King Lear – Jealousy Between Goneril and Regan

In terms of power, Lear becomes the complete opposite of what he is in Act One by the end of Act Two. The fool says, â€Å"Now thou art an O without/ a figure. I am better than thou art now: I am a Fool, thou/ art nothing† (I. iv. 197-199). As the play progresses, the Fool points out that King Lear has become nothing. Misjudgment, betrayal and becoming â€Å"nothing† (I. iv. 199) leads King Lear into near madness by the end of Act Two. King Lear is very oblivious in the beginning of the play. His demanding personality reveals to the audience that he is blind to the truth. By asking his daughters, â€Å"Which of you shall we say doth love us most† (I. i. 53), it shows a vulnerable side of him because he craves being worshiped. Lear is more interested in listening to a speech on how wonderful he is, rather than leaving his empire in the hands of someone responsible. His thirst for compliments is so drastic that he even disowns his daughter for not worshiping him, also showing his lack of awareness because she truly loved him. We see Lear as a powerful character that puts himself in front of others in Act One. King Lear is so used to being treated like royalty that going from the most powerful person in England to virtually nothing in such a small amount of time nearly makes him fall into madness by the end of Act Two. Goneril and Regan are the main cause of this. At first, Lear was oblivious to their daughters plot to rule him out. Lear starts to catch on to this, and for the first time in the play, he is aware. After being abandoned by his daughters, Lear says â€Å"O fool, I shall go mad† (2. 4. 281), showing that he realizes the mistake he’s made. At this point in the play, the status of King Lear and his daughters have completely shifted. King Lears’ intentions were never evil, but his greedy actions were the cause of his fall. By the end of act 2, Lear gains more insight on what is really going on around him. Other characteristics from Act One still remain, such as his hunger for authority: The king would speak with Cornwall. The dear father Would with his daughter speak, commands, tends service. Are they â€Å"informed† of this? My breath and blood! â€Å"Fiery†? The â€Å"fiery† duke? Tell the hot duke that Lear— (II. iv. 91-96) Later on in the play, Lear says to Regan, â€Å"I have a full case of weeping but this heart/Shall break a hundred thousand flaws,/or ere ill weep- O fool, I shall go mad? †(2. 4. 281-283), at this point of the play, the audience feels pity for Lear. The Lear we see in Act Two is deprived of his powers through lies and evil tricks from Regan and Goneril. Th is has caused the King to become nothing, in contrast to the greedy and cruel King we see in Act One.

Atm Skimming

————————————————- ATM Skimming An Ethical Look April 16, 2013 In the world we live in today our currency is promises. Our money is just paper backed by the promise of the United States government to back it up with hard currency, i. e. gold. Due to our lack of hard currency in everyday life there are many different ways to pay for things. These include: checks, credit cards, paper currency, and bank cards. One thing that has not changed about money is that, like every other thing valuable, people will try to steal it no matter its form.One of the most damaging types of thefts now is that of ATM (Automated Teller Machine) Skimming. Most people keep the bulk of their capital in banks. They use ATMs to access that money. Thieves have a way to conspicuously steal the information unique to their accounts so they can access others’ money. This is devastating to people and it is this issue on which I write. On February 12, 2013 an article was written. It was entitled ‘How alleged crooks used ATM skimmers to compromise thousands of accounts’. Federal Authorities have charged two men with running an operation to gain control of over 6,000 bank accounts.The banks targeted included: Capital One, J. P. Morgan Chase, among others. These criminals bought card readers and installed them on top of ATMs and doors to ATMs. They also made hidden pinhole cameras to watch people put in their pins. These people supposedly led a group of 9 or more people who put these devices all over cities. These cities included Manhattan, Chicago, and Milwaukee. The people would then use the information to make fake cards, which would be used for false purchases and withdrawals. This operation had â€Å"stash locations† to manage the information.One such facility had hundreds of hours of footage showing PINs being input. More than 1,000 blank cards were also fo und here. Due to the gravity of the crimes these men face around 40 years in jail. Prosecutors are also moving to seize $3 million from the men. The article goes on to say that ATM skimming has been going on for a decade and thieves are constantly improving their methods. The article suggests that the ATM skimming has been around for over ten years. That surprised me because I had only heard of this recently. Just like all technology, the technology that thieves use to perfect this form of theft also improves with time.The article also indicates that even though law enforcement and the general public are more aware, that this type of theft will not go away any time soon. The bible says that people perish for lack of knowledge. I believe news shows like Dateline NBC and 60 minutes should create stories around this issue. These shows have a large number of viewers and are shown during primetime. Their reporters are well respected and the information they provide is factual and the rep orters are credible. People also should become more aware of their surroundings. There are some precautions a person may keep in mind when using the ATM machine.One precaution is using the machine in daylight or well lit areas. Well lit areas can ensure that one is able to check the machine for any abnormalities or devices that may appear foreign in nature. Another precaution is to use a walk up versus a drive through machine. Driver through machines may be more awkward to maneuver from a car window and thus not as easy to investigate for abnormalities. A final suggestion is to use the ATM attached to a bank with which you are familiar. Convenience stores, dry cleaners, and even gas stations now have ATM machines as incentive to pay with cash for an advertised discount.Many of these machines are sponsored by companies that are not familiar to most consumers. I do not trust this kind of ATM and believe them to be the most susceptible to this kind of theft. What better way to manipula te the ATM machine than to build one and then entice people to use your machine? Banks also have a huge responsibility to inform its customers of the risk factors associated with using an ATM machine. When a person opens an account there should be a brief overview of this threat and even a pamphlet that outlines warning signs and indicators that the ATM may be compromise. Stealing funds from a bank is a federal offense.Though punishable by imprisonment, I would like to see legislation that toughens the sentencing guidelines around this issue. Preying on innocent people who are trying to access their own money is should be punishable to the fullest extent of the law. It should not be treated as a white collar crime where the criminal, after being found guilty, spends a few years in a federal â€Å"country club†. They should be made to serve time with other harden criminals and ordered to pay restitution to their victims. The bottom line is we live in a world where some people will always try to create a way to steal from others.These are the people who would rather take advantage of someone versus making an honest living at a worthwhile endeavor. Knowing this we must always keep our eyes open and our minds alert, especially when using an ATM machine. Technological advances will make this difficult for the novice and doing business with a bank that provides for return of your funds if stolen is a plus. However, the feeling of violation when someone takes what rightfully belongs to you and the inconvenience of filing the report and waiting the return of your money are even more recent to stay informed on this issue and be very cautious when using an ATM machine.The act of ATM skimming breaks almost every guideline in the ACM Code of Ethics and Professional Conduct. Article 1. 1 of the ACM Code of Ethics States that we should â€Å"Contribute to society and human well-being† The acts that I have described were the opposite of this ideal. These thieve s selfishly used their knowledge of technology to take advantage of a system and profit from it at the expense of society and human well-being. Other articles that these criminals violated were Article 1. 7 â€Å"Respect the privacy of others† and Article 1. â€Å"Honor confidentiality†. They violated others’ privacy in order to gain from their information. The very core of the ideas from the ACM Code of Conduct stems from the belief that we as technical minded people should help and not hurt others with our knowledge. The advantage that we have been given is to be used for the benefit of, and not the detriment of others. I feel as though these individuals should be given a fair trial under the laws of the United States Court system. If they are found guilty they should be punished to the full extent of the law.They stole from people using knowledge that would have been better served toward helping others than hurting others. They took advantage of the system in a way that was unethical and hurtful. They should repent to society. Bibliography Council, ACM. ACM Code of Ethics. 16 10 1992. Web Site. 16 April 2013. Goodin, Dan. â€Å"How alleged crooks used ATM skimmers to compromise thousands of accounts. † Ars Technica (2013). Internet. Hampton University. Student Technology Guide. n. d. PDF File. 16 April 2013.

