How the word Planet is Defined

How the word Planet is Defined What is a planet?  Astronomers get this question a lot.  It seems like a simple-enough thing to ask about, but in reality  the definition of the term planet seems to be a moving target. Its also at the heart of a controversy that continues to spur debate in the astronomy community. To answer the question what is a planet? it helps to look back at the event that brought the issue to a head in 2006: the seeming demotion of Pluto  from planet to dwarf planet. Pluto: Planet or Not? In 2006, the International Astronomical Union  demoted a small ball of rock and ice out in the outer third of the outer solar system from planet status. Pluto became known as a dwarf planet.  The outcry, both from within and outside of the scientific community, was astounding and the subject is still under intense discussions today. The planetary science community, which is probably the best equipped to help define the term, was overruled by astronomers (not many of them planetary scientists) at an IAU meeting where the issue came up for discussion and a vote.   Why Define Planet At All? The argument of course, is that our current clumping of all the round, non-star, non-moon  objects in our solar system was not ideal. Clearly Mercury and Jupiter dont share much in common, yet they are classified as planets. In 2000, the New York Hayden planetarium was renovated, and one of the exhibits grouped the planets by similar features. This made them easier to study and understand. It also created a more coherent display with greater educational potential. However, it put Pluto as the odd world out.   That by itself didnt change the definition of planet, however. The idea of planet was under discussion for a long time before that. It continues to be an issue as scientists discover more and more worlds out there.   The 2006 decision by the IAU has been steeped in controversy among scientists, particularly those in planetary science who had not attended the meeting where a scant few astronomers voted on planetary status. However, beyond that gaffe, the  greater point of contention is that the definition as arrived at by the IAU committee frankly doesnt even make sense. What is the Definition of a Planet? Lets look at what the IAU thinks a planet is. There are three requirements:   a planet is a world that orbits the Sun and not another object;a planet is an object with sufficient gravity to become round;a planet is a world that has cleared its orbital path of debris. This last one was thought to be a problem for Pluto, although recent discoveries by the New Horizons spacecraft show that theres not much to clear around Pluto,  not even a ring!   One could argue that  Earth has not been able to completely clear its path of debris.  However, no one is arguing with the classification of Earth as a planet. Effectively the IAU was placing a distance cap on how far a planet can be from its host star. And this just doesnt make sense. So What Should the Definition Be? OK, so  the IAUs definition has problems, but its still clear that the definition of planet needs more thought and work. It is important to classify objects, its simply part of the scientific endeavour. Biologists classify life, while chemists classify compounds, and so on. But the means by which you classify the objects in a system needs to be cohesive and non-conditional. So what about the planets, and Pluto specifically? What if we just took the first two conditions laid forth by the IAU and let it go at that: massive enough to be round, but not so much that it ignites nuclear burning? That would leave the eight objects that we already consider planets and add in the ones that we currently call dwarf planets. It just so happens that Pluto is large enough that it formed itself into a sphere under the pressure of its own gravity.  And, this fact is at the heart of the IAUs third condition for planet-hood. But that isnt the end of the debate either, and for now, officially,  Pluto remains a dwarf planet.   Edited and updated by Carolyn Collins Petersen.

Using Más in Spanish as an Adverb, Noun, or Pronoun

Using Ms in Spanish as an Adverb, Noun, or Pronoun Ms is the word most commonly used in Spanish as the equivalent of more and sometimes most. It typically functions as an adverb but sometimes as an adjective or pronoun. Here is a guide to its usage: Using Ms to Mean ‘More’ or ‘Most’ In its most simple use, ms can come before an adjective or adverb to mean more or most, depending on the context. In the same way, ms is often the equivalent of the English suffix -er or -est.  ¿Cul es el idioma ms fcil para aprender? (What is the easiest language to learn?)Es ms difà ­cil vivir en el à ©xito. (It is more difficult to live with success.) ¿Si me baà ±o en cloro serà © ms blanco? (If I bathe in chlorine, will I be whiter?)La propulsià ³n warp de Star Trek se usa para viajar ms rpido que la luz. (Star Treks warp propulsion is used to travel faster than light.)El monte Fujiyama es conocido como la ms hermosa montaà ±a en la Tierra. (Mount Fujiyama is known as the most beautiful mountain on Earth.) When it comes before a noun, ms can function as a masculine or feminine adjective and also be translated as more. Its use as an adjective to mean most is possible but uncommon. Hay ms felicidad en dar que en recibir. (There is more happiness in giving than in receiving.)Puedes enviar una invitacià ³n por correo electrà ³nico a dos o ms personas a la vez. (You can send an invitation by email to two or more people at a time.) ¿Causa la contaminacià ³n del aire ms muertes extra al aà ±o que el tabaco? (Does air pollution cause more additional deaths each year than tobacco?) Ms can also function as a pronoun in the same way where it substitutes for ms noun: Tengo ms que tà º. (I have more than you.)Compramos ms cuando tenemos hambre. (We are buying more when we are hungry.)Lo ms que puedes lograr es ser nà ºmero dos. (The most you can accomplish is to be number two.) Ms Que vs. Ms De The phrase more than is nearly always translated as ms de or ms que. However, the two phrases are used in different ways, arent interchangeable, and should not be confused with each other. Ms de is used with numbers and quantities: Las olas, de ms de siete metros de altura, hicieron estragos. (The waves, more than 7 meters high, created havoc.)Habà ­a ms de un mil espectadores. (There were more than 1,000 spectators.)Es importante beber ms de dos litros de agua al dà ­a. (It is important to drink more than two liters of water per day.) Ms que is used otherwise. As in the second example below, an adjective or adverb can come between the ms and the que. Hoy te amo ms que ayer. (I love you more today than yesterday.)La paz es ms difà ­cil que la guerra. (Peace is more difficult than war.)Somos mucho ms que amigos. (We are much more than friends.) Using Ms With Verbs Although ms is often translated as more when used as an adverb following a verb, often it is better to let the context suggest a different translation:  ¡No puedo vivir ms con mis padres! (I cant live any longer with my parents!)Pienso ms cuando no hay distracciones. (I think better when there arent any distractions.)Esta pilas recargables duran ms. (These rechargeable batteries last longer.) Using Ms in Arithmetic In mathematical formulas, ms is the equivalent of plus: Dos ms dos es igual a cuatro. (Two plus two equals four.)La suma de cero ms cualquier nà ºmero da dicho nà ºmero. (The sum of zero plus any number gives that number.) Ms vs. Mas Ms should not be confused with mas, even though the two words sound alike and come from the same origin. Mas is a preposition meaning but. You wont hear it used very often- mas has a mostly literary use and in real life the word choice for but is pero. Centuries ago, ms and mas started out as the same word, with the former eventually getting the accent because it would get the stress as its more and but meanings diverged. Key Takeaways Ms is usually used as an adverb to mean more or most.Ms can also be used as an adjective or pronoun meaning more.Ms and mas are not the same word; the latter is a literary word meaning but.

