Economic advantages and disadvantages of immigration into the U.S.

The Debate Over Multicultural Education In America Essays

The Debate Over Multicultural Education In America Essays The Debate Over Multicultural Education in America America has long been called "The Melting Pot" due to the fact that it is made up of a varied mix of races, cultures, and ethnicities. As more and more immigrants come to America searching for a better life, the population naturally becomes more diverse. This has, in turn, spun a great debate over multiculturalism. Some of the issues under fire are who is benefiting from the education, and how to present the material in a way so as to offend the least amount of people. There are many variations on these themes as will be discussed later in this paper. In the 1930's several educators called for programs of cultural diversity that encouraged ethnic and minority students to study their respective heritages. This is not a simple feat due to the fact that there is much diversity within individual cultures. A look at a 1990 census shows that the American population has changed more noticeably in the last ten years than in any other time in the twentieth century, with one out of every four Americans identifying themselves as black, Hispanic, Asian, Pacific Islander, or American Indian (Gould 198). The number of foreign born residents also reached an all time high of twenty million, easily passing the 1980 record of fourteen million. Most people, from educators to philosophers, agree that an important first step in successfully joining multiple cultures is to develop an understanding of each others background. However, the similarities stop there. One problem is in defining the term "multiculturalism". When it is looked at simply as meaning the existence of a culturally integrated society, many people have no problems. However, when you go beyond that and try to suggest a different way of arriving at that culturally integrated society, Everyone seems to have a different opinion on what will work. Since education is at the root of the problem, it might be appropriate to use an example in that context. Although the debate at Stanford University ran much deeper than I can hope to touch in this paper, the root of the problem was as follows: In 1980, Stanford University came up with a program - later known as the "Stanford-style multicultural curriculum" which aimed to familiarize students with traditions, philosophy, literature, and history of the West. The program consisted of 15 required books by writers such as Plato, Aristotle, Homer, Aquinas, Marx, and Freud. By 1987, a group called the Rainbow Coalition argued the fact that the books were all written by DWEM's or Dead White European Males. They felt that this type of teaching denied students the knowledge of contributions by people of color, women, and other oppressed groups. In 1987, the faculty voted 39 to 4 to change the curriculum and do away with the fifteen book requirement and the term "Western" for the study of at least one non-European culture and proper attention to be given to the issues of race and gender (Gould 199). This debate was very important because its publicity provided the grounds for the argument that America is a pluralistic society and to study only one people would not accurately portray what really makes up this country. Proponents of multicultural education argue that it offers students a balanced appreciation and critique of other cultures as well as our own (Stotsky 64). While it is common sense that one could not have a true understanding of a subject by only possessing knowledge of one side of it, this brings up the fact that there would never be enough time in our current school year to equally cover the contributions of each individual nationality. This leaves teachers with two options. The first would be to lengthen the school year, which is highly unlikely because of the political aspects of the situation. The other choice is to modify the curriculum to only include what the instructor (or school) feels are the most important contributions, which again leaves them open to criticism from groups that feel they are not being equally treated. A national standard is out of the question because of the fact that different parts of the country contain certain concentrations of nationalities. An example of this is the high concentration of Cubans in Florida or Latinos in the west. Nonetheless, teachers are at the top of the agenda when it comes to multiculturalism. They can do the most for children during the early years of learning, when kids are most impressionable. By engaging students in activities that follow the lines of their multicultural curriculum, they

Language Practices in the Arabic Community Research Paper

Language Practices in the Arabic Community - Research Paper Example The study of Arabic language practices is a process, which includes the total analysis of the language in terms of its morphological and semantic structures as well as the spheres of its application. As Arabic belongs to one of the most complicated languages in the world, it is necessary to analyze its historical background. Speaking about the ancient form of Arabic language, it is first of all revealed in the Muslim’s Holy Book – Quran. â€Å"The Qur’an has been kept in Classical Arabic, known as fus’ha, which means ‘the clearly spoken one’ or ‘the language of eloquence’. It is part of the Semitic family of languages, where the defining feature is the use of triconsonantal roots to create words† (Muslim lifestyle, 2012). This quotation is a great evidence of the fact that the first book, which reveals the clear Arabic, is Quran. I consider this Holy Book to be the interesting source for the analysis of the pure Arabic lang uage structure. The classical Arabic is not very different from the ancient form of this language. Many of the roots of Semitic languages are also present in Arabic. In ancient Semitic studies there was a tendency to consider classical Arabic as the most archaic of the Semitic languages. However, by means of comparing Arabic with other Afro-Asian languages, it has been found that much of classical Arabic is not so ancient. â€Å"The Arabic of the Quran remained a prestigious and nearly unchanging standard throughout the Islamic world. 3).

IKEA's global sourcing challenge Essay Example | Topics and Well Written Essays - 750 words

IKEA's global sourcing challenge - Essay Example During the video program the company representative will come prepare with information about the good deeds of the company to demonstrate the high level of corporate socially responsibility the company applies. Social corporate responsibility can be defined as the economic, legal, ethical, and discretionary expectations that society has of organizations and its members (Referenceforbusiness). b. What actions should she take regarding the IKEA supply contract with Rangan Exports? IKEA has to take a strong stance against Rangan Exports. A simple yet effective solution is to cancel the contract of the supplier. This decision would push away the critics that claim that IKEA supported suppliers that used child labor. The strategy behind such a move is to deny knowledge of the existence and child labor. The business move is a reactive strategy. One of the cons with this alternative solution is that the exploited children are not benefiting from the move. A second alternative for IKEA is to fine Rangan exports and to implement a process improvement plan to eliminate child labor and to find other ways to reduce costs. Rangan Exports would agree to immediately eliminate all child laborers and would accept termination of contract if a future violation occurs. IKEA would negotiate a deal in which Rangan Exports would publicly apologize for their actions and they would certify that IKEA had no knowledge of their actions. To compensate the exploited children IKEA will pay a full scholarship to the children to be effective from the grade the student is enrolled until college graduation. The scholarship will pay the child $300 a month, books, educational materials, and tuition to private school. The company should also invest money in hiring a law firm to consult on the possible collateral damage associated with continuing the relations with Rangan Exports. IKEA should also implement an audit system that would mandate four yearly visits to the facilities of Rangan Exports. c. What long-term strategy would you suggest she take regarding IKEA’s continued operation in India? Should the company stay or should it exit? (Be prepared to describe the impact of such a decision and how you would manage it) Leaving India would be a simply way to push away a problematic region and minimize the risk to the reputation of the company of doing business with contractors that rely on child labor. IKEA should attack the problem head on and leaving India is the coward’s way out. IKEA should stay in India to take advantage of the low labor costs available in the Indian marketplace. By staying the company can continue to offer low cost items particularly rugs imported from India. The company must hire an Indian accounting consulting firm. This firm will be responsible of performing audits in all IKEA Indian suppliers. The company must perform at least two audits per supplier yearly. Staying in India will help IKEA keep its cost structure low which can help the company pass off the savings to its customers to continue to offer very low prices. IKEA would decrease its sales in the rugs marketplace in the short term if it exited the Indian marketplace. The labor cost advantage in India should be further exploited by IKEA by expanding its supply chain operations in India. IKEA also has to improve its relations with the governmental agencies and non-profit organizations in