Critical Analysis of ‘Prelude’ by Katherine Mansfield Essay

Catherine Mansfield revolutionized the 20th Century English short story. In her works, she breaks away from the tradition of plots and endings. Her works are open-ended. She is the earlier writer who used the technique of stream-of-consciousness in her writings. Where, Plot is secondary to characters. Her prose gives a vivid and strong picture of ordinary lives. Her literary creations are masterpieces in the sense that they raise discomforting questions about identity, belonging and desire. She is a writer from New Zealand who retains the memories of her childhood spend in her country. ‘Prelude’ is a modern short story by New Zealander Mansfield. There are noteworthy autobiographical elements in ‘Prelude’. The theme and the characters are composed on the persons, she has known in her own life. The readers get a glimpse in to the minds of the characters. She uses extensive imagery from nature to hint at hidden layers of meaning of human life. As a literary work of art, ‘Prelude’ is a written narrative fiction, where there is a third-person narrator who is not in the story but an outsider observing from a distance. Character dominates over the plot. The story actually is a vivid picture of psychological state of mind of the characters. From the definition of narration by Ismail S Talib, we find that it is dualistic in nature. It consists of two elements: story and discourse. The story is the content and the discourse is the arrangement, emphasis or magnification of any of the elements of the content. In Katherine Mansfield’s ‘Prelude’, there is a story and the discourse is the journey from one consciousness to another. Finally emphasis is on analysing human mind. Regarding the end of narrative, in this regard, Chatman has said: ‘No end, in reality, is ever final in the way â€Å"The End† of a novel or film is’ (1978). There is another form of narrative where the end is not clear or explicit. It is ‘open end’ fiction. From the late nineteenth century onwards, this form has been extensively used by writers. According to the narrative theory, there is internal as well as external setting. External is the location where the action takes place and internal is the psychological state of the person. ‘Prelude’ deals with the psychological state of mind of Burrell family. According to this theory, there are different types of narrator. One of the types is third person-omniscient ‘who can move from place to place and backwards and forwards in time, and does not merely concentrate on the consciousness of one character’. In ‘Prelude’, it is the third person narrator who gilds from one consciousness to another in the course of the story. There is another concept in this theory; schema which ‘is a collection of the generic proper ¬ties of a meaningful category which is stored in a person’s memor ¬y for future retrieval’. In’ Prelude’, the author relies on her memories of life spend in her native country for her composition. The theory states that some characters are driving force behind some plots. Similarly, in ‘Prelude’, the plot will collapse without the characters in it. The characters bind the story together. The story is all about the expectations, inner turmoil, happiness and unhappiness of the adult characters. Modernism is a continuous project that incorporates within itself all serious change and progress. Modernism became a distinct cultural movement in the fist of twentieth century. The philosophic foundations of modernism are traced to the period between Marx Einstein. Darwin in his book â€Å"The Origin of Species† (1859) propounded the theory of evolution which is seen as an important step towards the development of modern mindset. The theory attacked the traditional beliefs regarding God. Next on the line was Freud’s theory of dreams. He considered dream as a â€Å"product of repressed desires† which created a stir in the realm of ideas. The concept of a definable unified normative self gave way to discontinuous, divided self. Self was then considered as the hidden designs of the unconscious. Psychoanalysis paved the path towards quest for self-knowledge. Short story evolved as an autonomous genre and became an important medium of expressing the petty and small truths and lies of human existence. The story developed from depicting the realism of life to more being allusive, ambivalent and self-reflexive. According to the book ‘Modernism’ by Peter Child, the meaning of the term ‘Modernism ‘is variously defined: as a genre, style, period or combination of all three. It stems from the term ‘modern’, taken from Latin word ‘modo’ which means anything ‘current’. The modernism in prose represents consciousness, perception, emotion, meaning and individuals’ relation to society in the form of internal monologue, stream-of-consciousness, irresolution and other techniques. In the phrase of Ezra Pound, ‘make it new’. By expressing the sensibilities of the time: of the city, of war, mass production and communication, New Women and aestheticism. It is expressed in compressed and complex form of literature. In literature, the focus shifts from broader moral concerns of society to deeper psychological problems of the individual, from external details of the events to their finer internal dynamics, and from a telescopic perspective of reality to a microscopic view of it. Another aspect of modern literature (form of art) as we find from the book ‘Modernism’ by Peter Child is that it is extremely compressed in the sense that it should be read with attention which is normally reserved for philosophy and poetry. Short story as a genre falls under written narrative fiction. Fictional narrative may refer to real people, actual places and events but it cannot be used as evidence of what happened in the real world. This story is a fictional narrative based on real life experience of the author. Katherine Mansfield (1888-1923) is one of the few authors to attain prominence exclusively for short stories, and her works remain among the most widely read in world literature. .Her works are noted for their themes relating to women’s lives and social hierarchies as well as her sense of wit and characterizations. As a writer, she placed great emphasis to individual than to society. Her works are open-ended in the sense that it does not have a formalized ending to it. In her work ‘Prelude’, she applied the technique of ‘stream-of-consciousness’. She created her story on revealing the mental conflict of characters rather than the development of plot. The core idea raised by the story is that the narration delves in to the minds of the individuals. The tale does not have a conventional plot where the story unfolds through a sequence of events but focuses on a crisis or a mental conflict. We enter an individual consciousness to another. We get a glimpse of the mental state of the personas. In the course of the narration, very little ‘happens’ but the story gives us a vivid picture of personal crises that crucially affect each character’s internal well being while leaving the atmosphere of amiable, conventional family life intact. Kezia is a very imaginative child who find Parrot prints on the wallpaper as real parrots who ‘persisted in flying past Kezia with her lamp’. She also witnesses the killing of a chicken. Kezia’s unmarried and desperately timid Aunt Beryl is unsatisfied with her life and never shows her real self to others. Linda, Kezia’s mother pregnant with yet another child at times wishes to abandon the whole family and not even say goodbye. She visualizes her feelings for her husband in small packages, where she loves and respects her husband in one time to hate his later. His husband is a business tycoon who wants his roots in the country, which is the reason for their move from their town to their country home. He wishes for a son of his own. Modernism as Peter Child writes in his book is break away from convention. Katherine Mansfield’s brief life was also a lesson in casting off convention. Famously, Mansfield remarked ‘risk, risk everything’. She was rebellious in nature. She could not accept that all women have definite future of waiting for a husband as she wrote in one of her letter to her school friend when she was sixteen. In ‘Prelude’, Katherine explores the possibilities and discovery of the wide canvas of human life in the small domestic world of the Burrells. In the story, she questions the traditional believes of society, where a woman has the duty of getting married and bearing children for the family as Linda Murrell. Or the vacant side of a woman’s life where she stays at home and does the household chores. She has no profession of her own and no freedom of movement as in the case of the character of Aunt Beryl. Mansfield is a New Zealand writer. In her short life she has travelled to England and France but she had her roots firmly grounded in her native land. She uses her memories of childhood in her writing. He molds her characters on real people, places and even inscribes the colloquial speech of the country. ‘Prelude’ is a recount of one of the move her family made from their city home, from Tinakori Road in Wellington to Karori, five miles away to town. She reveals the insecurity and instability of her childhood connected with this repeated shift from one home to another. The portrayal of Linda Burrell is a depiction of her mother Annie Dyer, who has been described as ‘delicate and aloof’. Mrs. Linda Murrell is a character who keeps herself detached from the running of the household. It is her mother who runs the house. She has a neglecting attitude towards her daughters. She remains with her own dreams and expectations holed in her bedroom. She remains secluded from her family even when she is in midst of them: we find her on the easy chair rocking in the same room, where her husband and her sister are playing a game of crib. As she watches them, she thinks ‘how remote they look’. The character of Mr. Burrell is based on her father, Harold Beauchamp, who was a successful merchant. Mr. Murrell is a successful business man. He is a pompous man who prided himself of having a bargain regarding the new land which he now own. Rather than direct detail, her images stress on suggestion and implication. In Prelude she uses the images of plant aloe and birds to reveal the working of the mind of human beings.. The image of a rich young man under Linda’s window may imply that she wants to escape from her family and the rich household of her husband. The image of a child with bald head and bird may hint that she is overwhelmed with the burden of bearing one child after another. She likes the aloe so much because it has sharp thorns which restrict a person from coming near it. Also because it flowers every hundred years, Katherine Mansfield is the centre figure in the development of modern short story. She was born in New Zealand but spend much of her adult life in Europe. In the course of her adult life, she tried to extricate herself from the dominance of her family. She also removed herself from the expectation of society regarding women of her class. Her attitude towards life casts its shadow on her literary works. She writes without a conventional plot. Rather she concentrates on a particular point or crisis. She uses themes which are universal like isolation of man, the traditional role of men and women in society or the conflict between love and dissolution. The images in her works, elaborate farther the death of human psychology. References: Katherine Mansfield: Significance as a Writer [Internet], Katherine Mansfield Birthplace Society. Available from: < http://www. katherinemansfield. com/mansfield/signif. asp> [Accessed 31 August 2007] Akshaya Kumar. (2001) The icons of modernism with Euroamerican bias [Internet], available from: < http://www. tribuneindia. com/2001/20011216/spectrum/book1. htm> [Accessed 31 August 2007] Eric Eldred. â€Å"Prelude. † by Katherine Mansfield (1888-1923) [Internet], available from: [Accessed 31 August 2007] Peter Child. Modernism [Internet], available from: [Accessed 31 August 2007] Katherine Mansfield: Short Story Moderniser [Internet], available from: [Accessed 31 August 2007] Manfred Jahn. (2005) Narratology: A Guide to the Theory of Narrative [Internet], available from: [Accessed 31 August 2007] Ismail S Talib. Narrative Theory [Internet], available from: [Accessed 31 August 2007]

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Low-Costs in Aviation Industry - Essay Example The proliferation of low-cost carriers came into being after the 9/11 attacks that were directed towards the Americans. According to the Irish career boss, lowering the cost in the aviation industry will result to carriers accessing a pool of passengers that would be used to replace high-income passengers that would not be using air travel. According to him, low-cost flights would serve the needs of cost conscious passengers. These passengers are concerned with making saving or using the minimal amounts on travel expenses. Low-cost flight carriers target passengers who are keen on cost related issues.Managers have determined that price is the largest determinant that influences consumer decision-making processes. Therefore, it is the responsibility of the managers to ensure that their products and services are priced lowly. In the aviation industry, lowering flight charges would facilitate increased traffic for carriers. This will, in turn, lead to increased profitability for the org anization. In this context, managers are required to initiate measures that would ensure that despite the carrier having cheap services; it makes profits.For instance, some managers took advantage of the 9/11 attack to buy new air crafts, which enabled them to exercise low-cost activities (Dunn, 2009). Managers are concerned with incorporating innovative activities in their flights at a relatively low cost. Such innovations and features would attract customers to carriers.