Securities act of 1933 Essay Example | Topics and Well Written Essays - 1750 words

Securities act of 1933 - Essay Example In fact, this law was brought into light after the great depression in 1929 in the US economy. By means of fraudulent activities, many companies sold fake securities based on false information and thus huge investment from the investors went in vain. So, underlying principle of 1933 act was to help potential investors get information about the company (issuer) and its securities that are offered for sale publicly. This overt expression from the issuer, thereby results a more concerned securities market because the investor were fully aware of the background of the company and their securities before investing money into purchase. Thus, it was a pressing need for a first major federal law which can govern the unstable situation in a uniform manner. In fact, from the buyer point of view, it was really inspiring step to make the issuers conformed to certain rules as to disclose their information accurately before they offer or sale securities. Regardless of whether securities must be registered, the 1933 Act makes it illegal to commit fraud in conjunction with the offer or sale of securities. A scammed investor can sue for recovery under the 1933 Act. Rule 144, promulgated by the SEC under the 1933 Act, permits, under limited circumstances, the sale of restricted and controlled securities without registration.. The amount of securities sold during any subsequent 3-month period generally does not exceed any of the following limitations: 1% of the stock outstanding, The avg. weekly reported volume of trading in the securities on all national securities exchanges for the preceding 4 weeks, and The avg. weekly volume of trading of the securities reported through the consolidated transactions reporting system (NASDAQ). Regulation S is a "safe harbor" that defines when an offering of 'securities' will be deemed to come to rest abroad and therefore not be subject to the registration obligations imposed under Section 5 of the 1933 Act. Civil Liability under the 1933 Securities Act Any violation of the registration requirements can be a cause to civil liability for the issuer and underwriters Sections 11, 12(a) (1) or 12(a) (2) of the Act. Additional

Thoreau's views of Nature is primarily subjective in which he Essay

Thoreau's views of Nature is primarily subjective in which he identified himself as a part of Nature whereas those of Darwin and - Essay Example His political view seems to be much closer to the concept of Individualism but at the same time, it is of dangerous effects in terms of the line he drew through the chapters like Civil Disobedience. As any other writer, Thoreau’s writings may bear resemblance to the thoughts of different authors. To see through him from the perspective of an individualist thinker in comparison with some other individualistic ideologists is interesting. John Locke, a prominent English writer and philosopher of the 17th century who questioned the divine rights of the King, triggered a revolution of theorization in the field of political and philosophical thoughts. Locke is strictly an empiricist, who holds the view that the experience of the senses is pivotal in pursuit of knowledge. In this sense, when we turn back to Thoreau and his practical experiment with the simplicity of life in Walden Pond, can we find any similarities or dissimilarities between Thoreau and Locke? Or can we say that did the views propounded by Thoreau derive from the Locke’s writing? This research paper is an attempt to look into Thoreau’s thoughts on nature from this viewpoint. Does Thoreau’s Views of Nature Stem from Locke’s Writings? Let’s start with a quote used by Thoreau in his essay titled Where I Lived and What I lived for. â€Å"I am monarch of all I survey; My right there is none to dispute† (Thoreau retrieved from http://thoreau.eserver.org/walden00.html) Thoreau asserts that man is supreme in constituting his understanding of nature as we see in the philosophy of empiricism. From these words, it is obvious that Thoreau believes that human beings are absolutely free to lead their life in nature as they wish and a particular government or a law cannot reign over the free will of them. Again in the essay titled Civil Disobedience, one of the most controversial and influential essays by him which inspired the great social thinkers like Mahatma Gandh i and Tolstoy, â€Å"I heartily accept the motto , that government is best which governs least(Thoreau. Retrieved from http://thoreau.eserver.org/civil1.html)†. We can a draw a line connecting the main thought of both of the citations, which accentuates man’s freedom in the state of nature. In this regard, he is obliged to Locke’s views of nature as we read the essay titled Of the State of Nature: TO understand political power right, and derive it from its original, we must consider,what state all men are naturally in, and that is, a state of perfect freedom to order their actions, and dispose of their possessions and persons, as they think fit, within the bounds of the law of nature, without asking leave, or depending upon the will of any other man. (Locke. retrieved from http://www.constitution.org/jl/2ndtre). Here, we can see the meeting points of the ideology of both the writers and it is most probable that Thoreau’s views must have shaped from Lockeà ¢â‚¬â„¢s thoughts. According to individualistic ideology man is supreme and above another’s restrictions. The above-mentioned wordings of the both of the writers assert the same line of thought in different manner. It is easy to infer from this similarity in thought that Thoreau should have forged his conception of nature and human freedom from the individualistic ideologists like Locke. Through the analysis of The Second Treatise of Government by Locke it is obvious that he upholds the view that sovereignty is secured in the hands

Leadership and Supervision Issues in Nathaniel Philbrick’s In the Heart of the Sea Essay Example for Free