Obscenity and pornography Essay Example | Topics and Well Written Essays - 250 words - 1

Obscenity and pornography - Essay Example For her, the court can discredit the victim’s rape allegation by â€Å"finding discrepancies in the victim’s story and assuming ulterior motives for reporting the assault†; for this the court can take into account such resources as the â€Å"official reports and records, typifications of rape-relevant behavior, and knowledge of the victim’s personal life and criminal connections† (Frohmann, 1991, p. 213). Thus, the prosecutor-victim complaint filling interview acts as a n integral part of the sexual case processing. Similarly, another major method employed by the legal system to discredit sexual assault cases is by analyzing the accusers mental health records and by offering the defendant an opportunity to prove his innocence. Cases are rejected once the court gets convinced that the victim does not have a good previous mental health record. This rape shield legislation plays a dominant role in sexual assault cases. Another widespread and common met hod employed by the legal systems to reject sexual assault cases is by identifying congruencies in the charges filed by police at arrest with the charge filed by the prosecutor. When there are such evident congruencies, the court can either reject sexual assault cases or discredit victims’ allegations of sexual assault. Therefore, one should bear in mind that mere allegations can easily be rejected by the courts in the case of sexual assaults. Frohmann, Lisa. ‘Discrediting Victims Allegations of Sexual Assault: Prosecutorial Accounts of Case Rejections’. Social Problems, Vol.38, No.2, May 1991. Retrieved 24 September 2010 from:

