Industrial Development and Western Expansion’s Effect on US Farmers Essay Example for Free

Industrial Development and Western Expansion’s Effect on US Farmers Essay True, the United States of America’s surge in industrial development and western expansion were indeed crucial factors that led to protests by farmers. This is evidenced by many different events that occurred during the time when industrialization was most in focus in the United States. This onset of industrial boom occurred some time between the 18th century and the 20th century. The fist thing that should be tackled here in order for one to understand the truth behind the initial statement of this essay is the Western United States. This refers to the westward expansion of the United States. Because of the demand for more land, the rich prairie lands of the west proved to be a lucrative source for larger areas of development. Many chose to pursue a life in the west and resided there. America’s expansion towards its west allowed more than 400 million acres of free land to be utilized for whatever purposes could be thought of by its new owners. This had numerous implications for the American citizen, most especially to the American farmer. Land became available in bulk over night. However, despite this availability, farmers and farm labor decreased by at least 30% during this stage. This decrease in production may have been due to the increase in individuals who could provide satisfaction to the market’s demand for agricultural products. Thus greater production also led to lower costs for the said products on the agricultural market. Farmers found themselves unable to compete with this change. The industrial development which had already begun at that time also contributed to this. Farmers found themselves unable to deal with industrialization. The industrialization of the agricultural industry meant new innovations, new machines. Some of these innovations included railroads which allowed the harvested agricultural products to reach the market more quickly. Other innovations such as the refrigerator allowed for preservation of the produce. Farm yields now reached more distant places but could also now be processed in factories to last longer. This meant that the farmers were up against a major competitor in the food industry, markets and globalization. Local family farms found themselves unable to keep up with the tide of new instruments. Although machines were available for them to work more efficiently such as the reaper, the steal plow, and the harvester, these were not enough for the greater capabilities of factories and national manufacturers. The marginalization of the individual farmer in the face of westward expansion and industrial development brought much distress and discontent. Protests were held and many voiced their frustration at the economical change that seemed to have happened over night. Farmer organizations such as The Grange and Farmers Alliance were established. These worked to demand regulations, protective tariffs, trade policies, conservative monetary policies and the like. It is clear from the evidence given that westward expansion and industrial development truly were factors in the protests of farmers. Whether these two issues proved to have good results in the long run is a different matter. It is sufficient to say that these caused much discontent in farmers at the time enough so that they rose in protest. References Cowan, Ruth Schwartz (1997) A Social History of American Technology, New York: Oxford University Press Hindle, B. Lubar, S. (1986) Engines of change: the American industrial revolution, Washington: Smithsonian Institution Press Meyer, D. (1989). Midwestern industrialization and the american manufacturing belt in the ineteenth century. The Journal of Economic History, 49(4), 921-937 Shannon, F. (1950). The status of the midwestern farmer in 1900. The Mississippi Valley Historical Review, 37(3), 491-510

Love and Lust in Play-By-Play, Sex without Love, and Junior Year Abroad

Love and Lust in Play-By-Play, Sex without Love, and Junior Year Abroad      Ã‚  Ã‚  Lust is an incredibly strong feeling that can prove to be almost uncontrollable, leading it to commonly be mistaken for love. Due to the relative closeness of these emotions, both are often confused, and even when one is in love he or she does not recognize it. Many think that love just comes knocking on one's door and one will know when it does, but they don't realize that for love to occur a relationship has must be worked out. Love is described by some as fireworks, tingles, and butterflies in the stomach; but it is lust that can cause these things to happen, and it is these that mark only the beginning of a relationship. After a while, these feelings die out, and this is when the honeymoon period is over; it is from this point on that the relationship will either end or get stronger and eventually lead to true love.    Lust is the main idea behind the poem "Play-By-Play" by Joan Murray. The tale being told is of older women well past their sixties admiring much younger men playing softball from up on a terrace over-looking the field. The women are gawking at the flex of a batter's hips before his missed swing, the wide-spread stride of a man picked off his base, the intensity   on the new man's face as he waits on deck and fans the air. (Murray 837)    The poem goes on to tell of the women, who "...haven't put aside desire/ but sit at ease and in pleasure,/ watching the young men" (Murray 837). This work obviously shows how the women lust after the attractive young men, and clearly are not in love; any one of these men could have been replaced with another attractive man and would have m... ...ediately, and she would have realized the mistake she had made. In this poem the main character is lustful of both the new man she has met in Paris as well as the man she left behind her homeland, although she was under the false perception that it was love.    The often confused words 'love' and 'lust' are becoming used interchangeably more and more every day. Indeed, many definitions are being loosened up and many words are used improperly. When people use the words 'love' and 'lust', they should be more careful which word it is that they mean to say. WORKS CITED Meyer, Michael, ed. Thinking and Writing About Literature.   Second Edition. New York: Bedford/St. Martin's, 2001. o Joan Murray, "Play-By-Play". Meyer. 837-838. o Sharon Olds, "Sex Without Love". Meyer. 838. Barbara Rebecca, "Junior Year Abroad". Meyer. 839.

