buy custom Changes in American Education essay

buy custom Changes in American Education essay Changes in social-cultural activities have necessitated policy makers to amend some educational policies. People are shifting from the rigid traditional models of schooling to flexible choice options. Since 1960, the federal government has contributed immensely to the development of education policies aimed at providing quality and competitive learning environment to its citizens. Among the policies that have been put in place is the state testing policies. The government developed and approved a new curriculum and mandated testing policies with the focus of examining the students regularly so as to determine whether they understand the subject matter (Pulliam Van, 1999). The students sit for exams which are later marked by their teachers. Marks are allocated and used to grade the students. Those who do not reach a certain average mark are forced to repeat that class. This has increased competition among students as each one aims at out-doing the other. Consequently performance rating has improved in many schools. Another policy is the No Child Left Behind legislation which has continued to put pressure on school administration to ensure that despite their background, all students are enrolled and performs well in their core subjects. I believe this policy had a major effect as it ensured children from poor families were able to access quality and affordable education. In 1965, the Elementary and Secondary Education Act, developed a variety of programs; among them was the federal aid to children from poor areas (Smith, 1990). This resulted to an increase in enrollment at the elementary schools. The aid was also extended to needy college students, who would otherwise, have dropped out of school due to lack of school fees. In 1980, the Department of Education was established; this had a major impact to the education system. The department operates programs that contribute positively to all areas of education. Their main aim is foster education excellence and ensures equal accessibility to learning. Over the past one year, the government has invested heavily in education both t elementary and higher learning levels. The student loan program was signed into law thus allowing direct students loan. The No Child Left Behind measures have continued to receive more funding to ensure all children receive excellent education in order for them to be competitive in the global market. Chapter 9: Globalization, Trends, and Gaining Perspective Millennials Go To College The book by Neil Howe and William Strauss discusses about Millennial Generation and their characteristics as they enter college. Millennial Generation is the generation born from 1982 to the present. The book discusses various cultural dynamics characterized by this generation and the general characteristics that can well describe this generational cohort as a whole. Unlike Generation X, which is the generation preceding Millennial Generation, the later seems optimistic. The generation is team-oriented and rule-followers. The generation has not only driven down teen pregnancies and abortion, but it has also led to declined suicide rates, violent crimes and drug use among youth. On the other hand, in comparison to Millenials Generation, Generation X did not value education. Millenials are presented as being the most ethnically diverse and also the busiest generation. Mr. Howe's delineations of generational differences will influence educators' practices in the classroom in various ways. First, the educators will have a great interest in this generation. This is because the generation seems to be more promising than the earlier generation. With the availability of advanced technology such as internet in this millennial generation, the educators will be able to carry out their duties effectively. Despite of its importance, the educators will have challenges from the internet since the Millenial generation will be liable to misuse the internet through social sites. Also, because of he influence of peer pressure among Millennials, teachers will face challenge when dealing with them. Chapter 10: Issues in Modern American Education In 1950s, racial discrimination in schools was the norm in United States. The black schools were inferior in comparison to the white schools. Brown tries to enroll his child Linda in a white elementary school but the principal could not allow him. Brown decides to challenge the segregation based in color in Public schools. I was interested in this case segregation is still a sensitive issue in many nations. There are segregation based on sex, color, tribe and so on. The segregation pervades other aspects of life which the inferior group is likely to undergo during life time. Segregation prevents students from achieving what they could have otherwise achieved. This case involved families of students attending public schools in New Hyde Park. According to the families, the voluntary prayers, which student recited during school opening, contradicted with their religious beliefs. I selected this case because the issue of religion in schools has contributed greatly to segregation. Some students may not join a certain school because of their religion. Also, on the ruling the case, it is interesting to note that the prayer was a government-written prayer which in my own opinion was wrong since the government should not be biased or favor any religion. Chapter 11: Globalization, Trends, and Gaining Perspective Impacts of Internet on Educational Instruction Today Due to advancement in technology, internet has become an important feture of learning in schools today. Students all over the world are using internet as a tool aiding them to study outside the classroom. Internet has helped students complete their projects through carrying out researches. Many students prefer using internet than libraries. What has interested me on the topic the topic is the question of cheating. Internet usage has some disadvantages, among the disadvantages is cheating. Cheating, by using someone else work renders the students not to be creative. Buy custom Changes in American Education essay

Definition and Examples of Parallelism in Grammar

Definition and Examples of Parallelism in Grammar In English  grammar, parallelism is the similarity of structure in a pair or series of related words, phrases, or clauses. Also called parallel structure, paired construction, and  isocolon. By convention, items in a series appear in parallel grammatical form: a noun is listed with other nouns, an -ing form with other -ing forms, and so on. Kirszner and Mandell point out that parallelism adds unity, balance, and coherence to your writing. Effective parallelism makes sentences easy to follow and emphasizes relationships among equivalent ideas (The Concise Wadsworth Handbook,  2014). In traditional grammar, failure to arrange related items in parallel grammatical form is called faulty parallelism.   Etymology From the Greek, beside one another Examples and Observations Buy a bucket of chicken and have a barrel of fun.(Slogan of Kentucky Fried Chicken)How vain it is to sit down to write when you have not stood up to live!(Henry David Thoreau, A Year in Thoreaus Journal: 1851)The loss we felt was not the loss of ham but the loss of pig.(E. B. White, Death of a Pig. The Atlantic, January 1948)When you are right you cannot be too radical; when you are wrong, you cannot be too conservative.(Martin Luther King, Jr., Why We Cant Wait. Signet, 1964)Immature poets imitate; mature poets steal.(T.S. Eliot, Philip Massinger, 1920)It took a man like Madiba to free not just the prisoner, but the jailer as well; to show that you must trust others so that they may trust you; to teach that reconciliation is not a matter of ignoring a cruel past, but a means of confronting it with inclusion and generosity and truth. He changed laws, but he also changed hearts.(President Barack Obama, speech at the memorial service for former South African president Nelson Mandela, D ecember 10, 2013) After a few miles, we drove off a cliff.It wasn’t a big cliff. It was only about four feet high. But it was enough to blow out the front tire, knock off the back bumper, break Dad’s glasses, make Aunt Edythe spit out her false teeth, spill a jug of Kool-Aid, bump Missy’s head, spread the Auto Bingo pieces all over, and make Mark do number two.(John Hughes, Vacation 58. National Lampoon, 1980)New roads; new ruts.(Attributed to G. K. Chesterton)Hes quite a man with the girls. They say hes closed the eyes of many a man and opened the eyes of many a woman.(Telegraph operator to Penny Worth in Angel and the Badman, 1947)They are laughing at me, not with me.(Bart Simpson, The Simpsons)Voltaire could both lick boots and put the boot in. He was at once opportunist and courageous, cunning and sincere. He managed, with disconcerting ease, to reconcile love of freedom with love of hours.(Attributed to Dominique Eddà ©)Truth is not a diet but a condiment.(Attributed to Chri stopher Morley) Some of the people said that the elephant had gone in one direction, some said that he had gone in another, some professed not even to have heard of any elephant.(George Orwell, Shooting An Elephant. New Writing, 1936)Our transportation crisis will be solved by a bigger plane or a wider road, mental illness with a pill, poverty with a law, slums with a bulldozer, urban conflict with a gas, racism with a goodwill gesture.(Philip Slater,  The Pursuit of Loneliness. Houghton Mifflin, 1971)Unlike novelists and playwrights, who lurk behind the scenes while distracting our attention with the puppet show of imaginary characters, unlike scholars and journalists, who quote the opinions of others and shelter behind the hedges of neutrality, the essayist has nowhere to hide.(Scott Russell Sanders, The Singular First Person. The Sewanee Review, Fall 1998)O well for the fishermans boy,That he shouts with his sister at play!O well for the sailor lad,That he sings in his boat on the bay!(Alfred L ord Tennyson, Break, Break, Break, 1842) [Todays students] can put dope in their veins or hope in their brains. . . . If they can conceive it and believe it, they can achieve it. They must know it is not their aptitude but their attitude that will determine their altitude.(Rev. Jesse Jackson, quoted by Ashton Applewhite et al. in And I Quote, rev. ed. Thomas Dunne, 2003) Effects Created by Parallelism [T]he value of parallel structure goes beyond aesthetics. . . . It points up the structure of the sentence, showing readers what goes with what and keeping them on the right track.(Claire K. Cook, Line by Line. Houghton Mifflin, 1985) Several studies have shown that in conjoined structures, even without ellipsis, parallelism of many types is helpful to the processor,  in that the second conjunct is easier  to process if it is parallel to the first in some way . . ..(Katy Carlson,  Parallelism and Prosody in the Processing of Ellipsis Sentences.  Routledge, 2002) Parallelism has the potential to create rhythm, emphasis, and drama as it clearly presents ideas or action. Consider this long, graceful (and witty) sentence that begins a magazine article on sneakers: A long time ago- before sneaker companies had the marketing clout to spend millions of dollars sponsoring telecasts of the Super Bowl; before street gangs identified themselves by the color of their Adidas; before North Carolina States basketball players found they could raise a little extra cash by selling the freebie Nikes off their feet; and before a sneakers very sole had been gelatinized, Energaired, Hexalited, torsioned and injected with pressurized gas- sneakers were, well, sneakers.[E.M. Swift, Farewell, My Lovely. Sports Illustrated, February 19, 1990] First note the obvious parallelism of four clauses beginning with the word before and proceeding with similar grammatical patterns. Then note the parallel list of sneaker attributes: gelatinized, Energaired and so on. This is writing with pizzazz. It moves. It almost makes you interested in sneakers! Of course you noticed the nice bit of word play- the sneakers very sole.(Lauren Kessler and Duncan McDonald, When Words Collide: A Media Writers Guide to Grammar and Style, 7th ed. Thomson Learning, 2008) Pronunciation: PAR-a-lell-izm

