Monologue †Juliet Essay Example

Monologue – Juliet Essay The potion that lies in my hands will save my marriage with dear Romeo. Bid me leap, rather than marry Paris! O how I feel so wound up and fearful for what I have to go through. This potion shall make me live an unstained life to my sweet love Romeo. I’ve received this substance from dear Friar Laurence. Before I take this I will need of many orisons for I am very concerned for the future events. What if nothing goes according to plan and I will never get to see my beloved Romeo. There’s a fearful point. O how troubled I feel! What if the mixture does not work at all? Why my life is my foe’s debt. What more is there to fear? No other Capulet, no other Montague have love for each other, all is hatred and bitterness. How can my only love as a Montague live a life with I being a Capulet. This story will have no happy ending for the world as my mind is filled with distress and sorrow of how life goes. What if this substance from Friar was to have me murdered? But why? He is the one who married Romeo and I secretly. In this potion, Friar could have put absolutely anything to have me dead, if so. Why must it be? . O God knows when we shall meet again. We will write a custom essay sample on Monologue – Juliet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Monologue – Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Monologue – Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What if the given poison to have me dead, but how such a holy man do so? For he is neither for the Capulet’s or the Montague’s. How I feel so pleased for someone not to be full with hate. We are star-crossed lovers. Oh Lord, from the first touch, sight and thought of Romeo it was indescribable. Finding out he is a Montague on that night left me with shock and distress. How will this ever have a happy ending? Every past event between the two families has been out of argument, disagreement, selfishness and detestation? O God how my only love, sprung from my only hate! This much do I know, that is the way life plays out I am his and he is mine, I feel so content and blissful when I think of his name. Im like a rose that cannot bloom bright red without it’s cherish of Romeo’s water. Nevertheless, my life is falling apart out of this disbelief between two families. Does Paris know that I am not willing to marry him? Why do my dear Father and Mother force me to marry Paris when I do not desire him to be my husband. This can’t go on. Allowing the Church regarding such marriage under constraint is immoral and invalid. Why can’t they understand what this could lead me into. I am full of anger and despair for my parents not being aware of this. O Goodness I almost want to die and stop all the sorrow that fills my heart. There is only one thing to do. To consume this poison and hope it will save my marriage with Romeo. I will not marry Paris! And as on Wednesday which is tomorrow, I will be in a deep sleep for which looks like death. No pulse, no warmth, no breath, shall testify that I live, I talk in sorrowful words. My rose in my lips and cheeks will fade to wanny ashes. This poison will appear like death, it will continue two and forty hours. So when I awaken from deep sleep, the letters will be passed onto dear Romeo and everybody else will think I’m dead. He will apart from Mantua to free me from the tomb. O God how much I can ever thank Friar, I do hope that I will awaken before the time that Romeo comes to rescue me. I am so young! I am the youngest of them all. Why do I have to suffer so much pain! I will take this poison for I don’t want to be in any more distress. O God, bid me come to thee, for I shall rest until the new morn is born, so very excited for the upcoming event! O Romeo, Romeo, wait for me, for I long to live a life with thee!

Relationship Between Fiction and Non-fiction

Relationship Between Fiction and Non-fiction Free Online Research Papers Fiction and non-fiction are both very intriguing types of writing to read. Many people view them as total opposites. The fiction stories are usually very funny and made up, but they can be very informative if put in the right context. Non-fiction stories can be used to tell readers of personal losses or gains. One can take a piece of non-fiction writing and place it within a fiction text’s context, which makes the writing serve a new purpose. By placing non-fiction into fiction text, the writing is transformed from a piece of analysis into a tool of the fiction’s text. There are many instances where stories are written with a good mix of fiction and non-fiction. When stories are written with a bit of each type of writing they are more informational and use more examples. Even though the two are perceived as opposites, they actually go hand in hand when trying to get a point across. There are times in fiction writing where there are references to non-fiction ideas. Some writers do this for a comparison of things that aren’t possible. There are many novels, short stories, fables, fairy tales, films, comics, interactive fiction, animation, and video games that can include or reference factual occurrences. Fiction is the written expression of, reflection upon, and/or interpretation of observed, perceived, or recollected experience just like non-fiction. An example of this would be in the fiction story â€Å"Lottery† that tells of people going to a lottery and the â€Å"winner† gets killed by stones. The reason this story related to non-fiction is because it described the occurrences in towns in previous years. In non-fiction writing there is usually a lot of facts placed within the story’s text. There are a lot of other times where fiction is included in the non-fiction work because of a similarity between the idea the fiction has and the one nonfiction has. The non-fiction stories use factual references such as â€Å"Oh, this is the wrong bitch?† (141) and â€Å"Young Franklin Deland Roosevelt attended Groton, as did boys with last names like DuPont, Morgan and Harriman† (143) to give emotion and to make the story sound good by having a famous person involved. Non-fiction stories usually relate to personal issues such as losses or gains just as fiction uses humor to represent opinions. There is also the fact that both fiction and non-fiction try to resemble real-life occurrences to help stop or encourage others to do certain things. The way that fiction and non-fiction are expressed really helps people understand concepts. When people read a story that has a mix of the two types of writing, they are able to learn from other people’s doings and sometimes get a laugh also. When fiction is placed within the text of the non-fiction it helps with the understanding of the text. The way that fiction writing can be used to describe real life occurrences is interesting to many people. It is usually very important for people to read both fiction and non-fiction texts to understand the similarities and differences between both. Research Papers on Relationship Between Fiction and Non-fictionHonest Iagos Truth through DeceptionMind TravelBook Review on The Autobiography of Malcolm XThe Masque of the Red Death Room meaningsRelationship between Media Coverage and Social andThree Concepts of PsychodynamicTrailblazing by Eric AndersonThe Fifth HorsemanHarry Potter and the Deathly Hallows EssayStandardized Testing

