Legacy of Conflict Essay Example | Topics and Well Written Essays - 500 words

Legacy of Conflict - Essay Example This paper will argue that, in the "Legacy of Conquest", Limerick functions more as a revisionist than a prophet. More specifically, this book review will argue that her approach to the American West, in terms of invasion, conquest, and development, is a valuable contribution to the study of American history regardless of academic debates regarding the efficacy of her writings as a larger foundation for a more generalized theoretical model. As an initial matter, Limerick takes great pains to define the American West as a place rather than as an abstract process. The frontier was, in her view, a stage of development. The American West exists no less today than it did a thousand or two hundred years ago. This is a valuable continuation; it is valuable because the frontier is no more the American West than the Silicon Valley, Hollywood, or tourist-packed Yosemite National Park. Students and citizens alike are better served by viewing the American West as a place, and they are also better served by viewing the American West as a place which has changed and developed over time.

Change of Social Status of women in society Essay

Change of Social Status of women in society - Essay Example The norms differ culture to culture and religion to religion, however no religion in the world commands degradation of any sex physically or psychologically. The underscore of this dissertation is the story "Another evening at the club" by Alifa Rifaat (1983), revolving around a Muslim girl. The writer skillfully uses the body language and gestures to illustrate the traditions and customs of the family therefore highlighting male dominance in the content. It is an excellent example of women being influenced by men, the role changes from father to husband but the prejudice is intact. The society is constructed of cultural norms, traditions and religious beliefs, illustrating a concept of specific roles for men and women, which are widely accepted often unconsciously. All such principles governing the society, often enforced through social institutions like schools, families and workplaces accentuate ascendancy of men over women. In many areas there is no concern regarding womens education, civil rights, the girls are married off young to men double their ages. Families bearing multiple daughters feel indebted to any suitor that might come to them, especially ones that are not financially secure. As depicted in the story where the suitor asserts a dowry priced in accordance to the young girls beauty. The girls family is showed to be obliged by his gesture. According to the article Social Status of Women (ch.2) such practices are common in various communities; a bride price system quite similar to the dowry system is present in areas of Western hills and Indo-Arya n communities. Similarly another custom called Tilak; in which the brides price is conferred and presented to the grooms family before marriage, is practiced in the Maithili communities of Western Terai. In earlier times the dowry used to consist of simple household supplies and clothes, however in recent times the trends are

Earned Value Management Essay Example | Topics and Well Written Essays - 1000 words

Earned Value Management - Essay Example One of them is Earned Value Management (EVM). First, we shall attempt to understand the basics of EVM. EVM is one of the pivotal links in the chain of costs control (Stratton, 24). EVM is vitally important and useful because it is linked with other component of costs control such as – Earned Value Management is associated with every other tools and techniques. It helps in forecasting and preparing to-complete performance index. We get earned value data through performance reviews. We use earned value management to calculate variance analysis. Project management software helps us in obtaining earned value data. Until now it has been established that EVM helps in achieving a lot of clarity on the direction and efficiency of a project. Now we shall go into the whole process of deriving certain ratios that help us in achieving the above mentioned objective. The above data gives us three different values if the project is even slightly off-track in terms of cost and its schedule. After knowing the above values, the next step is to find out various ratios which shall help in the understanding of cost control. These ratios are – Positive Schedule Variance means that the project is behind on time and a –ve CV means that it is costing the company more. Similarly lesser than 1 value of SPI means that less amount of work is accomplished than planned (Song, 50). All these ratios assist in the forecasting for the project. For example, TCPI shows how efficient you have to be in the rest of the project in order to complete within budget. This is the real objective of EVM and it is has become widely popular. Until now the ratios have been derived but they have not been explained in sufficient detail. It is for this purpose that we shall take an example with very simple figures so that the whole concept is grasped properly. If we assume that the budget for out project is 10 million dollars and the