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Anking Concept of Education - Essay Example When there is no conversation in a class, negative contestation and arguments may arise. Thus the conversation is a mind opener. Instead of permitting a traditional classroom with the lecture method of teaching, teachers should try out the problem posing technique to enhance learning. Problem posing starts where a teacher listens to students’ issues, then based on what she heard, she can select and put forward a well-known situation back to the students in codified forms such as written dialogues, drawings, stories, or even photographs. Each situation has social and personal conflicts that are emotionally charged for the learners. A teacher can present a sequence of inductive questions so that she can move the discussion of that specific situation from the real to a more analytic level (Freire 30). The teacher can use this method by directing learners to outline the problem, understand how the issue applies to them or affect their lives, determine the root of the issue, genera lize to the other students, and ultimately give opinions on how to solve the problem. An example to show the discussion above can be drawn from my own educational experience in high school. I can recall how my life during this time was like. My mother owned one of the biggest and popular beauty salon in my community. Every Sunday of the week was a day for my English teacher to come and style her hair in my mother’s salon. Just like any adolescent can do, I used to have conversations with my mother about careers and teaching was one of the careers we discussed most. I remember having told her on several occasions that I could not think of being a teacher at any point in life. My conscience was never wrong when I thought my English teacher and my mom used to discuss much about my progress. It was during these conversations that mom told Mrs Midiwo that I really hate the teaching profession. What I dint know was that Mrs Midiwo was building knowledge about me and that one day sh e would raise a discussion about the topic. It was that chilly Monday morning and my mother had told me the last night that they talked about my lack of interest in the teaching profession. I learned that my mother really wanted me to pursue the course in future and she had convinced Mrs. Midiwo to address the issue in the best way possible so that I could develop a bit of interest in the profession. There comes Mrs Midiwo and she introduces a topic about the rate of unemployment in the country. This was a situation that was familiar to most of my colleagues. After asking as to name some of the professions we knew, she asked as to meditate on the number of jobless people we had seen around. The teacher then asked, â€Å"Why do you think people get hardships in finding jobs?† After we stated our opinions, she directed the question to me by asking, â€Å"what kind of job do you hate most, and why?† I was already confused on what to say because I remembered that she knew my thoughts about the topic through my mother, and I had to be honest enough to shout; â€Å"teaching.† I have never felt so guilty but I was glad that she was so friendly and dint mean to imply anything. Even though my friends laughed, she seemed happy to have gotten a honest answer from me and this is what led way for the discussion. She encouraged us by mentioning some of the advantages of the teaching

Website Critique of Novotel Hotel Essay Example | Topics and Well Written Essays - 3000 words

Website Critique of Novotel Hotel - Essay Example Novotel conducts business in both Brick & Mortar and Click & Mortar modes. Novotel has got offices and a chain of luxurious hotels in major cities all over the world. They provide residential and event arrangement services as well as consultancy for travelling and tourism ventures. Novotel can be approached by conventional means i.e.any one can walk into the office and acquire their services or hire their expertise, such a setup is referred to as Brick & Mortar. Companies and business that do business online as well as by conventional means are referred to as Click & Mortar. Click and Mortar is quite different from pure Click setups yet it is possible to get mixed up between the two. How ever the basic difference is that pure click setups only offer their services online where as Click & Mortar setups do business both online as well as the old fashioned face to face way. Novotel tries to attract individual tourists to use their services in the long run and facilitates its customers in great deal. Novotel offers several packages for summer tours, family packages which are all aimed at locating travelers and tourists round the world in specific seasons. The company wants to retain its customers in the long run and offers several products like loyalty card which provides several facilitations to the customers. Here the web portal acts like a Business to Customer portal i.e. B2C. Novotel intends to attract corporations for establishing their corporate business model. Novotel accomplishes this by offering to organize their business meetings, dinners/lunches, meetings, seminars, conferences and other events at their prime locations. With all these services Novotel secures clients in the corporate sector who need arrangements for their new product launching ceremonies at their premises. Novotel also offers special rates to the corporate delegates, business tour plans and wants to establish long term business relationships with the corporate

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Teenage pregnancy a crtically debate - Essay Example Efforts had been undertaken to resolve the said situation. From a total of 42,988 cases in 2007, the number of teenage pregnancy decreased by 3.9% in 2008 which is equivalent to 41,325. Although the government failed to achieve the goal of cutting the number pregnancy rates by 50% from that of 1999, significant results had been recorded. In other regions such as the North East, the highest rate recorded had been in 2008 specifically for pregnant cases under 18 years old at 4.9% while East of England had the lowest rate, 3.14% (Department for Children Schools and Families, 2009) In the social context, teenage pregnancy is viewed on varying light on the basis of the effects that it can bring about to the life of the young teenage mother, the child and the people related. One side criticizes the situation on the basis of the negative effects of teenage pregnancy. On the other side, opposing groups can perceive the presence of positive attribute in the event of a teenage girl’s pregnancy. (This one has no reference because it’s my point of view). Due to the significant effects of the issue on teenage pregnancy, a presentation and study of the opposing sides had been undertaken. The study is aimed to present the two sides of the issue on teenage pregnancy on the basis of the negative effects and the positive effects. Resolutions to the issue on teenage pregnancy are being established and applied to be able to lessen the negative effects and repercussions on the life of the people involved such as the young mother, the baby, the immediate family and the community. There are different detrimental effects associated with teenage pregnancy. One negative effect is in the physiological aspect of both the mother and the baby. It had been known that there is a considerably high level of health risk associated to the teenage pregnancy (Blank, Goyder and Peters, 2003). Included in the health risks are poor mental health for the baby, the mother and other

Stroke Rehabilitation Essay Example | Topics and Well Written Essays - 2000 words

Stroke Rehabilitation - Essay Example Lack of physical activities, has also been found to affect the recovery process of most patients with strokes. The essay will focus on the importance of activities in the recovery of stroke patients. This will be based on scientific studies that indicate the importance of physical exercises (American Association of Cardiovascular and Pulmonary Rehabilitation, 2004). The current studies have mentioned that inactivity and sedentary lifestyles to be common in patients with stroke. This has been associated with the physical deconditioning, a situation that many patients in critical conditions cannot be evade. The physical inactivity can be attributed to age differences, especially in many patients who are above the age of 60. It is also common in patients with negative attitudes and perception about the recovery programs. Patients, who believe that they will recover and become independent, are more likely to participate in physical activities. They respond well to the medical treatment. Several researches also find a correlation between motor coordination and the increased sensitivity of the str oke-impaired limbs with exercises. As a physiotherapist, I have been able to discover the importance of physical activities. I have found that patients who are positive and regularly participate in physical exercise are more likely to respond to drugs. The patients are able to improve their self-esteem and are very positive in life. Only a few patients who have been constantly taking part in physical activities that been diagnosed with the co-occurring ailments. Further, none of the case of recurrent of stroke has been reported. On the contrary, I have had about four patients being diagnosed with hypertension and diabetes mellitus due to inactivity. These patients have refused to continue with the physical exercise program I have made. Hence, my interactions with the patients prove that indeed the physical exercises play an imperative role. As such, I advocate for

Sensory Perceptions Essay Example | Topics and Well Written Essays - 500 words - 13

Sensory Perceptions - Essay Example A person’s knowledge will determine if he perceives information on people or things as accurate or inaccurate (Robinson, 1994). Perception refers to people’s sensory knowledge of the surrounding and entails both actions in reaction to stimuli or detection of environmental stimuli. Perceptual processes enable humans to acquire information about elements and properties of the surrounding, and also enable individuals to operate within their surroundings. The perceptual processes determine the accuracy or inaccuracy of a person’s sensory information. In addition, interpretation is created to divulge relationships, and meanings of people’s natural and cultural heritage, through involvement with landscapes and sites, artifacts, and objects. It also depicts how people perceive different circumstances through beliefs and thoughts. Interpretation helps people to believe whether sensory information is accurate or inaccurate (Robinson, 1994). The factors that may play a part in determining the accuracy of sensory information include reliability of observed facts, source of data and cognitive capacity, and the brain and interpretation of received data. The reliability of observed facts will play a role in determining if sensory information is accurate. Receiving sensory information through precise observations will give information and facts that are essential for accurate sensory perception or thinking connection. Also, source of data and cognitive capacity contributes to the accurateness of sensory information. The source of information or data should be got through the sense of touch, sight, smell, and hearing to acquire precise sensory information (Foster, 2000). An individual’s senses must be extremely sensitive to function like gauges, lenses, particle detectors, gauges, and amplifiers to nourish the brain to create accurate sensory perception of the received information. The brain and interpretation of received data also determines

Pre Calculus Mod 5 Assignment Example | Topics and Well Written Essays - 1250 words