Aspects Of City Life

Aspects Of City Life # 8211 ; Crime Essay, Research Paper Aspects of City Life # 8211 ; Crime. Different angles can be taken with respects to offense in the metropolis, and farther to this, the chief subject can be broken down into smaller countries. I have conducted two types of research ; Primary # 8211 ; Interviews etc. Secondary # 8211 ; Named Beginnings. The inquiry of offense and how it affects a metropolis is possibly best put to those people that have either lived in a metropolis all their lives ( therefore cognizing what the offense is like in the country ) , or to those that have moved to a metropolis from a town or small town ( therefore being able to do a comparing between the types of offense and their badness in the two home grounds ) . A metropolis, apart from holding a great trade more stores, civic and recreational comfortss, and dark life will besides hold many more people # 8211 ; people that need someplace to populate, intending huge sweeps of lodging estates and other residential countries. In Sunderland # 8217 ; s instance all of the above are true, and, as with many other metropoliss across the state it has a really big pupil population. There are two Centres of higher instruction in Sunderland # 8211 ; the university, and the college, both with big subscriptions. Although both have been established for a piece now, it was merely reasonably late that the old Polytechnic achieved university position. This has non merely increased the size of the university in footings of belongings but besides the figure of pupils go toing it. This therefore means that the overall size of Sunderland has increased, including the Numberss of stores, nines, recreational activities and besides houses. A great trade of people in Sunderland believe that their local saloons and nines have been # 8216 ; taken over # 8217 ; by pupils and at first there was a great trade of apprehensiveness and tenseness between locals and pupils, frequently ensuing in violent struggle. This still exists but to a much smaller ex collapsible shelter. However, something that can be connected with this is the mugging and burglary that happens to a little minority of pupils. Obviously offense occurs everyplace, no affair where you live, but pupils are seen as easy marks due to their exposure, every bit good as the fact that they have money and valuable ownerships. The badness of some of the onslaughts has been such that victims have needed extended infirmary intervention due to the hurts they have sustained. Security steps at certain halls of abode have been questioned after several onslaughts occurred in normally safe milieus. The most startling facet of violent offense in this country is that it still occurs, despite increased policing and advice to pupils sing how to forestall it. Certain territories are peculiarly unsafe and carry high degrees of offense, but the job can frequently be pin-pointed to persons, stealing out of despair for a assortment of grounds. This leads me to the chief point of my chosen subject. The focal point of my research will be upon offense against pupils, chiefly because I can utilize primary grounds ( several of my friends have been mugged ) and in a presentation, be it audio, ocular or both, it would, in my sentiment, be more shocking and at the same clip transport a preventive message. I have certain people in head to interview that have been victims of offense that will assist the presentation carry impact. The positions of the general populace would besides be valuable to my research and so I plan to transport out an independent study to detect the positions of local people. By making this it will intend that I am non taking one side or the other ( pupils or local occupants ) but an indifferent position upon offense in the local country, the grounds it occurs, and worsening state of affairss. It will be up to the audience to make up ones mind whether or non pupils are below the belt discriminated against, or whether locals justly take the jurisprudence into their ain custodies.

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

Precis - Essay Example Physician-assisted suicide should be legalized in order to assist the adults who have terminal illness. This response is sympathetic to patient who is suffering and dying. They deliver themselves when they accept PAS on their own without coercion. When all the systems are in proper working condition, the choice of PAS will come after all other ways of treatment are exhausted and not any one method is able to treat the suffering the patient has. If the patient is in the right mind, he or she is allowed to call for assistance to end their life. This can be interpreted to mean that, a physician is allowed to give medicine prescription that will speed up death. This is only done with the consent of the patient. (1) There are fears that minority and the vulnerable may be forced to sign for the premature death. Safeguards should be put in place to prevent some medical personnel may abuse the legal laws to coerce the handicapped, minority the elderly and all other vulnerable populations sign to their premature deaths being anxious because you know the future carry the pain and death for you can only be put to rest through the PAS . After you die suffering will come to an end and the rising medical bill will be put to a halt. Individual should be allowed to make this decision without being forced by anyone be it the government, religion, or relatives. Out of what they are going through, they will decide on their own. Ethical, any person with terminal illness should be given the right to end his or her life. They should be able to do that with dignity. Quality of life is an important factor to consider in this argument. The religious supporters put forward this argument that life is sacred and belongs to God and it is always better to live than being dead. On the other hand the ethical argument says that life should continue only if the person

Hitler's Table Talk Essay Example | Topics and Well Written Essays - 1250 words

Hitler's Table Talk - Essay Example What I noticed is that the so-called words of Hitler are filled with self-centered ideas and hatred for almost everyone. His perspective on people, nations and resources is organized around the question of how they are potentially useful and controllable by him. It is the aim of this paper to demonstrate this, based on the alleged attitudes of Hitler, as found in Hitler’s Table Talk. I will argue that the controversy about whether or not he said particular phrases or words about Christianity is a distraction from the much more important issue of the hatred in his heart, and the hatred with which he chose to surround himself. This is what I see as the main message of Hitler’s Table Talk. The controversy about whether Hitler was a Christian has exposed some information about Hitler’s Table Talk. There were only two copies of his talks and they were both edited by a man named Martin Bormann. Bormann was an active anti-Catholic, and much of his activism was behind Hitler’s back (Walker). Since the strong anti-Christian attitudes expressed in Hitler’s Table Talk are not found in any other examples of Hitler’s speeches and writings, and since Luther was one of Hitler’s most respected role models, it is probable that Bormann’s editing reflected Bormann’s own anti-Catholic bias (Walker). Other contamination of Hitler’s Table Talk came from translation. The English translation is based on the French translation, by Geroud (Walker). Geroud put a lot of things into the translation that were not in the original manuscript. An historian, named |David Irving, examined a copy of the complete manuscript of another document, Hitler’s Last Testament, which was said to be a part of the table-talk. Irving saw it was typed, and found out that someone had added a whole lot of things in handwriting. When confronted by Irving, Geroud confessed that the handwriting was his and that the typescript was also his own invention. Geroud told