Effect of Fertiliser on Fruits and Plants | Experiment

Effect of Fertiliser on Fruits and Plants | Experiment Presentation of analysis and discussion Evaluation of the effect of particular fertiliser on bell peppers fruits and plants size between treated or non-treated bell peppers plants. Three Dataset were provided by Harper Adams University (HAU) (The data is available on the learning hub portal of HAU site https://hub.harper- adams.ac.uk/ moodle/course/view.php?id= 4030) during the experimental design and analysis module (November 2016). From three dataset we investigated the effect of specific fertilizer on plant and fruit size of bell peppers (treated or non-treated)in the green house. To test the hypothesis that: plant and fruit size in treated bell peppers are to be higher than in non-treated, Ancova was conducted to determine a statistically significant difference between the size of plants and fruit of bell peppers (treated or non-treated) in the glasshouse. The result showed that there were no significant interaction between plant size and treatments (P: 0.49), although in Fig.1, the treated plants were larger than non-treated plants (t=5.502, d.f=56, P Treated and non- treated bell peppers in glasshouse were not different enough to reject the hypothesis thus adding a particular fertiliser or not, it doesnt substantial effects on bell pepper yield. However, environment condition such as temperature, humid, and details of specific fertiliserand time of light were excluded from analysis and hence can effect on our statistic result. Also disease and pest can may efficacy on plants for taking nutrients from soil for growing so these factors must be considered for further research. It may be better to evaluate the nutritional contains in compost on agricultural soil or greenhouse soils because increasing heavy metal can have a counter-effect on the soil. Horn et al., 2003 indicated that the enhancement of the use of CSS (Composted sewage sludge) on agriculture soils which contain nutritional and heavy metal may effect on soil must consider on optimisation of this compost on agricultural plots .(ZZZ) Fig 1. The relationship between Fruit size and plant size of bell peppers in the glasshouse.   Ã‚   An Experimental Protocol The effect of poultry and animal manures on growth characteristics of Tomato (Lycopersicon esculentum Mill) in green house Location (place of Carrying of the experiment) This experiment would be provided by Harper Adams University in Experimental design and analysis module, from September till November of 2017 to investigate the comparative effect of four manures including chicken, sheep, pig and mix manure on the growth Performance of tomato (Lycopersicon esculentum Mill) plants and fruits weight in the greenhouse Aim and Objective Testing the efficacy of four manures on vegetation growth and fruit size of tomato (Lycopersicon esculentum Mill) growth in the greenhouse. Null hypothesis H0: this research is to test that all fertilisers would have the same effect on fruit and plants growth. PLANTS MATERIAL We would prefer to use Tomato for our research. Tomato is a significant vegetable which is grown in worldwide. It provides vitamins, minerals and it can increase the income of the tomato producer because of its high demands for cooking and other productions (Ojeniyi et al., 2005). Preparation of the land The experiment will be organized on a Randomised Complete Block Design (R C B D). This design would be use to control variation in an experiment by accounting for spatial effects in field or greenhouse. In this Design, each block will have different treatments but not the same treatment also the number of blocks is the number of replications. In this experiment there will be four treatment, and the treatments will be replicated four times (four block). The total land area would be1 approximately 8000m ². Eighteen beds with the size of 2.5 x 2.5meters will be used .The gap between each planted crop is 1m as well as between the blocks. Each bed will carry four transplantation plants (Figure 1). Treatments Tomato (Lycopersicon esculentum Mill) is broadly used in the agricultural production hence, sustainable energy forms and decreasing the costs of fertiliser has led to use organic manures (Odedina et al., 2011). The high amount of organic wastes such as pig and poultry manures which contain nutrients can be the efficient source for vegetables (Adediran et al., 2003) therefor the treatments for this research are: 1: 60 ml/m ² chicken manure 2: 60 ml/m ² sheep manure 3: 60 ml/m ² Pig manure. 4: 60 ml/m ² mixed manure (NPK (Nitrogen, Phosphorus and potassium) Fertiliser and pig manure (50:50)) Data collocation We will obtain four measurements including Tomato length (mm), leaf number, stem diameter (cm) and plant height (cm). These measurements will be collected and collated into a data file. The analysis of soil has been deposited before planting, and manure was also taken for chemical and physical applications. All treatments at the rate of approximately 60 ml/m ² will apply on the soil during the bed preparation for each row of tomato transplants. During their growth, the tomato plants will be kept in a constant temperature. Weeding would be done for all the plants and also irrigation will be apply to all tomatoes in the greenhouse every day. Figure 1. The experiment Design Block1 1 2 4 3 Block 2 2 1 3 4 Block 3 4 3 1 2 Block 4 3 4 2 1 During the growth of plants, two plants per bed will randomly be selected for growth determination. The number of leaves, plants height and stem diameter, will be evaluated. Also during harvesting, the weight of fruits per two selected plants will be determined and accumulated. Statistical analysis The data collected in the experiment will statistically analysis with R version 3.3.2 (R Development Core Team). Analysis of variance (ANOVA) would be done on every measured parameters to determine the significance of differences between means of treatments. Means for each parameter will be separated by the least significant difference (LSD) test. Results Leaves number The results of the experiment will show a significant difference in leaves number amongst treatment during growth of tomatoes. The highest number of leaves will be recorded for mixed manure throughout the growth period. After that, pig manure will give more number of leaves compare to the other manures which would show fewer leaves. Plant height The result will demonstrated that the plants height will be increase in all our treatments until the end of the December however on November mixed manure treatment increase growth more significantly than other treatments until the end of the month. Plant stem diameter   Measuring stem diameter would indicate that the highest plant stem diameter will be observe when pig and mixed manure is apply. However other treatments would show no significant difference in the growth stage compare to each other. Fruit weight Pig manure will show the highest number of fruits among other treatments however mixed manure would show larger fruit compare to the Pig manure in green house. Also there will not be any remarkable difference in fruits weight in other treatments. Discussion These results present that pig manure and mixed manure would provide the highest fruit weight, number of leaves, and plant stem diameter and height compar to other treatments however mixed manure might effect more than pig manure on tomato growth. Therefor this would indicate that mixed manure might be more effective compared to the other treatments on tomato plants. Although some researcher reported that pig manure can be more effective than mixed manure, Ojeniyi et al 2005 informed that in cereal crops such as corn, pig manure can improve soil nutrients and may increase grain yield compare to other manures. Also they relised that using pig manures more efficacy compare to the goat manure for improving and increasing the yield of okra .however Giwa and Ojeniyi 2004 pointed out that combining mixed manure such as pig or poultry manure with NPK fertiliser may improve the yield of tomatoes more than applying pig or poultry manure on plants individually. The same result supported by Ade kiya and Agbede 2009 in their research Growth and yield of tomato (Lycopersicon esculentum Mill) as influenced by poultry manure and NPK fertilizer This conclusion is still uncertain and requires further in-depth studies specifically. May be better to consider other factors such as, disease, pest, soil nutrient, amount of the received light and various tomato Species. Also the amount of used fertiliser and number of replicate may effect the acquired result. References Adediran, J., Taiwo, L. and Sobulo, R. 2003. Organic wastes and their effect on tomato (lycopersicum esculentus) yield. African Soils, 33 pp. 99-116. Adekiya, A. and Agbede, T. 2009. Growth and yield of tomato (lycopersicon esculentum mill) as influenced by poultry manure and NPK fertilizer. Emirates Journal of Food and Agriculture, 21 (1), pp. 10-20. Giwa, D. and Ojeniyi, S. 2004. Proceeding 29th conference of soil science society of nigeria, UNAAB, abeokuta Horn, A. L., Dà ¼ring, R. and Gà ¤th, S. 2003. Comparison of decision support systems for an optimised application of compost and sewage sludge on agricultural land based on heavy metal accumulation in soil. Science of the Total Environment, 311 (1), pp. 35-48. Odedina, J., Ojeniyi, S. and Odedina, S. 2011. Comparative effect of animal manures on soil nutrients status and performance of cassava. Nigerian Journal of Soil Science, 21 (1), pp. 58-63. Ojeniyi, S. and Adejobi, S. 2005. Proceedings 39th conference of agricultural society of nigeria, benin city

Biometric Payment Essay -- essays research papers

Abstract Paying with your fingerprint coming to a store near you. Buying groceries with a touch of a finger is already being marketed and used in many stores. Finger scanning will soon be ubiquitous, offering speed and convenience to consumers. It will help protect and prevent identity theft. Kids growing up now cannot imagine you needing a cord to use a telephone. Soon they will be saying, â€Å"You mean you had to carry around a piece of plastic or a piece of paper to buy something?† Right now about 500 stores are offering biometric payment and are projected to triple in 2006. The Jetson Age Identity theft has become a major concern for consumers these days and companies are trying to figure out a way to help their customers protect themselves against it. For some time, biometric authentication seemed to be a technology in search of a quality application. Now these two problems are coming together. The idea of linking personal characteristics to a database of settlement sources is beginning to be adopted in grocery stores and retail outlets across the country. What is biometrics? Biometrics refers to the use of an automatic system to verify personal identity through physiological and behavioral characteristics. Biometric payment technology allows the consumer to pay with a touch of a finger on a fingerprint scanner. The fingerprint template is usually linked to a router and transmission media necessary to clear the transaction through an automated clearinghouse. Many of the biometric payment transaction providers are focusing on grocery, home improvement and convenience stores, others have show interest in fast food, car washes and vending operations. Biometric payment providers require compl... ...ier. Biometric payment will reduce fraud and identity theft, speedup checkout and most importantly lower transaction processing fees retailers, improving their bottom line. A 20% reduction in processing costs over the next several years can show a 4% increase in earnings per share. This is making the big-box discounters like Wal-Mart and Costco look at this technology closer. References Boyle, Matthew. (2006). Let your fingers do the paying. Retrieved September 4, 2006, from www.furtune.com. McCarthy, Ellen. (2005) Cash, Charge or Fingerprint. Retrieved September 4, 2006, from www.washingtonpost.com. Wade, Will (2003) Fingerprint Payment Systems Going Live at U.S. Retailers. Retrieved September 4, 2006, from www.americanbanker.com. Wong, Grace (2005) Cash or plastic? How about fingerprint?. Retrieved September 4, 2006, from www.cnnmoney.com.