Research papers Essay Example | Topics and Well Written Essays - 1000 words

Research papers - Essay Example "Rock 'N Roll" is a musical genre whose 'golden age' is usually recognized as the decades of the 1950's and 1960's. This musical form had its beginnings in the blues tunes, gospel music, and jazz-influenced vocal music that became popular among African-American audiences after World War II. A new kind of blues, it featured electrically amplified guitars, harmonicas, and drummers that emphasized afterbeats. (Gillet, 62) At the same time, black gospel music grew in popularity. These forms of black popular music were given the label rhythm and blues (R and B) and were played on big-city radio stations. Radio spread this music's appeal from black communities to towns throughout all of the United States. By the mid-1950's such performers as Little Richard, Joe Turner, and Chuck Berry were becoming popular with white audiences. Radio disc jockeys began calling their music rock 'n roll. "Rock 'N Roll" is a musical genre whose 'golden age' is usually recognized as the decades of the 1950's and 1960's. This musical form had its beginnings in the blues tunes, gospel music, and jazz-influenced vocal music that became popular among African-American audiences after World War II. A new kind of blues, it featured electrically amplified guitars, harmonicas, and drummers that emphasized after beats. (Ennis, 77) By remembering those Classic ro... se were the days when life was plain and simple and the birth of a start named Elvis Presley and the emergence of the love songs that touched the hearts of women. The 50's remarkably gives us an overview of Classic Rock from this stems the succeeding versions and styles of rock and roll. There was a historic demarcation line to distinguish the 70's from the 50's. The musicians from the 70's were able to sing the song of Dylan and Elvis although most people preferred the song from the 70's than the "old" songs. The music of the fifties has very good rhythm although it lacks political and social themes which attracted the people during the 70's. The people during this decade failed to see the energy, vitality and originality of rock and roll which remains incomparable to the other types of music. The premise of this work is that rock 'n' roll matters, and that it means what it says. It seems that rock 'n' roll music has seldom been given its due as an art form, that it is somehow relegated to a category of less "mature" or "serious" artistic pursuits by the media and the intellectual community (whatever that is). Some critics use the generic term "Pop" to refer to any popular music, including all contemporary rock musicians, as if the fact of rock 'n' roll's immense commercial success implies that it cannot really be taken seriously alongside, say, classical music, or even Jazz. Beyond artistic circles, rock 'n' roll is usually given even less credibility; the ideas and feelings and beliefs expressed and reflected in rock songs tend to be dismissed by non-fans, by the Establishment as a whole, as quaintly naive at best, childish and irrelevant at worst. What's even more disturbing is that these attitudes often seem to be held by fans of rock music themselves. We

How can we understand power in politics Research Paper

How can we understand power in politics - Research Paper Example This brings a sharp contention between those who try to understand the sociology behind these behaviours and the political scientists who do not believe and recognize that power can be held. Power in politics is viewed as either held or diffuse and unpredictable. Power is something that is beyond just an aspect of being violent. It has a lot to do with the influence over the people compared to being violent and aggressive despite the two components prevailing in politics. According to Hannah Arendt in her essay ‘On Violence’, there is a clear distinction between the concept of power and violence. Most of the modern theorists have developed arguments that have linked violence with excessive demonstration of power, but Arendt dispels this notion by pointing out that two aspects are not comparable. In fact, she points out that they are directly opposed. The first point that comes out clearly from the arguments raised is that power emanates from the will of the majority and cannot be coerced or influenced by violence in achieving its results. What happens is that the voluntary decision by the people prevails. In case violence is used to capture power, the same shall prevail in losing the power. Bureaucratic regimes are potential sources of violence because they attempt to distance themselves from the people that placed them in the powerful dockets. The missing links with the people stirs up a revolution and the ultimate result is violence (Arendt 42- 46). Another point of view is that power is pervasive and dispersed. It has been argued by some quarters of theorists that the people or groups hold power. Contrary to this view, Michael Foucault, a postmodern theorist observes that power cannot be localized, it can come from anywhere and it is everywhere. He continues to argue that power in politics is constituted through certain aspects of knowledge that is obtained in some scientific truth. It is apparent that every society comes with its version of tru th that is shaped by the political and economic ideologies, the media and the education system that is in place. This means that despite the perception that some have taken power as oppressive, coercive and with negativity, there is positivity and productivity thereof. Foucault’s view agrees with that of Arendt by demonstrating that generalizing power in politics in the bad light of negativity, oppression, violence and coerciveness is not right (Foucault 777-790). Power is capable of presenting social discipline among the individuals and adherence to set regulations. It is not true that a subject will adhere to what is required of them just because power is exercised over them. At times, use of power demonstrates rebellion among the subjects. People have learnt how to behave rightly not because they are forced or coerced to do so. Power transcends politics and is more of a social issue; Foucault states that this is the reason why when revolutions occur they do not significant ly influence the social order. Politics have several closely related factors; these are power, influence, control and authority. These aspects are often confused but power presents a lot of ambiguity in its understanding. According to Andreas Hillgruber power has a lot to do with influence over people, he notes ‘