Philosophy of life Essay Example for Free

Philosophy of life Essay ?I saw this quote in Mr. Laxman Gnawali’s laptop and I copied it right away, I don’t know but I liked that line very much. The quote was written on the wall of some park the place was really clean and that picture showed that it was really nice clean with lots of trees. After searching it in the internet I found it that it was the attribute to those who lost their lives in the war. We were talking about the teaching training session. We were told that we can achieve the next level in our career but we need to concentrate and do the session delivery seriously. There the quote was quite related because we had the freedom to be a teacher trainer but we have to be more responsible and develop certain habit, there with the freedom comes the responsibility. Looking at the history of freedom one can always see war as the synonyma for the freedom. The first thing that comes in our mind when we talk about freedom is war and quarrels. This phrase is mostly used by the people to show gratitude towards those who have lost their life in wars. There are so many articles and books written on them or about them. Shiv Khera have written a book â€Å"freedom is not Free† and there are mny other people who have talked about it and this is the phrase I think will be talked in coming future or as long as the existence of the human beings. Freedoms are rights of individuals, according to Webster its a state in which somebody is able to act and live as he or she chooses, without being subject to any, or to any undue, restraints and restrictions. As our country is democratic country and we proudly say that we are free, we have every freedom to do whatever we like to but in the beginning we fought for our freedom, can we still be fighting. In the beginning we fought for our freedom, with the birtishers, we fought with them not for the freedom but to keep our country free. We fought for the democracy from the Rana rulers and then we fought for the cruel royal rule and we achieve the freedom but the question remains that we have been fighting within ourselves. Now we have the ability to exercise free will and make choices independently of any external determining force, but are we truly free. I think we are still fighting within ourselves for the freedom we dream of. History has been our eyewitness that whenever we fought we fought to rule and not for the development or growth and we are still doing that. First we had MAHISHPAL than came GOPALA DYNESTYR and KIRAT after that many other than the most influential SHAH now we have politicians ruling still to rule not to develop. If I talk about the freedom realting with our history than it will never finish. Historians believe were not free, but on the other hand I just say we have our rights and restrains. Because completely unrestricted freedom of action would make peaceful human existence impossible, some restraints on freedom of action are necessary and inevitable. But, we do have to recognize that basic limitation, to make our life safe. We the people have to turn over some of our rights so that our country performs right and many say that the government is in our business but if they werent all chaos would occur. But, Freedom becomes a cost, a cost of just giving up some rights in return to be a great nation. But, some cost could become a concern. In the declaration of independence, Thomas Jefferson have clearly stated the difficulties and problems that America has to face on the process. The very recent and clear example abo;ut freedom is not free is our own country’s fight against the maost. We faced difficulties than one can imagine but ultimately we overcame with all the difficulties we faced. In the process of freedom government has to include all the armies of moist as well. There comes the pay for freedom. We had to go through traumas which many of the nation have been through but that trauma was from our own people to their own family. India, the biggest country with large population, which is emerging ijn every field in this modern time, have faced problems. They were colonized by British people and treated in the most cruel behave that one could ever treat to another human being in their own country but they fought for their freedom and have lost so many lives but at last they are free. The payment that they paid for the freedom are the lives, the great politicians and enthusiastic youths, there county were divided into parts and there is still fight among those country. Though they got the freedom they are still paying for it, that is why freedom is not free. America the land of opportunity, was not free and with the help of many freedom fighters they declare the independence. Instead of freedom they call it independent, as everyone knows in America most of the people are from different countries, the native people, the red Indians have actually lost their identity in order to be independent or free. the country have faced so many difficulties and still facing but it is the free country everyone says and believed that but they have the most criminal records and most frustration within their country. The fragmented society, self-centered individual, loss of culture and focus point of terrorism are the payment USA is paying with. Every country have their own struggle and history of freedom and the kinds pf payment they are paying as the freedom is not free. All the great people in this world has paid one or the other way for the freedom they fought for. Countries have faced the war and loss of the youngsters but the individual who are the great influential for that event lost their family ,loved once, and their own life as well. Hitler’s life story also suggest that freedom is not free.he hated zuse and to free himself from them he committed the crime which no human can forget and he is the most cruel person in this world. He could not face the failure and to make himself free from the thought of failure he continued doing the things which kept him free from that thought and the payment for the freedom of his thought is being cruel and called murderer and be alone in all his life. However his murder is still have no actual evidence but he was killed because he was becoming cruel and threat for many people so in the quest of freedom to free the abuse and feeling of failure he paid it with his life. Mahatma Gandhi, India call him their BAPU, was hated by his son because he had no time to spend with the family as he was in great mission to free his country from the Birtish. He freed his fellow country but the payment was his own children, he was killed by the very young person as people saw that his generosity is causing the country into many countries. He was free from all the material things and loved by all the people but to gain this freedom to loved by everyone with his life. The four martyrs, who was killed by rana rulers for their freedom speech also shows that whatever our country have got is not free. in whatever way we are enjoying or complaining about is actually the payment that those martyrs paid. They were from well known and educated family but in the quest to free the country from the ranas they paid their life and we got freedom. Being anyone as human is not free from all the responsibilities and rules that we need to follow. As a baby you are free to cry over anything but the payment is most of the time people don’t understand what your problem is. As a student you are allowed to make noise or make wrong choice but the payment is later on you have to fail in your exam and in your life. As a social worker you have the freedom to help others and take their pain as your own and the payment you have to pay is your time, for you and for your family, as an engineer, your freedom is to use any model but the payment is you have to be responsible for the lives of the people who will stay there, as writer you are free to write anything but the payment is no one will write about you, as the teacher you have the freedom to conduct your classroom as you wanted but the payment is you have to be the model all the time, you cannot make any mistake if you do you have to deal with all the consequences that might occur or the payment is your time and effort. When you see some advertisement on television about the free scheme, we always need to buy something with it because nothing is free, not even the water, the air. Freedom is actually the metaphor for all the responsibilities that comes with freedom. When one becomes the minister or join the politics, like in our country everyone blames them to be the negative one, you are free to be the politician but the payment is you won’t be trusted. When I first started to teach I don’t have any freedom to chose what I do in the classroom, so I was just following whatever the teacher told me to do and there no one expected anything from me so I was free from the responsibility and the payment I was paying is getting the low pay. As I developed the teaching learning skill and given the full responsibility of the class, I had the freedom to do any kind of things in the classroom and make it my own and include everything I have learnt but the payment is time and the continuous work load and no self time. Likewise with the PGDE course we had the freedom to garnish ourselves and the payment is all the criteria that was set for us to be what we were trained to be. FREEDOM IS NOT FREE, even the quote is controversial because when freedom is not free than why would one use these words and if it is used why it is mostly related with the people who have done so much for the betterment of the human being?

The Myth Of The Family :: essays research papers

The Myth of the Model Family THOSE OF US WHO grew up in the 1950s got an image of the American family that was not, shall we say, accurate. We were told, Father Knows Best, Leave It to Beaver, and Ozzie and Harriet were not just the way things were supposed to be—but the way things were It's probably good that life wasn't like the television shows in the '50s—we wouldn't have many women now. Take a look at the ratio of boys to girls on the most popular family shows. Ozzie and Harriet had two boys, no girls. Leave It to Beaver had two boys, no girls. Rifleman had one boy, one rifle, no girls. Lassie had one boy, one dog (supposedly a girl, but played by a boy), and no girls. My Three Sons had—well, that one's obvious. Bonanza had three grown-up boys. Although Lucille Ball and Desi Arnaz in real life had one boy and one girl, on I Love Lucy they had one boy. The only shows with daughters were The Donna Reed Show (one boy, one girl) and that lighthouse to womanhood—despite its title—Father Knows Best (one boy, two girls). Grown to maturity, that's a late-1960s dating population of fifteen men to three women. Almost all the households were mama-papa-kiddies: the nuclear family. (The exceptions were My Three Sons and Bonanza: Steve Douglas [Fred MacMurray] and Ben Cartwright were widowers.) There were no prior marriages, no children from prior relationships, no threat or even thought of divorce, and the closest thing we saw to physical abuse was Ralph Kramden's, "One of these days, Alice, one of these days . . . to the moon!" There were no infidelities, no drinking problems, no drugs (not even prescription tranquilizers), no racism (How could there be? With the exception of Hop Sing and Ricky Ricardo, there was only one race; even the Hispanic gardener on Father Knows Best was named Frank Smith). There was no dropping out of school, no political discussion (much less political differences), no unemployment (except for Ozzie's early retirement), no severe economic problem (except for a crop failure on Lassie, when they had to sell all the livestock, including Lassie; but just befo re being carted off, Lassie pawed the ground and struck oil, and everything was okay again. Except for Lassie, who looked as though the Exxon Valdez had dumped its forward holding tanks on her).

