the lawsuit Essays - Presidency Of Barack Obama, Barack Obama

March 15th, 2011 Subject: Principles of Economics I Name: Hassan Shahid Student ID: 757196395 Instructor: Prof. Moses Ayiku U.S Budget for 2011 Present Obama presented Congress with a record $3.6 trillion budget. The total revenue for 2011 is estimated at $2 trillion. If you do the math, this will give the government a total deficit of an estimated $1.6 trillion which is also the highest at record. The following is a comparison of estimated spending for the year 2010 and 2011 on few major components of the government. [1]Area of spending2010 (billion)2011 (billion) - National defense$722$738 - Social security$724$738 - Medicare$462$498 - Health$386$381 - Income security$629$567 - Transportation$93$91 - Education & training$93$122 - Net interest$188$251 - Veterans benefits$124$122 - Science, space & technology$31$31 - International affairs$67$65 - Agriculture$25$24 - Community development$21$20 [1] [2] President Obama sent Congress on Monday a record $3.8 trillion budget for 2011 that would boost war spending, trim some domestic spending and rely on $1.3 trillion in new borrowing. The budget would be the third in a row with a deficit of more than $1 trillion, following this year's record $1.6 trillion, a figure the White House increased in its budget. The red ink would be cut in half by 2014, mostly by allowing tax cuts on families making more than $250,000 to expire in 2011.A year after proposing major increases for health care, energy and education, Obama is putting almost $30 billion more into the wars in Afghanistan and Iraq, boosting homeland security and international spending, and proposing a three-year freeze on some domestic spending [2]. From my point of view, the numbers speak for themselves; most of the government earning is spent on defense. We are fighting a war on two fronts and we clearly knew one of them wasn?t necessary. Even after we failed to find WMDs in Iraq, the government didn?t pull out. Prolonging the war will always keep the country in debt. Almost every department whether it was health, agriculture or community development; faced budget cuts. Budget cuts lead to job losses; which lead to people spending less and resulting in slow economic growth. If we keep at this rate, the national debt is going to keep increasing and the annual interest paid out on our debt is going to keep climbing. We have already seen a $63 billion increase from 2010 to 2011 on interest payments alone. The rich are still earning more and getting tax breaks, while the middle class continue to suffer from poor heath benefits, job losses and lost benefits. Work Cited [1]http://www.nytimes.com/interactive/2010/02/01/us/budget.html [2]http://www.usatoday.com/news/washington/2010-02-01-budget-obama_N.htm