Pre Calculus Mod 5 - Assignment Example f(X) =ex3 f '(x) = 3x2 ex3 d. f(X) =2X2 e (1-X2) r (x) = 2x2, r' (x) = 4x s(x) = e (1-X2) s' (x) = -2 e (1-X2) Applying product rule, f '(x) = 2X2-2 e (1-X2) + 4x e (1-X2) = -8x2 e (1-X2) + 4x e (1-X2) = (4x -8x2) e (1-X2) e. f(X) =5X e (12-2x) Let r(x) = 5x, r' (x) = 5 and s(x) = e (12-2x), s' (x) = -2 e (12-2x) f '(x) = 5x (-2 e (12-2x)) + 5 e (12-2x) f '(x) = -10x e (12-2x) + 5 e (12-2x) = (-10 + 5) e (12-2x) f. f(X) =100e(x8 + x4) f '(x) = 8x7 + 4x3e(x8 + x4) g. f(X) = e (200X-X2 + x^100) f '(x) = 200 – 2x + 100x^99 e (200X-X2 + x^100) 2. Find the derivatives for the following functions: a. f(X) = ln250X b. f(X) = ln (20X-20) c. f(X) = ln (1- X2) d. f(X) = ln (5X + X-1) e. f(X) = Xln (12- 2X) f. f(X) = 2Xln(X3 + X4) g. f(X) = ln (200X - X2 + X100) Solutions The derivative of the function y = ln x is obtained by d/dx (ln x) = 1/x. d/dx logex = 1/x, suppose y = ln x, then dy/dx = 1/x a. f(X) = ln250X log ab = log a + log b Therefore, the equation can be rewritten as f (x) = ln 250 + ln x d/dx ln 250 = 0 (derivative of a constant) d/dx (ln x) = 1/x Hence dy/dx = 1/x. b. f(X) = ln(20X-20) If y = ln u and u is some function of x, then dy/dx = u'/u If y = ln f(x), then dy/dx = f ' (x)/ f(x) Let u = 20x – 20 u' = 20 dy/dx = 1. u'/u = 20/(20x – 20) c. f(X) = ln (1- X2) Let u = (1- X2) Then u' = -2x dy/dx = 1. ... ln (12-2x) f ' (x) = 2x/ (12 – 2x) + ln (12-2x). f. f(X) = 2X ln(X3 + X4) Let r(x) = 2x, therefore, r' (x) = 2 Similarly, if s(x) = ln (X3 + X4), s'(x) = (3x2 + 4x3)/ (X3 + X4) Therefore, f ' (x) = 2x ((3x2 + 4x3)/ (X3 + X4)) + 2 ln (X3 + X4) g. f(X) = ln(200X - X2 + X100) u = ln (200X - X2 + X100) u' = 200 -2x + 100x99 f ' (x) = dy/dx = u'/u = 200 -2x + 100x99/ (200X - X2 + X100) 3. Find the indefinite integrals for the following functions a. f(X) = e6X = ? e6X dx = 1/6e6X + C b. f(X) = e (5X-5) = 5/2 x2-5x e (5X-5) c. f(X) = 5eX = ? 5eX dx = 5 ? eX dx = 5eX + C d. f(X) = 1/ (1 + X) = ln ?1 + x? + C e. f(X) = 5/X = 5 integral [1/x] dx = 5 ln ?x?+ C 4. Find the definite integrals for the following functions a. f(X) = e2X over the interval [2, 4] =Integral 42 [ e2x ] dx = [ 1/2 e2 ( 4) + C ] - [ 1/2 e2 ( 2 ) + C ] = 1/2 [ e8 - e4 ] b. f(X) = 2eX over the interval [0, 2] =Integral 20 [2eX] dx = [e2 + C] - [e0 + C] = e2 – e0 d. f(X) = 2/ (2 + X) over the interval [2, 5] Le t u = 2 + x, when x = 2, u = 2 + 2 = 4 and when x = 5, u = 2 + 5 = 7 = ln [?2 + x?] 52 = ln (7) – ln (2) e. f(X) = 10/X over the interval [3, 10] =dx = 10 integral [ 10 / x ] dx = 10 [ ln | x | ] + C, so Integral103 [ 10/ x ] dx = [ 10 ln | 10 | + C ] - [ 10 ln | 3 | + C ] = 10 ln 10 – 10 ln3 = 10 [ln10 – ln 3] Part2: Application of Calculus in Business Decision-Making Calculus is extensively used in making business decisions, which are critical for the success and survival of every business enterprise. Derivatives have wide applications in the business world. Derivatives are used to measure rate of change of a function in relation to the changes in variables (inputs) under focus. At some given value of an input, the derivative tells us the linear estimate of the function, which is close to

Gender Speech Community Essay Example for Free

Gender Speech Community Essay Abstract This research paper will focus on the human language. Human language is extremely significant for all peoples. My main topic for this paper is how we use and develop language, the production of language, language acquisition and the importance of the critical period. Chomsky, Skinner, and Whorf all had various theories on language but all had one major thing in common, which was the significance of language. Regardless of when or how language is developed; it is essential to have living in environment where every one using language to talk, learn and receive knowledge. The Ways in Which People Use and Develop Language and The Effects it May Have on a Person If a person does not develop oral language this will affect the way in which people communicate with other people. From birth throughout their lives time people are taught the uses of language and create a way of communication. Language is the main component for all humans. â€Å"The use of language-the communication of information through symbols arranged according to systematic rules-is a central cognitive ability, one that is indispensable for us to communicate with one another† (Stapel Semin, 2007; Hoff; 2008; Resiberg). Language is essential to how we communicate, think, and understand the world. Without language our ability to convey information, obtain knowledge and cooperate with others would be hindered. This paper looks at Chomsky, Benjamin Lee Whorf and B.J. Skinners theories on language acquisition and why language it is so important to have and what could happen to a person if he/she were isolated from society. In order to comprehend how language is created and relates to thought, we first need to know that the basic structure of language is grammar. Grammar is a set of rules that clarifies how our thoughts can be articulated. There are three main elements that go with grammar; they are phonology, syntax, and semantics. Phonology is the study of the smallest unit of speech called phonemes. Phonemes are the way we use sounds to form words and produce meaning. Syntax deals with how words and phrases can be united to form sentences and semantic rules allow us to express meanings to words. Feldman, Robert S. (2011). Although many people may have a hard time explaining the meanings of these words, we all subconsciously use grammar every day in a linguistic way! Language starts during infancy from three months through one-year- old. Children begin to make insignificant speech like sounds that is called babble. In the textbook Feldman, Robert S. (2011) stated that while babbling, they produce, at one time or another, any of the sounds found in all languages, not just the one to which are exposed. Even deaf children demonstrate their own form of babbling, who are incapable to hear, yet who are exposed to sign language from birth babble in their own way. In the same textbook I stated before Feldman, Robert S. (2011); indicates that babies’ babbling imitates the precise language being spoken in the infant’s environment which focuses more on the pitch and tone of the person talking to the child. As the baby gets older, he or she starts to specialize in the language that they were exposed to from birth. To support what I am saying I read an article called Language and Brain Development â€Å"Jump Start† copyright United Feature Syndicate stated that â€Å"a child is introduced to language virtually at the moment of birth. Children do not require explicit language instruction, but they do need exposure to language in order to develop normally. Children who do not receive linguistic input during their formative years do not achieve native like grammatical competence.† There were three theorists that had their own speculation on language acquisition but intertwined with my thesis. Let us begin with Noam Chomsky. Chomsky was a very well- known linguist. He believes that human brains have a language acquisition device that we are inborn with. All children are born with a universal grammar that makes them amenable to the common features of language because of this hard-wired background in grammar; children easily pick up a language when they are exposed to its particular grammar. Http://www.brighthubeducation.com/language-learning-tips/71728-noam-chomsky-language-acquisition-theories/. Basically Chomsky believed that all children develop language around the same age and all develop language skills rapidly and naturally. The next theorist was Benjamin Lee Whorf. Whorf’s theory is that children will learn language skills through interaction with others rather than obtain the knowledge involuntarily. He was recognized for his study that focused on a person’s thinking skills, how their ideas and expressions all depend on language. He anticipated a theory called â€Å"linguistic relativity.† This theory determines the way people think. In other words â€Å"â€Å"we think in terms of words or other symbols, and they are required as a precondition for a human to form an idea—or, at least, to express the idea to others. Although thinking involves mental manipulation of reality, it is heavily dependent upon words or other symbols.† Bergman. Jerry (Benjamin Lee Whorf: An Early Supporter of Creationism). My last theorist was B.F. Skinner. Skinner thought language is attained through standards of conditioning, association, imitation and, reinforcement. The difference from Chomsky and Skinner one believed he or she is born with language where Skinner believed that people have to be taught how to speak by some one’s language acquisition. All three theorists have their own assumptions on language acquisition. Chomsky believes we are born with the skills for language. Skinner believes children is learn through imitation that focuses on behavior and Whorf thought language was developed by interaction with peers rather than being born with it. The one major factor that they all share is the importance of language from birth. If children are deprived of language from the start they will suffer drastically, which proves my statement in the beginning; which was, children who are isolated from language and communication from the early ages will deal with major effects when they are older. A major period that some theorists believe is crucial for language development is called the critical period, which can cause many effects in learning language. From the article â€Å"Introduction Brain and Language† explained what the critical-age hypothesis was. This theory believes language is organically based and the capacity to learn your inhabitant language develops from birth to middle childhood. Subsequent to this period, the attainment of grammar is complicated for most people and never fully grasped. Children who are not exposed of language during this critical period will have a difficult time overcoming this deficit. This concept can be proved to be true in humans and other species. 22. Introduction Brain and Language gave an example of ducklings. For instance, from nine to twenty-one months after hatching, ducks will follow the first moving object they see regardless if it is a duck or not. This behavior did not come subconsciously but from an â€Å"external teaching, or intensive practice.† Other examples of the critical period that is strongly associated to language learning is the critical period in certain songbirds, e.g., zebra finches or white crowned sparrows (Marler, 1970). For children there have been cases that support this theory. For instance, there was a young boy who was isolated from society also known as the â€Å"wild† child. In the film produced by Francois Truffaut â€Å"The Wild Child† was based on a young boy named Victor. It was determined that he was left in forest and survived shockingly. (Language and Brain Development 23.) In the YouTube documentary we learned that Victor was not capable to speak or recognize language. He was brought to Paris where he was first put into a deaf school, but after Francois Truffaut observes Victor he believes he can hear and can be educated. After a while, Victor begins to gain some kind of language from being in society. (http://www.youtube.com/watch?v=_dA2W0SwIwY). Another perfect example that supports the conjecture of the critical period is a girl named Genie. Genie as well as Victor was a wild child. Genie was abused and isolated from all society from eighteen months to about fourteen years of age. Genie was restricted to a small room under terrible conditions and received minimal to none of human contact. Genie was not able to talk or knew any language at all. (Language and Brain Development 23) said â€Å"this linguistic inability could simply be caused by the fact that these children received no linguistic input, showing that language acquisition, though an innate, neurologically based ability, must be triggered by input from the environment.† Like Victor, Genie learned some kind of language but lacked â€Å"grammatical structure.† Possessing language is essential to have living in a society. Without language you would not be able to communicate, give, and receive knowledge. For instance Genie; in (Introduction Brain and Language) said â€Å"The cases of Genie and other isolated children, as well as deaf late learners of ASL, show that children cannot fully acquire language unless they are exposed to it within the critical period—a biologically determined window of opportunity during which time the brain is prepared to develop language.† People use and develop language in their lives and it is important to have developed it in an early age. References Feldman, Robert S. (2011). Essentials of Understanding Psychology â€Å"Jump Start† copyright . United Feature Syndicate. Reprinted with permission. Introduction Brain and Language http://suite101.com/article/how-we-learn-language-a158847 Aitchinson, Jean (1976). The Articulate Mammal: An Introduction to Psycholinguistics. London: Hutchinson Co. http://www.healthofchildren.com/L/Language-Development.html http://www.icr.org/article/6391/ http://www.youtube.com/watch?v=_dA2W0SwIwY