Leadership and Supervision Issues in Nathaniel Philbrick’s In the Heart of the Sea Essay Nathaniel Philbrick’s In the Heart of the Sea describes the tragic final voyage of the Nantucket-based whaler Essex in 1820. The Essex was a floating factory, a comparatively small but sturdy vessel designed to travel great distances to find, kill, and process whales, thus yielding the extremely valuable whale oil and other products. In the Heart of the Sea also describes a series of errors, mishaps and miscalculations—often with fatal results—in the management, leadership and supervision of the enterprise. These events, despite the distance in time, provide scenarios to compare and contrast present-day concepts of leadership and supervision. The story of the Essex illustrates numerous instances of (a) poor planning before and during the journey, (b) poor staffing decisions before and during the journey, (c) indecisive and/or poor leadership and (d) poor supervision which contributed to the difficult journey, the sinking of the Essex and the horrible aftermath. Typical of the practices of the era and locale, Essex was captained, but not owned and provisioned, by a sailor-officer who had risen through the ranks. This would be the first command voyage of Captain George Pollard, Jr. By all accounts he had successfully risen to First Mate of the Essex on previous voyages and was given captaincy when the former captain was given a newer and larger vessel. Unfortunately he inherited a worn ship soon to be out of commission. Accordingly the owners spent as little as possible on repairs of the vessel and even less on provisions for the multi-year cruise. There is no indication Pollard had any input in either decision. As this was his first command he was likely to remain in his employers’ good graces and refrain from insisting on better repairs and outfitting. To further compound these initial as well as future problems was the wage payment structure in which Pollard and the crew were essentially working on commission. Payment to officers and seamen alike would be a portion based on rank and seniority paid only if the valuable whale oil was safely in port. Other experienced captains had the ability and option to add to the original provisions. Pollard either decided to set sail despite the meager provisions or was unable to supplement them by his own means. This system strongly contrasts to management practices of the day as well as contemporary practices. Owner-operated businesses were not at all uncommon in the era with a strong â€Å"hands-on† style of leadership. Most striking would be the owner-operated vessels with a captain well-versed on ship maintenance and outfitting. Obviously today anyone would be considered naive at best and insane at worst to take on such a logistical task of any sort without having been given decision-making authority. Today even with companies having distant or publicly held ownership the leadership and decision-makers of the company are urged to â€Å"buy into† the company in the sense of making decisions and leading in a manner consistent with actual ownership. If Pollard can be excused to some extent for the poor decision-making at home port, the disastrous lack of planning during his maiden voyage is his burden alone. After almost loosing his ship virtually at the onset of the voyage he is either unable or incapable of tactical or strategic planning when the Essex is destroyed. With a previously damaged vessel prudence would dictate some sort of â€Å"disaster plan† short of a belief that lightening will not strike the same place twice. While the Essex was sinking it was the foresight of others who managed to salvage essential items. Some decisions defied common sense. Instead of cooking and preparing a substantial amount of available turtle meat he simply placed two live turtles with each surviving whaleboat. Perhaps Pollard did not think the unthinkable could happen again. Such planning and preparedness is not something novel, for his era or ours. It is simply the ability to survive the unexpected and the wisdom to learn from it. Contemporary leadership in management, government, and virtually any other field must be prepared for the unexpected. The unexpected and the disastrous will certainly occur, usually when least expected. It then also becomes a learning experience for leadership to plan and think for the â€Å"unplanned and unthinkable†. Consistent with the idea of poor or non-existent planning was the Nantucket concept of staffing vessels with the unskilled. Pollard’s ship was manned by a significant number of â€Å"sailors† who had never lived in Nantucket nor experienced life on a whaler. Other â€Å"sailors† included inexperienced Nantucket youngsters anxious for their first cruise as well as officers sailing in newly-promoted ranks. It was expected of Pollard and his officers to essentially conduct on-the-job training for the unskilled staff. However, once again, if Pollard can be excused for having to deal with something out of his control, the staffing decisions made during the disaster were his alone. Most glaring was the decision regarding the placement of the survivors in what would become their lifeboats. No consideration was given to skill, ability or health. Instead, it was a system based on whether a sailor was black or white, Nantucketer or not. Apprenticeships and on-the-job training are time-honored practices dating back centuries and still valid today. Both systems are based on both a lengthy or at least sufficient period of time and a non-critical or at least supervised situation. The apprentice or OJT worker will make mistakes and is given the opportunity to make them and learn from them in a controlled situation. Once skilled, the staffing pattern must be developed to maintain whatever production or quality standard is to be met. In an emergency situation such decisions must be made by leadership without being distracted by pointless issues of race, class, or place of birth. Again, Pollard can be shielded to some extent by the customs and practices of his day. Contemporary leaders have no such excuse. Decision-making is often made in the lonely vacuum of sole command, something that Pollard, at times, was unable or willing to do. â€Å"Leadership by consensus† was not something he learned, but he did indeed practice. Additionally, indecision is in fact a decision, and one that eats time. After the initial near-fatal keeling of his ship Pollard commits both errors: he abdicates sole leadership, procrastinates, reverses himself, and by trying to lead by consensus ultimately leads his ship to disaster. Again, forces work against Pollard. To turn back with a damaged empty ship would result in no wages and possibly a loss of command. By deciding to continue the voyage with a damaged ship, lost provisions, and lost whaleboats Pollard was not talking a calculated risk, he was essentially dooming his ship and crew to disaster. Modern management case studies abound with the disastrous stories of managers failing to decide and having that â€Å"activity† yield worse results than a bad decision. Most missions are time-critical and while many, if not most missions can have a built-in method of correcting erroneous decisions there is no method for reversing time lost in indecision. The texts are equally full of the horror stories of leaders who take the â€Å"ahead at all costs† attitude without a realistic appraisal of whether their â€Å"ship† can handle the journey. This inevitably results in the learned experience that â€Å"profitability at all costs† is very unprofitable. After the sinking of the Essex a variety of decisions were made, some based on common sense, or lack of same, and others based on the nautical knowledge of the time. Perhaps the most glaring was the decision to allow the surviving whaleboats to operate in an individual fashion, without tying together during the night. While a questionable seafaring decision, it casts some light on broader contemporary issues. During critical situations, whether a production run or a full-scale emergency it is common sense and a practical necessity to maintain communication and command. Failure to maintain either can jeopardize the personnel and the mission. In the Heart of the Sea is filled with numerous examples of poor supervision. From the very onset there is no indication Pollard really supervised the repair and provisioning of his vessel; it all likelihood he delegated a great deal of this responsibility to his First and Second Mate. There is no indication he did a thorough, hands-on investigation of his damaged vessel after the initial near-sinking. Once whaling he was out in a whaleboat, as was the custom, instead of being in a position on deck to supervise all of the events that would unfold. There is no indication he personally undertook a surveillance of Henderson Island to determine if it could sustain the crew, or in the alternative, if it could better provision the survivors on their continued voyage. During many of the catastrophic events Pollard seemed overwhelmed and incapacitated by the situation. He was unable to command and supervise what can only be described as life-threatening or life-saving activity unfolding in front of him. Once all was lost he decided to allow the boats to go their own way, and was unable to maintain the supervision of survivors when that was his most critical duty. Throughout the disastrous journey the questionable command of Pollard is and will be debated. What is certain is there was considerable doubt at the time that he exercised the decision-making responsibilities in a prudent manner. The captain of a ship and the leader of a corporation must be able to face a situation, whether mundane or critical, and make very quick and decisive actions. First and foremost is the decision of whether to take a â€Å"hands on† approach or delegate responsibility. There is no easy or set answer, and either method can be disastrous, if a leader usurps a subordinate’s better command of a situation or if responsibility is delegated to someone incapable of handling the situation. However, the command of a ship is unique and very similar to many organizational situations in that the leader at the very top is expected to be well-versed and capable of every function in the entire organization. If that is not the case, then the leader must have a clear understanding of his personal abilities and limitations as well as that of all of the subordinates in the chain of command. Throughout the narratives and accounts which the book is comprised of there is mention of, and no doubt that the captain knew his ship better than anyone. However, it became very obvious at the onset that his knowledge of his and his officers’ capabilities was suspect. At only one point was Pollard described as acting with the authority and decisiveness normally required of a ship’s captain. He quickly and ferociously responded to an early â€Å"protest† by the crew relating to what they considered poor rations. His outburst and threatened action quelled the protest and certainly left the crew with no doubt of his intent. However, what is missing is the not-unusual comments and attitude from crewmen indicating complete respect of their captain and their willingness to follow his commands, regardless of outcome, because of their knowledge of him and his ability. It is imperative upon leaders to not just know their workplace, but to know their staff. It is not enough to â€Å"go ballistic† once in a while to let the staff know what will happen if something is discovered amiss or in response to what behavior is not to be tolerated. Command through intimidation is foolhardy; what is necessary of leadership is to prove competency to staff and subordinates to the point where there is no doubt there is respect in the leader’s ability. At that point leadership becomes â€Å"natural† if and when the staff and subordinates believe the leadership will in fact lead, but do so in a manner that takes into account the well-being, if not survival, of all. In modern society â€Å"survival† is often economic survival, and depending on the organization or industry economic survival must be paramount in management’s priorities. Pollard lost on both counts; the voyage was a complete economic disaster and resulted in the deaths of the majority of his crew. The journey was a voyage of poor planning, staffing, decision-making and supervision. It is an epic of missed opportunities and unrealistic goals. It is a blueprint for any manager or leader in what not to do. Leadership cannot afford to be unprepared in any of the areas noted above. Each interact and influence the other, often in ways unanticipated and noted only too late. It is easy, but very necessary to look at situations with twenty-twenty hindsight if lessons are to be learned and errors prevented in the future. There is a host of what-if questions presented by In the Heart of the Sea which every leader should take to heart.