Gladwell

Essay I : Gladwell argues that success is not the result of innate talent, but of practice and of being in the right place at the right time. Critically evaluate this argument. Malcolm Gladwel Analyses in his latest book Outliers , the circumstances that made some people successful . He shows another aspect of their self-made rise to success. Gladwell gives the definition of an outlier as an unusual person ‘classed differently from a main or related body’ (2008:3), in other words out of the ordinary.He argues that success is not in any case a matter of talent, but of practice, of social status, culture, and of being in the right place at the right time. The aims of this essay is to evaluate whether Gladwell’s argument are true, and how reliable are the evidence used to support his arguments. I will critically evaluate, and identify the type of evidence used by the author, which sometime tend to be unconvincing. This essay is organised into two great section. Each section present arguments and evidence used by Gladwell , an evaluation of these , and finally other examples and comparisons.The first section will argue about the fact that success is not the result of innate abilities but of practice. It will be illustrated through examples of the ‘10,000-Hour rules’, were individuals allocate a certain amount of time to become an expert. However Gladwell insist on the fact that practice is not the only way to become succeful, as being at the right place in the right time is important as well. Thus, the second section will present five arguments that support this idea. Firstly I will argue about the relative age effect through the examples of hockey players.Secondly, the demographical advantage will be presented through the example of ‘the seventy-five richest people’ and the example of successful American businessmen. Thirdly, I will talk about the family background argument with the example of the ‘entitlement (2 008:105). Finally, I will present the argument of Ethnicity through the example of minority law student at the university of Michigan. Gladwell present the correlation between innate talent and practice through examples stories. Indeed, the first example from his argument is the one considering the three group of violinist.The thirds group appears as the elite one because of the amount of practice allocated according to K. Anders Ericsson. The example of Mozart is then presented by showing the amount of time he have been practicing to become a prodigy. For those two examples he uses evidence from psychology studies and conclude that there is a ‘ten thousand hours’(2008:40) rule to become successful. Furthermore he uses approximations to confirm his argument, as he noted ‘ what’s ten years? It’s roughly what it takes to put in ten thousand hours of practice [†¦] the magic number of greatness’ (2008:41).This approximation is without any dou bt perplexing. Gladwell gives further exceptional example to defend his theory. Among them the example of the Beatles who practiced ten years before becoming very famous , which is again another confirmation of the ‘ ten thousands hours’ theory. To summarise, Gladwell pretends that there is no such thing as innate talent , but the a rule of ten thousands hours to become an expect. Galton (Cited in Ericsson, Krampe and Clemens, 1993) argues that eminent performance is determined by innate capacity and genetics, through his example of the human body.Gladwell is in fact choosing his evidence according to his opinion, which is actually not very objective. He uses Ericsson’s study of 1990 as evidence, whereas three year later the same author argued that sufficient amount of experience and practice does not lead to greatness (Ericsson, Krampe and Clemens; 1993). Moreover, the idea of ten thousands hours cannot be verified universally. Some individuals might need more t ime to reach the level of an expert, as well as the amount of time may differ according to the field involved.According to Gladwell practice is not the only way to achieve greatness, opportunities, timing and backgrounds are also important. Gladwell argues that talent , hard work and passion are not enough to be successful. Another element is also important. To be born in the right time. Indeed, Gladwell supports this argument by giving the example of the relative age effect in hockey player in Canada. According to Roger Barnsley study, players who were born after January ( entry cutoff age for hockey class) ‘have had the benefit of critical extra month of maturity’ (2008:24).Gladwell does not show good reference about Roger Barnsley, as he relates the author study to an approximate date; He noted: ‘It wasn’t until the mid-1980s that [†¦] Roger Barnsley first drew the attention to the phenomenon of relative age. ’ (2008:21). The reader is not ab le to verify the reference properly. At the end of the book, Gladwell give the reference of a review about Roger Barnsley published in 2001. In 2011 Gibbs, Jarvis and Dufur argues that being a small kid increase the performance as they have to work twice as hard as the one born after the cutoff date.Moreover, youngest people are more are more successful at university as the cutoff maginalise them and let them focus more on studies (Billari & Pellizzari,2008). Here we can see that Gladwell is not using actual references. Knowing the creation date of a source is important as this help verify the currency of the evidence. Another example of the unknown provenance of Gladwell’s evidence, is the table that shows ’the seventy-five richest people in human history’ (2008:56). There is now reference for this table.From a critical point of view, nothing shows that there are actually seventy-five richest people in the human history. The ranking of rich Americans (2008:62), does not show any provenance. Gladwell pretends that those people were born in a strategic time that allowed them to be ready for certain period of growth, which will then lead them to success. His argument is strong, as real facts witness it; however the evidence used is not accurate. Gladwell show