Public Library - Architectural Essay Example for Free

Public Library Architectural Essay * Introduction * Definition A library (from French librairie; Latin liber = book) is an organized collection of information resources made accessible to a defined community for reference or borrowing. It provides physical or digital access to material, and may be a physical building or room, or a virtual space, or both. A librarys collection can include books, periodicals, newspapers, manuscripts, films,maps, prints, documents, microform, CDs, cassettes, videotapes, DVDs, Blu-ray Discs, e-books, audio books, databases, and other formats. Libraries range in size from a few shelves of books to several million items. * A public library â€Å"should encourage the following uses: browsing, seeking, studying, meeting, and borrowing. Major trends likely to influence library design in the foreseeable future include: a 30% increase in pensioners by 2025, and a significant diminution in those of working age; a significant increase in those with a higher education; more part- time work; more jobs in knowledge-based areas, and fewer in manufacturing. * History The concept of the ‘public library’ evolved from the Guildhall Library in 15th century London. In the 17th and 18th centuries, most libraries were created by gift or endowment, but by the beginning of the 19th century, these had generally been superseded by either institutional (e. g. those attached to mechanics’ institutes or literary and philosophical societies) or subscription libraries. The Public Libraries Act of 1850 was one of several social reforms of the mid- 19th century, and was generally intended to create ‘free libraries’, available to all classes of society throughout the country. The first two purpose- designed public libraries were Norwich and Warrington, in 1857. The Public Libraries Act of 1919 further extended library provision. Besides the lending library and the reading room, most libraries now had a reference department, and many had separate children’s departments. After 1918 there was a considerable increase in technical and commercial libraries (over 115 by 1924). By the 1930~~ most libraries had adopted open access (as opposed to books being available over a counter via the library staff), which required more sophisticated classification and cataloguing systems the Dewey system was generally adopted. Increasing literacy and leisure time plus the ‘information explosion’ make it important to plan for maximum flexibility and for future expansion. New techniques are changing methods of control, indexing and retrieval. The growing availability of computerized information (particularly on compact discs and on-line electronic systems) means there is a change in emphasis from book storage to information exchange utilizing computer equipment. These require additional ventilation and secure power supplies, and suitable lighting levels for users. The wide availability of computers means that the problem of space, and particularly the location of a library in a single building, may no longer be critical. * Space Requirements * Public services A central library may serve in the region of one million customers per year, with a peak daily count of approximately 5000 to 6000 people and a peak hourly count of up to 400. The following service areas may be provided * Branch library May be included as a discrete section of a central library, probably near the entrance, and cater for more popular books and related material. There will be only a few thousand volumes, acting as a ‘taster’ invitation to what is available elsewhere in the library. The library may be divided into subject areas, perhaps with defined enquiry points. Study spaces, browsing areas, and publicly available computer terminals can also be provided in each subject area. The various areas may be open plan, but must be visually defined (possibly by variations in lighting, different finishes and planting). * Older teenage section An area for this group is desirable (fiction and non-fiction) and should be  located between the children’s library and main lending library (literature and humanities sections). * Children’s library Occupying approximately 300 m2, with roughly 12000 volumes for ages up to 14 and their careers, this area should have its own identity, and demonstrate to all children that visiting the library is a safe and enjoyable experience. There must be good visibility to maximize child security and safety; it should also be difficult for children to wander out of this area. * There should be a sequence of information books for all ages and sections for: * pre-school (there should be ‘kinderboxes’, shelves with picture books, novelty cushions, child chairs) * early school years (easy-reader books, with appropriate shelves and browser units) * primary school years (stories, with appropriate shelves and browser units) m young teenage (novels, with appropriate shelves and browser units). Spoken-word cassettes and other media should also be available. In addition, provide ten study places, eight browsing seats and an enquiry desk for two staff. * Children‘s activities room A room for up to 35 children may be required for a variety of activities (63m2). * Exhibition area Easily accessible from the main entrance, but with a distinct identity and with suitable security, an area for exhibitions is desirable (40m2). * Lavatories The requirement for customers is 38m2 and also 15m2 for the children’s library, which should include a nappy changing room. Depending on the overall plan, one or two sets of staff lavatories will be required (each of 32m2). * Meeting rooms- Include one room for 100 people (200m2 in total), with divider to separate the room in a proportion of 60:40. Chair storage and simple catering facilities are also required. A small room for about six people is also required. Access may be required when other parts of the library are shut; good access from entrance(s) is therefore required. * Special collection library This area may be required in larger or specialized libraries. An adjoining librarian’s office is necessary. * Refreshments/coffee bar For 50 customers maximum, providing drinks, snacks and light meals (105m2). * Sales point An area to promote sales is required (this may be no more than a display case): the strategic location is important, but it may be combined with another area (13m2). * Study desks These should be suitable for use with personal computers (which may be the customer’s own machine, necessitating simple plug- in compatibility). The integration of PCs with study furniture is very important. Two power sockets are also required. * Art in architecture Libraries are often considered excellent places in which to display local (or national) art, either in the form of permanent murals or sculpture, designed as an integral part of the building, or in facilities for temporary exhibitions. * Subject departments Organization of a library into subject departments has always been a consideration. * Related Local Projects * Bohol Provincial Library and Information Center New Capitol Complex, Marapao Street, Tagbilaran City, Bohol * Alaminos City Library Alaminos City Hall, Alaminos City, Pangasinan * Butuan City Library J. Rosales Ave. , Butuan City. * Cavite Provincial Library Legislative Building, Provl Capitol, Trece Martires City * Leocadio Alonsagay Dioso Memorial Public Library (Municipal Library of Pandan, Antique) Pandan, Antique, Philippines * Marikina City Public Library V. Gomez St. cor. Shoe Ave. , San Roque, Marikina City * National Library of the Philippines T. M. Kalaw Ermita 1000, Philippines * Quezon City Public Library (Several Branches) * San Carlos City Public Library (Negros Occidental) 610 Elm Street, San Carlos, CA 94070 * Raul S. Roco Library (Naga City Public Library) City Hall Compound, J. Miranda Ave. , Naga City * Zamboanga del Norte Public Library. Santa Cruz, Dapitan City, Zamboanga del Norte, Philippines * Supporting Datum * A possible arrangement of a central library could typically be as follows (The Architects’ Handbook) * Business At 184m2, this department contains 2100 volumes covering all aspects of business information (local, national and international). Customers will include: those hoping to set up their own business, those undertaking research to develop their existing business, and students. Some queries may come via fax or phone. Computerized information resources will probably be more prevalent here than in other departments. Includes 40 study places and an enquiry point for two staff. * Community With 9000 volumes (300m2), this holds social sciences and all quick-reference works (e. g. directories, yearbooks, timetables, etc. ). Includes 30 study places and an enquiry desk for three staff. Customers will be coming for both quick fact-finding and for longer-term study: any potential conflict therefore needs to be resolved. * Humanities Department for arts, recreational pursuits (e. g. gardening), religion, music (books and scores), sound recordings (music cassettes and compact discs), and videos for hire. With 495m2, 22 000 volumes, 9000 recordings (including videos), and 10500 sheet music. Includes 12 study spaces, four browsing seats and an enquiry desk for three staff. Note that there is a noise problem with customers browsing through music cases, which can be distracting in the study areas. * Literature and language Department for adult fiction (9000 volumes), large-print fiction, spoken- word cassettes, multi-media, drama (9000 volumes), single copies and play sets (286m2), covering English and foreign languages. Includes 12 study spaces, four browsing seats and an enquiry desk for two staff. Local studies/history 3000 volumes on public shelves (230m2); 50 study places; enquiry desk for three staff. This area will be used by short-term browsers (e. g. tourists) and for long-term study (students and researchers). It will also be used by those wanting information about local statutory agencies, and those looking for a quiet study area. Environmental conditions for this area must be designed in accordance with BS 5454: 1989. * People and places For information books on travel (guides and travel/adventure), biographies, and human geography. 15000 volumes (240m2); 15 study places; four browsing places; enquiry desk for two staff. * Science and technology Area with 11000 volumes (200m2), covering computing and pure and applied sciences: 20 study places; no browsing seats; enquiry desk for two staff. Access and circulation areas generally As mentioned above, generally all public and staff areas should be accessible to people with disabilities, particularly those with sight or hearing impairments. * Other considerations are as follows (The Architects’ Handbook) * Customer services/reception An informal and welcoming atmosphere is required, as this is the first major point of contact for new customers and where existing customers can resolve queries (e.g. about availability and overdue books); space is required for three staff (51m2). Estimated peak daily level of registration updates is approximately 200; estimated peak level of enquiries, approximately 600. The area should allow for satisfactory queuing arrangements. The general layout requirements are for: a professional, inviting and efficient reception area; clear layout and instructions for customers; maximum flexibility in staff resources; suitable supervision of customers; and suitable staff security. * Internal circulation The flow of people and materials (particularly the two-way flow of trolleys) should be made as easy as possible. Note that circulation areas provide opportunities for vandalism and concealment of theft, and should therefore: be kept to a minimum; follow a logical route; allow visual control by staff (closed-circuit TV may be installed); allow segregation of staff and public areas; allow segregation to enable secure out- of-hours use to specified areas; and allow easy emergency evacuation. * Internal vertical circulation This should be by lift and stairs, and possibly escalator. Lifts should: allow movement of staff, books and materials to all floor levels; be linked with the book sorting office; provide public access to main lending floors; provide suitable access for out-of-hours use. No more than four lifts should be provided. Security generally The key those wanting information about local statutory agencies, and those looking for a quiet study area. Environmental conditions for this area must be designed in accordance with BS 5454: 1989. * People and places For information books on travel (guides and travel/adventure), biographies, and human geography. 