Educational Services an Overview

Development of an Instrument to Assess Student Perceptions of the Quality of Tertiary Education in INDIAN Context Suparswa Chakraborty Educational services can be categorized into five parts: (a) primary education services; (b) secondary education services; (c) higher education services (i. e. , education beyond secondary education includes all tertiary education); (d)  adult education; and (e) other education services (e. g. , liberal arts, business, professional). Such education and training encompass degree courses taken for college or university credits or non-degree courses taken for personal edification or pleasure or to upgrade work-related skills. Such education and training services can be provided in traditional institutional settings, such as universities or schools and in specialized institutions. Higher (tertiary) education, adult education, and training services are expanding rapidly. These services include academic and training courses on information technology; languages; executive, management and leadership training and hotel and tourism education. They also include educational testing services and corporate training services. Many of these are practical courses for use on the job. Some can be used as credits toward degrees; and some are non-degree courses. Increasingly, educational institutions and publishers are teaming up with information technology companies and other experts to design courses of instruction on a variety of subjects. Large companies also are developing education and training courses to improve the skills of their employees and to keep them up to date on their latest products. Such services constitute a growing, international business, supplementing the public education system and contributing to global spread of the modern â€Å"knowledge† economy. Availability of these education and training services can help to develop a more efficient workforce, leading countries to an improved competitive position in the world economy. Education is at present one of the least committed of services sectors, due to recognition of its â€Å"public good† element and the high degree of government involvement in its provision. The benefits associated with liberalising education services and facilitating greater and stronger public and private education services can co-existing which would benefit students and education service providers would get improved in the following manner: Facilitating access to education and training courses that in qualitative and quantitative terms which are not otherwise available in the public sector; and †¢ Providing a competitive stimulus to institutions with flow-on benefits to all students. †¢ The education services negotiations should aim to give consumers (students) access to the best education services wherever they are provided and through whatever mode of supply they are provided. †¢ Ensuring measures that consumers (learners) are not damaged by services of low quality, and a safety-net in such areas. There are cases, for example, where the quality of a service supplied by a â€Å"university† in one state is not necessarily of the same level as that supplied by a university of another state, due to the difference in higher education system of the two states. It has also emerged that the quality of education services fails to be correctly judged, in cases where the service is supplied by a â€Å"degree mill† of one university by means of Distance-Learning. It is difficult to arrive at a universally acceptable articulation of what quality in education means. At the same time, such articulation is critical since it plays an important role in shaping the practice of education. It has often been possible to bring about such quality in education at a small scale with intensive utilization of recourses. However, the provision/distribution of quality education by a large-scale system is a daunting challenge. ’ Quality’ as a term refers to ’how well’ certain objects and processes achieve their given aims. It is validating as well as comparative. Its most immediate connotation is ’better’. ’ Better’ as ifferentiated from ’good’, and implying the existence of at least two objects or processes, between which a comparison across a decided set of parameters can be established. Understanding quality in education requires an appreciation of the aims of education; the social and philosophical roots of these aims as well as determining the nature of the organisation and system that is best oriented to achieve them. Educational quality concerns typically encompass topics such as teacher training, textbooks and materials, evaluation and physical infrastructure especially institution buildings. However the quality of these processes/topics can only be understood with reference to the objective of the education system of which they are but a part. Educational objectives in turn are influenced by societal notions of a child, human learning and schooling. The most common worldly application of the term and concept of quality is in the context of products and services. To define quality in the field of education, it may be instructive to examine the more widely practiced usage of quality, and explore its appropriateness or applicability for education. Quality: A Conceptual Exploration Owlia and Aspinwall (1996) interpreted the quality for higher education in terms of the quality dimension by using Garvin’s quality framework (Garvin, 1987), service quality dimension (Parasuraman, Zeithaml & Berry, 1985; 1988), and software quality dimension (Watts, 1987). However, the dimension identification frameworks focuses mainly on defining the quality aspect of the product features (Garvin, 1987) and service features (Parasuraman, Zeithaml & Berry, 1985; 1988). We adopted a more comprehensive approach to classify the quality attributes of education. The framework we proposed is derived from West, Noden and Gosling (2000)’s viewpoint of quality in higher education. We called it the Input–Process–Output (IPO) framework in which ‘Input’ refers to the entry requirements, ‘Process’ refers to the teaching and learning process, and ‘Output’ refers to the employability and academic standings (as shown in Figure 1 below). This classification of quality attributes is in accordance with the organization’s operation system of converting the inputs (e. g. raw materials) into outputs (e. g. products and services) via the process (e. g. procedures). In this way, one can associate the quality improvements with the operating system of any organization, including those from the education sector. Some of the quality dimensions identified in Owlia and Aspinwall’s (1996) study are partially covered in the IPO framework. Current understanding and interpretations of the word ’quality’ owe much to their roots in the evaluation of manufactured products. Pioneering management techniques and concepts related to quality and quality management have become common place, and many applications to the field of education can be sought while cautiously keeping in mind the large differences between the commercial world and education. In fact, quality in education has increasingly been understood through the framework of users and in terms of its value for money. To the extent that the service of education and the provision of commercial services are similar, that is both have ’end-users’ and an expectation of ’value-for-money’, parallels are feasible. However, such parallels often regard the provision of education as similar to a marketable service such as getting a haircut. In such cases, (as the market understands it), the individual seeking the service is generally aware of the outcome that the service will provide her with–a haircut usually results in kempt hair for instance. In other words, the user has the means to evaluate the quality of the service. In the case of education, except for very specific skill-oriented training that has readily identifiable outcomes in the short term, it is not very easy to determine what the rather long term process of ’being educated’ will lead to. This is largely because the ’aims’ of education that is the pressing reasons for educating members of a population in any society or country, emanate from the need to create a social and intellectual environment as members of which individuals will be capable of making and acting on rational decisions concerning themselves and their society rather than building people with a specific set of skills. Most users–parents or children–in the case of education, do not have