the difference between children from a poor family background and the middle-class children through Annette Lareau’study.Again, no date is shown as a reference. Moreover, he supports his argument that middle-class children are more asserted in society than poor children, through an anecdote. He gives the story of two children behaving differently in a doctor interview. Gladwell emphasizes on their names and personalities to support his argument. He noted that ‘Alex Williams is better off than Katie Brindle because he’s wealthier and because he goes to better school, but also because [†¦] the sense of entitlement that he has been taught is an attitude perfectly s uited to succeeding in the modern world. (2008:108). This anecdote is unfortunately making Gladwell’s argument unconvincing. Comparing two random and unknown individuals cannot persuade any critical reader those richer individuals are better than the others. Furthermore, to stay on the same aspect, Gladwell justify Alex Williams’ position, not because of his racial attributes as being white, but because of his ‘cultural advantage’(2008:108). When considering the population of the United States for instance, no big difference exists between black and white people as they live in the same country, with the same nationality.An implicit meaning, that white people are better than black people, could be understood by a critical reader. It will no longer be a matter of ‘cultural advantage’, but a matter of ethnicity. Michigan minority Law students are another example of Gladwell’s assumptions of Ethnicity reasons. He noted that in law studies white student are better than minority students (2008:85), with no origin of this information. He quotes Richard Lempert who wrote his study in 2000. The date of this reference is unfortunately unreliable when comparing the year of Outliers’ publication (2008).I have examined in this essay the arguments and evidence used by Gladwell in his book Ouliers (2008), to support the fact that success is not the result of innate talent, but of practice and of being in the right place at the right time. For that I initially examined the relationship between innate talent and practice through Gladwell’s believes of the ‘Ten Thousands hours’ practice to succeed. But also, by projecting and comparing this theory with a universal point of view. I then moved the second part of Gladwell’s argument which is about timing, opportunities and backgrounds; as being in the right place at the right time.I considered the examples of the hockey players with the aspect of the relative age; then I argued about the demographical advantages, being born in a strategic period of growth; family background was ten presented as being another explanation of success; and finally the aspect of ethnicity. We have seen so far that Gladwell is using acceptable arguments. However , the types of evidence he uses are not accurate. Indeed, the use of anecdote, tables without any reference would not persuade the reader.Moreover his generalizations of assumptions are not convincing, and leave perplexed any critical reader who might not find this book useful as a reference. To my point of view, practice and opportunities are very important to be successful. However, innate talent is vital, as individuals have defences in capacities. Some people would be better in certain field, whereas others would not be gifted. Passion and motivation will then come to guide skilled individuals to the road of expertise, and maybe if the opportunities arises, to the road of success. Referen ces: Gladwell, M. (2008).Outliers Ericsson, K. Ander. ; Krampe, Ralf Th. ; Tesch-Romer, Clemens. (1993). The Role Of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, vol. 100, issue 3, pp. 363 Bedard, K and Dhuey, E, (2006). The persistence of early childhood maturity: international evidence of long run age effects, Quarterly Journal of Economics, vol. 121, issue 4, pp. 1437-1472 Musch, J and Grondin, S, (2001). Unequal competition as an impediment to personal development: a review of the relative age effect in sport, Developmental Review, vol. 21, issue 2, pp. 147-167 Gibbs,B.G. ; Jarvis,J. A. ; Dufur, M. J. (2011). The rise of the underdog? The relative age effect reversal among Canadian-born NHL hockey players: A reply to Nolan and Howell. International Review for the Sociology of Sport. [Online]. Available at: http://irs. sagepub. com/content/early/2011/08/19/1012690211414343. abstract [ Accessed 27 november 2012] Billari, F. C. ; Pellizzari, M . (2008). The Younger, the Better? Relative Age Effects at University. Journal of Population Economics, 2012, 25 (2), 697-739. [ Online ]. Available at : http://ftp. iza. org/dp3795. pdf [ Accessed 27 november 2012]

Damaged Facilities in Public Schools Essay

Introduction A. Background of the Study Students in public schools acquire sickness from he dirty environment. Frombroken chairs to unventilated rooms, this can be to them uncomfortable and thus, each student’s mood and concentration. see more:lack of school facilities affect students performance The no.1 facility that causes problem for the students is the comfort room. The comfort room in public schools nowadays is an eyesore. The odor that the comfort room releases causes illness in students and visual pollution every time the students visualizes the comfort room.The no.2 facility that has serious problem are the classrooms where the students have their classes at. You can see vandalized area in every angle of the classroom and Insufficient ventilation which made the atmosphere in the classroom very uncomfortable that the students can’t focus on the class discussion any more. The students deals with that kind of atmosphere instead of listening and focusing on the class discussions but the students focus on complaining how the classroom is so hot , and the odor inside the classroom that are caused by unmaintained cleanliness inside the classroom. The hot aura from insufficient ventilation in the classroom is another reason for a bad odor that are spreading inside the classroom and another