Approaches to Management

APPROACHES TO MANAGEMENT Dr. M. Thenmozhi Professor Department of Management Studies Indian Institute of Technology Madras Chennai 600 036 E-mail: [email  protected] ac. in APPROACHES TO MANAGEMENT 1) 2) 3) 4) 5) 6) 7) 8) 9) Empirical Approach Human Behaviour Approach Social System Approach Decision Theory Approach Mathematical Approach Socio-Technical Systems Approach Systems Approach Contingency Approach Operational Approach REASONS & PROBLEMS 1) Semantic problems in management literature. 2) Contributions from different disciplines. 3) Misunderstanding of principles. EMPIRICAL APPROACH †¢ †¢ †¢ – – – –Study of managerial experiences and cases(mgt) Contributors: Earnest Dale, Mooney & Reiley, urwick. Features Study of Managerial Experiences Managerial experience passed from participationer to students for continuity in knowledge management. Study of Successful & failure cases help practicising managers. Theoretical research combined with practical experiences. †¢ – Uses Learning through experience of others †¢ – – Limitations No Contribution for the development of management as a discipline Situations of past not the same as present. HUMAN BEHAVIOUR APPROACH †¢ – – Organisation as people ) Interpersonal Behaviour Approach – Individual Psychology b) Group Behaviour Approach – Organisation Behaviour †¢ – – – – Features Draws heavily from psychology & sociology. Understand human relations.Emphasis on greater productivity through motivation & good human relations Motivation, leadership, participative management & group dynamics are core of this approach. HUMAN BEHAVIOUR APPROACH Contd.. †¢ Uses – Demonstrates how management can be effective by applying knowledge of organisation behaviour. †¢ Contributors – Maslow, Herzberg, Vroom, Mc Cleland, Argyris, Likert, Lewin, Mc Gregor, etc. Limitations â€⠀œ Treating management as equivalent to human behaviour. – Talks about organisation & organisation behaviour in vague terms. SOCIAL SYSTEM APPROACH †¢ †¢ Understanding the behaviour of groups & individuals. Features 1. 2. 3. 4. 5. Social System, a system of cultural relationship Relationship exist between external and internal environment of the organisation. Formal Organisation – Cultural relationships of social groups working within the organisation. Co-operation necessary Efforts directed – harmony between goals of organisation & goals of groups.SOCIAL SYSTEM APPROACH Contd†¦ †¢ Contributors – Pareto, Chester Barnard †¢ Uses – Organisational decisions should not be based on desires of one group alone but should reflect the interests of all the parties. †¢ Limitations – Broader than management & its practice – Overlooks many management concepts principles & techniques that are important to practising ma nagers. DECISION THEORY APPROACH †¢ Manager – Decision maker †¢ Organisation – Decision making unit. †¢ Features – Management is decision making. – Members of Organisation – decision makers and problem solvers. Decision making – control point in management – Increasing efficiency – the quality of decision – MIS, process & techniques of decision making are the subject matter of study. DECISION THEORY APPROACH †¢ Contributors – Simon, Cyert, Forrester, etc. †¢ Uses – Tools for making suitable decisions in organisations. †¢ Limitation – Does not take the total view of management – Decision making – one aspect of management MATHEMATICAL APPROACH †¢ †¢ †¢ Management- logical entity Actions- Mathematical symbols, Relationships and measurable data. Features 1. 2. 3. 4. 5. Problem Solving mechanism with the help of mathematical tools and techniques.P roblems Expressed in mathematical symbols. Variables in management – quantified. Scope – Decision making, system analysis & some aspect of human behaviour. Tools – Operations research ,simulation etc. MATHEMATICAL APPROACH Cont.. †¢ Contributors – Newman, Russell Ackoff, Charles Hitch, etc. †¢ Uses – Provided Exactness in management discipline. †¢ Limitations – Not a separate school – Technique in decision making. SOCIO -TECHNICAL SYSTEMS APPROACH †¢ Features – Social & technicals systems interact. This interaction is important for organisational effectiveness. – Organisation – governed by social laws as well as psychological forces. Technical aspects of organisation modified by the social aspects. †¢ Contributors – Trist, Bamforth, Emery etc. †¢ Uses – Organisational effectiveness depends on looking at people and their interactions and also at the technical environment in which they operate. – Change in technology – Change in social interactions at work place SOCIO -TECHNICAL SYSTEMS APPROACH †¢ Limitations – – – – Lack of total managerial view Concentrate on factory or other production system No new contribution People aware about the role of technology of the social system of the work placeSYSTEMS APPROACH †¢ †¢ †¢ †¢ †¢ †¢ †¢ An enterprise Man-Made system Internal parts Achieve established goals External parts Achieve interplay with its environment Manager integrates his available facilities with goal achievement. †¢ Uses – Quick Perception – Better Planning †¢ Limitations – Complicated – Expensive CONTIGENCY SCHOOL †¢ In developing management concepts the environment within which the concepts are to be applied has to be considered. †¢ Internal environment – Structure, Processess, Technology. †¢ External Environment – Social, Economic, Political etc. †¢ Features Appropriateness of a management technique depends on situation. –If – Then approach. OPERATIONAL APPROACH †¢ Management is a process. †¢ Universalist / Classist / Traditional Approach. †¢ This school concentrates on the role and functions of managers and distills the principles to be followed by them. †¢ Features – – – – – Functions of managers remain same Functions of management core of good management Framework of management Principles of management †¢ Contributors – Fayol, Lyndall Urwick ,Harold Koontz, Newman, Mc Farland, Taylor. †¢ Uses – Flexible & practical but not universal.