The Voyage of the Dawn Treader by C.S. Lewis :: essays research papers

The Voyage of the Dawn Treader By: C.S. Lewis   Ã‚  Ã‚  Ã‚  Ã‚  There are three main characters in the story, Edmund, Lucy, and Eustace. Lucy and Edmund are brother and sister and Eustace is their cousin. Edmund is a young teenager, very smart and very kind. Lucy is in her mid teens as well, she is a very happy person. Lucy is always trying to help people with there problems.The setting is first the early 1900’s in England and then in Narnia the fictional world the story is based on.   Ã‚  Ã‚  Ã‚  Ã‚  The story begins with Edmund and Lucy sitting in there room talking about Narnia. Eustace is listening outside their door and comes in to make fun of them. There is a picture of a ship on the wall and as Eustace calls Narnia fake water begins coming into the room out of the picture. The next thing they know they are in the ocean and the ship is at there side. The ship is a group of Narnians sailing east looking for the seven lost lords of Narnia. Caspain the king of Narnia is leading the search group along with Ripecheep the leader of the talking mice.( In Narnia animals talk and walk around like humans) Edmund, Lucy, and Eustace since came into the world in the ocean they have to go along on the rescue mission. They come to an island and they had to find food and supplies. Eustace decided to go rest for awhile and finds a place up a hill. When he wakes from his nap there is a thick fog and he thinks he knows the way that he came from. He walks down into a valley and sees a pond and decides to take a drink. He sees a cave and decides to go in. Inside the cave there is gold, jewels, crowns, diamond, all kinds of treasure. He puts a bracelet on and while he was sitting in a pile of gold he fell back asleep. When he woke up his arm was very sores and noticed the band was now very tight. Eustace walked over to the pond to take a drink and see s the relexion of a dragon in the water. He had been turned to a dragon by taking the dragons gold. He is a dragon for a few days then Aslan(Aslan is the great emperor of Narnia) comes to visit him and changes him back.