Hw4 Assignment Example | Topics and Well Written Essays - 250 words

Hw4 - Assignment Example You can produce an Excel plot, or use other software, to paste into your Hwk 4 submission. If you plot by computer, please be sure to make the graph look similar to that shown on page 3.) Note that the distance scale is in kilometers and the depth scale is in meters. Thus, the depth data are vertically exaggerated (by a factor of 200) which enhances the subtle features of the ocean basin topography. A plot at true (1 to 1) scale will be provided later to show the actual topography. Vertical exaggeration is useful to display profile data when the horizontal extent of the data is very large and when the profile is relatively smooth. The data that are given in the table are sampled at a large interval (100 km between data points) and, thus, the bathymetric profile is only a rough approximation of the true ocean basin topography. However, the main features of the ocean basin are visible on the graph. A similar graph is shown in Figure 9.15 of L&T, 2014 and L&T, 2011. For additional infor mation, refer to pages 302-312, Lutgens & Tarbuck, 2014 (pages 265-270 of L&T, 2011; pages 250-257, L&T, 2008). 2. What is the approximate ocean depth at the mid-Atlantic ridge and the relief of the ridge (difference in depths, or elevations, between the top of the ridge and the adjacent, relatively flat ocean bottom)? 3. What is the approximate slope of the west flank of the mid-Atlantic Ridge (measure the difference in ocean depth along the profile between about 2200 km and 3200 km distance and divide by the difference in distance, 3200-2200 or 1000 km. Be sure that both measurements, differences in depth, and distance, are in the same units, either km or m. The resulting number will be the slope expressed as a ratio. The slope can also be given as a percent or as an angle. (Information (review) on calculating the slope of a line:

Ratan Tata Essay Example for Free

Ratan Tata Essay Land Rover might present an even more daunting challenge for Ratan Tata. It would be an uphill climb to restore Jaguar’s luxury cachet, which was damaged by sharing basic designs with Ford. As the organization gets bigger and more diverse, talent and retaining the value system will pose the biggest challenge in Tata Group (Engardio and Lakshman 2007) 2. 2 Long Term Succession â€Å"is a problem†. Ratan Tata is 69 years old, not married and has two dogs at his beachfront home he designed himself. He commands most Tata companies, which makes his failure to designate a successor all the more disconcerting. In Asian culture, the eldest son will take over the family business, however Tata is not married therefore he does not have any family members to take over his empire. Ratan, who is single and childless, could be the last Tata to oversee the group. His younger brother and three half-sisters aren’t involved in Tata business; his reclusive half-brother is unclear whether he’s tycoon timber (Engardio and Lakshman 2007). Ratan Tata public listed his companies, which also means his empire will still be ongoing after his departure. However, by public listing it, Tata is afraid he might lose control of his business and being so power-oriented, he dislikes his business to be controlled by others. Slimming the group down is also another problem Tata encountered. He set out to reduce scores of companies to just a dozen but have not succeeded, with nearly 100 companies with 300 subsidiaries in 40 businesses. Being a passionate promoter of CSR could also be a problem. Tata Steel spends millions annually on education, health and agricultural development projects in 800 nearby villages. Such generosity will be put to the test now that Tata owns struggling Corus, with $7. 4 billion in debt and absorbing Corus’ higher-cost operations will weaken margins. Tata were unable to give guarantees to Corus workers that they will remain competitive and jobs will not be cut. Tata were also slammed with difficulties in translating principles into the British and European context (Engardio and Lakshman 2007).

Conflicts with White Settlers Essay Example for Free

Conflicts with White Settlers Essay There were many causes of the conflicts that occurred between white settlers and Native Americans. The Europeans who came to the New World in the early years of their exploration found native people who had a complex civilization with a very different culture than the Europeans did. With the clash of these two cultures, conflict was inevitable. Each culture fought to keep theirs alive and dominant. One major cause of conflict was broken treaties and promises with the settlers. This caused a lot of anger on each side. Along with broken treaties, constant invasion on one another’s land was another major cause of the conflicts. Lastly, unfair treatment and trade negotiations were also helping the fights continue. In conclusion, the conflict between Colonists and Indians was due to the Colonists huge greed for power and land. Major Conflicts There were a few major conflicts with Indians that have held a big part in the history of the United States. The French and Indian War was among one of the first most important conflicts with the Native Americans in the history of America. The French and British were split over what land was whose, and the Indians were split. Another war involving Native Americans was Pontiac’s War. With the French eliminated, Native Americans were left alone in their fight against British colonial aggression. The Indians attacked, and fearing more tension between Native Americans and settlers, Englands King George III issued the Proclamation of 1763. This was prohibiting settlement west of the Allegheny Mountains. A few more were the Battle of Point Pleasant and the Revolutionary War even involved Native Americans. As one can see, a big part of the history of the United States of America involves the people who first called it home, Native Americans.