the means in terms of either understanding and/or experience to evaluate quality–whether the child is receiving an education (given the stated aims or those which a parent understands), except in very rudimentary ways–and how it could be better (i. e. through comparing it to some sort of ideal). In other words, the information asymmetry between the service provider and the user, especially poor users, is an important characteristic of education that must be taken into explicit account. In addition to the lack of a shared understanding of quality between consumers and providers, the field of education is also characterized by the absence of a consensus on the notion of quality. For instance, most consumers and the providers of a service, for example telephones, not only agree on what is meant broadly by ’high quality’ in their domain, but, until new technological innovation comes about, this notion remains largely constant. On the other hand, education likes many other systems or endeavours (such as good health, reform or democracy) has a continuously evolving discourse as well as vibrant debates on what constitutes quality, how can it be achieved and provided in the most optimal way to a large number of children14, making it difficult for such a constant notion to exist. Additionally, inherent in the concept of a desirable social and intellectual environment (to be evolved through educating the population), are ideas concerning values which individuals should possess as this is in the interests of society, even though all individuals themselves may not want to imbibe these (take for example, religious or racist tolerance, or fairness in the face of ’self-interest’). Many such values would not be pertinent as an outcome, were the individual’s education being carried out from a purely market oriented (i. e. mployability) perspective, but they are the founding principles of systems of governance such as democracy. This further jeopardizes the application of market or management-derived concepts of quality to education, since the good/commodity being examined for quality, i. e. education, contains many features not demanded explicitly and in some cases actually even shunned by its customers. Therefore, ’quality’ as appl ied to the provision of commercial services or products cannot be directly applied to the provision of education due to the nature of education, and the inherent ’aims’ in its provision. A Framework for Quality in Education As discussed above, the notion of quality in education is not one, which can be simply transcribed from the predominant concept of quality that has evolved from the commercial world. It needs to be unique to the field of education and based on a deeply contextual, need-based view incorporating pedagogic principles and educational aims rather than a fixed prescription or set of guidelines. A viable framework for quality in education could be envisaged as consisting of the following main components: Aims of education, curriculum, pedagogy and material, school organization and relationships, evaluation and assessment, and the nature of provision. The relationship between the design and constitution of these various components would have to be carefully conceptualized to ensure coherence in the experience of education by children. For instance, design of a curricular document needs to be based on the aims of education and epistemological concerns. Similarly, assessment needs to be understood as a means to strengthen and constantly improve children’s education in the context of the stated curricular objectives through appropriate pedagogic practice, rather then as a tool for classifying children as ’failed’ or ’passed’ and thus deciding whether their education will continue. Each of these aspects of education and its quality are discussed in more detail in the following sections. Aims of Education The ’aims of education’ refer to a broad set of principles that provide direction to the practice of education. They play an important role in determining the institutions, curriculum, and pedagogy and assessment system for providing education. What aims are worth pursuing in education is therefore an important question and the answer is often complex, especially in the context of a diverse socio-cultural milieu. In general, the aim of education could be articulated as building capabilities and instilling values in individuals considered necessary for leading personally and socially fulfilling lives. The form and nature of education in any society is deeply influenced by the notion of a human being predominant in that society, and is closely linked to the understanding of what is ’good’ for people which in turn is based on views regarding human nature, needs and potential. It is therefore not surprising and somewhat inevitable that different societies, and even different groups of people in the same society, propound different notions of education making it a contested concept. Other concepts that influence the process of formulating the aims of education include the understanding of human learning and the notion of a child in society. In education, learning is understood as ’. . . having acquired ability to do something on the basis of experience and effecting a change in the learners’ understanding’ and while learning, thus defined, is an inevitable outcome of living for most, ensuring that the aims of education become part of learning requires active teaching. What these aims actually comprise of, and more importantly translate into through the working of a system of education depends on the nature of governance in a specific nation. For example, France and Prussia historically implemented education systems designed by the elite aimed at developing their respective countries into industrial powers. Given that India is a democracy, the educational aims in the country implicitly imbibe the special characteristics of such a governance system. These include equal participation of all members, an interest in social relations and their control, the potential to make amendments without disorder, and institutions that are flexible to readjustment. As Dewey explains, even a superficial examination of a democratic government’s (such as India’s) interest in the education of its citizens yields that since a democracy dismisses the idea of external authority, education is a must to ensure that popular suffrage leads to an appropriately chosen government. Further, the author suggests that since democracy represents almost a way of life (since it requires understanding the effect of one’s action on others and thereby communicating and accommodating continuously on an individual, societal or communal level) rather than just a governance system, it is only through education that these capacities can be built and such behavior brought about. Further, given that education has been discerned as a means towards progress for not only social and economic prosperity but also for facilitating equitable access to commonly provided, individually appropriated experience, it is important that the distribution of education should be characterized by the ideal of equality of educational opportunity. This is particularly in the case of India where the social order represents pervasive inequalities of wealth and opportunity, and can often lead to social position in terms of wealth and opportunity being correlated with future access to, and experience of, education. This is where the public system of education provided by the state assumes importance as the large majority of India’s poor can afford to access education only through the government system since it is free, and this is likely to remain the case for the foreseeable future. Therefore, it is important to realize that in the context of India, the state has an active interest in shaping each citizen–indeed, the idea or concept of ’state’ itself virtually depends for its existence on education, since it is only education that can effectively transmit the ideal of a democratic state to the next generation, thereby ensuring its perpetual continuity. Following the 86th Constitutional amendment, free and compulsory education in the age group of 6 to 14 is now a fundamental right in India under Article 21 (A). Thus, the aims of a system of education reflect the underlying values on which it is built, which in turn are contextual to human society, with individuals viewed both as atomistic constituents of that society as well as a collective. In practice, the aims of education are often stated in somewhat indeterminate