History of the Sacco and Vanzetti Case

History of the Sacco and Vanzetti Case Two Italian immigrants, Nicola Sacco and Batolomeo Vanzetti, died in the electric chair in 1927, and their case was widely seen as an injustice.  After convictions for murder, followed by a lengthy legal battle to clear their names, their executions were met with mass protests across America and Europe. Some aspects of the Sacco and Vanzetti case would not seem out of place in modern society. The two men were portrayed as dangerous foreigners. They were both members of anarchist groups, and faced trial at a time when political radicals engaged in brutal and dramatic acts of violence, including a 1920 terrorist bombing on Wall Street. Both men had avoided military service in World War I, at one point escaping the draft by going to Mexico. It was later rumored that their time spent in Mexico, in the company of other anarchists, had been spent  learning how to make bombs. Their long legal battle began following a violent and deadly payroll robbery on a Massachusetts street in the spring of 1920. The crime seemed to be a common robbery, not anything to do with radical politics. But when a police investigation led to Sacco and Vanzetti, their radical political history seemed to make them likely suspects. Before their trial  even began in 1921, prominent figures declared that the men were being framed. And donors came forward help them hire competent legal help. Following their conviction, protests against the United States broke out in European cities. A bomb was delivered to the American ambassador to Paris. In the United States, skepticism about the conviction surged. The demand that Sacco and Vanzetti be cleared continued for years as the men sat in prison. Eventually their legal appeals ran out, and they were executed in the electric chair  in the early hours of August 23, 1927. Nine decades after their deaths, the Sacco and Vanzetti case remains a disturbing episode in American history. The Robbery The armed robbery which began the Sacco and Vanzetti case was remarkable for the amount of cash stolen, $15,000 (early reports gave an even higher estimate), and because two gunmen shot two men in broad daylight. One victim died immediately and the other died the next day. It seemed to be the work of a brazen stick-up gang, not a crime that would turn into a prolonged political and social drama. The robbery occurred on April 15, 1920, on a street of a Boston suburb, South Braintree, Massachusetts. The paymaster of a local shoe company carried a box of cash, divided up into pay envelopes to be distributed to workers. The paymaster, along with an accompanying guard, were intercepted by two men who drew guns.   The robbers shot the paymaster and the guard, grabbed the cash box, and quickly jumped into a getaway car driven by an accomplice (and said to be holding other passengers). The robbers managed to drive off and disappear. The getaway car was later found abandoned in a nearby woods. Background of the Accused Sacco and Vanzetti were both born in Italy, and, coincidentally, both arrived in America in 1908. Nicola Sacco, who settled in Massachusetts, got into a training program for shoemakers and became a highly skilled worker with a good job in a shoe factory. He married, and had a young son at the time of his arrest. Bartolomeo Vanzetti, who arrived in New York, had a more difficult time in his new country. He struggled to find work, and had a succession of menial jobs before becoming a fish peddler in the Boston area. The two men met at some point through their interest in radical political causes. Both became exposed to anarchist handbills and newspapers during a time when labor unrest led to very contentious strikes across America. In New England, strikes at factories and mills turned into a radical cause and both men became involved with the anarchist movement. When the United States entered the World War in 1917, the federal government instituted a draft. Both Sacco and Vanzetti, along with other anarchists, traveled to Mexico to avoid serving in the military. In line with anarchist literature of the day, they claimed the war was unjust and was really motivated by business interests. The two men escaped prosecution for avoiding the draft, and after the war  they resumed their previous lives in Massachusetts. But they remained interested in the anarchist cause just as the Red Scare gripped the country.   The Trial Sacco and Vanzetti were not the original suspects in the robbery case. But when police sought to apprehend  someone they suspected, attention fell on Sacco and Vanzetti nearly by chance. The two men happened to be with the suspect when he went to retrieve a car, which the police had linked to the case. On the night of May 5, 1920, the two men were riding a streetcar after visiting a garage with two friends. Police, tracking the men who had been to the garage after receiving a tip, boarded the streetcar and arrested Sacco and Vanzetti on a vague charge of being suspicious characters. Both men were carrying pistols, and they were held in a local jail on a concealed weapons charge. And as the police began to investigate their lives, suspicion fell on them for the armed robbery a few weeks earlier in South Braintree. The links to anarchist groups soon became apparent, and searches of their apartments turned up radical literature. The police theory of the case was that the robbery must have been part of an anarchist plot to fund violent activities. Sacco and Vanzetti were soon charged with murder. Additionally, Vanzetti was charged, and quickly put on trial and convicted, of another armed robbery in which a clerk was killed. By the time the two men were put on trial for the deadly robbery at the shoe company their case was being widely publicized.  The New York Times, on May 30, 1921, published an article describing the defense strategy. Supporters of Sacco and Vanzetti maintained the men were being tried not for robbery and murder but for being foreign radicals. A sub-headline read, Charge Two Radicals Are Victims of Department of Justice Plot. Despite the public support and the enlistment of a talented legal team, the two men were convicted on July 14, 1921, following a trial of several weeks. The police evidence rested on eyewitness testimony, some of which was contradictory, and disputed ballistics evidence that seemed to show a bullet fired in the robbery came from Vanzettis pistol. Campaign  for Justice For the next six years, the two men sat in prison as legal challenges to their original conviction played out. The trial judge, Webster Thayer, steadfastly refused to grant a new trial (as he could have under Massachusetts law). Legal scholars, including Felix Frankfurter, a professor at Harvard Law School and a future justice on the U.S. Supreme Court, argued about the case. Frankfurter published a book expressing his doubts about whether the two defendants had received a fair trial. Around the world, the Sacco and Vanzetti case turned into a popular cause. The United States legal system was criticized in rallies in major European cities. And violent attacks, including bombings, were aimed at American institutions overseas. In October 1921, the American ambassador in Paris had a bomb sent to him in a package marked perfumes. The bomb detonated, slightly wounding the ambassadors valet. The New York Times, in a front-page story about the incident, noted that the bomb seemed to be part of a campaign by Reds outraged about the Sacco and Vanzetti trial. The long legal fight over the case went on for years. During that time, anarchists used the case as an example of how the United States was a fundamentally unjust society.   In the spring of 1927, the two men were finally sentenced to death. As the execution date drew near, more rallies and protests were held in Europe and across the United States.   The two men died in the electric chair in a Boston prison early on the morning of August 23, 1927. The event was major news, and the New York Times of that day carried a large headline about their execution across the entire top of the front page.   Legacy of Sacco and Vanzetti The controversy over Sacco and Vanzetti never entirely faded away. Over the nine decades since their conviction and execution many books have been written on the subject. Investigators have looked at the case and have even examined the evidence using  new technology. But serious doubts still remain about misconduct by the police and prosecutors and whether the two men received a fair trial.   Various  works of fiction and poetry  were inspired by their case. Folksinger  Woody Guthrie  wrote a series of songs about them. In  The Flood and The Storm  Guthrie sang, More millions did march for Sacco and Vanzetti  than did march for the great War Lords.