15000 volumes (240m2); 15 study places; four browsing places; enquiry desk for two staff. * Science and technology Area with 11000 volumes (200m2), covering computing and pure and applied sciences: 20 study places; no browsing seats; enquiry desk for two staff. Access and circulation areas generally As mentioned above, generally all public and staff areas should be accessible to people with disabilities, particularly those with sight or hearing impairments. * Other considerations are as follows (The Architects’ Handbook) * Customer services/reception An informal and welcoming atmosphere is required, as this is the first major point of contact for new customers and where existing customers can resolve queries (e. g. about availability and overdue books); space is required for three staff (51m2). Estimated peak daily level of registration updates is approximately 200; estimated peak level of enquiries, approximately 600. The area should allow for satisfactory queuing arrangements. The general layout requirements are for: a professional, inviting and efficient reception area; clear layout and instructions for customers; maximum flexibility in staff resources; suitable supervision of customers; and suitable staff security. * Internal circulation The flow of people and materials (particularly the two-way flow of trolleys) should be made as easy as possible. Note that circulation areas provide opportunities for vandalism and concealment of theft, and should therefore: be kept to a minimum; follow a logical route; allow visual control by staff (closed-circuit TV may be installed); allow segregation of staff and public areas; allow segregation to enable secure out- of-hours use to specified areas; and allow easy emergency evacuation. * Internal vertical circulation This should be by lift and stairs, and possibly escalator. Lifts should: allow movement of staff, books and materials to all floor levels; be linked with the book sorting office; provide public access to main lending floors; provide suitable access for out-of-hours use. No more than four lifts should be provided. Security generally The key considerations concern the control of access between staff and public areas (both during and outside opening hours), and prevention of theft. These issues can be addressed by: strategic location of staff enquiry points, with line-of- sight control; CCTV cameras; electronic book sensors at exit points; and security personnel. * Trolleys Allowance must be made for trolleys: for instance, by providing suitable protection to prevent damage to wall surfaces, adequate door widths, and suitable flooring (studded and ribbed flooring is not suitable). * Entry/access areas One main entrance and two others are required, preferably separate: * Main entrance foyer/lobby: ( 190m2) should be clear and inviting, and be sufficiently spacious to cater both for visitors who have a specific destination and those who may wish to wander around. * Public out-of-hours entrance: must provide a short and secure access route from the street to the meeting rooms etc. It could be combined with the main entrance, but a lift solely for out-of- hours use is not acceptable. * Staff/service entrance: to be a safe and secure area, particularly for staff leaving after dark. Queuing space should be allowed for 40 people to wait (at 0. 5 m2/person, 20m2 is required). * In-counters (51m2) There will be one central counter for the whole building, after which customers will either move to other departments, move to customer reception, or leave. Peak hourly levels of customers are approximately 250-300, with a peak hourly level of returns of approximately 1000 items. Space is required for three staff plus computer terminals for customers. The layout must allow for clear and direct flows. * Out-counters (38m2) All items issued or renewed will be from the out-counter and there may be more than one, depending on overall layout. Note that some customers may wish to return to other areas of the library (e. g. the coffee bar) after visiting the out- counter. Peak levels are as for the in-counter. Space is required for two staff plus computer terminals for customers. The layout must allow for clear and direct flows: in particular, customers not wishing to borrow items must be able to avoid becoming involved with this area. * Library returns bin This is required in the entrance area for returns during times when the library is closed. It must be a secure unit. * Self-issue terminals The space required is 3 m2/terminal and at least three terminals are required at various points in the library. * Smartcards The inclusion of a ‘smartcard’ system is increasingly likely, to allow customers to pay for services (e. g. photocopying, overdue charges, borrowing videos, etc. ). The machines will be located throughout the library. * Admin and staff accommodation In addition to a general admin office space of roughly 53 m2, provision will also include the following. * Enquiry desks These should ideally be located so that they can service more than one department at quiet times or during staff shortages. * Librarian’s office (20m2) The base for the manager in charge of the whole building, the room must be close to the administrative support and interview rooms. Apart from everyday managerial tasks, the room will be used for small discussions with up to two people and project work. * Library manager‘s office ( 13m2) This includes one office for two assistants, shared desk, and also room for small meetings of one to three people. Privacy is necessary, although easy access/overview is required for counters and customer services. The office should be located near the branch library. * Delivery area (16m2) There will be a daily ‘in’ delivery of boxes containing: books from this library, but returned to other libraries; books requested from other libraries; and new books. The ‘out’ delivery will be of books sorted in the sorting office, and books requested by other libraries. This area will also act as a short-term reception and dispatch area for other equipment, furniture, exhibition equipment, etc. , and sufficient space should be allowed for this. * Interview room (14m2) To be used by all staff for private meetings, appraisal interviews, meeting the public and recruitment interviews, the room must accommodate up to four people and ensure confidentiality is maintained. * Local studies reserve stack ( 150m2) Most local studies stock will be reference only, in closed-access storage areas, obtained by staff on customer request: access systems therefore need to be quick and simple. (Book stacks must be designed in accordance with BS 5454: 1989. ) A local studies workroom (38m2) will usually be required adjacent to the local studies area. * Reserve stacks (155m2) Certain sections of stock will be housed in closed-access rolling stack storage, including: seasonal overflow (fewer items are borrowed during the summer and over Christmas); reference stock; music sets; play sets. The weight of rolling stack storage is substantial and will need to be taken into account in structural calculations. * Secure area for exhibits A secure storage area is  Ã¢â‚¬Ëœsmartcard’ system is increasingly likely, to allow customers to pay for services (e. g. photocopying, overdue charges, borrowing videos, etc. ). The machines will be located throughout the library. * Admin and staff accommodation In addition to a general admin office space of roughly 53 m2, provision will also include the following. * Enquiry desks These should ideally be located so that they can service more than one department at quiet times or during staff shortages. * Librarian’s office (20m2) The base for the manager in charge of the whole building, the room must be close to the administrative support and interview rooms. Apart from everyday managerial tasks, the room will be used for small discussions with up to two people and project work. * Library manager‘s office ( 13m2) This includes one office for two assistants, shared desk, and also room for small meetings of one to three people. Privacy is necessary, although easy access/overview is required for counters and customer services. The office should be located near the branch library. * Delivery area (16m2) There will be a daily ‘in’ delivery of boxes containing: books from this library, but returned to other libraries; books requested from other libraries; and new books. The ‘out’ delivery will be of books sorted in the sorting office, and books requested by other libraries. This area will also act as a short-term reception and dispatch area for other equipment, furniture, exhibition equipment, etc. , and sufficient space should be allowed for this. * Interview room (14m2) To be used by all staff for private meetings, appraisal interviews, meeting the public and recruitment interviews, the room must accommodate up to four people and ensure confidentiality is maintained. * Local studies reserve stack ( 150m2) Most local studies stock will be reference only, in closed-access storage areas, obtained by staff on customer request: access systems therefore need to be quick and simple. (Book stacks must be designed in accordance with BS 5454: 1989. ) A local studies workroom (38m2) will usually be required adjacent to the local studies area. * Reserve stacks (155m2) Certain sections of stock will be housed in closed-access rolling stack storage, including: seasonal overflow (fewer items are borrowed during the summer and over Christmas); reference stock; music sets; play sets. The weight of rolling stack storage is substantial and will need to be taken into account in structural calculations. * Secure area for exhibits A secure storage area is required, with easy access to both the delivery area and the exhibition area. * Security control room (17m2) This acts as the base for control attendants, and for the closed- circuit TV system. * Sorting office (63m2) Required for sorting all returns. The main divisions are: for return (by trolley) to the various departments; for return to other libraries; for special requests (e.g. customer reservations); and for particular processes (e. g. book repair). Wall shelving for 1000 items is required for temporary storage during peak flows or staff shortages. This area also acts as a supervisory area for the counters and the customer reception, allowing the easy allocation of additional staff when necessary and for general troubleshooting duties. * Staff room (115m2) With a total staff of approximately 50, the staff room should accommodate seating for 30 and also be suitable for relaxation, social gatherings and informal meetings. During special events, staff will work outside normal working hours so there should be an adjacent kitchen area suitable for making light meals and drinks; a dishwasher may be desirable. Staff lockers (25m2) are ideally located in a separate room and storage for wet clothing is also required. * Stock workroom (127m2) For four to five staff, its functions are: processing books from the delivery area; repairing stock; binding requirements; stock exchanges; inter-library loans for music sets. Wall shelving is required for approximately 2000 books. * Subject staff workroom (152m2) Required for processing complex enquiries and selecting new stock, these rooms are needed in humanities, literature and science libraries; for six librarians and support staff (maximum). Wall shelving will be required. * System room (38m2) Needed to house computer equipment for library circulation and other information systems. * Training room (58m2) Required for meetings and training sessions, facilities must be suitable for current technology and equipment. * Shelf storage Typical examples based on 900mm shelf module are: adult non-fiction37 vols/900mm run of shelving adult fiction 30 sheet music 60 junior fiction 44 junior non-fiction 74 All shelving units should be four shelves high except: local studies 6 shelves high music scores 3 (overall height to be as four-shelf unit) children’s non-fiction ditto * Other areas * sick room (10m2) * stationery store (25m2) * general stores (four; approximately 1000m2 in total) * cleaners’ room/store (29m2) * WCs; shower if possible. * Preferred space standards, from the Follett Report, are: * one space for 6 full-time-equivalent students. * 2. 39m2 per reader (subsequent research indicates that 2. 5-3. 0mZ may be required) * reader modules to be minimum of 900 x 600mm * information technology (IT) spaces to be 1200 x 800mm. * Building Services (The Architects’ Handbook) Heat reduction is a major problem, and is exacerbated by the use of computers. Air- conditioning is expensive and environmentally undesirable and should therefore only be used where essential, natural ventilation being the preferred option (traditional window ventilation, however, can be a security risk). Service zones are required above ceilings and below floors: ventilation systems, heating and electrical fittings, and information technology units, must be designed to allow flexibility of layout, and must allow for movement of shelving without causing disruption. Distribution cabling for networked computer systems and terrestrial/satellite aerials also needs to be allowed for. Noise in libraries is a problem, both from external sources and between different activity areas within the building. Acoustic considerations must therefore be carefully considered. * Maximum Floor Area Allowance per occupant (occupant load factor) from International Building Code Reading rooms 50 net Stack area 100 gross * The loading applies to stack room floors that support nonmobile, double- faced library book stacks, subject to the following limitations (International Building Code) * The nominal book stack unit height shall not exceed 90 inches * The nominal shelf depth shall not exceed 12 inches for each face * Parallel rows of double-faced book stacks shall be separated by aisles not less than 36 inches wide. References/s: * TIME-SAVER STANDARDS FOR BUILDING TYPES 2nd edition, International Edition Edited by JOSEPH De CHIARA and JOHN HANCOCK CALLENDER 1983 by McGraw-Hill Book Co-Singapore 2nd printing 1987 * The Architects’ Handbook Edited by Quentin Pickard RIBA 2002 Blackwell Science Ltd * 2012 International Building Code First Printing: May 2011 Second Printing: June 2011 * http://readphilippines. com/Forum/viewtopic. php? f=33t=74 * http://paarl. wikispaces. com/Libraries#Public%20Libraries * http://en. wikipedia. org/wiki/Library * http://web. nlp. gov. ph/nlp/.