Role of the Midwife as an Educator

Role of the Midwife as an Educator The researcher has used the terms â€Å"tutor† and â€Å"midwife† in an interchangeable format. Midwifery is about far more than delivering babies. The skills that a midwife needs to carry out her job successfully are legion. In this essay we shall specifically consider the role of the midwife as an educator, and her ability to impart information successfully to a group in a planned parenting session. In order to do this successfully it is obviously important for the midwife (or tutor) to appreciate how adults learn optimally in a different way from children. In this essay we shall explore both the theoretical and practical principles which underpin the delivery of a successful course for prospective parents. We shall also consider the importance of course evaluation in the construction and presentation of future courses. It is important to appreciate that adults learn optimally in a different way to children. The dichotomy is often refered to as pedagogy and andragogy. The fundamental difference between the two is that pedagogy is essentially the process whereby the tutor instructs the students and andragogy is the process which involves more of an interaction between the two, with the tutor guiding the students. (Cervero, R. M et al 1999) In the prospective parenting classes clearly the group are likely to be mainly young adults (the researcher states that they are making a number of assumptions here) and an alternative name for andragogy is experiential learning. This involves the tutor drawing out various experiences that the group, collectively, have had and using them as a basis for discussion and communal learning. (Donaldson, J. F et al. 2000) One could reasonably assume that the participants in the group have not had previous direct experience of parenting, but this does not preclude this method of teaching in this circumstance. They certainly will have observed friends, family and others bringing up their children and of course will have their own experiences with their own upbringing which will have formed a number of their opinions, expectations and values. These can usefully be explored and brought out in discussion for the whole group to use as a learning experience. It is likely that a typical group will include participants from different social backgrounds, ethnic groups and classes. This is also a valuable asset which can be exploited for the benefit of all. Specific examples could be the breast feeding and weaning habits of different ethnic communities and how they differ from what is currently considered to be best practice. Clearly this type of learning is quite different from that which could be used for children (pedagogy) who have very little life experience to draw on. (Johnson-Bailey, J et al 1997) Obviously the midwife will have their own professional learning and agenda together with a vast wealth of practical experience. This should ideally be presented in a sensitive but authoritative way, so that the group can have the opportunity to discuss, evaluate and adopt those elements that they collectively feel are or value and importance to themselves. (Ross-Gordon, J. M et al 2002). Although adults will clearly need to assimilate information – as this is a basic definition of learning – they are far more amenable to techniques which involve self motivation and self-directed learning. (Sheared, V et al. 2001). In this context it is important that the midwife, in addition to simply acting as a tutor and resource, should also suggest other sources of information. Local libraries, NHS leaflets, Local Authority pamphlets and of course the Internet, are all valuable resource options that the prospective parents can access themselves. Part of the information providing responsibility incumbent on the midwife, is the generation of interest which will allow the group members to feel empowered to make further exploration of the area themselves. (EHC 1999) The concept of metacognition is also important in this area. Traditionally a midwife might expect to give a talk on various important points of parenting and the prospective parents would sit passively and absorb the elements that they felt were important to them. The talk would finish and the group would disperse. Metacognition is the ability of the student to appreciate the overall context and content of what they are learning about. This is primarily a two way interaction between student and tutor. (Smith, M. C et al. 1998). If the midwife is able to establish a dialogue between herself and the group it is easier to evaluate and assess the gaps in knowledge and then to suggest strategies for filling them. Equally, it is a valid strategy to establish where the gaps are and then to encourage the student to find the information for themselves in order to bring back to the group