What means have been retained for government agencies and officials to Essay

What means have been retained for government agencies and officials to run the Chinese economy - Essay Example The SOE’s constitutes of capital intensive industries and therefore absorbs a huge share of the state’s financial resources through financing. Additionally, in the Chinese stock market, the shares offer price lacks a reflection of real relation amid the shares supply and demand. The government restrictions on decision making rights, prices, control rights and trade have made it more challenging for enterprises and firms to grow (OECD 2010, 1-40). According to Tubilewicz (2006, 120-134), the government is the prime mover of the economy and the regulatory government should therefore ensure that the societal welfare is maintained and business persons have a better working environment. However, in China’s case, this has not yet been applicable. This clearly states that the government agencies and officials who have a major stake in Chinese economy should play a major role in boosting its performance and mitigating major economic challenges. In order to do this, it important to analyze ways through which the government officials can play their roles in the economy. By taking a look at the negative impacts that have resulted from the Chinese government paying extra attention to the SOE’s and overlooking other business enterprises, one gets clear picture of the negative economical impact caused by Chinese government excessive control on the economy. Around 1979, China’s government introduce their own profit retention mechanisms, mandatory planning reduction, production responsibility systems and profit tax reform thereby taking autonomous SOE’s managerial control in order to increase the SOE’s efficiency. However, the reforms which were inducted under the traditional state socialism allowed no room for ownership structure changes and hence, the state bore the SOE’s losses. The contracted managerial responsibility system made most managers maximize

Movie comment Review Example | Topics and Well Written Essays - 500 words - 5

Comment - Movie Review Example If not, explain why 2. What are your thoughts about â€Å"liminal space† that connects black Americans with White American? 3. Give your comment after reading the paragraph. Different Interpretation â€Å"Love is blind†. This contention is another interpretation of the movie. Both Flipper and Angie are blinded with their love. This is evident in their romantic twist. An example of this is the choice they both made in their life to be with each other despite of their happy marriages. Risking the marriage for another woman or man shows that being in love is more important over others. They both sacrificed to hurt their families and for their families to ostracized them. Flipper was thrown by Drew out of the house while Angie was beaten and very much criticized by his father. Another example supporting that they are blindly in love is that they went on with their relationship despite their cultural differences. It is known during the 1990’s that black Americans and white Americans are rarely involve with each other because of some racial discrimination. Blacks are not so much accepted in white families. Apart from this, Flipper and Angie are open with their relationship that it is readily observed within their families and communities. They are not concern if they are caught with their affair because they are in love.

New Orleans Jazz Assignment Example | Topics and Well Written Essays - 1000 words

New Orleans Jazz - Assignment Example Further societal differences like the class difference present in the society between these two communities is also attributed to result in the rise of Jazz music (Custodero). It is from these societal differences that the drum beats and horn blowing sounds were taken by the whites and blended with the music they heard from the churches and barrooms to give birth to this new genre of music now known as Jazz music. In line with the social factor that led to the rise of Jazz music in New Orleans, an ethnic group known as the Creoles were also credited for the rise of this new genre of music. These were French and Spanish speaking blacks who majority originated from the West Indies before settling in Louisiana. After the purchase of American state of Louisiana, these individuals out rightly became American citizens, therefore, the Geographical aspect of both Louisiana and New Orleans are contributor to the rise of Jazz music (Jazz In The International Sphere: Glocal Jazz Dialects And Po ly-Idiomatic Creative Music). The Creole musicians made some of the best society bands in New Orleans due to their delicate tone, precise technique and authentic flow of music. It is the blend of this music from the blacks living in New Orleans that gave birth to jazz music.