Thomas Jefferson :: essays research papers

President Thomas Jefferson 1801 - 1809 Thomas Jefferson came into presidency with the intentions of limiting the size and power of the central government. His success and failures in accomplishing this goal were many. Thomas Jefferson was America’s third president in reign from 1801 – 1809, once tying in the presidential race with Aaron Burr, where the decision was made by the House of Representatives to choose Jefferson whom they thought was less dangerous than Burr. As president he was the first to be inaugurated in Washington which was a city he had helped to plan. President Jefferson's inauguration was probably the start of the changes in government. It has been said that his particular taking of office had lead to the simplest speech stating that "essential principals" would guide his administration and would support all states with "equal and exact justice to all". And the actual changes of administration were the most peaceful of all, nothing like those previously. Jefferson’s accomplishments were most greatly seen by the ability to simplify the Republican government in the new capital by cutting back the unnecessary branches and less useful positions while replacing Federalists with Republicans. And by the year 1808, Republicans held almost all the government offices. At the same time Jefferson fought to keep the size of the government from continuously growing. President Jefferson work diligently with congress to change the Alien Acts to have a more relaxed naturalization for only requiring five years of residency achieve United States citizenship, instead of the previous fourteen years. While president Jefferson achieved credit for making the Federal governments priorities foreign affairs, and leaving local matters for the state and local governments to tend with. Jefferson’s beliefs in local self government created differences between himself and Alexander Hamilton which created the Federalists (Hamilton followers) and the Democrat Republican’s (Jefferson followers). President Jefferson was instrumental in the Louisiana Purchase, which secured an area extending from Canada to the Gulf and the Mississippi to the Rockies, for fifteen million dollars. This purchase also led to the planning and organization of the Lewis and Clark expedition. However, the argument over whether or not Florida was included in the Louisiana Purchase caused many sarcastic attacks on Thomas Jefferson from members of congress. Although, shortly before leaving office President Jefferson was forced to yield on certain acts that he had implemented, such as the Non-importation Act of 1806 and the Embargo Act of 1807.