The Causes Of World War One Essay Example for Free

The Causes Of World War One Essay In the immediate view, it seems that there are two main arguments attributed to the origins of the First World War. One is that the war was planned, the other that it occurred due to accident and miscalculation. I aim to give a detailed analysis of these two arguments with the focus being on the main European powers at the time Germany, Great Britain, France and Russia. It is my view that the First World War was effectively planned, all be it for a later date, and that due to some miscalculations, it was then brought forward so that war would break out in Europe in August 1914. Using sources from various historians, I will argue this point of a planned war blaming it almost solely on the part of the German Empire and bringing in the other side of the argument, that the First World War was the result of accident and miscalculation. The most important idea in the argument that Germany planned the First World War is to be found in the Foreign Policies that she pursued from the late Nineteenth Century to the outbreak of war in 1914. It was the view that no matter how achieved, a German dominated Europe would provide a successful base for the ideal of Weltpolitik. This idea of Weltpolitik was the aim at the head of the hierarchy of German Foreign Policy; it gave the notion of a world mission, but an aggressive one, a mission where no man or nation would stand in the way of its objectives. The key point when describing German Foreign Policy before 1914 is of their willingness to risk war for their own gains in order to achieve world domination and the status of a major power. Michael Gordon argues that this war Germany risked did not, in their minds, involve Britain their greatest rival; As far as German policy is concerned, its readiness to risk war for its own ends either a local Balkan war fought by its ally in Vienna or a larger, continental-sized war in which it, France and Russia participated now seems unshakably established. therefore it seems that by 1914, the Germans had already decided that some form of war would occur. It is also evident that she had a clear plan of her ambitions and military aims later undone by her miscalculation of British and Russian policy which would result in a German dominated Europe; By either one of these two wars the German government thought its interests would be served: at minimum, a successful localised war kept limited by Russias backing off in fear would in the German view probably break up the Franco-Russian alliance, shore up the tottering Austro-Hungarian Empire, and clear the way in Central Europe for an eventual German breakthrough to successful Weltpolitik. It is my view that German Foreign Policy therefore dictated a planned war. This planned war may have been intended to be a fairly localised affair, but then the Germans had obviously either been misled or been ignorant to the stances of both Britain and Russia concerning this idea. Gordon argues that German leaders did not consciously aim at it , but that world war merely emanated from continental war in 1914. The previous German generation were devotees of the world policy , devised by Bismarck but taken up and massively extended by his successor Kaiser Wilhelm II. On his accession to the German throne in July 1888, Wilhelm quickly laid out his programme for country; he wanted to secure Germany a place in the sun . This could have meant anything, but translated, it meant that the basic and primary idea was to destroy Englands position in the world to Germanys advantage . Further translated, the Kaisers ideas aspire to the German jealousy of Britain and her wealth, colonial rule, ind ustrialisation and above all, world naval supremacy. Previous wars of the early Twentieth Century, for example, the Sino-Japanese and Boer Wars had proved the importance of sea power. Fritz Fischer argues that the construction of a great fleet was at the centre of Germanys political plans and that to build such a supreme fleet was the only way of catching up with Britain and being equal to other world powers. Again this jealousy is re-iterated by the lack of self-belief from the German government. We can see therefore, that her Foreign Policy was aggressive when it need not have been and that the idea of Weltpolitik was based on insurances from her huge army and navy. The government now had the full backing of groups of industry, which now heavily concentrated on shipbuilding. Pre-war German Foreign Policy can be summed up by Max Schinkel, the director of Germanys second largest bank; the broader basis in Europe was necessary for laying economic foundations of German world policy It can be argued that this world policy originated under Bismarckian rule, but it is my view that Bismarck merely fuelled the German people with ideas and the accession of Wilhelm made sure that these changes were not only made, but also radically altered and put harshly into place. All armies make plans. However do they make such specific and intentional plans as the Germans did before the First World War? The m ain reason that people think Germany planned the war is due to the Schlieffen Plan. However, as John Keegan argues, the Schlieffen Plan was merely a military affair with military objectives if such a conflict in Europe arose. However it did contain very specific aims in accordance with where the first attacks would be made and then where the majority of fighting would take place; In no sense did it precipitate the First World War Neither did its failure it was a plan for a quick victory in a short war Nevertheless, Schlieffens plan dictated where the wars focus would lie and through its innate flaws, the possibility of its protraction. I believe that what Schlieffen had in mind was a purely military plan, if, by chance, such a crisis arose. I do not believe that Schlieffen himself had anything to do with how the war came into being; he was purely commissioned to draft such a plan. However, the Kaiser, who wanted this war plan drawn up, did have many ulterior motives. He is the main figure in Germany at this time and it is very much as what he says goes. No one would dare question him due to his absolute intolerance of argumentative characters. What Schlieffen came up with was; a plan pregnant with dangerous uncertainty: the uncertainty of the quick victory it was designed to achieve; the greater uncertainty of what would follow if it did not attain its intended object. it seems, therefore, that the Germans, although they had this plan, had no kind of backup or alternative strategy. That idea is typical of the Kaisers character. On many occasions he would just throw everything out of the window and go for his objectives by the shortest possible route. This also confirms and is confirmed by the definition of Weltpolitik that no man or nation would stand in the way of Germany. Did other countries have war plans? Yes, of course, but none were as grandiose and as specific as the German idea. The French war plan confirmed her timidity in the face of her great enemy Germany. At first, they toyed with the idea of defence of the common frontier in the event of war , as; A French attack was though impossible by reason of disparity of numbers. A static French population of forty million could not challenge an expanding German population already fifty million strong and rising fast .. However, this was later disposed of and after some altercation concerning which was the best form of attack, Plan XVII was created in April 1913 but kept secret until the outbreak of war which dictated a headlong attack across the common Franco-German frontier, into Lorraine and towards the Rhine . This then became the French war plan. It was minimal and uncomplicated compared to that of Germany and in my opinion how a war plan should be set out. I believe a war plan should contain certain objectives, but mostly a lot of room to manoeuvre as there is always the problem of miscalculation (which Germany will later become the victim of). It is Fischers view (and I am inclined to agree with him) that it is the idea of world power and German domination that led to the outbreak of war. He argues that Germanys claim to world power was based on her consciousness of being a young, growing and rising nation . This national expansion on all fronts meant that Germany was developing into a high ly industrialised exporting country. However she was running out of options, with so many enemies, of finding markets and raw materials. This did not affect the Germans and played right into their hands and their world mission idea. Through this forced change of markets, she shifted her trade from the traditions of Britain, France and Europe to a worldwide trade; in 1913 the share of Europe in her imports and exports had gone down by 30 per cent; overseas countries, the tropics and above all South America, were supplying an increasing proportion of her raw materials. This advance of Germany in the world of business was based on the expansion of the great iron and steel industry, however new industries, including global communications, were starting to become successful. Therefore this reinforces the view that Germany was becoming a great power and that the people themselves through the Kaisers erratic ideas thought that they were becoming a real force and that the world mission was now a realistic target. It had already been proven that naval power was an incredibly important asset for a country to own; to free hers elf from dependence on British ships.., to enable her to bring her exports, financed by her own capital, to their markets abroad without British middle-men, Germany had to have her own merchant marine. the idea of this new naval power was that it would protect shipping and force Britain to regard her as an equal. However I believe that the new German Navy was a status symbol as much as it was a powerful weapon, as all of these domestic policies were geared towards strengthening Germany and therefore, it being easier to weaken other countries. Moreover, with her lack of raw materials, it became difficult for Germany to maintain her penetration of world markets; the narrowness of her raw materials market became increasingly apparent, and as she penetrated more deeply into world markets, this narrowness became more irksome. by now we can see the extent of Germanys (but predominantly the Kaisers) ideas. It is clear that there are no alternatives but to go for the highest objective by the quickest route, ignoring all other possibilities. I believe that these policies were absurd considering how close they were to fulfilling their goal of Weltpolitik. When taking into account the second argument; that the First World War was the result of accident and miscalculation, I do not believe that any cause s of the war can be attributed to accident, because when nations have such rigid policies and plans concerning Foreign and Domestic Policies and long-term war plans, it is impossible to see how any accidents can happen. However there were a miscalculations made, although I do not believe that these miscalculations were direct causes of the First World War. The idea of a German dominated Europe and all of Germanys war plans were greatly undone by her total miscalculation of British and Russian policy. As previously mentioned German Policy makers believed that their fight would be a short, successful and localised affair, due to Russia being too weak to try to deal with Germany now this Great Power; at minimum, a successful, localised war kept limited by Russias backing off in fear it is clear that the Germans really thought that Russia was basically insignificant. They drew this conclusion from the fact that Russia had already fought in a large war less than ten years earlier the Russo-Japanese War of 1904-5 as Russias drive across Asia and the Far-East continued. However, either by Russias secretiveness or by Germanys lack of detailed research, the German government did not realise that Russia w ould be able, not only to defend herself, but also to attack Germany. After much confrontation in the Balkans, Kaiser Wilhelm II was convinced that we shall soon see the third chapter of the Balkan wars in which we shall be involved . He was convinced that the balance of powers depended on that in the Balkans. It was to be these relatively small Balkan Wars that would lead to world war. The Kaiser gave the notion that Germany could deal with that though and therefore started to lay out diplomatic ideas for war with Russia. I believe that a German-Russian war was always going to occur; it was just a matter of when. In conversation with Archduke Franz Ferdinand the German Ambassador to Serbia the Kaiser argued that it was vital for Austria-Hungary her great ally to take action against Serbia, and that Russia wouldnt oppose, as she was by no means ready for war . However, with the assassination of Ferdinand by the Serbs, Germany agreed that the Balkan crisis was irreconcilable. Therefore, Austria-Hungary declared war on Serbia and this was a move designed to improve Germanys position for eventual war with Russia. However, German assumption that Russia wasnt ready for war and wouldnt oppose Austria-Hungarys action s proved to be mistaken. Therefore, this eventual German-Russian war followed by four days and not four years as it had been laid out to do in 1917 in accordance with the Schlieffen Plan. However, Wilhelms arrogance and stupidity grew further. He saw the German-Russian war merely as a nuisance and that the Russian recovery gave them an unexpected problem, as their main objective was to acquire extra European Empire at Britains expense. I believe it was Russias attitude that Germany miscalculated, as she was and always has been a very secretive nation. We can also see through the alliances, how this conflict merged into world war. Moreover Germany underestimated Britain. She saw her archrival as being merely a diplomatic power, which was not big enough or daring enough to risk war for the sake of others. I believe it was this German attitude and her supposed increased threat that caused Britain to intervene militarily, more than her alliance with Russia. Therefore due to these great miscalculations, the Schlieffen Plan became void and Germany found herself encircled and in a world war situation. I have already mentioned that Schlieffens plan was pregnant with dangerous uncertainty of what would follow if it did not attain i ts intended objectives , and that is precisely what happened. Since the Germans had no backup plan, they forced themselves into a situation for which they werent prepared. Keegan finally points out that Secret plans determined that any crisis not settled by sensible diplomacy would, in the circumstances prevailing in Europe in 1914 lead to general war. In conclusion, I agree with Keegan, that through all events, war became an inevitable prospect. However through my arguments and chosen sources we can see that the First World War was ultimately planned and due to miscalculation on Germanys part, brought forward to August 1914. Moreover, her argument that the war was the result of accident and miscalculation does not stand up. This is shown mostly in Fischers argument that ultimately she could have prevented a world war even though she planned some kind of war such was her control over Europe at this time. BIBLIOGRAPHY FISCHER, F., Germanys Aims in the First World War (London: Chatto Windus, 1967) GORDON, M., Domestic Conflict and the Origins of the First World War: The British and the German Cases, Journal of Modern History, vol. 46 (1974) KAISER, D., Germany and the Origins of the First World War, Journal of Modern History, vol. 55 (1983) KEEGAN J., The First World War (London: Pimlico, 1999) KEIGER, J., France and the Origins of the World War (London: McMillan, 1983) WEHLER, H-U., The German Empire 1871-1918 (1985) WILSON, K., European Diplomacy 1871-1914, in PUGH, M, ed, A Companion to Modern European History 1871-1945 (Oxford: Blackwell, 1997)