Social Structure of Pompeii and Herculaneum

Social Structure of Pompeii and Herculaneum Many written and archaeological sources have revealed different information about the social structure in Pompeii and Herculaneum. Pompeii and Herculaneum housed over 10 000 to 20 000 people, all separating into three main social classes; Freeborn, Freedmen and Slaves. All people were either permanently born into a specific group or rarely had the ability to change their status.  [1]  Pompeii and Herculaneum consisted of a range of mixed social groups which included rich land-owners, merchants, artisans and slaves. Both towns were lead by men following the patriarchal system. All elite people were determined by their previous families.  [2]  Men and women were treated differently, as the women had less responsibility to the community then the men had.  [3]   On the top of the social structure in Pompeii and Herculaneum was Freeborn. Freeborn men and women were classified as the high-class residents of Pompeii and Herculaneum, both politically and socially.  [4]  Freeborn people lived on altering their lives to satisfy and impress the people of Pompeii and Herculaneum.  [5]  It was important to publicly show that they were elite and important and in doing so freeborn men and women dressed with discrete details (toga for men and stola for women, (Refer to Appendix 9 and 10) that made them stand out amongst the rest of the public.  [6]  All freeborn people in Pompeii and Herculaneum came from either their ancestors or by property.  [7]  They included wealthy landowners and businessmen. Freeborn men had many advantages and satisfactions in being so highly ranked. Men had full legal rights and could become candidates for political office. They could become part of the council and dominate the community finances, spaces and rel igion. Freeborn men were very influential people who had statues devoted to them and had honorary tombs made for them. Freeborn men had reserved seating in the amphitheatre.  [8]   An archaeological fresco has shown a wealthy freeborn man and women in a banquet scene which indicates the social standing, where servants and slaves are typically displayed as smaller and lower people in the picture.  [9]  ( Refer to Appendix 5) Women in Pompeii and Herculaneum were expected to run the household, take care of children and manage the finances.  [10]  High-class women unlike men could not be in the political office. They were under the legal administration of their fathers and husbands which meant that they would belong with whichever social class their husband or father were in  [11]  . Freeborn women could own their own property, have an education and become businesswomen and priestesses. An example of a woman was Eumachia who was both business woman and a city priestess.  [12]  (Refer to Appendix 1).Another example is Julia Felix who was a very wealthy women who owned an entire block of land in Pompeii.  [13]  (Refer to Appendix 4). Like freeborn men, women received statues and tombs in their honour. Women also helped with the construction of buildings and tombs.  [14]  Women in Pompeii and Herculaneum were not classified as citizens, education was a symbol of respect but motherhood was the most valued occupation.  [15]  They could not control the political office as they required particular characteristics such as power and rights which they lacked.  [16]  Unlike many other Roman women Pompeian women had more freedom and could participate in the public, religious and business life.  [17]  Several wall paintings, inscriptions and frescoes have displayed Pompeian and Herculaneum women actively engaged in public activities and walking around the city freely.  [18]  (Refer to Appendix 6 and 7). Eumachia was a very influential women in Pompeii and Herculaneum. She owned a large building in the Forum of Pompeii which was the Fullers (Refer to Appendix 3). An inscription signifies that she built it with her own money, in honour of Augustan concord. Eumachia was the patron of the Fullers who worked in the building. The Fullers made a statue in her honour.  [19]   Freed people were known as liberti who were formerly known slaves. In order to become a Freedmen one must buy their freedom or be granted it by their owner.  [20]  Freed men were men and women who were freed from slavery and no longer had to serve anyone.  [21]  The process and ceremony of being set free was called Manumission and in this process the former slave was beaten for the last time to remind them that they were still in debt to their master.  [22]  Freed mens names gave evidence to the status they belonged to.  [23]   The freed people had numerous restrictions on their rights as they owed duties and responsibilities to their previous owners. This is where the patronage system comes into action where the former slave has become the client for their master. Freedmen had low social status and were poor, but it was possible for them to succeed in trade and become wealthy.  [24]  Many freedmen became wealthy and influential; an example is the Vetii Brothers, 1895.  [25]  The Vetii Brothers Aulus Vettius Restitutus and Aulus Vettius Conviva were former slaves who had been freed and became wealthy tradesmen. The House of the Vetii was owned by the Vettii brothers and one of the most well known and admired houses, it displayed a range of different frescoes which indicated their wealth through trade. Evidence has proven that they were wine merchants and became very well known and influential people in Pompeii and Herculaneum.  [26]   A fresco in their home portrayed Hermes god of Trade, located in their triclinium trying to profess their thanks to him.  [27]  (Refer to Appendix 8). Another archaeological source was a poster which said: [A VETTIUS] RESTITUTUS ROG[AT] VETTI CONIVA, AUGUSTALIS [FAC]. This poster was used to help the former owners of the brothers in the political votes as they had gained many connections through trade. The House of the Vettii contained many archaeological sources which helped reveal information about the social structure in Pompeii and Herculaneum. (Appendix 11 shows a picture of Priapus weighing his phallus, which was located at the front door greeting the guests). Freedmen participated in religious cults and could have their own businesses. Freedmen could not have political power like Freeborn men could but they could vote in the elections. Freed women like men could not hold formal political office and could also work for their former master through the patronage system.  [28]   In Pompeii and Herculaneum little evidence has been found about the slaves and their lives.  [29]  Slaves came from a range of different countries and could be bought and sold by their masters.  [30]  Slaves had no rights, privileges  [31]  and no permanent home as their owners could sell and dispose of them at anytime.  [32]  Many owners bought slaves for sexual intentions.  [33]  Several slaves were educated sometimes more than their owner. Their duty was to clean and cook , some took on the role of doctors and teachers.  [34]   In Pompeii slaves came from debtors and prisoners from wars usually consisted of women and children.  [35]  Slaves made up for forty percent of the population in both Pompeii.  [36]  Slaves worked for Freeborn people, Freedmen and the town council.  [37]  A range of evidence identifies that some slaves lived with their owners as they were considered by law as part of the property.  [38]  The House of Menander and the House of the Centenary are some examples of houses where specific rooms were assigned only to the slaves.  [39]  Tombs that were owned by slaves was rare, seemingly as most slaves were buried in random unmarked places.  [40]  An example of a tomb that was owned by a slave is shown through inscriptions Conviva, slave of Veia, lived 20 years.  [41]   The main goal was to be granted freedom and no longer be a slave for anyone. In order to be free it was required by the slave to either pay off their freedom or be granted freedom by their owner. The freedom converted the slaves to Freedmen.  [42]  Freedom for the slaves came with a ceremony called Manumission.  [43]  Many slaves resumed work with their previous owners but did not get the benefit of citizenship.  [44]   The relationship between the client and patron was a very common characteristic in all social classes in Pompeii and Herculaneum. It was a patronage system where high status people became leaders to the lower class people making them the client. In return the client was expected to support their master through political elections and any other services needed. In doing so the client was rewarded with a gift ,free meal or guidance with their the legal affairs. Clients were supported politically, socially, economically and legally. After many years of serving the owner the slave is granted freedom and adopts the owners name and become their client.  [45]   An example of this relationship was Eumachia and the guild of fullers. A statue of Eumachia was dedicated to her in her honour by the Fullers. (Refer to Appendix 1).Also there was an inscription on the statue that read The Fullers (dedicated this statue) to Eumachia, daughter of Lucius, Public priestess.  [46]  (Refer to Appendix 2). In conclusion written and archaeological sources have created a wide range of knowledge about the social structure in Pompeii and Herculaneum. The social structure branched out into three main categories freeborn, freedmen and slaves, people were either born into the social class or rarely changed into another status. Appendix Appendix One- http://farm2.static.flickr.com/1058/739235616_e3e5b19055.jpg Appendix Two- http://www.vroma.org/images/mcmanus_images/eumachia_inscript.jpg inscription on Eumachias building Appendix Three- scan from book. Appendix Four- Insulae of Julia Felix. http://wings.buffalo.edu/AandL/Maecenas/italy_except_rome_and_sicily/pompeii/ac880526.jpg Refer to Appendix 5- http://www.scalarchives.com/scalapic/foglia1/b/AF00125b.jpg Appendix Six- Three women conversing in Herculaneum. (Fresco) http://www.corbisimages.com/images/67/8C223073-D171-4282-86AB-9CFCDFA59F18/MI001617.jpg http://www.corbisimages.com/Images/spacer.gif Appendix Seven- Women playing the Lyre. http://www.the-romans.co.uk/g5/22.woman_with%20_lyre_small.jpg Appendix Eight- Hermes god of Trade. Priapus-Hermes (Mercury), phallic fertility god, with caduceus | Roman fresco Pompeii Appendix 9- Stola for Women. http://www.fashion-era.com/images/all_greeks_romans/faustina-roman-flora2.jpg Appendix 10- Toga for Men. Appendix 11- http://0.tqn.com/d/ancienthistory/1/0/0/l/2/HouseoftheVetii.jpg