Data Gathering Procedure Essay

After the validation of the instrument, the researchers secured a written permit to the administrators of Alicia National High School, Records from the registrar office and guidance office are useful enough for the needed data on the list of student who are dropouts, repeaters, balik-arals and students with failed grades. After given permission, the researchers explained the purpose of the study to the selected respondents and then they made sure each participant corresponds to their predefined criteria. The researchers collected the data by means of survey questionnaire that comprises their age, gender, and year level and student status. The problems encountered by the respondents will be identified through the second part of the survey questionnaire that was given to them. After, the respondents have taken the tests; the papers were checked, tallied, interpreted and analyzed. Research Design In this study, the descriptive-survey method was employed to identify the role and significance of The Computerized Library System of City of Cauayan, District II, Cauayan City, Isabela, Philippines. To define the descriptive type of research, Creswell (1994) stated that the descriptive method of research is to gather information about the present existing condition. The aim of descriptive research is to verify formulated hypotheses that refer to the present situation in order to elucidate it. The descriptive approach is quick and practical in terms of the financial aspect. Moreover, this method allows a flexible approach, thus, when important new issues and questions arise during the duration of the study, further investigation may be conducted. A survey is a structured way of learning about a larger group of people by obtaining information from a representative sample of that particular group of people. Some of the advantages of a survey are that it describes the characteristics of a large population and there is no other method of observation, which can provide this general capability. It allows many questions to be asked about a given topic by giving considerable flexibility to the analysis. A survey is also a single most widely used research design in educational research; therefore, it was used in this educational research as well (Kavetuna,  2009). Purposive sampling method was done for the sample selection. A purposive sample refers to the selection of units based on personal judgment rather than randomization. This judgmental sampling is in some way â€Å"representative† of the population of interest without sampling at random. Purposive sampling can be very useful for situations where it is needed to reach a targeted sample quickly and where sampling for proportionality is not the primary concern. In relation with the study, the researchers identified The Computerized Library System of City of Cauayan, District II, Cauayan City, Isabela, Philippines. It seeks to provide information and examine the relationship among variables. Theoretical Framework According to Erik Erikson’s Psycho-Social Development of Personality, particularly the conflict stage of â€Å"industry versus inferiority,† that lasts from 6 to 11 years. In our culture, school life begins here. This stage is the beginning of life outside the family; a stage of systematic instruction, a movement from play to a sense of work. This stage describes that a child needs to do well and develop a sense of work completion and satisfaction in a job well done. Otherwise, the child develops a sense of inferiority and inequality. Another is the adolescence stage termed, â€Å"identity versus identity confusion† that occurs between 12 to 20 years, it emphasizes the difficult transition between childhood and adulthood that can be strongly affected by social limitations and possibilities. The adolescent is likely to suffer from confused roles. Doubts about one’s sexual attractiveness and sexual identity are common to this stage. The inability to develop a sense of identification with an individual or cultural role model who gives direction to one’s life can lead to a period of floundering and insecurity. Another reaction is over identification with youth-culture heroes or clique leaders leading to a loss of identity. Because of these crucial stages where most high school students in the country are where at, many problems arises that can affect their functioning in their daily lives. An additional theory is from Abraham Maslow’s Hierarchy of needs, which points out the basic human needs. He believed that exposure to environmental conditions that permit or prohibit gratification of the basic needs prompts movement up or down the hierarchy of needs. Maslow suggests  that, without the fulfilment of these needs, an individual may feel discouraged, weak and inferior. In line with this study, if a student feels discouraged and inferior, his motivation may be affected and thus, there will certainly have inhibitions especially with his performance in school. Moreover, Carl Rogers’ Self-theory that points out that the ultimate goal of each one is to be a fully functioning person. It is a process in which the individual constantly pursues his or her actualizing tendency, and at the same time behaves in a manner that is true to the self. Rogers also described the characteristics of a fully functioning person these are: openness to experiences, existential living, self-trust, sense of freedom and creativity. With these theories, the researchers will conduct a study on The Computerized Library System of City of Cauayan, District II, Cauayan City, Isabela, Philippines as a basis for a proposed guidance intervention program.