terms. For instance, an oft-stated aim is ’the all round development of children’. This statement clearly requires clarification if it is to provide any direction for the content or the process of education. There is a need to specify what defines such all round development and once a list is drawn it has to be determined whether to include all or select on the basis of relative importance. On the other hand, examples of very specific aims include the focus on producing skilled labour for the economy. While such an aim certainly provides some direction to the educational context, it is too narrow and can impede excellence in other worthwhile aspects of life. Formulating aims that refer to general abilities such as rationality, critical thinking, creativity and others as an end, do avoid being too narrow on the one hand, but are also relatively more specifically definable on the other; and therefore, may work better for school systems. By virtue of being better-definable they help educators translate educational aims into classroom processes. For instance, teaching the concept of numbers and other mathematical operations maybe one of the accepted means of inducing rational thinking in a child, and therefore worthy of inclusion in the curriculum. Further, it is important to ensure that the content and process of teaching mathematics to children actually does translate into rational thinking and does not get restricted to the narrow objective of passing examinations Other common classroom processes prevalent in many schools include repetition of words and poems after the teacher without adequate comprehension and copying ? Sart S (such as a flower) drawn on the blackboard without error. It is questionable whether such practices provide meaningful stimulation for expression or creativity. Meaningful decisions about content and method in education require consciousness of the aims of education as articulated by an education system. The above illustrations are indicative of the absence of such an awareness governing the practice of teaching. In order to ensure that classroom strategies actually emerge from the professed aims of education it is important to include teachers in the discourse on the aims of education and not restrict this dialogue to a few educationists. The agreed-upon aims of education should broadly constitute a ’philosophically and historically informed set’ whose rationale is ’fully stated, public, and revisable’. Indian scenarios The professional education sector in INDIA comprises various types of providers. The largest group is made up of Universities and Affiliated colleges, which are large institutions offering a broad range of vocational and academic subjects at various levels, and are attended by both young people (17-28 year olds) and adults. Deemed Institutions and Autonomous colleges are another substantial group and have traditionally catered for 17-15 year olds taking Advanced level courses. More recently, however, they have broadened both their course offering and their student profile. Specialist Colleges concentrate on specific areas of the curriculum such as management , engineering and professional or land based subjects. They often have well developed links with employers and industry because of the specialist nature of the subjects taught. Finally, Specialist Designated institutions cater mainly for adults, as do External Institutions. The latter, however, also cater to the needs of educationally disadvantaged students through Distance Learning Mode. The purpose of this study is to explore the professional education classroom and its effects on student persistence and satisfaction. In order to face the challenges of student retention, the classroom must be explored to determine how these experiences affect the student attrition process. The classroom is a part of the curricular structure that links different disciplines around a common theme. Understanding the elements of the classroom experience will provide students, faculty, staff, and administrators with a vital sense of shared inquiry. The classroom experience must be designed to provide positive experiences through the adoption of various learning strategies. The article seeks to ascertain to what degree the classroom experience enhances student learning and persistence and, if so, how it does so. Beyond its obvious policy implications, the study purports to provide the context for a series of reflections on the ways in which current theories of student persistence might be modified to account more directly for the role of classroom experience in the process of both student learning and persistence. The study identifies variables associated with student integration or lack thereof, into the educational environment and whether or not these variables have an effect on student persistence. Lastly, the study purports to provide the aspects of student satisfaction and student perceptions of their learning experiences. The Problem As a result of low retention rates, administrators are seeking strategies to create a positive atmosphere that is supportive in meeting student needs in order to ensure student persistence. There is a critical linkage that exists between student involvement in classrooms, student learning, and student persistence. Research studies have identified factors that contribute to and influence student decisions to persist, or leave college before accomplishing their intended educational goals (Astin, 1987, 1993; Bean, 1983; Braxton, 1995, Bogdan & Biklen, 1992; Endo & Harpel, 1982; Tinto, 1975, 1987, 1993). In particular, Tinto’s attrition model (1975, 1987, & 1993) is among those strategies that have been used in an attempt to describe and categorize the student attrition process. Although persistence in college is important, students’ overall satisfaction with their educational experiences and their interactions on the college campus are the most important factors (Tinto, 1993). Collectively, the educational environment and organizational culture is important in determining student satisfaction and their motivation to persist. Statement of the Problem Research studies in the past have analyzed student retention, particularly among traditional university student populations (Anderson, 2001; Astin, 1993; Braxton, 2000; Cope & Hannah, 1975; NCES, 1997, 1998, 1999; Noel et. al. , 1985; Tinto, 1975, 1987, & 1993). As McLeod and Young (2005) have proposed, it is necessary to investigate the factors that influence a student’s decision to remain or not to remain enrolled at a minority institution. The most important factor in predicting a student’s eventual departure from college is absence of sufficient contact with others (Pascarella & Terenzini, 1979). Ostrow, Paul, Dark, and Berhman (1986) found that supportive relationships enable students to better cope with the demands of the college environment. Few studies exist which focus on the higher education classroom and the manner in which it can effects student persistence and satisfaction of students enrolled on traditional university campuses. Evident in previous studies is the recognition that institutional variables do influence a student’s decision to persist in attaining their educational goals. There is a critical linkage that exists between student involvement in classrooms, student learning, and student persistence. The classroom plays an important role in the student learning and persistence process. According to McKeachie (1970, 1994) and Smith (1980, 1983), it is evident that multiple relationships exist between teacher behaviors and student participation in classroom discussions and learning. Student participation in the higher education classroom is relatively passive (Smith, 1983; Karp & Yoels, 1976; Nunn, 1996), and lecturing is dominant (Fischer & Grant, 1983). The author Nunn (1996) found that classroom traits, specifically a supportive atmosphere, are as important to student participation as are student and faculty traits. The recognition of the importance of classroom environment is part of another area of inquiry, namely the role of classroom context, its educational activities and normative orientations, in student learning. Instead of focusing on the behaviors of faculty, a number of researchers have focused on the role of pedagogy (Karplus, 1974; Lawson & Snitgen, 1982; McMillan, 1987) and, in turn, curriculum (Dressel & Mayhew, 1954; Forrest, 1982) and classroom activities (Volkwein, King, & Terenzini, 1986) as predictors of student learning. Generally speaking, these have led to a growing