Impact of Recess on Classroom Behavior Essay -- essays papers

Impact of Recess on Classroom Behavior When comparing the amount of time American children spend at ‘recess’ during the school day, you will see, that it is considerably less than the amount of time given by other countries. Japanese schools typically have a 10-20 min recess period between 45-min lessons or 5-min breaks between lessons, with a long play period after lunch. In Taiwan, schools typically have many recess periods during the day; children are also given 5-6 min of transition after recess in which to settle down. British schools have three 15-min recess periods throughout the day and 80-90 minutes at lunch. Many researcher believe that this recess period is key to classroom instruction. Research was done to determine the effect of a recess break on classroom behavior; specifically working, fidgeting, and listlessness. A southern urban school district with a ‘no recess policy’, granted permission for two grade 4 classes to have recess once a week so that behavior on recess days could be compared to that of behavior on non-recess days. Because recess was not in the normal daily schedule, the students would not anticipate it, and this anticipation could not effect the results. The days for recess were chosen randomly so that a pattern would not develop and be anticipated. The study looked at 43 children, 18 boys and 25 girls, from a variety of backgrounds; socially, ethnically, and economically. The school was located in middle class-upper middle class neighborhood and serves neighborhood children as well as children bussed in from transient housing. This quantitative study explained very clearly the types of children that were to be studied, the specific controls that would be used, and the results that were being anticipated. Researchers conducting this test were looking for the effectiveness that recess has on the student, if any. The children were placed into two research groups; A and B. Classroom A’s normal morning schedule is as follows. 8:00-9:30 Instruction in their own classroom 9:30-11:15 Mathematics and science in another classroom (where they were observed) 11:15-12:00 Instruction in their own classroom On the days when the children had recess, they took a break from mathematics and science to go outside from approximately 10:30-10:50. Classroom B’s normal morning schedule is as foll... ...gnificant research for educators to know and that if used properly it could, and would, increase the learning in a classroom. Most public schools have a period set aside each day for recess that coincides with the lunch schedule. This proves that schools are taking advantage of the recess method. I think that the ‘anticipation factor’ is key to giving recess the greatest impact possible. Schools would have to devise a schedule that would shift the recess periods around so students would be unaware of the days scheduled recess time. This would be dependent on teacher and administrator cooperation. I believe that the research done has ‘real world’ significance to teachers and students alike. The changes that would have to take place are minimal and the effects that would be achieved are obvious from the start. Teachers everywhere would benefit from using this information in the day to day running of their classrooms by saving countless minutes trying to keep the class on task. We have learned that the most important parts to a lesson are the ‘first’ and ‘last’ facts. When you add recess into the daily schedule you have another ‘start’ and ‘finish’ for kids to remember.