Ian Brady and Myra Hindley and the Moors Murders

Ian Brady and Myra Hindley and the Moors Murders In the 1960s, Ian Brady and his girlfriend, Myra Hindley, sexually abused and murdered young children and teens, then buried their bodies along the Saddleworth Moor, in what became known as the Moors Murders. Ian Bradys Childhood Years Ian Brady (birth name, Ian Duncan Stewart) was born on January 2, 1938, in Glasgow, Scotland. His mother, Peggy Stewart, was a 28-year-old single mother who worked as a waitress. His fathers identity is unknown. Unable to afford proper care for her son, Brady was placed in the care of Mary and John Sloan when he was four months old. Stewart continued to visit her son until he was 12, although she did not tell him she was his mother. Brady was a troublesome child and prone to throwing angry tantrums. The Sloans had four other children, and despite their efforts to make Brady feel he was part of their family, he remained distant and was unable to engage with others. A Troubled Teen Early on, despite his disciplinary problems, Brady demonstrated an above average intelligence. At age 12, he was accepted to Shawlands Academy in Glasgow, which was a secondary school for above-average students. Known for its pluralism, the academy offered Brady and environment, where despite his background, he could blend in with the multicultural and diverse student population. Brady was smart, but his laziness shadowed his academic success. He continued to detach himself from his peers and the normal activities of his age group. The only subject that seemed to captivate his interest was World War II. He became enthralled by the human atrocities that took place in Nazi Germany.   A Criminal Emerges By age 15, Brady had been to juvenile court twice for petty burglary. Forced to leave Shawlands Academy, he began working at a Govan shipyard. Within a year, he was arrested again for a series of small crimes, including threatening his girlfriend with a knife. To avoid being sent to a reform school, the courts agreed to place Brady on probation, but with the condition that he go and live with his birth mother. At the time, Peggy Stewart and her new husband Patrick Brady lived in Manchester. Brady moved in with the couple and took on his step-fathers name in an effort to solidify the feeling of being part of a family unit. Patrick worked as a fruit merchant and he helped Brady find a job at the Smithfield Market. For Brady, it was his chance to start a new life, but it did not last long. Brady remained a loner. His interest in sadism intensified by reading books on torture and sadomasochism, particularly the writings of Friedrich Nietzsche and Marquis de Sade. Within a year, he was arrested again for theft and sentenced to two years in a reformatory. No longer interested in making a legitimate living, he used the time of his incarceration to educate himself about crime.   Brady and Myra Hindley Brady was released from the reformatory in November 1957 and he moved back to his mothers home in Manchester. He had various labor-intensive jobs, all of which he hated. Deciding he needed a desk job, he taught himself bookkeeping with training manuals he obtained from the public library. At age 20, he got an entry-level bookkeeping job at Millwards Merchandising in Gorton. Brady was a reliable, yet a fairly unremarkable employee. Other than being known for having a bad temper, not much office chatter was spilled in his direction, with one exception. One of the secretaries, 20-year-old Myra Hindley, had a deep crush on him and tried various ways to get his attention. He responded to her much like he did everyone around him disinterested, detached and somewhat superior. After a year of being a relentless flirt, Myra finally got Brady to notice her and he asked her out on a date. From that point on, the two were inseparable. Myra Hindley Myra Hindley was raised in an impoverished home with abusive parents. Her father was an ex-military alcoholic and tough disciplinarian. He believed in an eye-for-an-eye and at an early age taught Hindley how to fight. To win her fathers approval, which she desperately wanted, she would physically confront the male bullies at school, often leaving them bruised and with swollen eyes. As Hindley got older she seemed to break the mold and she gained a reputation as being a somewhat shy and reserved young woman. At the age of 16, she began taking instructions for her formal reception into the Catholic Church and had her first communion in 1958. Friends and neighbors described Hindley as being reliable, good and trustworthy. The Relationship It took just one date for Brady and Hindley to realize that they were soul mates. In their relationship, Brady took the role of the teacher and Hindley was the  dutiful student. Together they would read Nietzsche, Mein Kampf and de Sade. They spent hours watching x-rated movies and looking at pornographic magazines. Hindley quit attending church services when Brady told her there was no God. Brady was Hindleys first lover and she was often left to tend to her bruises and bite marks that came during their lovemaking sessions. He would occasionally drug her, then pose her body in various pornographic positions and take pictures that he would then share with her later. Hindley became fixated on being Aryan and dyed her hair blonde. She changed her style of clothing based on Bradys desires. She distanced herself from friends and family and often avoided answering questions about her relationship with Brady. As Bradys control over Hindley increased, so did his outrages demands, which she would make every effort to satisfy without question. For Brady, it meant he had found a partner who was willing to venture into a sadistic, macabre world where rape and murder was the ultimate pleasure. For Hindley it meant experiencing pleasure from their perverse and brutal world, yet avoiding the guilt for those desires since she was under Bradys control. July 12, 1963 Pauline Reade, age 16, was walking down the street at around 8 p.m. when Hindley pulled over in a van she was driving and asked her to help her find a glove that she had lost. Reade was friends with Hindleys younger sister and agreed to help. According to Hindley, she drove to the Saddleworth Moor and Brady met the two shortly afterward. He took Reade onto the moor where he beat, raped and murdered her by slashing her throat, and then together they buried the body.  