Chapter 22 Apush Key Terms

Marcus Pando Period 4 Chapter 22 Key Terms Describe and state the historical significance of the following: 7. Freedmen's Bureau Initiated by President Abraham Lincoln and was intended to last for one year after the end of the Civil War. At the end of the war, the Bureau's main role was providing emergency food, housing, and medical aid to refugees, though it also helped reunite families. Later, it focused its work on helping the freedmen adjust to their conditions of freedom.Its main job was setting up work opportunities and supervising labor contracts. 8. Exodusters Was a name given to African Americans who left the south[Kansas] in 1879 and 1880. After the end of Reconstruction, racial oppression and rumors of the reinstitution of slavery led many freedmen to seek a new place to live. 9. Wade-Davis Bill Was a bill proposed for the Reconstruction of the South written by two Radical Republicans, Senator Benjamin Wade of Ohio and Representative Henry Winter Davis of Maryland.In contr ast to President Abraham Lincoln's more lenient Ten Percent Plan, the bill made re-admittance to the Union for former Confederate states contingent on a majority in each Southern state to take the Ironclad oath to the effect they had never in the past supported the Confederacy. 10. Percent Plan 11. moderate/radical Republicans Radical Republicans were a loose faction of American politicians within the Republican Party from about 1854 (before the American Civil War) until the end of Reconstruction in 1877.They called themselves â€Å"radicals† and were opposed during the war by moderates and conservative factions led by Abraham Lincoln and after the war by self-described â€Å"conservatives† (in the South) and â€Å"Liberals† (in the North). Radicals strongly opposed slavery during the war and after the war distrusted ex-Confederates, demanding harsh policies for the former rebels, and emphasizing civil rights and voting rights for Freedmen (recently freed slaves ). [1] 12. Black Codes Black Codes were laws in the United States after the Civil War with the effect of limiting the civil rights and civil liberties of blacks.Even though the U. S. constitution originally discriminated against blacks and both Northern and Southern states had passed discriminatory legislation from the early 19th century, the term Black Codes is used most often to refer to legislation passed by Southern states at the end of the Civil War to control the labor, migration and other activities of newly-freed slaves. 13. sharecropping Sharecropping is a system of agriculture in which a landowner allows a tenant to use the land in return for a share of the crop produced on the land (e. g. , 50% of the crop).Sharecropping has a long history and there are a wide range of different situations and types of agreements that have encompassed the system. Some are governed by tradition, others by law. 14. Civil Rights Act A United States federal law that was mainly intended to pro tect the civil rights of African-Americans, in the wake of the American Civil War. The Act was enacted by Congress in 1865 but vetoed by President Andrew Johnson. In April 1866 Congress again passed the bill. Although Johnson again vetoed it, a two-thirds majority in each house overcame the veto and the bill became law. 5. Fourteenth Amendment Its Citizenship Clause provides a broad definition of citizenship that overruled the Supreme Court's ruling in Dred Scott v. Sandford (1857) that had held that black people could not be citizens of the United States. [1] Its Due Process Clause prohibits state and local governments from depriving persons of life, liberty, or property without certain steps being taken to ensure fairness. This clause has been used to make most of the Bill of Rights applicable to the states, as well as to recognize substantive and procedural rights.Its Equal Protection Clause requires each state to provide equal protection under the law to all people within its ju risdiction. This clause was the basis for Brown v. Board of Education (1954), the Supreme Court decision which precipitated the dismantling of racial segregation in United States education. In Reed v. Reed (1971), the Supreme Court ruled that laws arbitrarily requiring sex discrimination violated the Equal Protection Clause. The amendment also includes a number of clauses dealing with the Confederacy and its officials. 17. Reconstruction ActAfter the end of the American Civil War, as part of the on-going process of Reconstruction, the United States Congress passed four statutes known as Reconstruction Acts. The actual title of the initial legislation was â€Å"An act to provide for the more efficient government of the Rebel States† and it was passed on March 2, 1867. Fulfillment of the requirements of the Acts were necessary for the former Confederate States to be readmitted to the Union. The Acts excluded Tennessee, which had already ratified the 14th Amendment and had been readmitted to the Union. 8. Fifteenth Amendment Prohibits each government in the United States from denying a citizen the right to vote based on that citizen's â€Å"race, color, or previous condition of servitude† (for example, slavery). It was ratified on February 3, 1870. The Fifteenth Amendment is one of the Reconstruction Amendments. 19. Ex parte Milligan Was a United States Supreme Court case that ruled that the application of military tribunals to citizens when civilian courts are still operating is unconstitutional.It was also controversial because it was one of the first cases after the end of the American Civil War. 22. scalawags Were southern whites who supported Reconstruction and the Republican Party after the Civil War. Like similar terms such as â€Å"carpetbagger† the word has a long history of use as a slur against southerners considered by other conservative or pro-federation Southerners to betray southern values by supporting policies considered Nort hern such as desegregation and racial integration. 1] The term is commonly used in historical studies as a neutral descriptor of Southern White Republicans, though some historians have discarded the term due to its history of pejorative connotations. [2] 23. carpetbaggers Was a pejorative term Southerners gave to Northerners (also referred to as Yankees) who moved to the South during the Reconstruction era, between 1865 and 1877.24. Ku Klux Klan advocated extremist reactionary currents such as white supremacy, white nationalism, and anti-immigration, historically expressed through terrorism. 10] Since the mid-20th century, the KKK has also been anti-communist. [10] The current manifestation is splintered into several chapters with no connections between each other; it is classified as a hate group by the Anti-Defamation League and the Southern Poverty Law Center. [11] It is estimated to have between 3,000 and 5,000 members as of 2012. [12] The first Klan flourished in the Southern U nited States in the late 1860s, then died out by the early 1870s. Members adopted white costumes: robes, masks, and conical hats, designed to be outlandish and terrifying, and to hide their identities. 13]The second KKK flourished nationwide in the early and mid 1920s, and adopted the same costumes and code words as the first Klan, while introducing cross burnings. [14] The third KKK emerged after World War II and was associated with opposing the Civil Rights Movement and progress among minorities. The second and third incarnations of the Ku Klux Klan made frequent reference to the USA's â€Å"Anglo-Saxon† and â€Å"Celtic† blood, harking back to 19th-century nativism and claiming descent from the original 18th-century British colonial revolutionaries. 15] The first and third incarnations of the Klan have well-established records of engaging in terrorism and political violence, though historians debate whether or not the tactic was supported by the second KKK. 25. Forc e Acts Can refer to several groups of acts passed by the United States Congress. The term usually refers to the events after the American Civil War. 26. Tenure of Office Act Was a federal law (in force from 1867 to 1887) that was intended to restrict the power of the President of the United States to remove certain office-holders without the approval of the Senate.The law was enacted on March 3, 1867, over the veto of President Andrew Johnson. It purported to deny the president the power to remove any executive officer who had been appointed by a past president, without the advice and consent of the Senate, unless the Senate approved the removal during the next full session of Congress. 27. Impeachment of President Johnson The Impeachment of Andrew Johnson, 17th President of the United States, was one of the most dramatic events in the political life of the United States during Reconstruction, and the first impeachment in history of a sitting United States president.Johnson was impe ached for his efforts to undermine Congressional policy; he was acquitted by one vote. The Impeachment was the consummation of a lengthy political battle, between the moderate Johnson and the â€Å"Radical Republican† movement that dominated Congress and sought control of Reconstruction policies. Johnson was impeached on February 24, 1868 in the U. S. House of Representatives on eleven articles of impeachment detailing his â€Å"high crimes and misdemeanors†,[1] in accordance with Article Two of the United States Constitution.The House's primary charge against Johnson was with violation of the Tenure of Office Act, passed by Congress the previous year. Specifically, he had removed Edwin M. Stanton, the Secretary of War (whom the Tenure of Office Act was largely designed to protect), from office and replaced him with Major General Lorenzo Thomas. The House agreed to the articles of impeachment on March 2, 1868. The trial began three days later in the Senate, with Suprem e Court Chief Justice Salmon P. Chase presiding.Trial concluded on May 26 with Johnson's acquittal, the votes for conviction being one less than the required two-thirds tally. The impeachment and subsequent trial gained a historical reputation as an act of political expedience, rather than necessity, based on Johnson's defiance of an unconstitutional piece of legislation and with little regard for the will of the public (which, despite the unpopularity of Johnson, opposed the impeachment). Until the impeachment of Bill Clinton 131 years later, it was the only presidential impeachment in the history of the United States.