James Wright’s A Blessing Essay

â€Å"A Blessing† by James Wright Just off the highway to Rochester, Minnesota, Twilight bounds softly forth on the grass. And the eyes of those two Indian ponies Darken with kindness. They have come gladly out of the willows To welcome my friend and me. We step over the barbed wire into the pasture Where they have been grazing all day, alone. They ripple tensely, they can hardly contain their happiness That we have come. They bow shyly as wet swans. They love each other. There is no loneliness like theirs. At home once more, They begin munching the young tufts of spring in the darkness. I would like to hold the slenderer one in my arms, For she has walked over to me And nuzzled my left hand. She is black and white, Her mane falls wild on her forehead, And the light breeze moves me to caress her long ear That is delicate as the skin over a girl’s wrist. Suddenly I realize That if I stepped out of my body I would break Into blossom. James Wright composes â€Å"A Blessing,† by introducing a narrator who recalls a memory about an experience he had with a friend on a trip around Rochester, Minnesota. On this trip, the narrator and his friend encounter two Indian ponies, one of which appears to make a pronounced impact on the narrator. Rather than describe what the scenery may look like or how his friend is feeling about the trip, the narrator instantly speaks of the ponies and continues to speak of them for the remainder of the poem. However, â€Å"A  Blessing† leaves many questions to be asked. Why does James Wright decide to only sex one of the two ponies his narrator encounters? Why does he fluctuate between the physical and the mental, which divides the themes in his poem? What does Wright try to accomplish by packing â€Å"A Blessing† with alliteration, assonance, and consonance? Is there any identity to be found within his carefully placed lines and what does the reader take away from t he varying tenses throughout Wright’s poem? Wright fills several lines of â€Å"A Blessing† with assonance to create varieties of structure for his poem. Wright believes that the moment between his narrator and the ponies is precious and delicate. Therefore, he used one stanza to craft his poem because he does not want to interrupt their meeting. If the poem would have been constructed into varying stanzas, the poem would be broken rather than one conscious thought or action. By keeping the poem as one stanza the narrator’s interaction with the ponies is untouched. It is kept whole and beautiful. The structure of the poem is a direct comparison to the spiritual relationship between the narrator and the ponies. Wright begins with this delicate theme with the soft â€Å"o† sound in â€Å"softly† and â€Å"ponies† in lines two and three. The soft sound connects softly and ponies and by doing so sets the scene for the reader that the kindness the ponies display to the narrator and his friend is the beginning of the impact they make on the narrator. Wright provides textual evidence of this compassion by telling the readers, â€Å"And the eyes of the two Indian ponies / Darken with kindness† (3-4). Wright continues with alliteration in lines five through eight with the â€Å"w† at the beginning of â€Å"willow,† â€Å"welcome,† â€Å"we,† â€Å"wire,† and â€Å"where.† When spoken aloud, the repetition of the â€Å"w† sounds like the snorting a horse makes, which can be displayed as a greeting towards the narrator and his friend. The alliteration continues in lines nine through twelve with repetition of the â€Å"th† sound in â€Å"they,† â€Å"that,† â€Å"there,† and â€Å"theirs.† The â€Å"th† sounds like the thumping on the ground of the pony’s hooves while they move towards the narrator. The movement of the ponies is a sign of openness and welcome. Nearing the end of the poem, Wright comes back to the â€Å"o† sound again in â€Å"forehead,† long,† and â€Å"over.† This sound softens the moment between the female pony and the narrator. This distinction helps the reader comprehend the intimacy the narrator feels with the female pony. The soft â€Å"o† sound also imitates the sound of someone sighing; an action that often  displays an emotion of tenderness or care. In the same lines, Wright uses both alliteration and consonance with the repetition of the â€Å"f† and â€Å"l† sounds, â€Å"falls,† â€Å"forehead,† â€Å"light,† â€Å"long,† and â€Å"delicate.† The alliteration and consonance reflect the gentleness that was created by the â€Å"o† sound. Wright uses alliteration one last time in his concluding lines with the use of â€Å"b† in â€Å"body,† â€Å"break,† and â€Å"blossom.† The â€Å"b† used in Wright’s concluding two lines, â€Å"That if I stepped out of my body I would break / Into blossom.† (23-24). â€Å"B† as a sound is explosive when it comes out of a speaker’s mouth. This movement of the mouth parallels the narrator’s explosion of excitement and realization of his discovery. Throughout the poem, the narrator expresses his enthusiasm towards this meeting with the ponies. It was important to Wright to end of the poem on this explosive note so that it parallels the narrator’s excitement in the beginning. The alliteration, consonance, and assonance create an emotional arc through â€Å"A Blessing.† Each of the sounds created throughout the poem help the reader better comprehend the emotions the narrator is feeling during that given time. â€Å"A Blessing† begins in the present tense. By using the present tense, the reader can imagine the actions in the poem as the narrator does them. In different tenses, certain words carry different connotations. The present tense makes the reader feel as though they are watching the eyes of the ponies darken or as if they are stepping over the barbed wire with the narrator and his friend. By describing the beginning of the poem in present tense, the narrator seems more reliable to the reader. The emotions and actions appear real because they are being done as the audience reads them. The present tense creates a sense of intimacy between the narrator and the reader because they are in tune to the actions he is performing or the effects he is seeing. In line sixteen, Wright changes the tense from present to past. Up until that point, the poem is written in the present tense as Wright describes for his audience what actions the narrator takes as he approaches the horses. In line sixteen, rather than describing the moment as it is happening, Wright chose to say that the pony walked over to him, in the past tense: â€Å"For she walked over to me† (16). The tense change is abrupt and grabs the reader’s attention. The reader’s attention is drawn deeper into the relationship between the narrator and the ponies. The narrator also seems less reliable for he is recounting the ideas rather than  speaking of them as they are happening. The reliability also plays in effect towards to relationship between the narrator and the ponies. The past tense and the reliability make the last half of the poem light and flighty. This flighty atmosphere relates to the otherworldly connection between the narrator and the ponies. Line sixteen not only begins the tense change but it is also the climax of the poem. Wright and his friend had been waiting the entire poem to make contact with the Indian ponies. Wright displayed their eagerness throughout the first fifteen lines of â€Å"A Blessing† by building the anticipation within his narrator and the audience. Wright wants his readers to realize how critical the moment shared between the female pony and his narrator is. â€Å"A Blessing† is composed of two divisions, the physical and the mental. The beginning ten lines describe physical actions performed or things physically seen by the narrator. Wright’s narrator mentions that, â€Å"And the eyes of those two Indian ponies / Darken with kindness† (3-4). These two lines describe something seen by the narrator. By describing what Wright’s narrator is seeing as he draws closer to the ponies allows the reader to understand and visualize for themselves what is being felt by the ponies and how their physical appearance and demeanor changes. To the ponies, the narrator and his friend are strangers. For most animals it is instinctive when strangers enter thei r territory they become territorial and act in aggression towards the unknown. For the ponies to not act in their natural instincts towards the narrator and his friend shows compassion. This compassion hints at an unseen bond between the four characters. â€Å"We step over the barbed wire into the pasture / Where they have been grazing all day, alone† (7-8). Wright uses lines seven and eight for the narrator and his companion to take physical action, where they cross the boundary between themselves and the Indian ponies. The narrator watches a physical action taken by the ponies as their eyes darken and they became more excited as the narrator and his companion draw nearer. When a person or animal feels excited, their eyes naturally widen, allowing more light into their eyes causing their pupils to widen and their eyes to appear darker. Directly preceding line four, Wright’s narrator says, â€Å"They have come gladly out of the willows / To welcome my friend and me† (5-6). The eyes of the ponies show this natural attraction which is then directly followed by them coming to greet the narrator. The ponies are naturally attracted to the  narrator and his friend. In lines eleven and twelve, Wright begins his first emotional division. Line eleven shows a physical action taken by the ponies, â€Å"They bow shyly as wet swansâ €  (11). However, Wright follows that sentence immediately, in the same line, with an emotional one, â€Å"They love each other† (11). Line eleven is the only line where Wright formatted two sentences on one line. This is a development to draw attention to the importance of the ponies’ actions. Love is an emotion and therefore is not something that can physically be seen. However, actions between two participants are used to display affection, which is often interpreted as love. Wright also describes the loneliness of the horses, another emotion that cannot be physically seen but is often portrayed by the one who is feeling lonely. â€Å"There is no loneliness like theirs† (12). The horses bowing their heads can be seen as a sign of loneliness because by bowing their heads they are hiding their faces, which shield their emotions. If the ponies were happy, they would have no need to protect their delicate emotions. To be in love but to be lonely are not two emotions one would typically place together. Love is an emotion that is shared between two companions. If two people are present, one would assume t hat there should be no sense of loneliness because two people are together. However, Wright puts these together successfully which draws the reader to become invested in the emotional state of the ponies and it shows that the narrator himself is invested in the ponies. From lines fourteen to twenty, Wright begins to drift back into the physical division by describing the female pony, her actions towards the narrator, and his actions against her. The horse nuzzles the narrator’s left hand and a light breeze moves him to pet her. â€Å"For she had walked over to me / And nuzzled my left hand† (16-17) and â€Å"And the light breeze moves me to caress her long ear† (20). Each of these actions shows emotion, presumably love or lust, which Wright described in earlier lines. By creating actions that exude an emotion Wright ties action and emotion together as if they are one entity. The relationship that Wright shows between the narrator and the ponies is spiritual in that humans cannot physically have relationships with animals. However, the na rrator continues to emphasize the emotional draw he has towards these beautiful creatures. The narrator is becoming all the more entangled in this special encounter with the ponies. In the concluding sentence which consisted of lines  twenty-two, twenty-three and twenty-four, Wright comes full circle and ends with a mental or emotional division. He leaves the narrator thinking to himself that if he was able to step out of his body that he would blossom. Wright uses blossom as a term of development for his narrator that his experience with the ponies has so greatly affected him that he feels he has now grown and grown so much so that he can have an out of body experience. â€Å"Suddenly I realize / That if I step out of my body I would break / Into blossom† (22-24). Blossoming can also be used to describe the freedom the ponies have of being outside free to roam their pasture and belong in nature. By nature, ponies are wild animals, free of any responsibilities. The nature of the ponies and the nature of the narrator are direct contrasts to each other. The ponies are unrestricted and the narrator is looking for this freedom which is why he is so fascinated by them. Wright’s use of emotional and physical divisions throughout his poem illustrates the narrator’s inner turmoil between what he wants and what h e physically has. The narrator wants to be free to roam around, like the ponies, but rather he is human and therefore possesses daily responsibilities. He is straining to find what he is looking for and finds beauty in the freedom that the ponies are allowed. Wright uses the divisions to alter the attention of the reader and divide his one stanza poem. â€Å"A Blessing† has an understated identity, one in which the speaker is hoping for a chance to join the ponies in another life. Wright mentions on several occasions breaking or crossing a barrier. He begins in his first line, â€Å"Just off the highway to Rochester, Minnesota,† (1) where the narrator is bridging the gap between manmade â€Å"the highway† and nature â€Å"just off.† He then continues to â€Å"We step over the barbed wire into the pasture.† (7). In this line, the narrator and his companion are physically stepping over the barrier between themselves and the ponies. Nearing the end of the poem, Wright breaks the physical barrier between the narrator and the ponies when one of them touches his left hand, â€Å"And nuzzled my left hand† (17). Each of these barrier crossings can be viewed as passages to an afterlife. Each of these barriers must be crossed in order for him to be effectively revitalized. Wright mentions reawakening in the last two lines of his poem. â€Å"That if I stepped out of my body I would break / Into blossom† (23-24). The narrator mentioned earlier in the poem that the ponies were of Indian descent. It is common belief in many Indian  or Native American tribes that rebirth or reawakening is a part of their religious philosophies. This reawakening contributes to the narrator’s relationship with the ponies. The relationship shared between the narrator and the ponies is spiritual and in the last two lines the narrator expresses his need of wanting to be as close with them as possible. Therefore, he desires to step across these borders and join the ponies so that they can be together. Wright’s narrator is searching for himself in the ponies and within the nature around them. He hopes that these events will transcend into a rejuvenating experience. He also gives only one of the ponies an identity. He describes one of them as female and personifies her with human characteristics. In line fifteen he describes her as â€Å"the slender one† and in line eighteen he calls to her coloring â€Å"black and white.† In lines nineteen and twenty-one he talks about the way her hair falls and how delicate her skin is. By giving the pony human characteristics, the reader can see that this pony was possibly someone the narrator had known in another life. The ponies cannot greet the narrator as the narrator would greet a fellow human. To bridge the gap between animal and human, the narrator personifies the ponies. James Wright composed a poem of enlightenment and curiosity. Wright draws his readers in by creating vivid images. He developed a new way to entertain the idea of love. The relationship between the narrator and the ponies is one of endearment which is commonly seen between two humans rather than an animal and a human. Th e spiritual relationship held between the narrator and the ponies, especially the female pony, is the basis of everything the narrator does and describes before and after the encounter. Wright has created new interpretive descriptions of crossing into another lifetime. He developed a life where animals and humans can walk as one and where humans can walk as freely as animals. He also incorporated the common human need for rejuvenation and created â€Å"A Blessing† as a new way to fulfill that human need. James Wright developed a poem that touched on several topics, bringing them all together to create a coherent and fulfilling new life.