Cross Tabulation and Exploratory Data Analysis

Prepare a preliminary analysis plan for this study. Which variables do you want frequencies on? Why?The initial stage of the data correlation and analysis would be the proper coding of the data and entry into an appropriate software database. For this case study, the data was presented as an Excel file, so the exploratory data analysis would include a complete descriptive statistical calculations and frequencies for applicable questions. I would suggest questions that create nominal or ordinal data are the most appropriate for frequency tables, and provide a clearer picture of the survey respondents. The data sets may be utilized to confirm if the teacher sample is representative of the overall population, and cross tabulations conducted to draw correlations between categories. I would suggest that data specifically addressing respondents who require a master’s degree, or those contemplating pursuing higher education would be of particular interest, as they represent the poten tial student market. Researchers will also need to account for non-response errors and missing data within the coding and analysis stages program, the program needs to continue the liberal arts tradition and strengthen the undergraduate teacher education program, as high quality under- graduate education is seen as part of Wittenberg’s primary mission.Additionally, new academic initiatives such as the one proposed are increasingly asked by the board to reach break-even within their first operating year. I don’t think the sample was appropriate for this research because the parameters of the systematic sampling are not detailed; such as were the teachers who already completed a MEd degree included in the sample? It would have been better to mail the 400 surveys to a more convenient sampling instead of the surrounding counties. It would be a lot better to see the market potential of the program.5. Which variables do you want to cross-tabulate? Why?Given the nature of the research questions, it would be beneficial to identity, through crosstabulations, those teachers who have not yet applied for their second licensure to teach and what level of education those teachers currently have. This would clarify the potential market for the WU program. In addition, cross-tabulations to identify potential teachers relative to their home counties would give a clearer picture of those teachers who could/would realistically attend the WU program over another program closer to their homes.A final cross tabulation that may prove beneficial is the number of teachers who currently are not impacted by the new legislation, but may look to the WU MEd. program for professional development courses. As noted earlier, the new legislation presents an opportunity for to expand upon their graduate level programs, but given the costs to initiate a new program, the decision to proceed must be based upon valid and credible research data. Therefore, the exploratory research under taken is critical, as it will form the foundation for any decisions made by the university administration.

Gordon Allport essays

Gordon Allport essays Born in Montezuma, Indiana, in 1897, Gordon Allport, was the youngest of four brothers. He had a shy and serious personality, and was teased due to which he lived rather an isolated childhood. His father, who was a country doctor, wanted Gordon to grow up with his father's patients and nurses and all the belongings of a miniature hospital. However, his early life was quite pleasant and ordinary (Valerie, 2000). When writing about Allport, one of his stories is always mentioned: At the age of 22, he went to Vienna and met with Sigmund Freud. When he arrived in Freud's office, Freud just waited for Gordon to begin. After a while, as Gordon was not able to hold on to the silence, he exclaimed an observation he had made while on his way to meet him. He revealed that he saw a little boy on the bus who was extremely upset at having to sit where previously a dirty old man was sitting (Valerie, 2000). According to Gordon's observation, he has learned this attribute from his mother, whom must be a very neat and seemed to be rather dominant kind. Freud didn't take this observation as merely an observation, but instead he took it as an expression of some profound, inborn process in Gordon's mind, and stated "And was that little boy you'" Through this experience he realized that in-depth psychology sometimes digs too deeply, just the way he realized earlier that behaviorism usually doesn't dig to that much extent (Valerie, 2000). In 1922, Allport received his Ph.D. in Psychology from Harvard, following footsteps of his brother Floyd. Much of his career was spent in developing theories and exploring social issues like prejudice, and later develop personality tests (Valerie, 2000). In 1967, he died in Cambridge Massachusetts. The center of his work was in the theory of Personality. His books on personality include Personality: A Psychological Inter ...