According to Brady, Hindley participated in the sexual assault. November 23, 1963 John Kilbride, age 12, was at a market in Ashton-under-Lyne, Lancashire, when he accepted a ride home from Brady and Hindley. They took him to the moor where Brady raped then strangled the boy to death. June 16, 1964 Keith Bennett, age 12, was walking to his grandmothers house when Hindley approached him and asked for his help in loading boxes into her truck, and where Brady was waiting. They offered to drive the boy to his grandmothers house, but instead they took him to Saddleworth Moor where Brady led him to a gully, then raped, beat and strangled him to death, then buried him. December 26, 1964 Lesley Ann Downey, age 10, was celebrating Boxing Day at the fairgrounds when Hindley and Brady approached her and asked her to help them load packages into their car and then into their house. Once inside the house, the couple undressed and gagged the child, forced her to pose for pictures, then raped and strangled her to death. The following day they buried her body on the moors. Maureen and David Smith Hindleys younger sister Maureen and her husband David Smith started hanging around with Hindley and Brady, especially after they moved close to one another. Smith was no stranger to crime and he and Brady would often talk about how they could rob banks together. Smith also admired Bradys political knowledge and Brady enjoyed the attention. He took on the role of mentor and would read Smith passages of Mein Kampf  much as he had with Myra when they first began dating. Unknown to Smith, Bradys real intentions went beyond feeding the younger mans intellect. He was actually priming Smith so that he would eventually participate in the couples ghastly crimes. As it turned out, Bradys belief that he could manipulate Smith into becoming a willing partner was dead wrong. October 6, 1965 Edward Evans, age 17, was lured from Manchester Central to Hindley and Bradys home with the promise of relaxation and wine. Brady had seen Evans before in a gay bar he had cruised looking for victims. Introducing Hindley as his sister, the three drove to Hindley and Bradys home, which would ultimately become the scene of where Evans would suffer a horrific death. A Witness Comes Forward In the early morning hours of October 7, 1965, David Smith, armed with a kitchen knife, walked to a public phone and called the police station to report a murder that he had witnessed earlier in the evening.   He told the officer on duty that he was in Hindley and Bradys home when he saw Brady attack a young man with an ax, repeatedly striking him while the man screamed in agony. Shocked and frightened that he would become their next victim, Smith helped the couple clean up the blood, then wrapped the victim in a sheet and placed it in an upstairs bedroom. He then promised to return the next evening to help them dispose of the body. The Evidence Within hours of Smiths call, the police searched the Brady home and found Evans body. Under interrogation, Brady insisted that he and Evans got into a fight and that he and Smith murdered Evans and that Hindley was not involved. Brady was arrested for murder and Hindley was arrested four days later as an accessory to murder. Pictures Dont Lie David Smith told the investigators that Brady had stuffed items into a suitcase, but that he did not know where it was hidden. He suggested that maybe it was at the railway station. The police searched the lockers at Manchester Central and found the suitcase which contained pornographic pictures of a young girl and a tape recording of her screaming for help. The girl in the pictures and on the tape was identified as Lesley Ann Downey. The name, John Kilbride, was also found written in a book. There were several hundred pictures in the couples home, including several taken on Saddleworth Moor. Suspecting that the couple had been involved in some of the cases of missing children, a search party of the moors was organized. During the search, the bodies of Lesley Ann Downey and John Kilbride were found. Trial and Sentencing Brady was charged with murdering Edward Evans, John Kilbride, and Lesley Ann Downey. Hindley was charged with murdering Edward Evans and Lesley Ann Downey, and for harboring Brady after she knew he had killed John Kilbride. Both Brady and Hindley pleaded not guilty. David Smith was the prosecutors number one witness until it was discovered that he had entered into a monetary agreement with a newspaper for the exclusive rights to his story if the couple was found guilty. Prior to the trial, the newspaper had paid for the Smiths to go on a trip to France and provided them with a weekly income. They also paid for Smith to stay in a five-star hotel during the trial. Under duress, Smith finally disclosed the News of the World as the newspaper. On the witness stand, Brady admitted to hitting Evans with the ax, but not doing it with the intention of murdering him.   After listening to the tape recording of Lesley Ann Downey and clearly hearing the voices of Brady and Hindley in the background, Hindley admitted that she was brusque and cruel in her treatment of the child because she was afraid that someone might hear her screams. As to the other crimes committed on the child, Hindley claimed to be in another room or looking out of the window. On May 6, 1966, the jury took two hours of deliberation before returning a verdict of guilty of all charges for both Brady and Hindley.  Brady was sentenced to three terms of life imprisonment and Hindley received two life sentences and a concurrent seven-year sentence. Later Confessions and Discoveries After spending almost 20 years in prison, Brady allegedly confessed to the murders of Pauline Reade and Keith Bennett, while he was being interviewed by a newspaper journalist. Based on that information, the police reopened their investigation, but when they went to interview Brady he was described as scornful and uncooperative. In November 1986, Hindley received a letter from Winnie Johnson, Keith Bennetts mother, in which she begged Hindley to give her any information about what happened to her son. As a result, Hindley agreed to look at photos and maps to identify places she had been with Brady. Later Hindley was taken to Saddleworth Moor but was unable to identify anything that helped the investigation of the missing children. On February 10, 1987, Hindley made a taped confession to her involvement in the murders of Pauline Reade, John Kilbride, Keith Bennett, Lesley Ann Downey, and Edward Evans. She did not confess to being present during the actual murders of any of the victims. When Brady was told of Hindleys confession he did not believe it.  But once he was given details that only he and Hindley knew, he knew that she had confessed. He also agreed to confess, but with a condition that could not be met, which was a way to kill himself after confessing. Hindley again visited the moor in March 1987, and although she was able to confirm that the area that was being searched was on target, she could not identify the exact locations of where the children were buried. On July 1, 1987, Pauline Reades body was found buried in a shallow grave, close to where Brady had buried Lesley Ann Downey.   Two days later, Brady was taken to the moor but claimed that the landscape had changed too much and he was unable to help in the search for Keith Bennetts body. The following month the search was called off indefinitely.   Aftermath Ian Brady spent the first 19 years of his incarceration at Durham Prison. In November 1985, he was moved to the Ashworth Psychiatric Hospital after being diagnosed as a paranoid schizophrenic. Myra Hindley suffered a brain aneurysm in 1999 and died in prison on November 15, 2002, from complications brought on by heart disease. Reportedly, over 20 undertakers refused to cremate her remains. The case of Brady and Hindley is considered one of the most grisly serial crimes in Great Britain history.