Project Timeline and Minutes of Meeting Essay

No ContentRemark Week 2 Planning the project 5 % Preliminary model selection 5 % Week 3Brainstorm and Gathering information20 % Week 4Final model section 10 % Week 5Implementation 35 % Week 6Writing the report 25 % Minutes of meeting 1 Date: Wednesday 12th September 2012 Time 7:00 pm – 7:30 pm Venue: Cafeteria North-wing Campus UCSI University Chaired by: Group leader â€Å" Samir â€Å" Attendance: †¢Samir Mohamoud â€Å"Group leader†. †¢Ahmed Abakar Ahmed Ibrahim †¢Abdul-Salam Bakar †¢Omer Mohammed †¢Khalid Matter discussed: 1-Getting to know each other: Everyone introduced himself ?Providing means of communication (phone number, email and Facebook) 2-Project: ?Rough reading through the project ?Define project objective ?Project time frame ?Estimate project completion â€Å"15th October 2012† 3-Next Meeting: ?Saturday 15th September 12 pm at Ahmed’s apartment. Prepared by Ahmed Minutes of meeting 2: Date: Saturday 15th September 2012 Time12:00 pm – 2:30 pm Venue: Ahmed’s Apartment Chaired by: Group leader â€Å" Samir â€Å" Attendance: †¢Samir Mohamoud â€Å"Group leader†. †¢Ahmed Abakar Ahmed Ibrahim †¢Abdul-Salam Bakar Omer Mohammed †¢Khalid Matter discussed: 1-Project: ?Break down the project into smaller tasks ?Assign each member for specific task ?Discussed each task in detail 2-Model: ?Brainstorm a design for the model ?Hand draw the design ?Identify the model component 3-Next Meeting: ?Saturday 22nd September 1 pm – 2 pm at Sameer’s apartment Prepared by Ahmed Minutes of meeting 3: Postponed to 26th September due to tests Minute of meeting 4: Date: 26th September 2012 Time4:20 pm – 5:55 pm Venue: K207 North-wing Camps UCSI university Chaired by: Group leader â€Å" Samir â€Å" Attendance: †¢Samir Mohamoud â€Å"Group leader†. †¢Ahmed Abakar Ahmed Ibrahim †¢Abdul-Salam Bakar †¢Omer Mohammed †¢Khalid Matter discussed: 1-Project ?Each member discussed and showed progress on assigned task 2-Model ?Members brought new design for the model ?Estimate the components cost ?Set the model implementation date â€Å" Saturday 29th September† 3-Next meeting ?Saturday 29th September 11:00 am at Samir’s apartment Prepared by Ahmed Minute of meeting 5: Date: 29th September 2012 Time11:00 am – 4:00 pm Venue: Samir’s Apartment Chaired by: Group leader â€Å" Samir â€Å" Attendance: †¢Samir Mohamoud â€Å"Group leader†. †¢Ahmed Abakar Ahmed Ibrahim †¢Abdul-Salam Bakar †¢Omer Mohammed †¢Khalid Matter discussed: 1-Model ?Update and adjust the model design â€Å"add & remove some features†. ?Sketch the new model ?Re-estimate the cost of the new model 2-Implementation: ?Purchased the desired components. ?Few components were not available in market â€Å"Wooden Mousetrap†. ?Decision made on the spot and agreed by all members to change the wooden mousetrap with a metal one to keep the project flow. ?Started fixing the component together 90% completion of model 3-Next meeting ?Sunday 7th October11:00 pm at Samir’s apartment Prepared by Ahmed Minute of meeting 6: Date: 7th October 8, 2012 Time2:00 am – 5:00 pm Venue: Samir’s Apartment Chaired by: Group leader â€Å" Samir â€Å" Attendance: †¢Samir Mohamoud â€Å"Group leader†. †¢Ahmed Abakar Ahmed Ibrahim †¢Abdul-Sala m Bakar †¢Omer Mohammed †¢Khalid Matter discussed: 1-Implementation ?Complete the implementation ?Run the model for its first time. ?Rerun the model to make sure is working properly. ?Test the model for the specified purposes ?The model showed success