Prendre Conjugation in French, Translation, and Examples

Prendre Conjugation in French, Translation, and Examples The French verb prendre,  which commonly means to take,  is a frequently used and very flexible  irregular French -re verb. The good news is that  prendre can help you learn similar verbs. In this article you can find the different meanings and the most frequently used prendre conjugations: the present, present progressive, compound past, imperfect, simple future, near future indicative, the conditional, the present subjunctive, as well as the imperative and the gerund of prendre. There are other verb tenses for prendre, but they are not used as frequently. For example, the passà © simple and imperfect subjunctive are formal and most often found in writing. Prendre Is the Model for an Irregular -re Verb Subgroup There are patterns for irregular French  -re verbs, and  prendre  is in one of those groups. In fact, all verbs ending in the root word  -prendre  are conjugated the same way. These verbs drop the d in all three plural forms and take a double n in the third person plural.   This means that after you learn the conjugations for  prendre, you can apply what you learned to conjugate these other verbs: Apprendre   to learnComprendre  Ã‚  to understandEntreprendre  Ã‚  to undertakeMà ©prendre  Ã‚  to mistakeReprendre  Ã‚  to retake, take againSurprendre  Ã‚  to surprise The Many Meanings of Prendre The verb  prendre  usually means to take, both literally and figuratively. Il ma pris par le bras.  Ã‚  He took me by the arm.Tu peux prendre le livre.  Ã‚  You can take the book.Je vais prendre une photo.  Ã‚  Im going to take a picture.Prenez votre temps. Take your time. Prendre  is such a flexible verb that it can change meanings based on the context. The following is a list of some of the uses of prendre, although there are many more. Prendre  can mean to come over or to strike: La colà ¨re ma pris.   I was overcome with anger.Quest-ce qui te prend  ?  (informal)   Whats come over you? Whats the matter with you? Prendre may also mean to catch in instances such as: Je lai pris tricher.   I caught him cheating. There are times when prendre  will take on the meaning of to take in, to dupe, or to fool: On ne my prendra plus !   They wont fool me again! You may also use prendre when you want to say to handle or to deal with: Il y a plusieurs moyens de prendre le problà ¨me.   There are several ways to deal with the problem. One of your options for saying to set is a form of  prendre: Le ciment na pas encore pris. The cement hasnt set yet.   When you want to say to do well, to catch on, or to be successful you can also turn to  prendre: Ce livre va prendre.   This book is going to be a great success. Sometimes, prendre  can even mean to catch or to start: Jespà ¨re que le bois va prendre.   I hope the wood catches on fire. Finally, prendre  can also mean to pick up or to fetch, especially when used with another verb: Passe me prendre midi.   Come pick me up at noon.Peux-tu me prendre demain  ? Can you pick me up tomorrow? Using Se Prendre The  pronominal  se prendre  has several meanings as well. To consider oneself:  Il se prend pour un expert.   He thinks hes an expert.To get caught, trapped:  Ma manche sest prise dans la porte.   My sleeve got caught in the door. You may also use  sen prendre , which means  to blame, to challenge, or to attack: Tu ne peux ten prendre qu toi-mà ªme.   You only have yourself to blame.Il sen est pris son chien.   He took it out on his dog. Similarly, the construction  sy prendre   means to do something about it: Il faut sy prendre.   We have to do something about it. We have to take care of it. Expressions With Prendre There are many  idiomatic expressions  using the French verb  prendre.  Among the most common are these which you can use to practice your  prendre  conjugations. Prendre sa retraite   to retirePrendre une dà ©cision   to make a decisionPrendre  un pot  (informal) to have a drinkQuest-ce qui ta pris  ?   Whats gotten into you?Être pris   to be tied up, busy Present Indicative Je prends Je prends le petit dà ©jeuner 7 heures du matin. I have breakfast at 7 in the morning. Tu prends Tu prends le train pour aller travailler. You take the train to go to work. Il/Elle/On prend Elle prend un verre de vin la fin de la journà ©e. She has a glass of wine at the end of the day. Nous prenons Nous prenons beaucoup de photos pendant le voyage. We take many photos during the trip. Vous prenez Vous prenez le livre de la bibliothà ¨que. You take the book from the library. Ils/Elles prennent Ils prennent des notes en classe. They take notes in class. Present Progressive Indicative The present progressive in French is formed with the present tense conjugation of the verb à ªtre (to be) en train de the infinitive verb (prendre). Je suis en train de prendre Je suis en train de prendre le petit dà ©jeuner 7 heures du matin. I am having breakfast at 7 in the morning. Tu es en train de prendre Tu es en train de prendre le train pour aller travailler. You are taking the train to go to work. Il/Elle/On est en train de prendre Elle est en train de prendre un verre de vin la fin de la journà ©e. She is having a glass of wine at the end of the day. Nous sommes en train de prendre Nous sommes en train de prendre beaucoup de photos pendant le voyage. We are taking many photos during the trip. Vous à ªtes en train de prendre Vous à ªtes en train de prendre le livre de la bibliothà ¨que. You are taking the book from the library. Ils/Elles sont en train de prendre Ils sont en train de prendre des notes en classe. They are taking notes in class. Compound Past Indicative The  passà © composà ©Ã‚  is translated to English as the simple past. It is formed using the auxiliary verb  avoir  and the past participle  pris.  