Summary 2 Example

Summary 2 Example Summary 2 – Coursework Example English Summary: Nativism & KKK Racial and religious prejudice and anti-Semantic propaganda characterized America in the 1920s.Newspapers and pamphlets distributed across schools and the public fueled the itinerary of supporters of the anti-immigration movement. The Sacco-Vanzetti Case, involving two Italian immigrants, aroused considerable deliberation among the American populace, and the world at large. The prosecution settled on the extremism of the two anarchists, Nicola Sacco and Bartolemeo Vanzetti. Conservatives were against liberals, socialists, and radical groups from Europe who protested against the electrocution of the anarchists. Although it was later substantiated through ballistics reports that Sacco was guilty, the prejudgment surrounding the case was palpable. The symbolic importance of the case exposed the nature of the rotten American society. The Ku Klux Klan (KKK), with a membership base of around five million, had a nativist, white-supremacist philosophy that fur thered the tension experienced in 1920’s America. A profit-making scheme by two Atlanta entrepreneurs supported the activities of the KKK group through the provision of the required regalia. The group proposed Americanism, meaning that there was a widespread disregard for Blacks, Catholics, aliens, and even women. Their agenda to restore the nation’s lost limpidness appealed to the wider populace in several ways, although they were led by unethical and distrustful leaders whose sole aim was to make money. Their use of guerilla tactics such as threats and lynchings spread far to the masses and the political scene. On March 1925, KKK collapsed unexpectedly, especially after details of their political incorrectness emerged. Its activities were suppressed till the 1950s during the civil-rights activism period when it reemerged.

3 Changes That Will Take Your Essay From Good To Great

3 Changes That Will Take Your Essay From Good To Great Whether youre sitting down to write a research paper for English class about Buddha or youre hours deep in the writing portion of the ACT, you want to write a great essay. And although different people have different notions about what makes an essay truly great, there are a number of things that educators and writers generally agree upon as gold-quality standards. Here are three of those qualities that can take your essay from basic to fabulous. 1. Language The usage of language in an essay is more than just the actual words you use throughout. Things like sentence structure, stylistic choices, levels of formality, grammar, usage, and mechanics all come into play.    Good Language Good language in an essay is merely adequate. Its basic. Theres nothing inherently wrong  with your language, but theres nothing exceptional about it, either. Good essay language means youre using  some variety in your sentence structures. For instance, you may write a few simple sentences interspersed with some compound sentences. Your level of formality and tone are also appropriate to the essay. Youre not using familiar language and slang, for example, when youre writing a research report in class. Good language in an essay does not disrupt your thesis. Your point gets across and thats all well and fine if youre happy with a good essay. Example:  When Jack walked into his grandmothers kitchen, he spotted the freshly baked cake on the counter. He helped himself to a huge piece. It was chocolate, and the frosting was a delicious vanilla buttercream. He licked his lips and took a gigantic bite.   Great Language Great language is fresh, full of sensory detail when appropriate and propels your essay forward in invigorating ways. Great language uses a variety of sentence structures and even some intentional fragments when appropriate. Your tone isnt merely adequate; it enhances your argument or point. Your language is precise. Its chosen specifically to add nuance or shades of meaning. The sensory details you select pull your readers in, giving them goosebumps, and make them want to keep on reading. Great language makes readers take what youve said very seriously. Example:  Jack stepped over the threshold of his grandmothers kitchen and inhaled. Chocolate cake. His stomach rumbled. He walked to the counter, mouth watering, and took a   rose-pattered china plate from the cabinet and a bread knife from the drawer. The slice he sawed off was enough for three. The first bite of rich vanilla buttercream made his jaw ache. Before he knew it, nothing was left but chocolate crumbs scattered on the plate like confetti.   2. Analysis Teachers are always asking you to dig deep in your essay, but what does that really mean? Depth is the level at which you analyze the topic you are writing about. The deeper you dive into your essay, the more poking and prodding at values, tensions, complexities, and assumptions you will do.   Good Analysis The word analysis in and of itself implies a certain level of depth. A good analysis will use reasoning and examples that are clear and adequately demonstrate the importance of the topic. Support may be relevant, but it may come across as overly general or simplistic. You will have scratched the surface of the topic, but you will not have explored as many of the complexities as you could have.   Lets take, for example, this question: Should cyberbullying be stopped by the government? Example: Cyberbullying needs to be stopped in its tracks by the government because of the harm that it causes to the victim. Teenagers who have been bullied online have had to be treated for depression, have felt compelled to change schools, and some have even committed suicide. A persons life is too important not to intervene.   Great Analysis A great analysis of a topic is a thoughtful critique that demonstrates insight. It critiques assumptions and details complexities not hinted at in just a good analysis. In the example above, the good analysis mentions the harm to a victim of bullying and names three things that could happen to him or her because of it, but doesnt get into other areas that might offer more insight like societal values, governmental control, effects rippling from one generation to the next, for example.   Example:  Although cyberbullying needs to be stopped - the effects are to dire not  to intervene - the government cannot be the entity to regulate speech online. The fiscal and personal costs would be staggering. Not only would citizens be forced to give up their First Amendment rights to free speech, they would have to relinquish their rights to privacy, as well. The government would be everywhere, becoming even more of a big brother than they are right now. Who would pay for such scrutiny? Citizens would pay with their freedom and  their wallets.   3. Organization Organization can quite literally make or break your essay. If a reader doesnt understand how youve gotten from point A to point B because none of your dots seem to connect, then he or she wont be compelled to read any further. And more importantly, he or she will not have listened to what you have had to say. And thats the biggest problem there is.   Good Organization A standard five-paragraph essay structure is what most students use when they write essays. They start with an introductory paragraph ending with a thesis sentence. They move on to body paragraph one with a topic sentence, and then proceed, with a few scattered transitions, to body paragraphs two and three. They round out their essay with a conclusion that neatly restates the thesis and ends with a question or a challenge. Sound about right? If this sounds like every essay youve ever written, then you can be sure youre not alone. Its a perfectly adequate structure for a basic essay.   Example: Introduction with thesis Body paragraph oneSupport oneSupport twoSupport three Body paragraph twoSupport oneSupport twoSupport three Body paragraph threeSupport oneSupport twoSupport threeConclusion with restated thesis Great Organization Great organization tends to move beyond just simple supports and basic transitions. Ideas will progress logically and increase the arguments success. Transitions within and between paragraphs will strengthen the argument and heighten meaning. If you start out organizing your essay strategically, with room for analysis and counterarguments built in, your chances of building a great essay improve by quite a bit. And some students find it easier to get more in depth by writing a four-paragraph essay instead of five. You can engaged more with a particular topic in the body paragraphs if you knock out your weakest argument and focus instead on providing a deeper, more thoughtful analysis with just two.   Example:   Introduction with thesis Body paragraph oneSupport one with detailed analysisSupport two that addresses values, complexities and assumptionsCounterpoint and dismissal of the counterpoint Body paragraph twoSupport one with detailed analysisSupport two that addresses values, complexities and assumptionsCounterpoint and dismissal of the counterpointConclusion with restated thesis and option for better idea Writing Great Essays If your goal is to move forward out of mediocrity, then spend some time learning the basics of great essay writing. After that, pick up your pencil or paper and practice. Nothing will prepare you better for your next essay then writing strategically-organized, well-analyzed, and carefully-worded paragraphs when the pressure  isnt  on. Here are some places to start: Enhanced ACT Writing Essay PromptsOld SAT Essay PromptsPhoto Writing Prompts for Any Age14 Ways to Write Better in High School