Personality Theory on Oprah Winfrey essays

Personality Theory on Oprah Winfrey essays Any person experiences growth of different aspects of personality during various points of time. In fact, it is the day to day good and bad experiences that shape the personality of an individual. There are different theories of growth of personality of an individual. In this assignment, I will take up the case of well-known figure Oprah Winfrey. Based on different theories of personality, I will study the factors which contributed to the growth of personality of Oprah Winfrey. Experts have worked on the science of personality development. They have presented the various theories of growth of a personality. The term personality is the product of learned behavior. (Bergland)This means that many traits are inborn and many others are learned. Certain traits are learned through interaction with individuals in the society. A very important factor in shaping personality of an individual is social interaction. After all, man is a social animal. Important theories of personality are trait theory (Allport), psychoanalytic theory (Freud), humanistic theory (Maslow) and social learning theory (Bandura). Trait theory refers to characteristics of a personality. Other theories explain the underlying principle of behavioral pattern found in an individual. Psychoanalytic theory analyses contradiction between selfish instinct of an individual and his imbibed human values and ideals. Humanistic theory gives importance to healthy concept of self in a personality (Lehey) . Social learning theory believes that development of personality of an individual is the result of social interaction. As it is known to many of us, Oprah Winfrey is an individual who is a very successful black American. She has produced numerous talk shows organized for American audience. Even though she had a tough time with her mother until the age of 14, when she was sent to live with her father, Oprah Winfreys life changed. Her father was a very strict man an...

What Fail to Reject Means in a Hypothesis Test

What 'Fail to Reject' Means in a Hypothesis Test In statistics, scientists can perform a number of different significance tests to determine if there is a relationship between two phenomena. One of the first they usually perform is a null hypothesis test. In short, the null hypothesis states that there is no meaningful relationship between two measured phenomena. After a performing a test, scientists can: Reject the null hypothesis (meaning there is a definite, consequential relationship between the two phenomena), or Fail to reject the null hypothesis (meaning the test has not identified a consequential relationship between the two phenomena) Key Takeaways: The Null Hypothesis In a test of significance, the null hypothesis states that there is no meaningful relationship between two measured phenomena. By comparing the null hypothesis to an alternative hypothesis, scientists can either reject or fail to reject the null hypothesis. The null hypothesis cannot be positively proven. Rather, all that scientists can determine from a test of significance is that the evidence collected does or does not disprove the null hypothesis. It is important to note that a failure to reject does not mean that the null hypothesis is true- only that the test did not prove it to be false. In some cases, depending on the experiment, a relationship may exist between two phenomena that is not identified by the experiment. In such cases, new experiments must be designed to rule out alternative hypotheses. Null vs. Alternative Hypothesis The null hypothesis is considered the default in a scientific experiment. In contrast, an alternative hypothesis is one that claims that there is a meaningful relationship between two phenomena. These two competing hypotheses can be compared by performing a statistical hypothesis test, which determines whether there is a statistically significant relationship between the data. For example, scientists studying the water quality of a stream may wish to determine whether a certain chemical affects the acidity of the water. The null hypothesis- that the chemical has no effect on the water quality- can be tested by measuring the pH level of two water samples, one of which contains some of the chemical and one of which has been left untouched. If the sample with the added chemical is measurably more or less acidic- as determined through statistical analysis- it is a reason to reject the null hypothesis. If the samples acidity is unchanged, it is a reason to not reject the null hypothesis. When scientists design experiments, they attempt to find evidence for the alternative hypothesis. They do not try to prove that the null hypothesis is true. The null hypothesis is assumed to be an accurate statement until contrary evidence proves otherwise. As a result, a test of significance does not produce any evidence pertaining to the truth of the null hypothesis. Failing to Reject vs. Accept In an experiment, the null hypothesis and the alternative hypothesis should be carefully formulated such that one and only one of these statements is true. If the collected data supports the alternative hypothesis, then the null hypothesis can be rejected as false. However, if the data does not support the alternative hypothesis, this does not mean that the null hypothesis is true. All it means is that the null hypothesis has not been disproven- hence the term failure to reject. A failure to reject a hypothesis should not be confused with acceptance. In mathematics, negations are typically formed by simply placing the word â€Å"not† in the correct place. Using this convention, tests of significance allow scientists to either reject or not reject the null hypothesis. It sometimes takes a moment to realize that â€Å"not rejecting† is not the same as accepting. Null Hypothesis Example In many ways, the philosophy behind a test of significance is similar to that of a trial. At the beginning of the proceedings, when the defendant enters a plea of â€Å"not guilty,† it is analogous to the statement of the null hypothesis. While the defendant may indeed be innocent, there is no plea of â€Å"innocent† to be formally made in court. The alternative hypothesis of â€Å"guilty† is what the prosecutor attempts to demonstrate. The presumption at the outset of the trial is that the defendant is innocent. In theory, there is no need for the defendant to prove that he or she is innocent. The burden of proof is on the prosecuting attorney, who must marshal enough evidence to convince the jury that the defendant is guilty beyond a reasonable doubt. Likewise, in a test of significance, a scientist can only reject the null hypothesis by providing evidence for the alternative hypothesis. If there is not enough evidence in a trial to demonstrate guilt, then the defendant is declared â€Å"not guilty.† This claim has nothing to do with innocence; it merely reflects the fact that the prosecution failed to provide enough evidence of guilt. In a similar way, a failure to reject the null hypothesis in a significance test does not mean that the null hypothesis is true. It only means that the scientist was unable to provide enough evidence for the alternative hypothesis. For example, scientists testing the effects of a certain pesticide on crop yields might design an experiment in which some crops are left untreated and others are treated with varying amounts of pesticide. Any result in which the crop yields varied based on pesticide exposure- assuming all other variables are equal- would provide strong evidence for the alternative hypothesis (that the pesticide does affect crop yields). As a result, the scientists would have reason to reject the null hypothesis.

Superannuation Assignment Example | Topics and Well Written Essays - 1000 words

Superannuation - Assignment Example Adam can use this option to increase his superannuation with $90,000 more dollars so as to make the total amount of his superannuation funds to be $540,000. This option is only allowed for persons who are below fifty five years of age and Adam is eligible as he is fifty three years old. Employers are required to contribute 9.5% of their workers earnings to their superannuation funds. Adam’s is earning $35,000 and thus his employer is required to pay $3,325 towards Adam’ superannuation fund. The Low Income Superannuation Contribution refund is applicable to Adam because he earns less than $37,000. This scheme is applicable to people who whose superannuation contribution is made by their employers and those that earn less thus $37,000. Adam meet these two requirements thus he is eligible for the scheme. The amount in dollars that will actually be invested in Adam’s superannuation fund is $3,325. This is because the Low Income Superannuation Contribution refund is a refund of the concessional tax levied on employer’s contribution. Thus considering this scheme, the total amount of employer’s contribution will be invested in Adam’s superannuation fund. Benjamin should consider making personal contributions of $180,000 to his superannuation fund. Then if he is employed his employer will pay for his contributions where he will be eligible for the Low Income Superannuation refund thus the total employer’s contribution will be invested in his fund. The requirements in a SMSF investments strategy are; considering business risks, the investment must give adequate gains to the fund members, the investments must be diversified sufficiently, the needs, employment and income needs of the members must be met by the investment and finally the fund has to be able to sustain the investment as well as pay member benefits. The considerations that have to be made while making an SMSF investment are majorly