reason that there’s a higher possibility that the students may acquire illness from the unbalanced environment. The common students that suffers from this kind of environment are the students have colds, asthma and students that have a kind of ill that are not meant to adapt in this kind of environment. The decorations in the classroom also affects each student’s moods, if the classroom is maintained properly it lightens the moods of the students in the classroom and if the classroom is not maintained properly, you’ll notice how each students in the classroom if they would behave properly or not. The students are commonly irritated and annoyed from what they are seeing and from what they are feeling inside the classroom because of the unwanted view. For this reason, the researchers decided to conduct a study about the damaged facilities in public school because they want to help the students to focus in their study, have much time to listen in their lesson and to avoid such that illness and even destruction to their surroundings. To make each students healthy once again and for the next generation that will use the facilities and to keep it in a better way. B. Statement of the Problem In this study damaged facilities of Cayetano Arellano High School was conducted. It is for the purpose of getting information about the effects of damaged facilities. Specifically, the study will seek answers to following questions : 1. Do the damaged facilities affect the health of students? 2. What is the cause of the damaged facilities? 3. Are the students aware of the damaged facilities? 4. How do students survive the rooms with damaged facilities? 5. What are the reactions of all teachers that have lots of damaged facilities? C. Significance of the Study The researchers conducted this problem because the school has so many damaged facilities like the comfort room of the boys and girls. There are no doors, not enough water, lots of trash and sometimes there are wastes in the toilet bowls. Students are irritated of the unpleasant smell and vandalized walls causing the students not to use the comfort rooms. Decaying environmental conditions such as peeling paint, crumbling plaster, non – functioning toilets, poor lighting. Inadequate ventilation, and inoperative heating and cooling systems can affect the learning as well as the health and the morally of staff and students. Also, there are damaged rooms, lack of chairs, damaged blackboards, no electric fans, and vandalized walls. That’s why some students are not comfortable to listen in class discussions and study their lessons. D.Hypothesis * There are many damaged facilities in Cayetano Arellano High School * There are no damaged facilities in Cayetano Arellano High School A. Scope and Limitations This research will cover chosen 4th year students from section 1 to 6 only. The guards, teachers, guidance councilors and the principal are not involved in the research. Chapter II A. Review of Related Literature The No Child Left Behind Act defines a healthy , high performance school building as one in which the design, construction, operation and maintenance is energy efficient, cost effective, provides good air quality and protects and conserves water(Healthy Schools Network, Inc., 2003). School facilities include the physical surroundings of the school ,construction of materials, technology available, amount of space available for students, teachers and staff, size of classrooms, and a clean and healthy environment that fosters safety(Lemasters, 1997). School principals have the responsibility of ensuring that the above infrastructure factors are emphasized and met as it relates to the quality and standards of educational facilities(Agron, 2000). A survey of a large sample of teachers in Washington, D.C. and Chicago found that school facilities conditions were shown to have direct effect on teaching and learning(Buckeley,Schneider and Shang, 2003). The findings of another study also concl uded that when teachers are allowed to teach and facilitate learning in environments that are well maintained and healthy , they are able to be more effective, which inevitably affects the academic achievement of students being taught at that particular school(O’Neill and Oates,2000). Deficiencies in school facilities negatively influence the student achievement for minority and poverty stricken students(Earthman,2002). A study of the District of Columbia school system found, after controlling for other variables such as as a student’s socioeconomic status, that students standardized achievement scores were lower in schools with poor building conditions. Students in school buildings in poor condition had achievement that was 6% below schools in fair condition and 11% below schools in excellent condition(Edwards, 1991). The relationship between building condition and student achievement in small, rural Virginia high schools. Student scores on achievement tests, adjusted for socioeconomic status, was found to be up to 5 percentile points lower in buildings with lower quality ratings. Achievement also appeared to be more directly related to cosmetic factors than to structural ones. Poorer achievement was associated with specific building condition factors such as substandard science facilities, air conditioning, locker conditions, classroom furniture, more graffiti, and noisy external environments(Cash, 1993). Similarly, study of large, urban high schools in Virginia also found a relationship between building condition and student achievement. Indeed, Hines found that the student achievement was as much as 11 percentile points lower in substandard buildings as compared to above standard buildings (Hines’, 1996). A study of North Dakota High Schools, a state selected in part because of its relatively homogenous, rural population, also found a positive relationship between school condition (as measured by principal’s survey responses) and both student achievement and student behaviour(Earthman, 1995). Heating and air conditioning systems appeared to be very important, along with special instructional