The Experts Guide to the AP Human Geography Exam

The Expert's Guide to the AP Human Geography Exam SAT / ACT Prep Online Guides and Tips AP Human Geography is an investigation of how the human species has populated the earth and developed different cultures, political systems, and means of production. This is a subject that can be a little hard to pin down because it represents an intersection of lots of different types of information. How does the College Board test such a wide range of topics? Continue reading to gain a better understanding of the lay of the land (so to speak) on the AP Human Geography exam! How Is the AP Human Geography Exam Structured? There are two sections of the AP Human Geography test: multiple choice and free response. The multiple-choice section is: 75 questions One hour long Scored based on the number of questions you answer correctly (no points deducted for incorrect answers) On this section, you’ll be expected to: Consider maps and spatial data Show a strong understanding of how the world looks from a spatial perspective Interpret patterns and processes at different scales Understand different regions Characterize and analyze changing interactions among different places The free-response section is: Three questions One hour 15 minutes long On this section, you’ll be expected to: Interrelate different topic areas and to analyze and evaluate geographical concepts. Answer questions based on stimulus material such as verbal descriptions, maps, graphs, photographs, and diagrams Demonstrate both analytical and organizational skills in your writing The AP Human Geography test is two hours and 15 minutes long in total, and this year it’s offered on Tuesday, May 5th at 12 PM. It will be a spoooooky scaaaary AP test. AP Human Geography Topics AP Human Geography covers the following seven topic areas, which you’re expected to be able to link together conceptually on the test.These topics are connected to subtopics that the College Board labels â€Å"Enduring Understandings† (listed below each main heading) that you’re expected to master by the time you take the exam. Topic #1: Geography: Its Nature and Perspectives Geography looks at the world from a spatial perspective. Geography offers a set of concepts, skills, and tools that facilitate critical thinking and problem solving. Geographical skills provide a foundation for analyzing world patterns and practices. Geospatial technologies increase the capability for gathering and analyzing geographic information with applications to everyday life. Field experiences are important ways of gathering geographic information. Topic #2: Population Knowledge of the geographic patterns and characteristics of human populations facilitates understanding of cultural, political, economic, and urban systems. Populations grow and decline over time and space. Causes and consequences of migration are influenced by cultural, demographic, economic, environmental, and political factors. Topic #3: Cultural Patterns and Processes Concepts of culture frame the shared behaviors of a society. Culture varies by region. Topic #4: Political Organization of Space The contemporary political map has been shaped by events of the past. Spatial political patterns reflect ideas of territoriality and power at a variety of scales. The forces of globalization challenge contemporary political-territorial arrangements. Topic #5: Agricultural and Rural Land Use The development of agriculture led to widespread alteration of the natural environment. Major agricultural regions reflect physical geography and economic forces. Settlement patterns and rural land use are reflected in the cultural landscape. Changes in food production and consumption present challenges and opportunities. Topic #6: Industrialization and Economic Development The diffusion of the Industrial Revolution facilitated improvements in standards of living. Measures of development are used to understand patterns of social and economic differences at a variety of scales. Development is a process that varies across space and time. Sustainable development is a strategy to address resource depletion and environmental degradation. Topic #7: Cities and Urban Land Use The form, function, and size of urban settlements are constantly changing. Models help us to understand the distribution and size of cities. Models of internal city structure and urban development provide a framework for urban analysis. Built landscapes and social space reflect the attitudes and values of a population. Urban areas face economic, social, political, cultural, and environmental challenges. Overall, the course revolves around a thematic understanding of the human cultural landscape and patterns of global development.It deals with how human interactions and demographics are shaped by location and environment. Learning objectives you’re expected to master before the exam include: Read sophisticated texts and academic writings. Write well-constructed essays and research papers. Think critically by synthesizing a variety of perspectives and information from different sources. Discuss controversial issues effectively. Analyze geospatial data. Present fieldwork and research in visual and oral formats. Work with other students to analyze real-world issues. For more details on the curriculum, take a look at the full course description. World Regions for AP Human Geography Here are maps of world regions that you’ll be examining across all the topic areas in the course. These maps are important because you need to know exactly where different cultural, political, and demographic developments have occurred. Understanding the relative locations of different regions can help you to grasp their places in the grand scheme of the human geographic landscape. The first map is a broad survey of all the world regions, while the second gets into more specific labels: AP Human Geography Sample Exam Questions This section will give an example of a real AP question from each section of the test. I'll go over explanations of the correct answers and the ways in which points were awarded. Multiple Choice For this question, we have to figure out which of the choices is impacted by an intersection of all three factors.Which aspects of human society are strongly connected to environmental laws, labor availability, and access to markets? It appears that this must be something related to the production of goods because both labor availability and access to markets are important for that, and environmental laws have an impact as well. Choice A can be eliminated because these factors together don’t point to an impact on political affiliation. Political affiliation isn’t directly related to industrial opportunities. Choice B is more ambiguous. It’s directly related to the economy which is what the three factors would potentially impact.However, all the factors are happening on the ground level, not in direct relation to a country’s GDP. This answer doesn’t quite fit. Choice C is definitely incorrect. It seems like an irrelevant answer because property tax rates aren’t necessarily directly affected by any of these factors. Choice D looks promising.Companies choose manufacturing locations based on lack of environmental restrictions on production, labor availability, and ability to easily transport products to markets. Choice E isn’t right because transportation costs are not necessarily impacted by these factors, especially not as directly as manufacturing locations. The correct answer is D! This question could be answered through logical thinking and a basic understanding of the reasons for economic developments.You might know that many US businesses have moved manufacturing plants overseas in recent years because of the cheapness/availability of labor, lack of strict environmental laws, and increased ability to transport goods cheaply across long distances to their largest markets.Other multiple-choice questions on this exam may ask you to identify an example of a concept or read data expressed by maps or geographic models.They also ask about particular locations, so you should know the characteristics of global regions regarding population density, economic climate, and cultural landscape. Free Response This question is from the 2015 exam and was worth eight points total. For part A, you just need to define a term.This is the suggested definition provided by the scoring guidelines: A person who flees, is displaced, or is forced to leave his or her home country. If you said something along those lines, you would get the first point. For part B, you could earn up to three points, one for each description of a valid reason for refugees to leave their countries of origin. Example of a political reason: They were forcibly evicted by the government or the military in their home country. Example of a social reason: Their rights or opportunities were denied based on gender or sexuality. Example of an environmental reason: Their home country was experiencing food insecurity or famine. For part C, you could earn two points, one for the identification of a reason why refugees left one of the countries in the chart, and one for an explanation of that reason.If you chose Somalia, for example, you could say a reason for refugees leaving the country was widespread religious, ethnic, and gender persecution.The explanation behind this would be that Militant Wahhabis persecuted other Sunnis, Animists, and Christians; there were major conflicts based on tribal differences; and rights and opportunities were denied to many people based on their genders or sexualities. For the final two points on part D, you're asked to provide explanations of the economic impact of refugees on a receiving country.These could be positive or negative. Examples include: Additions to the low-wage labor pool Increased demand for goods and services that could result in price increases Refugees may provide added skills and knowledge to the receiving country For more information on the scoring of this question, see this document. Haven't these poor people been through enough? How Is the AP Human Geography Exam Scored? You'll get one point for each multiple choice question you answer correctly. There are no point deductionsfor incorrect answers, so fill in every bubble! Onfree-response questions, points are allotted for answering each part of the question thoroughly.The number of points possible for each question varies slightly from year to year.Maximum scores on free-response questions range from 6 to 10 points.Each free-response question will have an equal bearing on your score regardless of how many points it is worth. Multiple choice and free response are each worth 50 percent of your score.Your free-response score is scaled in accordance with this and added to your multiple-choice score to arrive at a scaled score that is then converted to a score on the 1-5 AP scale.Here’s a link to the score distributions for 2015. Study Tips for the AP Human Geography Test As you get started preparing for this exam, here are a few pointers to keep in mind! Tip #1: Make Flashcards Much of the AP Human Geography exam deals with key terms covered by the course.Two out of the three free-response questions in 2015 asked students to define a term to earn the first point in part A, and the subsequent parts of those questions were dependent on a strong understanding of that term and its implications. Multiple-choice also includes many questions that ask you to identify an example of a certain concept defined by a phrase unique to the field of human geography.Your score is dependent on your knowledge of this field-specific terminology, so you should make a set of flashcards of the terms you learned over the course of the year.Go over them until you feel confident that you understand all the definitions well enough to think of real world examples.If it helps, you can include a couple of examples on the back of each flashcard along with the definition! Tip #2: Know Geographic Models (and Practice Reading Them) There are several geographic models that are important to understand if you hope to successfully interpret data in human geography.Make sure you're familiar with all of them and can read them easily. Sometimes, the test will present you with questions about identifying different types of models or ask you to comment on data sets. Tip #3: Take Official Practice Exams There’s no better form of practice than official AP test questions which is why you shouldtake a practice exam to start off your studying. This will allow you to predict your scores on the real test and make an informed decision about how much more you need to study to reach your goals.You might find you have trouble on certain types of questions that you didn’t expect to be a problem. A careful analysis of yourmistakes on practice tests will help to ensure that you only revisit content that has the potential to trip you up on the exam (rather than trying to reread your entire textbook). Tip #4: Review Regions (and Connect Them to Key Terms) A problem that some students have on this AP exam is citing incorrect geographic regions in their responses.It’s important to know the names of the different regions of the world and the economic, political, and cultural climates that have evolved over time.Be able to identify the regions on the maps included earlier in this article, and think about their individual statuses in connection to each of the main topics of the course. Keep a map of the world's regions in your metaphorical back pocket. Emphasis on metaphorical. Conclusion The AP Human Geography exam is structured in a similar way to other AP tests. It's on the shorter side, coming in at just two hours and 15 minutes, but it has both multiple-choice and free-response sections, and its questions require a wide range of skills and content knowledge. The seven major topic areas you'll encounter on the test are: Geography: Its Nature and Perspectives Population Cultural Patterns and Processes Political Organization of Space Agricultural and Rural Land Use Industrialization and Economic Development Cities and Urban Land Use Some study tips to remember for this examinclude: Make Flashcards Know the Geographic Models Take Official Practice Exams Review Regions Make sure you block out enough study time before the exam to take practice tests, review all of your mistakes thoroughly, and revisit key concepts! What's Next? Should you include AP Human Geography in your schedule? What about other AP classes? Read this expert guide to find out which AP classes you should take in high school. Everyone wants to get 5s on their AP exams, but how important is that perfect score in the long run? Learn more about what it means to earn a 5 on an AP exam and whether this is a smart goal for you. If you're applying to super competitive colleges, you might plan on taking SAT Subject Tests. Check out this article for information on the differences between Subject Tests and AP tests. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Wal mart Assignment Example | Topics and Well Written Essays - 250 words