For example, we took is  nous avons pris. Je ai pris J'ai pris le petit dà ©jeuner 7 heures du matin. I had breakfast at 7 in the morning. Tu as pris Tu as pris le train pour aller travailler. You took the train to go to work. Il/Elle/On a pris Elle a pris un verre de vin la fin de la journà ©e. She had a glass of wine at the end of the day. Nous avons pris Nous avons pris beaucoup de photos pendant le voyage. We took many photos during the trip. Vous avez pris Vous avez pris le livre de la bibliothà ¨que. You took the book from the library. Ils/Elles ont pris Ils ont pris des notes en classe. They took notes in class. Imperfect Indicative The imperfect tense is used to talk about ongoing events or repeated actions in the past. It can be translated to English as was taking or used to take. Je prenais Je prenais le petit dà ©jeuner 7 heures du matin. I used to eat breakfast at 7 in the morning. Tu prenais Tu prenais le train pour aller travailler. You used to take the train to go to work. Il/Elle/On prenait Elle prenait un verre de vin la fin de la journà ©e. She used to have a glass of wine at the end of the day. Nous prenions Nous prenions beaucoup de photos pendant le voyage. We used to take many photos during the trip. Vous preniez Vous preniez le livre de la bibliothà ¨que. You used to take the book from the library. Ils/Elles prenaient Ils prenaient des notes en classe. They used to take notes in class. Simple Future Indicative Je prendrai Je prendrai le petit dà ©jeuner 7 heures du matin. I will eat breakfast at 7 in the morning. Tu prendras Tu prendras le train pour aller travailler. You will take the train to go to work. Il/Elle/On prendra Elle prendra un verre de vin la fin de la journà ©e. She will have a glass of wine at the end of the day. Nous prendrons Nous prendrons beaucoup de photos pendant le voyage. We will take many photos during the trip. Vous prendrez Vous prendrez le livre de la bibliothà ¨que. You will take the book from the library. Ils/Elles prendront Ils prendront des notes en classe. They will take notes in class. Near Future Indicative The near future is translated to English as going to verb. In French it is formed with the present tense conjugation of the verb aller (to go) the infinitive (prendre). Je vais prendre Je vais prendre le petit dà ©jeuner 7 heures du matin. I am going to eat breakfast at 7 in the morning. Tu vas prendre Tu vas prendre le train pour aller travailler. You are going to take the train to go to work. Il/Elle/On va prendre Elle va prendre un verre de vin la fin de la journà ©e. She is going to have a glass of wine at the end of the day. Nous allons prendre Nous allons prendre beaucoup de photos pendant le voyage. We are going to take many photos during the trip. Vous allez prendre Vous allez prendre le livre de la bibliothà ¨que. You are going to take the book from the library. Ils/Elles vont prendre Ils vont prendre des notes en classe. They are going to take notes in class. Conditional The conditional is used to talk about hypothetical or possible events. It can be used to form if clauses or to express a polite request. Je prendrais Je prendrais le petit dà ©jeuner 7 heures du matin si j'avais le temps. I would eat breakfast at 7 in the morning if I had the time. Tu prendrais Tu prendrais le train pour aller travailler si c'à ©tait moins coà »teux. You would take the train to go to work if it were less expensive. Il/Elle/On prendrait Elle prendrait un verre de vin la fin de la journà ©e si elle n'à ©tait trop fatiguà ©e. She would have a glass of wine at the end of the day if she were not too tired. Nous prendrions Nous prendrions beaucoup de photos pendant le voyage si nous avions une bonne camà ©ra. We would take many photos during the trip if we had a good camera. Vous prendriez Vous prendriez le livre de la bibliothà ¨que si vous le vouliez. You would take the book from the library if you wanted it. Ils/Elles prendraient Ils prendraient des notes en classe s'ils pouvaient. They would take notes in class if they could. Present Subjunctive You will use the subjunctive whenever the action of taking is uncertain. Que je prenne Marie propose que je prenne le petit dà ©jeuner 7 heures du matin. Marie proposes that I eat breakfast at 7 in the morning. Que tu prennes Jacques suggà ¨re que tu prennes le train pour aller travailler. Jacques suggests that you take the train to go to work. Qu'il/elle/on prenne Anne conseille qu'elle prenne un verre de vin la fin de la journà ©e. Anne advises that shehave a glass of wine at the end of the day. Que nous prenions Notre mà ¨re exige que nous prenions beaucoup de photos pendant le voyage. Our mother demands that we take many photos during the trip. Que vous preniez Laurent prà ©fà ¨re que vous preniez le livre de la bibliothà ¨que. Laurent prefers that you take the book from the library. Qu'ils/elles prennent Le professeur souhaite qu'ils prennent des notes en classe. The professor wishes that they take notes in class. Imperative When using  prendre  in the  imperative  to express a command, you do not need to state the subject pronoun. For instance, use  prends  rather than  tu prends. To form the negative commands, simply place ne...pas around the positive command. Positive commands Tu prends ! Prends le train pour aller travailler ! Take the train to go to work! Nous prenons! Prenons beaucoup de photos pendant le voyage ! Let's take many photos during the trip! Vous preniez! Preniez le livre de la bibliothà ¨que ! Take the book from the library! Negative commands Tu ne prends pas ! Ne prends pas le train pour aller travailler ! Don't take the train to go to work! Nous ne prenons pas! Ne prenons pas beaucoup de photos pendant le voyage ! Let's not take many photos during the trip! Vous ne preniez pas! Ne preniez pas le livre de la bibliothà ¨que ! Don't take the book from the library! Present Participle/Gerund The  present participle  in French has several different uses. One of them is to form the gerund (usually preceded by the preposition en), which is often used to talk about simultaneous actions. Present participle/gerund ofPrendre prenant Je t'ai vu en prenant mon petit dà ©jeuner. I saw you while I was eating my breakfast.

Performance Measurement and Evaluation of Royal Dutch Shell Plc Case Study - 1

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