facilities (i.e., science laboratories or equipment) and color and interior painting, in contributing to student achievement. Proper building maintenance was also found to be related to better attitudes and fewer disciplinary problems in one cited study (McGuffey, 1982). Research indicates that the quality of air inside public school facilities may significantly affect student’s ability to concentrate. The evidence suggests thst youth, especially those under ten years of age, age more vulnerable than adults to the types of contaminants (asbestos, radon, and formaldehyde) found in some school facilities (Andrews and Neuroth, 1988). A study of overcrowded schools in New York City found that students such schools scores significantly lower on both mathematics and reading exams than did similar students in underutilized schools. In addition, when asked, students and teachers in overcrowding negatively affected both classroom activities and instructional techniques (Rivera-Batiz and Marti, 1995). As for scientific evidence for ventilation’s effect on performance, two percent papers examining talk times for register nurses in call centers found that ventilation levels had only a small negative effect on productivity(federspiel et al. 2002, Fisk et al. 2002). The physical characteristics of the school have a variety of effects on teachers, students and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among students as well as teachers, which leads to poor performance and higher absentee rates (Andrews & Neuroth, 1988et al.), These factors can adversely affect student behavior and lead to higher levels of frustration among teachers, and lower job satisfaction. All these factors interact to hinder the learning process and perpetuate the shortage of teachers (Brouwers & Tomic, 1999; Borg & Riding, 1991; Byrne, 1991a; Ingersoll, 2001). The problem stems in part from the trend toward more energy-efficient buildings. Since the energy crisis of the 1970’s in the United States, school buildings have been built tighter, with more insulation, fewer windows, and relaxed ventilation standards in order to conserve energy. This has created a serious health hazard in some school systems where dust, mold spores, chemical fumes, and other allergens can be detected indoors at levels several times that of the outdoors (Sterling & Paquette, 1998). Impacts on health, well-being and performance may be hard to recognize. But indoor pollution levels may be 2-5 times, and occasionally 100 times, higher than outdoor levels, according to the U.S. Environmental Protection Agency (EPA). Studies indicate most Americans spend about 90 percent of their time indoors. Children are especially vulnerable because of the amount of time they spend indoors during the school day. (Ostendorf , 2001) The physical characteristics of aging or poorly designed schools can also inhibit learning with poor lighting, plumbing, and temperature control systems. The decision to build educational facilities with fewer windows in favor of fluorescent lighting may have reduced the amount of heat loss, but may also have created a more serious risk to health and performance. Natural light and artificial full-spectrum lighting has been found to minimize mental fatigue as well as reduce hyperactivity in children, while students tend to react more positively to classr ooms that have windows. Further, it has been found that fluorescent lighting may be related to greater amounts of hyperactivity in learners. Thermal comfort is also an important issue in relation to school facilities. Lackney (2000) states that classroom temperatures affect task performance and students’ attention spans (Lackney, 2000). Leaky plumbing systems in poorly ventilated schools contribute to the growth of mold on bathroom surfaces (Davis, 2001). The affects of mold in the environment can be as minor as simple irritation of the sinuses or much more serious depending on the duration of the exposure and the susceptibility of those suffering from the effects. Some people experience temporary effects which disappear when they vacate the premises, while others may experience long-term effects (Davis, 2001). Certain health effects, such as those related to allergic reactions like irritation of the eyes, nose, and throat, dermatitis, exacerbation of asthma, and respiratory distress, have been proven to be associated with mold exposure. Other reported effects such as fever, flu-like symptoms, fatigue, respiratory dysfunction (including coughing up blood), excessive and regular nose bleeds, dizziness, headaches, diarrhea, vomiting, liver damage, and impaired or altered immune function have been identified in persons who have been exposed to mold via inhalation (Davis, 2001). These maintenance and design issues can have a serious negative effect on the learning environment for students and the working environment for teachers; it is a health hazard for all who spend significant amounts of time in the building. These effects: poor student behavior, lethargy, and apathy are some of the most consistently identified stressors for teachers (Abel & Sewell, 1999; Blasà ©, 1986; Dewe, 1986; Stenlun d, 1995). Beyond the direct effects that poor facilities have on students’ ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, combined with frustrating behavior by students including poor concentration and hyperactivity, lethargy, or apathy, creates a stressful set of working conditions for teachers. Because stress and job dissatisfaction are common pre-cursors to lowered teacher enthusiasm and attrition (Friedman, 1995; Rosenholtz & Simpson, 1990; Shann,1998), it is possible that the aforementioned characteristics of school facilities have an effect upon the shortage of teachers. What is lacking in the body of research related to the effects of school facilities upon student achievement and the performance of teachers is analysis of key characteristics such as lighting, ventilation, acoustics and temperature control in relation to measures of both student performance and teacher satisfaction. According to Schneider (2002), most studies have focused on single environmental media, neglecting the critical issue of interaction effects between day lighting, air quality, noise, thermal comfort, or other factors. It is possible that relationships exist between all three areas of the school environment: the quality of the school facility, behavior of students, and teacher satisfaction. Certainly, more research is needed in this area. In fact, the federal government may act as a catalyst for such research. Section 5414 of the No Child Left Behind Act of 2001 calls for more research into the health and learning impacts of environmentally unhealthy public school buildings on students and teachers (U.S. Congress 2002). Just as changes in the design of school buildings constructed during the energy crisis were driven by budget concerns created from rising energy costs, any future changes in school design trends are likely to be affected by the cost to taxpayers. Logic suggests the need for research into the specific effects of certain characteristics of school design for which tax monies will be spent before these changes will be realized. There is considerable debate as to the relationship of funding to academic achievement. According to Schneider (2002), and Hanushek (1989), there is little correlation between capital expenditures and academic achievement. Conversely, Hedges, Laine, and Greenwald (1994), and Lockwood and McLean (1993), state that a correlation between spending and academic achievement does exist. An analysis by Hanushek (1989) of 37 research articles on the direct effects of spending on achievement stated that â€Å"detailed research spanning two decades and observing performance in many educational settings provides strong and consistent evidence that expenditures are not systematically related to student achievement†. However, Hedges, Laine, and Greenwald (1994) re-analyzed data from the same 37 articles and found that there was strong evidence to support a systematic positive relationship between resource input and school output. Lockwood and McLean (1993) proposed that when the basic requi rements of the educational process have been adequately funded, additional monies do improve the educational process. Their study concluded that once a base level of funding has been provided, the result of judicious spending on the instructional program should be evidenced in improved achievement (Lockwood & McLean, 1997). However, a study in Great Britain by Pricewaterhouse-Coopers (as cited in Schneider, 2002) analyzed the effects of capital investment on academic achievement, teacher motivation, school leadership, and other issues and found that relationships were weak. Stricherz (2000) noted that student achievement suffers in inadequate school buildings, but there is no hard evidence to prove that achievement rises when facilities improve beyond the norm. Schneider (2002) summarized the debate, stating that existing studies on school building quality generally point to improved student behavior and better teaching in higher-quality facilities; however, â€Å"what is needed is more firm policy advice about the types of capital investments that would be most conducive to learning and to good teaching†. The lack of consensus is evidence of a need for further research of the specific effects of school building maintenance and design issues, not only on the student, but also the teacher and his or her job satisfaction, enthusiasm, and commitment to the profession. Should the study of these factors yield significant correlations to student achievement and overall levels of job satisfaction among teachers, it would provide justification to the allotment of monies for the renovation of existing facilities and the design of new facilities to include natural lighting, optimum acoustic and air quality in the classroom, and better temperat ure control, as well as proper maintenance. B. Preparation of study Materials Questionnaire Survey IV – 1 students IV – 6 students IV – 5 students IV – 4 students IV – 3 students IV – 2 students Statistical Analysis Collection of Data Paradigm Chapter III Methodology A. Description of the Study Area This Case Study is all about the damaged facilities in public schools. This research has been conducted for a certain purpose, to discuss in fixing the damaged facilities in every public schools. The common problems that the facilities in public schools that are facing are lack of materials and a simple cleaning materials couldn’t be provided well, students couldn’t provide those things because they don’t have enough money. Most students in the public schools are poor which is another reason that led for this kind of problem. This problem can be treated if the students would cooperate and so as the principal and the teachers. The principal can ask for government support for renovating some facilities in the school, this can gain improvements in the school easily if the government will give donations or by sending the materials directly in the school and to be used in some facilities. Students can help by simply following the rules in every classrooms and what their teachers told them to do. Cleaning is the best way to express their cooperation with this problem. Teachers can assign rules in every classroom that students has to follow to maintain the proper cleanliness and can make the classroom in right order. This research will help the problem that every public schools are facing. Solving this problem will make a big difference in every public schools. B. Preparation of Questionnaire In preparing the questionnaire for this research is difficult. Thinking how much will the questionnaire help this research and what would be the effect of the people’s answers in this problem. The researchers kept flooding their heads with questions that are important and will be a big help to their research. Answers from the surveys will be analyzed and be tallied by the researchers to find what other opinions that the people gave to them. Some of their answers will be used in the research to add some points for the topic.