Technical And Vocational Education

Technical And Vocational Education The development of Technical and Vocational Education and Training has clearly been seen as a key to national poverty reduction and socio-economic development in Cambodia, as defined in the Rectangle Strategy of the Royal Government of Cambodia (RGC) and the five-year National Strategic Development Plan (NSDP) 2006-2010. These show a commitment to skills development. The National TVET Development Plan, 2006-2011, also identifies the TVET sector as an important element in alleviating poverty, promoting peace, conserving the environment, improving the quality of life for all, and helping achieve sustainable development in Cambodia. However, Cambodias current TVET system is facing several critical issues such as: lack of access to formal training on a national basis, weak links with industry, lack of entrepreneurial focus, poor quality control, inadequate institutional financing, low rates of information and communication technology (ICT) usage and low capacity of TVET teachers, which h ave limited the quantity and quality of system outputs for years (e.g., Asian Development Bank [ADB], 2009; United Nations Educational, Scientific and Cultural Organization [UNESCO], 2004b; International Project on Technical and Vocational Education [UNEVOC], 1997). With the critical importance of the TVET sector, the TVET curriculum must be well prepared for the success of students at the workplace. It can mean the difference between success and failure for TVET students in terms of theoretical knowledge and technical skills as well as being abreast with new technologies in the workplace (African Union, 2007). Similarly, Ben-Peretz (2009) specified the school curriculum as one of three critical domains of education, which should prepare students for their future success. As reported by United Nations Development Program (UNDP) (2011) one of the most vital aspects of education is to produce a workforce which is skillful and able to gain returns on their education and for the overall economy when they are in their careers. Therefore, the education system must be able to understand the needs and necessities of the economy and prepare learners for their economic lives (UNDP, 2011). However, TVET curricula have not focused their relevance to the requirements of the labor market in many countries; and in other nations, for various reasons, employers or managers may prefer to hire unskilled workers or academic graduates and provide on-the-job training programs (Maclean Lai, 2011). There do not seem to be strong gains and work advancement in Cambodia (UNDP, 2011). Additionally, the balance between theory and practice has shifted in recent years. There seems to be a case about the (under)graduates perceptions of the relevance of TVET curriculum to their existing jobs. However, this anecdotal information was only heard second-hand from employers. That is, many employers in Cambodia have complained about the curriculum mismatch that most graduates from universities and technical schools are not well equipped with knowledge and skills needed at workplace, especially soft skills (ADB, 2009; UNDP, 2011). Actually, the importance of survey of (under)graduates perceptions of their study programs helps to improve the quality of TVET curriculum, and could be important for TVET curriculum reform as conducted in many countries (e.g., Lubasha Tripathi, 2012; Singh Singh, 2008). Indeed, the value of surveying the perceptions of students on the relevance of the study program is something that the school committee should consider as being of practical importance to our own educational institution. The lack of feedback from students may probably have been problematic to the school curricular that were intended to offer knowledge and skills for the world of work. Since there is little information about students perceptions on the curricular in Cambodian TVET especially at my workplace, my study on this topic will serve as a helpful source for TVET curriculum development and improvement and brings the school to success in filling gaps between the curriculum mismatch and the needs of the industr ies. The study of student interests will focus on graduates of a TVET institution, which is located in Phnom Penh and offers educational and training services from certificate levels to bachelor degrees in business and engineering studies. The study will be conducted in Phnom Penh, and a group of graduates of civil engineering field between the academic years 2011-12 will be contacted for questionnaires and individual interview. Those graduates work in different job positions and in different companies. The survey research will help to inform the leaders of the institution to look at the importance of student survey on the relevance of TVET curricular and the result will best serve for the school curriculum reform. Statement of Problem The mismatch between education and employment is critically concerning to many related stakeholders. They are also concerned that most universities and TVET institutions have provided knowledge and skills, which are not relevant to industries (ADB, 2009; UNDP, 2011). Therefore, as in many countries, Cambodian graduates find it difficult to deal with the jobs available in labor market when their knowledge and skills are far different from what they have experienced in schools (e.g., Lubasha Tripathi, 2012; Singh Singh, 2008). The perceptions from students are often neglected by many universities and TVET schools in Cambodia; that is why study programs are often found out of date in the current world of work where graduates find it hard to enter. The student voice is often silenced, but it can be regarded as a key mirror to reflect the good match of school curriculum and the industry needs. Moreover, the irrelevance of school curricula is the critical issue faced by many educational institutions in Cambodia (ADB, 2009; UNDP, 2011). Therefore, the knowledge and skills needed by employers cannot be matched when employers hire graduates to perform the jobs. Thus, there are some frustrations for employers to employ graduates who have the knowledge and skills which are irrelevant to their needs. Many employers have complained about the knowledge and skills provided at schools while graduates have expressed their discontentment about what they have learned from schools. Research Question Given this background to the study, the research study will propose the following research question, in order to explore and examine undergraduates perceptions of the relevance of TVET study programs toward their current jobs: What perceptions do graduates in a civil engineering degree (the academic year 2011-12) at one Cambodian Institution hold in terms of the relevance of their studies to their current jobs? Significance of the Research Study The focal findings of this research study will contribute to the quality of school curriculum development, and to the determination of the relevance of the study programs in terms of providing students with skills and knowledge required in the world of work in the field of civil engineering. Specifically, the study will be a helpful reference for the development of TVET quality improvements. Furthermore, the result will provide important information to relevant stakeholders in the TVET sector in order to help create the TVET stream as a main tool for equipping people with high knowledge, skills and competence for their employment and employability in the competitive world. Data in the study will hopefully be utilized for the improvement of curriculum and will also be used to determine areas of weaknesses. The findings can be used as a tool to provide instructors to better master their teaching practices and to aid TVET institutions to create a database on students perceptions of thei r study programs. In order to make effective changes in offering any study programs, it is vital to receive feedback from students who are involved in the specific programs. Hopefully, this survey study will be a valuable asset, and its findings will also serve as a supportive document for researchers from different fields of study to use and build their foundation knowledge of TVET students perceptions of the quality and relevance of study programs to job industries in the TVET system. Chapter Two Literature Review By using the search engine Google Scholar and the James Cook University Library search engine with key terms including: the perceptions of TVET students, the purpose of higher education and further education, the use of student feedback and survey, the quality of higher education and further education, the role of higher education (HE) and TVET, the relevance of study programs to industries, and TVET, I have found and downloaded many useful materials for my literature review of my topic. Although some materials seem to be out of date, they are still useful for the research study, because they can give an overview on the topic, and they can work as a foundation of knowledge to support the literature review. The Role of Higher Education in Preparing Undergraduates for Workforce The international context. An article by Haveman and Smeeding (2006) stated that most Americans expect the nations colleges and universities to promote the aim of social mobilization to make it possible for a student with capability to succeed. According to Mortese (2003), higher education can serve as a model of sustainability by fully integrating all aspects of campus life that students have experienced for their future lives. Furthermore, higher education has become a major driver of economic competitiveness in an increasingly knowledge-driven global economy when the world has faced many matters (Organization for Economic Cooperation and Development [OECD], 2010). To improve employment skills calls for quality teaching and holistic approaches within universities (OECD, 2010; Ben-Peretz, 2009). National and transnational discussions like the Bologna Process, regarding state regulations and incentives, as well as competition among private and state-run institutions all urge universities and educational and te chnical providers to put quality teaching on their agenda (OECD, 2010). In addition, national quality assurance agencies push for reflection on the subject, even if their influence is controversial. Since higher education systems are increasingly diversifying, society is increasingly concerned about the quality of study programs offered to their consumers. This is not only the case in the academic stream, but is the case in the TVET stream. As many relevant stakeholders have recognized the importance of the study program in preparing students for jobs, Lauglo (2006) explained that TVET curricular refer to deliberate interventions to bring about learning which would make people more productive (or simply adequately productive) in designated areas of economic activity (e.g., economic sectors, occupations, specific work tasks) (p. 11). This is because TVET has its great potential to enhance human capabilities and enlarge peoples choices (Ayuba and Pascal, n.d.). Therefore, the education system must be able to understand the needs and necessities of the economy and prepare learners for their economic lives (UNDP, 2011). Additionally, Klimek (2010) noticed that a skill refers to an ability to perform a particular mental or physical activity that may be developed through vocational training or practice. Klimek (2010) also noted that vocational education and training provides people with occupational or work-related knowledge and skills. TVET also includes programs which provide the basis for subsequent vocational programs (p. xxviii). Therefore, TVET curricular are designed and developed as an education alternative to prepare students for the world of work (Klimek, 2010; Ayuba Pascal, n.d.). The changing demands of the workforce in the 21st century have created great challenging problems for TVET providers to respond quickly and efficiently to the continually changing skills requirements of the industries (Rafik, Treadwell, Triki, Gupta, Najah, n.d.). This is important if developed countries are to stay competitive and challenging but it is even more important for developing countries to catch up and fill the gap with the industrialized world (Rafik et al., n.d.). These challenges have resulted in growing debates and demanding solutions on developing better and more effective TVET systems that satisfy the national needs (Rafik et al., n.d.). The Cambodian context. The state of the higher education system in Cambodia, consisting of both university education and vocational and technical training, is largely formed by three factors: very disparate organization mechanisms, poor quality output, and low enrolment (UNDP, 2011). These three factors are greatly slowing down the advancement of higher education and more capable human resources in the whole country, and there should be a major concentrated point when undertaking reforms in education. A total number of eleven ministries and agencies which provide higher education service thus have access to the public education budgets of Cambodia (UNDP, 2011). The Ministry of Education, Youth and Sports (MoEYS) and the Ministry of Labour and Vocational Training (MoLVT) are the two most important ministries regarding higher education in Cambodia, and while the Cambodian Education Law states that MoEYS is responsible for general, higher and vocational education, it does not provide any explanation for the r ole of MoLVT, which has resulted in a high level of challenges, and hardship in developing strong cooperation links between these Ministries in providing educational and training services to learners (UNDP, 2011). Understandably, this makes coordination of the higher education system very difficult for the Royal Government of Cambodia (RGC) to take actions on this issue. There are 38 public TVET institutions spread over 24 provinces of Cambodia under the Ministry of Labor and Vocational Training; and many NGOs, large-and-small enterprises, local centers, and other relevant stakeholders also operate TVET practice on a very small and localized scale with few exceptional cases (National TVET Development Plan, 2008). However, NGOs move in and out of skills training, depending on donor funds availability and/or donor interest. At present, there are approximately 12 national NGOs that run institution-based skills training courses (National TVET Development Plan, 2008). The public TVET provision does not fully meet the need for basic and mid-level skills in the formal and informal economies, of NGOs and other local private centers, like Don Bosco schools, TAYAMA Business school, and EDC Training Center help to fill gaps. Lack of access to formal training on a national basis, weak links with industry, lack of entrepreneurial focus, poor quality control, and inadequate institutional financing continue to limit the quantity and quality of system outputs. Pich (2010) indicated a number of students are smaller in the TVET system than that in the academic stream while the employers need technical knowledge and skills for their business practices. This is the mismatch between higher education and the needs of industries, concerned by many stakeholders if the availability of solutions is not at hand (UNDP, 2011). In summary, we can say that the quality in TVET in Cambodia is low. There should be coordination amongst these ministries to link the educational services to match the requirements of the industries while the relevance of curricular seems to be low when graduates tend to work (UNDP, 2011; ADB, 2009). The Use of Student Feedback for Curriculum Development in Higher Education The international context. Authorities in higher and TVET education often use student feedback as a mechanism