for discussion on the next occasion. (Titmus, C 1999). When the tutor is constructing the course, if the andragogical approach is chosen as the most appropriate then they should: Encourage the group members to participate and put forward their own life experiences as much as possible in order to utilise them as exploratory and discussion tools for the group as a whole. Demonstrate to the group how their collective life experiences can be adapted and utilised within the framework of the current discussion (after Merriam, S. B et al. 1999). This is a difficult topic since evaluation is ultimately the most appropriate tool to assess whether the particular course has been successful. There are basically three appropriate viewpoints of evaluation – whether the tutor feels that they have delivered the course successfully, whether the student feels that they have benefited from the course and whether an independent assessor would consider the course appropriate. (Vaske, J. M et al 2001). There is not space to fully appraise all of these eventualities, but clearly it is utterly appropriate to consider the student’s appreciation of the course, whether it fulfilled their expectations and needs together with an assessment of the various areas where they felt that the learning experience was either good or lacking. This is clearly vital, not only from the point of view of deciding whether it is appropriate to continue delivering the course as a public service, but possibly more importantly, to provide feedback to the tutor on just how their delivery was perceived and received. There is obviously no value in presenting a course which is neither appreciated nor useful to the recipients (Tice, E. T et al 1997). Conclusions It is clear that the presentation of a successful adult-orientated course is not just a matter of chance and an informed professional standing up and presenting a series of facts. It is obviously important to optimise the impact and usefulness of the effort involved with an appreciation of the theory and practice of adult learning. The involvement of the audience group, particularly with an invitation and an expectation to share and learn from their own collective experiences, is clearly an important learning tool and should be maximally exploited by the tutor. It is also important to the overall optimisation of the learning experience for the student, that the tutor should develop clear and concise learning objectives for the group and tailor the structure of the group to those objectives. Central to that process is the formulation of an appropriate learning plan, which, in this particular format does not necessarily have to be a formal written plan, but can take the form of either notes or a mentally organised format by the tutor. (Taylor, K et al 2000). Cervero, R. M., and Wilson, A. L. 1999 Beyond Learner-Centred Practice: Adult Education, Power, and Society. Journal for the Study of Adult Education 13, no. 2 (November 1999): 27-38. Donaldson, J. F.; Flannery, D. D.; and Ross-Gordon, J. M. 2000 A Triangulated Study Comparing Adult College Students Perceptions of Effective Teaching with Those of Traditional Students. Continuing Higher Education Review 57, no. 3 (Fall 2000): 147-165. EHC 1999 Effective Health Care. Getting evidence into practice. York: University of York, 1999. Johnson-Bailey, J., and Cervero, R. M. 1997 Beyond Facilitation in Adult Education: Power Dynamics in Teaching and Learning Practices. In Crossing Borders, Breaking Boundaries. Proceedings of the 27th Annual SCUTREA Conference, edited by P. Armstrong et al. London: Birkbeck College, 1997. (ED 409 438) Merriam, S. B., and Caffarella, R. S. 1999 Learning in Adulthood. A Comprehensive Guide. 2d ed. San Francisco, CA: Jossey-Bass, 1999. Ross-Gordon, J. M., ed. 2002 Contemporary Viewpoints on Teaching Adults Effectively. New Directions for Adult and Continuing Education no. 93. San Francisco: Jossey-Bass, Spring 2002. Sheared, V., and Sissel, P. A., eds. 2001 Making Space: Merging Theory and Practice in Adult Education. Westport, CT: Bergin Garvey, 2001. Smith, M. C., and Pourchot, T., eds. 1998 Adult Learning and Development. Perspectives from Educational Psychology. Mahwah, NJ: Erlbaum, 1998. Taylor, K.; Marienau, C.; and Fiddler, M. 2000 Developing Adult Learners. San Francisco, CA: Jossey-Bass, 2000. Tice, E. T. 1997 Educating Adults: A Matter of Balance. Adult Learning 9, no. 1 (Fall 1997): 18-21 Titmus, C. 1999 Concepts and Practices of Education and Adult Education: Obstacles to Lifelong Education and Lifelong Learning? International Journal of Lifelong Education 18, no. 5 (September-October 1999): 343-354. Vaske, J. M. 2001 Critical Thinking in Adult Education: An Elusive Quest for a Definition of the Field. Ed.D. dissertation, Drake University, 2001. ############################################################# Word count 1,611