possible to conclude that the iron complex (A) is far more efficient than the vanadium complex (D). For further studies, this research can be extended by including Mo in both these complexes and by the formation of cubanes. This would introduce a more complex nature to the complexes and would represent the enzyme more effectively. Moreover, it is possible to compare the efficiency of Mo, by forming complex with Mo on a thiolate platform. Research Proposal Title: Proper Identification of the Site of Reduction in Nitrogenase by the Catalytic Reduction of Hydrazine to Ammonia. Introduction: The three forms of nitrogenase with Mo, Fe and V,4 have been identified. Yet, the exact mechanism and the site of reduction is still not fully understood. Studies through hydrazine have suggested that the binding sites are at Fe in the MoFe-cofactor,5 Mo in the MoFe-cofactor1,6 or in a VII state in vanadium nitrogenase.7 There has been many debates over this topics and much research has been conducted to identify the exact metal atom on which the binding take place. No research has been conducted by including Fe-Mo and V-Fe together. If these two complexes are formed, we might be able to properly identify the site of binding of N2 in nitrogenase. The enzyme in question is bulky, which is the nature of an enzyme. Hence, to include this bulkiness in the model compounds, we can use cubanes of complex nature. Furthermore, by optimizing these complexes, we may be able to use them in the industry instead of the Haber process. Goal: Identify the proper binding site of hydrazine by including both metal atoms in the complex and to use a more complex environment to properly mimic the catalytic activity of the enzyme. Aim: Synthesis of MoFe- complex and VFe-complex Synthesis of cubanes of the two mentioned complexes Methodology: FeCl2, MoCl2, H3[PS3†³] and n-BuLi are mixed in 1:1:2:6 ratio in acetonitrile. After 24 hrs, PPh4Br in acetonitrile will be added to the reaction mixture. Then, the solution will be layered by the addition of ether. Later, the solution can be kept at -30 à ¯Ã¢â‚¬Å¡Ã‚ °C for about three days. This will result in a complex with Fe and Mo. To check the catalytic activity, the complex: cobaltocene: N2H4: [LutH][BAr†²4] in the ratio of 1:2:1:2 respectively, can be used. First, the complex and cobaltocene are dissolved in acetonitrile. Then, N2H4 and [LutH][BAr†²4] in acetonitrile are added to the mixture. The reaction is carried out at ambient temperature for 30 mins. Afterwards, conc. HCl is added to quench the reaction and then the solid will be filtered and removed. Finally the filtrate will be taken and ammonia analysis and hydrazine analysis will be carried out using the indophenol method13 and PDMAB14 method respectively. References: Demadis, K. D.; Malinak, S. M.; Coucouvanis, D. Inorg. Chem. 1996, 35, 4038. Einsle, O.; Tezcan, F. A.; Andrade, S. L. A.; Schmid, B.; Yoshida, M.; Howard, J. B.; Rees, D. C. Science 2002, 297, 1696. Danyal, K.; Inglet, B. S.; Vincent, K. A.; Barney, B. M.; Hoffman, B. M.; Armstrong, F. A.; Dean, D. R.; Seefeldt, L. C. J. Am. Chem. Soc. 2010, 132, 13197. Malinak, S. M.; Demadis, K. D.; Coucouvani, D. J. Am. Chem. Soc. 1995, 117, 3126. Chang, Y-H.; Chan, P-M.; Tsai, Y-F.; Lee, G-H.; Hsu, H-F. Inorg. Chem. 2014, 53, 664. Coucouvanis, D.; Mosier, P. E.; Demadis, K. D.; Patton, S.; Malinak, S. M.; Kim, C. G.; Tyson, M. A. J. Am. Chem. Soc. 1993, 115, 12193. Chu, W-C.; Wu, C-C.; Hsu, H-F. Inorg. Chem. 2006, 45, 3164. Demadis, K. D.; Coucouvanis, D. Inorg. Chem. 1995, 34, 436. Demadis, K. D.; Coucouvanis, D. Inorg. Chem. 1995, 34, 3658. Palermo, R. E.; Singh, R.; Bashkin, J. K.; Holm, R. H. J. Am. Chem.Soc. 1984, 106, 2600. Zhang, Y.-P.; Bashkin, J. K.; Holm, R. H. Inorg. Chem. 1987, 26, 694. Wong, G. B.; Bobrik, M. A.; Holm, R. H. Inorg. Chem. 1978, 17, 578. Chaney, A. L.; Marbach, E. P., Clin. Chem. (Winston-Salem, N. C.) 1962, 8, 130. Haji Shabani, A. M.; Dadfarnia, S.; Dehghan, K., Bull. Korean Chem. Soc. 2004, 25, 213. 1

Analysis of To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays

In the 1960’s Harper Lee wrote the award-winning novel ‘To Kill a Mockingbird’. The novels story is told through the eyes of Jean Louise Finch (aka. Scout). It all starts when Scout is only six years of age. She lives with her Father Atticus (Lawyer), Brother Jeremy (Jem), and their lovely black Housekeeper, Calpurnia. They live in the Deep South in a small town called Maycomb. Scout and Jem make a new friend early on in the book, Dill, with whom they get into much mischief with. They soon come to realize that in their little racial town, there is more to it than meets eye. They find there is much corruption and deception going on, people are not who they are made out to be. Characters could be described as a ‘Mockingbird’, symbolizing innocence (‘free from any wrong; pure’. (Stated in the Macquarie Dictionary)), or a ‘Blue-Jay’, symbolizing immorality (‘wrong according to the moral law or to accepted patterns of behavior’ (Macquarie Dictionary)). Two main characters that are considered to be ‘Mockingbirds’ are; Scout (six year old white girl) and Tom Robinson (25 year old black family man, who lost his arm in a machinery accident). These Characters are ‘Mockingbirds due to their innocence through the book. Scouts innocence is bound by her age; she is seen as young and nieve. Throughout the book there are many incidents in which she doesn’t understand what is going on around her, due to her lack of knowledge. One such incident is at Christmas time when Jem and Scout receive air riffles. Atticus’s words of caution to them were, â€Å"Shoot all the Blue-Jays you want. If you can hit em. But remember, it’s a sin to kill a mockingbird†(p.99). Scout was confused, for that was the first time Atticus had said anything was a sin. Scout consulted her neighbor Miss Maudie for an explanation. Miss Maudies exact words were, â€Å"Mockingbirds don’t do one thing but make music for us to enjoy. They don’t eat up peoples gardens, don’t nest in corncribs, they don’t do one thing but sing their hearts out for us. That’s why it is a sin to kill a Mockingbird†. Scout didn’t realize this at the time but she was getting a valuable lesson that she will understand later in life. At one stage in the book Scouts innocence saves Atticus’s and Tom Robinson’s Life’s. Jem, Scout and Dill all sneak out to surprise Atticus, but when they arrive at the jail cell where Atticus is minding Tom, they get their own surprise. They come just in time to see a mob of farmers arrive trying to get into Tom’s cell for a reason