to improve course content and delivery. In the TVET sector internationally, survey questionnaires have been used to explore stakeholder perceptions of the quality of TVET education and of the match between the skills of graduates and the needs of industry. For Munro (2008), it is ideal that feedback results are used to assert the strengths and find out areas of improvements in organization. As the practice of survey research is important, Lubasha and Tripathi (2012) surveyed stakeholders perceptions in VET programs in Tanzania, which are relevant to the quality all stakeholders may think, while Singh and Singh (2008) mainly focused on employability skills in Malaysia. Both studies have aimed at the improvement of study programs offered at educational and training institutions in order to perceive the quality of education and training as the key for graduates to be employable after they graduate from schools (Lubasha Tripathi, 2012; Singh Singh, 2008). In the study, Lubasha and Tripathi (2012) found that the determinants of quality in the VET programs such as the quality of VET programs, the relevance of VET programs to employment trends and entrepreneurship, and the perception of delivering the quality VET programs, which are critical for improving the quality of education provided by VET programs in Tanzania. The survey result of Singh Singh (2008) indicated that si gnificantly employers tend to hire local graduates from public universities to non-public graduates. This is because they believe that public graduates have the knowledge and skills they need for their business. Another survey study of 434 TVET graduates in Ghana which was done by Dasmani (2011) indicated that limited teaching and learning facilities for instructors and learners, large class sizes, and weak linkages with employers can lead to poor training and education of students. Dasmani (2011) added that this lack of preparation for the job entries put more pressure and working place difficulties to those graduates. This means that the survey finding is not only important for universities, but it also helps to inform TVET institutions about the perceptions of employers and students whether the TVET programs are at best quality to fill the gaps. It can also serve as an informant in offering better quality TVET programs. Therefore, many countries (e.g., Australia, England, Wales, and so forth) have created specialized research centers for VET and HE (Chalmers, 2007) and many international conferences are organized each year to disseminate and share the results of research in this area, in order to help the TVET sector to be flexible in the world of work (Rafik et al., n.d.). Rafik et al. (n.d.) also added that the main aims of this survey research are: (a) to investigate the current skills gaps in the Libyan manufacturing sector; (b) to make recommendations to the national TVET providers to enhance the skills they provide; and (c) to make recommendations to establish systems that improves the responsiveness of the TVET providers to the emergent needs of the industry (p. 1). Like the above points by Rafik et al. (n.d.), Chalmers (2007) claimed that experience, satisfaction and engagement of each student can be reached through using survey practice. Additionally, Chalmers (2007) recognized that using national student surveys are intended to demonstrate trustfulness and worthwhileness of study programs, and to explicitly articulate a particular view on what constitutes the quality of teaching and learning through student perceptions. Therefore, how the survey results can be used for the evidence-based curriculum development and improvement (Chalmers, 2007; Rafik et al, n.d.). The Cambodian context. As discussed in the global context, the survey of student feedback or perceptions is a useful tool in order to make school curricular change in according to the needs of industries. However, at this Cambodian TVET institutions, the survey of students perceptions and feedback is not yet conducted although survey research can give the school a great deal of information from labor market and industries. Because no surveys have been done or published on student perceptions in Cambodia, it is difficult to find the literature review to support the research study. As seen recently at the Cambodian TVET institution, the school management team has used the telephone survey on graduates whether those graduates hold job positions. The result of the telephone survey has been kept secretly. Furthermore, student surveys on teacher teaching have been done, but no survey on student perceptions on the relevance of the study program. Although information from student feedback can help the school make reform the school curriculum in order to keep abreast with the needs of industries, this case is absent from the school. The action of keeping old curricular is the weak point that should be urgently considered if the school is in the competitive world of providing technical services to students. Chapter Three Methodology As the topic of this study suggests, the study is a type of a survey research. Survey research is sometimes used by schools or other stakeholders of the related fields in order to get feedback from graduates, and which can be excellent vehicles for measuring opinions and orientations in a large population (Rubin Babbie, 2011). In order to get a deep understanding of perceptions of TVET graduates through survey research, this study will use the qualitative and quantitative data collection methods to get both primary and secondary data. The use of mixed methods is to build the synergy and strength that exists between quantitative and qualitative research methods to understand a phenomenon more fully that is possible using either quantitative or qualitative alone (Gay, Mills Airsian, 2009, p. 462). Creswell (2009) also highlighted that most researchers use a mixed methods design because they want to enlarge understanding by integrating both qualitative and quantitative research, or th ey want to better understand, explain or build the results from this approach. In this research, the following sampling methods, data collection methods, limitations of methods, data analysis, ethical issues, and other cases will be raised and discussed in detail in order to capture the practice of the whole research methodology of the study. Sampling Methods Berg (2009) indicated that the rationale of using of subjects is to make inference about some larger population from a smaller one-the sample (p. 48). That is, it is important in quantitative research that researchers keenly consider the probability sampling method (Berg, 2009). However, for qualitative research, sampling is the process of selecting a small number of individuals for a study in such a way that the individuals chosen will be good key informants (e.g., collaborators, co-researchers) who will contribute to the researchers understanding of a given phenomenon (Gay et al., 2009, p. 135). Since a deep understanding of participants perspectives creates the very core of a qualitative research study, the researcher will use a purposive sampling method (one of nonprobability sampling techniques); that is, the researcher relies on his or her expert judgment to select a typical sample of the population (Gay et al., 2009; Singleton Straits, 2005). This is also because each participant is believed to be thoughtful, informative, articulate, and experienced with the area of research topic (Gay et al., 2009, p. 135). Therefore, the researcher will use homogenous sampling which is selecting participants who are very similar in experience, perspective, or outlook; this produces a narrow, homogeneous sample and makes data collection and analysis simple (Gay et al., 2009, p. 137). As indicated above, the participants are ex-students who graduated with a civil engineering degree in the academic years 2011-2012, and they are currently employees holding various positions at different companies. Thus, the researcher can purposefully access the participants in order to get the deep understanding of their opinions about the quality and relevance of their study program of civil engineering and the needs of knowledge and skills from the employers. As the purpose and importance are clearly explained by the researcher, the participants will be asked to volunteer in the research study. With this regard, they are believed to have a deep understanding of the relevance of their study programs to their current jobs. With the purposive selection of a group of graduates with a civil engineering degree in years 2011-2012, the participants with their current jobs are strongly believed to be best for the research topic. The researcher hopes that the participants will be able to give the truths about their study program relevance to the needs of employers. However, the limitation of this selection method will not be able to make a wide generalization of the whole population of the school because a number of participants will be small and limited to the field of engineering (Gay et al., 2009; Berg, 2009). Data Collection Methods The survey research method is sometimes used by many schools in order to get feedback from graduates, and it can be an excellent tool for measuring opinions and orientations in large populations (Rubin Babbie, 2011). With the purpose of getting the views of undergraduates about the relevance of their study program to the needs of employers, the following research methods will be used in order to gather important data from the field. Questionnaires. A questionnaire method is widely useful to many researchers in both the private and public sectors because questionnaires can conveniently be given or sent to relevant individuals to answer or complete a number of questions, and respondents are asked to return questionnaires (Kothari, 2004; Singleton et al., 2005). They are convenient because questionnaires can easily be offered to the respondents, and the respondents can answer the questions on their own when they have enough time to complete the whole questionnaires. Many researchers have also used the questionnaire method because questionnaires are low-cost, accessible to larger participants, extensively geographic, and free from bias from researchers (Kothari, 2004; Creswell, 2009). Kothari (2004) and Gay et al. (2009) showed that a survey is a vehicle for collecting data describing one or more characteristics of a specific population by asking members a series of questions using questionnaire forms. In spite of the wide use of questionnaires, Kothari (2004) pointed out the main limitations of using questionnaires as follows: (a) low rate of return of the duly filled in questionnaires and bias due to no-response is often indeterminate; (b) it can be used only when respondents are educated and cooperating; (c) the control over questionnaire may be lost once it is sent; (d) there is inbuilt inflexibility because of the difficulty of amending the approach once questionnaires have been dispatched; (e) there is also the possibility of ambiguous replies or omission of replies altogether to certain questions; interpretation of omissions is difficult; (f) it is difficult to know whether willing respondents are truly representative; and (g) this method is likely to be the slowest of all (p. 101). In light of the above reasons, the researcher will carefully prepare the general form, the question sequence, and question formulation and words in the structured questionnaires as the researcher is not experienced with the use the survey questionnaires (Kothari, 2004). In the questionnaires, the researcher will focus on the following points: demographic data, the quality of study programs, the relevance of the study programs to the jobs, and the participants perceptions of their jobs in terms of study programs. These points will help the researcher to answer the research questions about understanding the perceptions of undergraduates about the relevance of their study programs to their current jobs. With help of a lecturer from Civil Engineering Department and a list of graduates of civil engineering degree in years 2011-2012, the researcher will contact graduates through phone calls and emails in order for volunteering for answering and completing the questionnaires. According to Gay et al. (2009), the sample size for survey research is common between 10% and 20% of the whole population because the population of this research is about 250. However, the researcher will ask 120 graduates who have jobs, and they will be given questionnaires to voluntarily answer and complete the questionnaires with their honesty and kindness in case that some of respondents will not return questionnaires. The participants themselves will administer the questionnaires. Nonetheless, an explanation of some questions will help the participants answer with clarity and accuracy. The questionnaires will be written in Khmer language that all the participants can fully understand and answer those questions clearly. Individual interviews. After the researcher uses the questionnaire method, the researcher will employ the interview method that is another alternative to collect data survey. The interview method involves presentation of oral-verbal stimuli and reply in terms of oral-verbal responses (Kothari, 2004; Rubin Babbie, 2011). Furthermore, it is a tool that allows the researcher to flexibly move beyond the line of question, and it is helpful if the participants can be observed directly, and allows the participants to give more information (Creswell, 2009). With the analysis of the questionnaire results to find out the main themes of responses, the researcher can identify who the participants are for personal interviews in the second step of the research. Thus eight participants will be carefully selected through the results of questionnaires. They are representatives for civil engineering graduates because they are believed to answer the questionnaire questions accurately and have a deep understanding of the relevance of their study programs to their current jobs. Time for each participant to be interviewed will be during time break in order to avoid work interruptions. The interview method can be structured, unstructured, or semi-structured, as to allow the flexibility of questions and answers in order to fully understand graduates perceptions on the curriculum relevance to their current jobs (Williman, 2011). However, the researcher will choose to conduct the personal interview with a small number of graduates with a structured interview model. This is because the research has less experience in the research field. On the other hand, the researcher will gain a clear understanding of information from respondents when respondents understand the purpose of the interview (Kothari, 2004). Despite the advantages of using the method to go beyond simple responses from the participants, there are the limitations of this method (e.g., indirect information filtered by the views of participants, information is gathered in an arranged site rather than in a natural setting, the presence of the researcher which can bias responses, and not all the participants having equal thoughts, feelings and understanding of the same questions and topics) (Creswell, 2009). Similarly, Okojie, Okojie-Boulder and Boulder (n.d.) also added that a limitation of this method is that it can be time consuming and the truth of participant responses will be limited. Therefore, the role and art of the researcher is vital in using the method when the in-depth interviews are the key to get a full understanding of the research topic (Berg, 2009; Creswell, 2009). Ethical Considerations There will be ethical problems in research when the research deals with humans. As Williman (2001) stated that there are two aspects of ethical issues in