Windshield survey of Los Angeles California Assignment

Windshield survey of Los Angeles California - Assignment Example In reference to public health, the community is usually viewed as the client. It is imperative that proper planning is done in addressing the welfare of a community. One way of planning is through surveys. This paper is a Windshield Survey of Los Angeles, California. Housing and zoning The policy of land use is how land is used by communities within their boundaries. This policy establishes density for zonal development and development intensity for industrial and commercial uses. The overall plan is to manage all uses of land occurring in Los Angeles County by providing the scheme on how the to plan and address challenges of land use that may be faced. The element of land use uses short-term programs and strategies of providing comprehensive and flexible guidelines for the decisions on county land use and future development. This element also identifies the policies and goals that guide the extent of land housing, general location of housing, and other land uses in the county (Todd, 2007). Transport One of the major means of transport are, air transportation as evidenced by the presence of airports such as Lax (Los Angeles international Airport) and Ontario international airport. Other means of transport are train and bus services between cities, ferry services for water transport, bus services within the city and walking on foot. Race and ethnicity The downtown consists of Asians, African Americans, white non-Hispanic, Chinese, Filipino, Mexican, Korean, and Indian among others. These groups are said to outnumber whites. Open space The open space has Los Angeles union station which is the major transportation Hub that converge railways and bus services. It also has a collection of shops, a museum, and eateries police departments, with their buildings, shopping malls, city hall and commercial banks. Service centers There are various service centers which look into the welfare of the parties involved. These include; AIDS Service Center, Korean American Family S ervice Center, Ori's Automotive Service Center, Chinatown service center, L.A. Gay & Lesbian Center. Religion and politics The main religious bodies include; Catholics, Pentecostals, Baptists, Lutherans, Jewish, Islam, Eastern, Presbyterian, Methodist, Episcopalian, and other Christians. The county has different political parties. (Brint, 2009) American independent party pledges to stop wars which are claiming lives of more Americans, stop impulse spending on foreign aid, do away with federal income tax, slow down immigration, stop illegal alien entering the country, defend national moral values, stop abortion, raise the standards of education, among other pledges. Communist party pledges to defeat the Bush administration agenda, ensure people’s wellbeing, and replace large business with labor to ensure that rights, expanding needs of the people and economic security are put on the forefront. Republican Party has a mission of winning elections. Reform party promotes job openi ngs, budget balance, alternative energy sources, debt repayment, military families’ fairness, and reform in healthcare, government waste elimination, finance reform campaigns and many others. Other parties include; Constitution Party, Democratic Party, Democratic Socialists , Green Party, Libertarian Party, Natural Law Party, Socialist Party (Peterson, 1994). Official Boundaries of the County The county boundary starts from the southwesterly of California to northeasterly of rancho Simi then to southeast of the township line. Stores and street people The county contains the largest number of homeless people in the whole nation. This is approximated to be

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

Politics - Essay Example In the article by Nicholas Kristof (2010) â€Å"Poverty and the Pill† it is shown that African women do not even think that they are able not to get pregnant all the time. Those desperate women looking on us from the website scare off American or European women, which can make their own choice whether to give birth to their children or not. There is an option of financing of this continent and make childbirth control possible there, but this decision in Africa depends not only on a woman, but also on her husband, which does not want to prevent his children from coming into this world. An incredible rate of poverty makes these women suffer from a constant process of child producing. Therefore, it is possible to stop poverty in Africa and there is no need to make it grow even more intensely in case of a constant process of childbirth giving by the African women. Video lecture Therefore, in order to deal with poverty there is a need to make numerous attempts globally and find rea l heroes, which are able to deal with poverty. Jacqueline Novogratz is one of those strong-willed persons, enabled to deal with poverty, to open their hearts and to help weaker people to live a normal life. It is worth remembering that poverty is involuntarily living under conditions, when there is a lack of resources, which are necessary for our daily lives, such as food, shelter and clothes. Jacqueline Novogratz tells her story about a different capitalism and she lived in Africa in order to see what poverty is from within. She learned very important lessons from staying with people from Africa. Firstly, it is worth remembering that â€Å"Dignity is more important for the human spirit than wealth†. She builds up her policy of charity on very important principles, such as tolerance, patience and understanding. Every human being wants to be heard by another human being. Mutual understanding and listening depends on a special attention to every human being on the Earth. Novogr atz is not framed by social status of Africans, she is beyond this context and she underlines that relations among humans should be based on humane attitudes among different members of the global society. This is a powerful woman, who realizes the necessity of providing people not with charity, but with a real support, to create a team spirit among them and to enable them to become successful businesswomen. Therefore, Novogratz implements a practical approach to solving the problems of poverty. The second lesson, she claims, is that â€Å"Traditional charity and aid alone will not solve the problems of poverty† and the third lesson outlines that â€Å"The markets alone will not solve the problem of poverty†. Novogratz makes an emphasis on the personal contact with poor people, on readiness to listen to the needs of those people and be able to treat them patiently and with a great tolerance. Donation and philanthropy should be united at the micro level. Moreover, she ma naged to develop Acumen fund, investing in profit and non-profit organizations. South Asian and East Africa gains many benefits from having an opportunity to build their own businesses and have an ability to become independent individuals. Management and strategic support from Acumen fund is available for poor people from Africa and Asia. It is really hard to find those entrepreneurs, which are open to commitment to a personal success and their services. There is a need for a strong belief