Wal mart - Assignment Example Walmart Inc. operates more than 11,000 stores across 27 countries around the globe. Most of the international stores of Walmart are in Africa, Argentina, Brazil, China, Japan, Canada, Chile, Mexico, UK, and Central America. This is because they enjoy monopoly in countries without such vibrant stores and the population of the countries is a source of customers. b. Provide a trend analysis for years 2011, 2012 and 2013 as to where Walmart expanded and/or divested in its domestic and international markets. That is, where did they open and/or close their stores. Also pay attention to the type of stores they are opening and/or closing. Walmart has six different types of stores opened across the world. Among them is the Supercenter, quick-trip to a convenience store, Discount store, Sam’s Club warehouse stores, Campus convenience stores. The company decided to enhance selling of groceries since they learnt that food sells as compared to other stuff Consolidated net sales for the entire fiscal year were $466.1 billion representing an increase of 5.0% over fiscal 2012. Net sales included about $4.0 billion from acquisitions and approximately $4.5 billion of negative impact from currency fluctuations of exchange rate. Membership and other income was $3.0 billion, showing a decrease of 1.6 percent from the previous year. The total revenue was $469.2 billion increasing by $22.2billion or 5%. Income from continuing operations connected to Walmart was $17.0 billion, which is a 7.8 % increase from $15.8 billion in the previous fiscal year. 2013 fiscal was $5.02 as compared to last year’s $4.54, a 10.6% increase. The effective tax rate for the wholeyear was 31.0 percent, compared to 32.6 percent for the prior year. The trend in the analysis shows that Walmart has a financial graph that is rising between 2011 and 2013. This comes as a result of having a fiscal policy that is organized

Diversity Day Analysis Essay Example | Topics and Well Written Essays - 1000 words - 1

Diversity Day Analysis - Essay Example invest in diversity training in order to educate their employees about the different cultures so as to inculcate an appreciation of diversity and to reduce incoherence within the workforce. In the Diversity Day episode of The Office, a diversity training consultant, Mr. Brown arrives at the Dunder-Mifflin Paper Co., Inc in order to educate its staff about diversity and cultural tolerance. The diversity training is necessitated by the imitation of Chris Rock’s comedy routine called ‘Niggas v. Black People’ by Michael, which offends the staff due to its racist joke. This act prompts the corporate management to call for a diversity day seminar in order to teach the staff about racial tolerance. Ironically, after the diversity trainer and consultant, Mr. Brown arrives, Michael seems to steal the center stage when in fact the training was actually meant for him. In the diversity training session, Mr. Brown continuously tries to make an effort to create cultural sensitivity among the staff workers so as to generate a feeling of cultural Enlightment by putting each staff in the shoes of a co-worker with a different race. Here, the purpose is to spark tolerance and appreciation of the diversity present at most workplaces. Mr. Brown means to spur realization of other racial sentiments and hence greater tolerance for other races. A constantly interrupted diversity session that Mr. Brown holds, aims to present an insightful experience for the staff members. His speech talks about the cultural variations and tries to generate a more coherent feeling among the workers going beyond racial stereotypes. Mr. Brown shows much tolerance after Michael says that Mr. Brown really is his name, implying the coherence between Mr. Brown’s name and his African American origins. By displaying tolerance to many of Michael’s racist remarks, he tries to demonstrate how diversity training involves appreciation and recognition of the varied staff workers. In a varied workforce, it is