Moi Non Plus - French Expression Explained

Moi Non Plus - French Expression Explained The French expression moi non plus ​(pronounced [mwa no(n) plu]) expresses agreement with a negative statement. Its the equivalent of the English statement me neither or neither do I. It literally translates to me no more and its register is normal.  Note that moi can be replaced by a name, a noun, or another stressed pronoun: Pierre non plus - neither does Pierre, Pierre doesnt eithermon mari non plus - neither does my husband, my husband doesnt eitherles professeurs non plus - neither do teachers, teachers dont eithertoi non plus / vous non plus - you either, neither do yoului non plus - him either, neither does heelle non plus - her either, neither does shenous non plus - us either, neither do weeux non plus / elles non plus - them either, neither do they Examples Tu naimes pas le jazz ? Moi non plus.You dont like jazz? Me neither / Neither do I. Sandrine ne veut pas y aller, et moi non plus.Sandrine doesnt want to go, and neither do I. Nous navons pas dargent, toi non plus ?We dont have any money, you (dont) either? Je ne peux pas taider, et Dany non plus.I cant help you, and neither can Dany. You can also use non plus with a negative adverb or pronoun:Je naime pas le jazz non plus.I dont like jazz either. Il ne parle personne non plus.Hes not talking to anyone either. And you can use non plus on its own, in which case there is no simple English equivalent: -Nous navons pas de thà ©.-Et du cafà © ?-Non plus.-We dont have any tea.-What about coffee?-(We dont have) that either.

Adolf Hitler Appointed Chancellor of Germany

Adolf Hitler Appointed Chancellor of Germany On January 30, 1933, Adolf Hitler was appointed as the chancellor of Germany by President Paul Von Hindenburg. Hindenburg made the appointment in an effort to keep Hitler and the Nazi Party â€Å"in check;† however, the decision would have disastrous results for Germany and the entire European continent. In the year and seven months that followed, Hitler was able to exploit the death of Hindenburg and combine the positions of chancellor and president into the position of Fà ¼hrer, the supreme leader of Germany. Structure of the German Government At the end of World War I, the existing German government under Kaiser Wilhelm II collapsed. In its place, Germany’s first experiment with democracy, known as the Weimar Republic, commenced. One of the new government’s first actions was to sign the controversial Treaty of Versailles which placed blame for WWI solely upon Germany. The new democracy was primarily composed of the following: The president, who was elected every seven years and vested with immense powers;The Reichstag, the German parliament, which consisted of members elected every four years and based on proportional representation- the number of seats was based on the number of votes received by each party; andThe chancellor, who was appointed by the president to oversee the Reichstag, and usually a member of the majority party in the Reichstag. Although this system put more power in the hands of the people than ever before, it was relatively unstable and would ultimately lead to the rise of one of the worst dictators in modern history. Hitler’s Return to Government After his imprisonment for his failed 1923 coup known as the Beer Hall Putsch, Hitler was outwardly reluctant to return as the leader of the Nazi Party; however, it did not take long for party followers to convince Hitler that they needed his leadership once again. With Hitler as leader, the Nazi Party gained over 100 seats in the Reichstag by 1930 and was viewed as a significant party within the German government. Much of this success can be attributed to the party’s propaganda leader, Joseph Goebbels. The Presidential Election of 1932 In the spring of 1932, Hitler ran against incumbent and WWI hero Paul von Hindenburg. The initial presidential election on March 13, 1932, was an impressive showing for the Nazi Party with Hitler receiving 30% of the vote. Hindenburg won 49% of the vote and was the leading candidate; however, he did not receive the absolute majority needed to be awarded the presidency. A run-off election was set for April 10. Hitler gained over two million votes in the run-off or approximately 36% of the total votes. Hindenburg only gained one million votes on his previous count but it was enough to give him 53% of the total electorate- enough for him to be elected to another term as president of the struggling republic. The Nazis and the Reichstag Although Hitler lost the election, the election results showed that the Nazi Party had grown both powerful and popular. In June, Hindenburg used his presidential power to dissolve the Reichstag and appointed Franz von Papen as the new chancellor. As a result, a new election had to be held for the members of the Reichstag. In this July 1932 election, the popularity of the Nazi Party would be further affirmed with their massive gain of an additional 123 seats, making them the largest party in the Reichstag. The following month, Papen offered his former supporter, Hitler, the position of Vice Chancellor. By this point, Hitler realized that he could not manipulate Papen and refused to accept the position. Instead, he worked to make Papen’s job difficult and aimed to enact a vote of no confidence. Papen orchestrated another dissolution of the Reichstag before this could occur. In the next Reichstag election, the Nazis lost 34 seats. Despite this loss, the Nazis remained powerful. Papen, who