recognition that student learning is enhanced when students are actively involved in learning and when they are placed in situations in which they have to share learning in some positive, connected manner (Astin, 1987). As numerous researchers have suggested (Astin, 1984; Mallette & Cabrera, 1991; Nora, 1987; Pascarella & Terenzini, 1980; Terenzini & Pascarella, 1977), the greater students are academically integrated in the life of the institution, the greater the likelihood that they will persist. Students who feel they do not fit academically in the environment of the institution possess lower levels of satisfaction than those who feel they belong (Bean & Bradley, 1986; Pervin & Rubin, 1967). Astin (1993), Friedlander (1980), Parker and Schmidt (1982), Ory and Braskamp (1988), and Pascarella and Terenzini (1991), all suggested that student involvement in the classroom influences learning. When students are actively involved in the life of the college, especially academically, they will possess greater acquisitions of knowledge and skill development. Juillerat (1995) determined students who participate actively in their learning experience possess higher satisfaction rates than less involved students. According to Endo and Harpel (1982) and Astin (1993) student and faculty engagement, both inside and outside the classroom, are important to the student development process. Endo and Harpel (1982) suggested further those students who persisted which were reported to have had higher levels of contact with peers and faculty and also demonstrated higher levels of learning gain over the course of their stay in college. High levels of involvement prove to be an independent predictor of learning. The more time students invest in their own learning, the higher their level of effort, the more students learn. Braxton, Milem, and Sullivan (2000) wrote that research studies left social integration unexplained. Institutional type (Chapman & Pascarella, 1983), organizational attributes ( Berger & Braxton, 1998; Braxton & Brier, 1989), motivations for attending college (Stage, 1989), financial aid (Cabrera, Nora, & Castaneda, 1992), fulfillment of expectations for college (Braxton, Vesper, & Hossler, 1995), sense of community in residence halls (Berger, 1997), student involvement (Milem & Berger, 1997), life task predominance (Brower, 1992), and self-efficacy (Peterson, 1993) are among the concepts given to understand both academic and social integration and their effects on student departure decisions. Various constructs may also be derived from the role of the institutional classroom in the student departure process and the identification of forces that influence academic integration and social integration. Tinto (1997) suggested that if social integration was to occur, it must occur in the classroom, because the classroom functioned as a gateway for student involvement in the academic and social communities of a college. Thus, the college classroom constitutes one possible source of influence on academic nd social integration. Student Satisfaction and Perceptions of the Classroom Experience The authors, Bean and Bradley suggest student satisfaction is defined as â€Å"a pleasurable emotional state resulting from a person’s enactment of the role of being a student† (1986, p. 398). Overall life realization includes fulfillment with specific domains, such as student satisfaction (Coffman & Gilligan, 2000). Therefore, it is assumed that a students’ overall satisf action with the learning experience is an indicator of college persistence. In addition, Coffman and Gilligan (2000) further found that those students who withdraw from college prior to graduation are less likely to be able to identify someone on campus with whom they had developed a significant relationship. These students report low satisfaction with their personal interactions, social isolation, and absence of opportunities for academic contact. Most of these students report academic difficulties which occur in the classroom highly influenced their departure from college. According to Juillerat (1995), a student related variable that has been found to be connected to student satisfaction is institutional fit. The more acquainted a student is with the environment of the institution, the more he/she will fit into the culture of the institution. Students who feel as if they do not fit into the culture of the institution possess lower levels of satisfaction than those who feel that they belong. According to Juillerat (1995), student satisfaction is the extent to which a students’ perceived educational experience meets or exceeds his/her expectations. Student satisfaction can be defined by the positive and negative gaps in the expectation level and perceived reality. If a students’ expectation is matching or exceeds his/her evaluation of reality then seemingly the student is satisfied. On the other hand, if a students’ expectation is higher than his/her evaluation of reality then seemingly the student is dissatisfied. This approach to defining student satisfaction assists institutions in determining satisfaction levels and closes the gap between reality and expectations. Bean and Bradley (1986) determined that the number of friends a student has, along with his/her confidence in his/her social life, has a significant effect on satisfaction levels. Weir and Okun (1989) found similar results in the amount of contact a student has with peers, faculty, staff and administrators was positively correlated with academic satisfaction. The availability and formal and informal interaction with faculty, staff and administrators for interaction with students is related to student satisfaction and persistence. Endo and Harpel (1982) further suggest that a student expectation for peer involvement academically is a contributor to student satisfaction and persistence. Another important factor of a students’ overall satisfaction with the learning experience is their perceptions of their academic programs of study. The authors Bean and Bradley (1986) suggest if a student is academically integrated and interested in their course of study, motivated to study, and likes the faculty teaching the course will possess high satisfaction. Juillerat (1995) suggests, stimulating coursework and high teaching ability of professors is related to academic satisfaction. The purpose of this study is to explore the higher education classroom and its effects on student persistence and satisfaction. In order to face the challenges of student retention, the classroom must be explored to determine how these experiences affect the student attrition process and ultimately the BRANDING of the Institution by minimizing the GAPS in the service delivery. The classroom is a part of the curricular structure that links different disciplines around a common theme. Understanding the elements of the learning experience will provide students, faculty, staff, and administrators with a vital sense of shared inquiry. The classroom experience must be designed to provide positive experiences through the adoption of collaborative learning strategies. The article seeks to ascertain to what degree such strategies enhance student learning and persistence and, if so, how they do so. In conclusion, administrators in higher education should embrace an understanding of strategies for minority student retention. Administrators have continuously overlooked the essentially educational and developmental character of persistence as it occurs in most institutional settings. There is a rich line of inquiry of the linkage between learning and persistence that has yet to be pursued. Administrators must continue to fully explore the complex ways in which the experiences in the classroom shape both student learning and persistence. The author Braxton (1995) questioned the role of faculty teaching in student satisfaction and persistence. Administrators must be equipped to face the challenges of minority student retention and be proactive in their approaches retain minority students. A students’ ability to be connected to the institutional environment and their ability to adapt to the organizational culture are related to vocational and educational stability, student satisfaction, and student success. The institutional environment and the organizational culture mediate student academic and social experiences in college. Educational stability, student satisfaction, and student success are the building blocks of the retention process this service quality delivery only reinforces the EDUCATIONAL BRAND. [pic]