Booker T. Washington :: American America History

Booker T. Washington Following the smoke of Confederate and Union gunfire emerged the self-reliant and awe-inspiring Booker Taliaferro Washington. As a distinguished black educator, a commanding broker, and an ethical as well as economical constructionist, he stepped up to the podium of civil reform with authority. Life was not easy for young Booker T; from the moment of his delivery on April 5, 1856, he was clamped into bondage. Toiling in the backbreaking salt furnace from the age of ten with his father, whilst partially attending school in Malden, West Virginia was a demanding schedule, which was only alleviated by his acceptance to the Hampton Institute, a school set up by whites to edify newly freed slaves after the Civil War. It was there, he worked as a janitor to support himself and pay his tuition and boarding fee. Completing his regular studies at Hampton in 1875, he was later hired in the fall of 1879 to teach Native Americans youths and direct night classes for black men and women. Evidently, well acquainted with the hardships of the common (black) man, Booker T. Washington was an exemplar of black solidarity and idyllic for the institutionalization of economic reform for the betterment of the Negro community. His revolutionary outlook on the enhancement of African Americans up the slippery social ladder of white supremacy proved to be very effective in post-Civil War America; by the injection of ultramodern reformist thought into the Negro psyche and the restructuring of outdated modes of 'black behavior' by means of an economic guise, he propelled blacks irretrievably forward. Booker T. Washington's beliefs still echo through our society today. The aforementioned Hampton Institute provided Washington with a sturdy foundation for his later achievements. Although the curriculum was centered on industrial arts and moral cultivation rather than intellectual pursuits, he unearthed the goodness in character formation and modeled his behavior accordingly. In 1881, these principles chiseled the infrastructure of his Normal and Industrial Tuskegee Institute in Alabama. Erected from a dilapidated shanty and church, came forth the foremost educational institution for blacks, which simultaneously sponsored and built momentum for the "Tuskegee Movement:" an array of policies, views, and tactics that illuminated Booker T. Washington as "the race leader" in dealing with the "Negro Problem" (as his supporters in both the North and South saw it). From his southern small-town nucleus he bejeweled the nation with a network of schools and newspapers, offering a means by which the Negro populace could liberate themselves of Jim Crow's noose and Uncle Tom's iron-grip.