was struggling to create a working coalition within the parliament, was unable to do so without including the Nazis. With no coalition, Papen was forced to resign his position of chancellor in November of 1932. Hitler saw this as another opportunity to promote himself into the position of chancellor; however, Hindenburg instead appointed Kurt von Schleicher. Papen was dismayed by this choice as he had attempted in the interim to convince Hindenburg to reinstate him as chancellor and allow him to rule by emergency decree. A Winter of Deceit Over the course of the next two months, there was much political intrigue and backroom negotiations that occurred within the German government. A wounded Papen learned of Schleicher’s plan to split the Nazi Party and alerted Hitler. Hitler continued to cultivate the support he was gaining from bankers and industrialists throughout Germany and these groups increased their pressure on Hindenburg to appoint Hitler as chancellor. Papen worked behind the scenes against Schleicher, who soon found him out. Schleicher, upon discovering Papen’s deceit, went to Hindenburg to request the President order Papen to cease his activities. Hindenburg did the exact opposite and encouraged Papen to continue his discussions with Hitler, as long as Papen agreed to keep the talks a secret from Schleicher. A series of meetings between Hitler, Papen, and important German officials were held during the month of January. Schleicher began to realize that he was in a tenuous position and twice asked Hindenburg to dissolve the Reichstag and place the country under emergency decree. Both times, Hindenburg refused and on the second instance, Schleicher resigned. Hitler Is Appointed Chancellor On January 29th, a rumor began to circulate that Schleicher was planning to overthrow Hindenburg. An exhausted Hindenburg decided that the only way to eliminate the threat by Schleicher and to end the instability within the government was to appoint Hitler as chancellor. As part of the appointment negotiations, Hindenburg guaranteed Hitler that four important cabinet posts could be given to Nazis. As a sign of his gratitude and to offer the reassurance of his professed good faith to Hindenburg, Hitler agreed to appoint Papen to one of the posts. Despite Hindenburg’s misgivings, Hitler was officially appointed as chancellor and sworn in at noon on January 30, 1933. Papen was named as his vice-chancellor, a nomination Hindenburg decided to insist upon to relieve some of his own hesitation with Hitler’s appointment. Longtime Nazi Party member Hermann Gà ¶ring was appointed in the dual roles of Minister of the Interior of Prussia and Minister Without Portfolio. Another Nazi, Wilhelm Frick, was named Minister of the Interior. The End of the Republic Although Hitler would not become the Fà ¼hrer until Hindenburg’s death on August 2, 1934, the downfall of the German republic had officially begun. Over the course of the next 19 months, a variety of events would drastically increase Hitler’s power over the German government and the German military. It would only be a matter of time before Adolf Hitler attempted to assert his power over the entire continent of Europe. Sources and Further Reading Hett, Benjamin Carter. The Death of Democracy: Hitlers Rise to Power and the Downfall of the Weimar Republic. New York: Henry Holt, 2018.  Jones, Larry Eugene. Hitler versus Hindenburg: The 1932 Presidential Elections and the End of the Weimar Republic. Cambridge: University of Cambridge Press, 2016.  McDonough, Frank. Hitler and the Rise of the Nazi Party. London: Routledge, 2012.  Von Schlabrendorff, Fabian. The Secret War Against Hitler. New York, Routledge, 1994.

Resource based view of strategies Essay Example | Topics and Well Written Essays - 3750 words

Resource based view of strategies - Essay Example They face a lot of profits in the long run. The resource-based view has both advantages and disadvantages. Some people despise it by saying that it does not put into consideration the importance of worker’s input in the work; it also has little focus on capabilities and prescriptive implications. Some other organizations claim that Resource-based view is just a theory and cannot be put under practice. But most important, it is not good to criticize a theory; people should look at the organizations which used it and have become successful. Though it may take some time, it is the best way to uplift unsuccessful organizations. Despite the many criticisms organizations still prefer to use it to make their strategies.  A Resource-Based View is a management device that is used by an organization, to assess its strategies by effectively and efficiently applying its useful, tangible or intangible resources to determine its competitive advantage. It is also used to transform its shor t term competitive ability to its sustainability (Clark & Barney, 2007, p.26). Competitive advantage is the implementation of a specific current strategy that is not being implemented by other organizations at the moment and will facilitate to more market opportunities, competitive threats will be neutralized, value creation and the profits will be improved (Clark & Barney, 2007, p.60). This essay aims to use a resource-based view of strategies to Nokia Mobile Company, in order to define its competitive advantage and competitive survival over other mobile companies. This essay will critically evaluate a resource-based view of Nokia strategic management in order to improve its markets and its profits.