6 master plans Essay

1. LOI 39/2001 â€Å"SANDIGAN MASTER PLAN† (Anti-Criminality Master Plan) dated 03 December 2001 This Plan shall serve as the Master Plan in which all plans and programs of the PNP shall conform with and supplement. It shall prescribe the grand strategy to be undertaken by PNP Offices and personnel on crime prevention, control and suppression, in the total fight against all forces of criminality. 2. LOI 40/2001 â€Å"SANDUGO MASTER PLAN† (The PNP ISO Master Plan) dated 04 December 2001 This serves as the long-range and holistic master plan of the PNP in waging an internal security support operations nationwide. Premised on the estimate of the national situation and other considerations, it prescribes the counter-insurgency support strategy, operational concept, scheme of implementation, service support and coordinating instructions in order to accomplish the PNP’s internal security support mission. 3. LOI 42/2001 â€Å"SANGYAMAN MASTER PLAN† dated 06 Decem ber 2001 (Pnp’s Master Plan To Help Protect And Preserve Our Environment, Cultural Properties And Natural Resources) See more: Social process essay This master plan prescribes the guidelines to be followed by tasked PNP Units/Offices in assisting lead government agencies in the enforcement of laws over Philippine territorial waters, lakes, rivers, mountain ranges, forest, to include laws and ordinances that have been set forth to preserve, protect and enhance our environment and natural resources, in close coordination with the Department of the Environment and Natural Resources (DENR) and other tasked government agencies. 4. LOI 43/2001 â€Å"SANG-BANAT MASTER PLAN† (Pnp’s Master Plan For The Campaign against Illegal Drugs) dated 07 December 2001 This master plan sets forth the concept of operations, operational guidelines and tasks of all PNP units/offices in the total fight against illegal drugs: integrating/orchestrating the activities of all concerned National Government Agencies (NGAs) in the conduct of anti-illegal drug campaign at the national down to barangay levels. LOI 44/2001 â€Å"SANG-INGAT MASTER PLAN† (Master Plan On Security Preparations) dated 10 December 2001 This Master Plan sets forth the strategic concepts and operational guidelines, as well as contingency plan to ensure the maintenance of peace and order during the year-round observance of holidays, which involves great concern on movement of the citizens, international, national and local meeting/conferences/events, and rallies/mass action in protest to wide range  of issues. 6. LOI 45/2001 â€Å"SAKLOLO MASTER PLAN† (MASTER PLAN ON DISASTER PREPAREDNESS) dated 12 December 2001 This Master Plan sets forth the strategic concepts, operational guidelines and coordinating instructions to be undertaken by PROs and tasked units/offices on disaster management. With this Letter of Instructions, the action that will be undertaken by the concerned PNP units/offices will be as responsive and possible with the support of the government agencies and community.

Overview of Amphicoelias

Overview of Amphicoelias Amphicoelias is a case study in the confusion and competitiveness of paleontologists in the late 19th century. The first named species of this sauropod dinosaur is easy to address; judging by its scattered fossil remains, Amphicoelias altus was an 80-foot-long, 50-ton plant eater very similar in build and behavior to the more famous Diplodocus (in fact, some experts believe Amphicoelias altus really was a species of Diplodocus; since the name Amphicoelias was coined first, this may one day occasion a historic renaming of this dinosaur similar to the day when Brontosaurus officially became Apatosaurus). Name: Amphicoelias (Greek for double hollow); pronounced AM-fih-SEAL-ee-us Habitat: Woodlands of North America Historical Period: Late Jurassic (150 million years ago) Size and Weight: Up to 200 feet long and 125 tons, but more likely 80 feet long and 50 tons Diet: Plants Distinguishing Characteristics: Enormous size; quadrupedal posture; long neck and tail The confusion and competitiveness pertain to the second named species of Amphicoelias, Amphicoelias fragilis. This dinosaur is represented in the fossil record by a single vertebra measuring five by nine feet long, truly enormous proportions that correspond to a sauropod measuring about 200 feet from head to tail and weighing over 125 tons. Or rather, one should say that Amphicoelias fragilis WAS represented in the fossil record since this gigantic bone subsequently disappeared off the face of the earth while under the care of the famous paleontologist Edward Drinker Cope. (At the time, Cope was embroiled in the notorious Bone Wars with his arch-rival Othniel C. Marsh, and may not have been paying attention to detail.) So was Amphicoelias fragilis the biggest dinosaur that ever lived, heftier even than the current record-holder, Argentinosaurus? Not everyone is convinced, especially since we no longer have that all-important backbone to examineand the possibility remains that Cope slightly (or greatly) exaggerated his discovery, or perhaps made a typographical error in his papers under the pressure of constant, long-distance scrutiny by Marsh and others in his antagonistic camp. Like another supposedly enormous sauropod, Bruhathkayosaurus, A. fragilis is only provisionally the world-champion dinosaur heavyweight, pending the discovery of more convincing fossil evidence.

Andrew Carnegie Essay Example | Topics and Well Written Essays - 500 words

Andrew Carnegie - Essay Example ers and acquisitions, cost minimizing measures, and centralization of supplies created some of the big industry giants in America, and by extension, the world. Andrew’s first venture into the Iron and steel industry was as a result of his engagement in the railroad transport industry, first as a telegrapher and secretary then as superintendent of Pennsylvania Railroad. Here he was charged with, among other things, acquiring the steel rails for the expanding railway networks and engines. Through the railroad contacts he met while working here, he recognized the opportunity of manufacturing the heavy equipment needed for the industry. He was successful in organizing Keystone Bridge Company, the first successful manufacturer of iron rail, and Pittsburgh Locomotive Works into a unit to supply the equipment. He also encouraged George Pullman to join up with him and form the Pullman Palace Car Company to market sleeping cars to the Union Pacific, is so doing he created a monopoly. Eventually, his close ties with John Pierpont Morgan led him to sell his vast interests in the steel industry to J. P. Morgan. The negotiations that ended in Ma rch 2, 1901 to form United States Steel Corporation is the largest such industrial takeover to date. Carnegie is also remembered for his drastic cost cutting measures is partly responsible for the events that shaped the labor force in the iron industry in America. His payment schedule for instance was racial informed. He paid Slavs, Russians, and Italians $12 per week, native-born whites got $22 per week, and Irish and Scots got $16 per week. His steelworks were also said to have been in deplorable conditions. In addition, in his early days as an employer, he is said to have single-handedly fell the giant steel workers union, Amalgamated Association of Iron and Steel Workers. Some of his tactics include hiring strikebreakers and spies, blacklisting workers who were thought to be capable of causing trouble, and maintaining the

The impacts on the financial decision process of human elements Essay - 1

The impacts on the financial decision process of human elements - Essay Example Financial decisions are made in a systematic process. Organization factions are run by individuals who are entrusted with carrying on the vision and the mission of the company. As such, human elements is one the key components in the formula of financial decisions success. This paper will evaluate the impacts of the human elements in the process of making financial decisions. As preamble, the paper commences by reviewing types of financial decisions that are made in the organization. The financial decision making process is then assessed. The study then evaluates the types of human elements that characterize the contemporary organization. The impacts of the identified human elements are then analysed with the intent of revealing the extent to which they affect the whole process of making the financial decisions. The study then concludes the findings by giving a brief summary of all the main ideas given in the whole study. Strategic financial decisions are mainly made by the senior management of the organization after the approval by the shareholders. There are three main financial decisions that are made within the organizations, that is, investment, financing and dividend policy decisions. The investment decisions involve identifying the available opportunities for the investment and investing the shareholders funds in the best investment that has high returns and low risks. The financing decisions are the decisions that are made to identify the possible sources of fund to the organization and then selecting three best source of fund. The main sources of fund for the investment to the organization are commercial loans, organization has retained earnings, fund sourced from the capital market, the grants from other organizations and issuing of the corporate bonds (Cascio, John and Boudreau 2010, p.255) On the other hand, the dividend decisions are the decisions, which are made to determine how the