Discipline Model Essay Example | Topics and Well Written Essays - 750 words

Discipline Model - Essay Example The Dreikurs Model says that the teacher should be democratic and put limits for the students instead of punishing them. The Canter Model and The Fred Jones Model is about taking charge and providing efficient help to students and conveying messages through body language. The discipline model that I have selected is The Fred Jones Model. I have selected this model because children are very good at understanding non-verbal signals. They can respond to them better. With body language the students can predict the teacher's signs and respond accordingly. It makes it easier for the student to understand as he is getting only one signal instead of two, i.e. verbal and non-verbal. My teaching philosophy is that both teacher and students maintain a healthy relationship with clear communication. The teacher should be fair in all grading and implementation of the discipline model. All students are different and each one needs to be administered to individually, this model helps me achieve that because it asks to give individual attention to each child. Also, I believe in active learning and by giving incentives and Preferred Activity Time, I will be able tot each them some lessons outside the classroom as well. Learning is more important than getting a grade, which is why this model is more effective for me. It emphasizes on the need for the students to absorb the knowledge given to them. To achieve the grade the student needs to learn and set a goal, I help them set goals on the first day of class. This model focuses on giving incentives to students for doing the right thing. One suggestion by Fred Jones is that to allocate Preferred Activity Time, which can be for the whole class and if they behave they can do whatever activity they want in this time period. The model suggests that the teacher should give individual attention to students. This would motivate them to complete their work and move forward with their learning. The idea is to praise prompt and leave. There may be cases, when one child will continue to misbehave in this case I will have a backup plan ready to use. These punishments should be pre-planned and within the classroom so that the least amount of teaching time is wasted. Parents and administrators should be involved in the teaching and discipline process. They basic guidelines should be mentioned to them at the start of the semester and they should be briefed about all actions that the teacher plans to take in specific circumstances. The support of both parties should be achieved before going further and implementing the plans. Thus, it is best to talk to parents and the administrators before the start of the semester. On the first day of the new school term, the teacher should ensure that the class layout is such which enhances learning and easier communication with the teacher. It should also facilitate movement and not make it difficult for the student or the teacher to move around the class. The general rules should be told to the students and maybe put up in the class somewhere so that the students are not confused about them at any time. Also, all the tools and equipment required by the students for any activity that the teacher administers should be in the classroom and easily accessible to the students. This should all be done on the first day of the semester so that in future there are no misunderstandings between the teacher and

James Joyce Essay Example for Free

James Joyce Essay In James Joyces Ulysses readers encounter Stephen Dedaluss search for identity a search which will be present through the entire narrative. At the heart of Ulysses is Stephens relationship with his mother. Stephen describes both the real mother who reared him and is now dead and an imagined mother serving as a symbol who is a product of Stephens consciousness having fear and anxiety (Hill 329). Mother love is idealized by Stephen in Ulysses: â€Å"Amor matris,† says Stephen, â€Å"subjective and objective genitive, may be the only true thing in life† (207). The concept of â€Å"amor matris,† or mother love, shows the magic power of the mothers fertility. Motherhood is the only fact of life about which Stephen is confident. A mother’s love, the dyadic relationship in which the mother and child are inseparable, however, Stephen experiences only nostalgically. He attempts to articulate it, when it is over. Thus Stephen’s fantasy of a selfless love is marked by a sense of loss. Main Body Although Stephen has buried his mother, she subsequently appears as a ghost. With his own mother dead, it is normal for Stephen to direct his attention sooner or later to Molly Bloom, the Magna Mater presiding over Ulysses. But Molly is something more than a mere person which serves in place of real mother. She symbolizes the sinful flesh, the claims of nature, and human love. Stephens attraction toward her is symptomatic of his disillusionment with all forms of patriarchal pressure (political authority and the Old Testament). She is like a moral goal towards which he is drawn as a result of his opposition to the church. As Murray explains: â€Å"If a man, who believes somehow in the reality and ultimate worth of some religion of gentleness and unselfishness, looks through the waste of nature to find support for his faith, it is probably in the phenomena of motherhood that he will find it first and most strikingly†(Goldberg 36). For Stephen the pain is very strong by the fact that his mother is dead. She has left him alone. She has taken with her his assurance of being related to the world and to himself. She has left the terrible anxiety about his loss. Moreover, she became the â€Å"ghostwoman† who appears to Stephen in the dream of death that lives in his memory throughout the day, together with memories and reflections about the mother in life. Added to his uneasiness about the psychic separation that is necessary for his growth into manhood is the hopeless realization that there is no physical woman to take the mothers place: â€Å"She, she, she,† he says repeatedly in â€Å"Proteus,† â€Å"What she? † (426). As Stephen comes intermittently into focus through the text, so does as much again in strength the problem of the loss of his mother and his necessity for a woman to take her place. The Stephens persistent idea with his dead mother is lightened at times by tenderness, but gradually is darkened by feeling of distress, anger, and offence over the relationship. Stephens memories of his mother start in â€Å"Telemachus† with the recall of his periodic dream of her in her â€Å"loose brown graveclothes† (103-4), which draws from him his initial plea for release – â€Å"let me live. † Stephens reflection to the memories of his mother in life and in death vibrates at the beginning between the desire for separation and the desire for continuous dependence, and his plea for release in â€Å"Telemachus† – â€Å"No, mother! Let me be and let me live† (279). In order to become capable of giving immortality to his life, in art, Stephen must first become a man. This requires a rebirth, not through the spirit, as it is in religion, but like the birth from the mother, occurring through the flesh of the loved woman: â€Å"in womans womb. † Stephen considers this rebirth seriously. At the end, Stephen is reborn in the text. This rebirth is textually completed at the middle of â€Å"Ithaca,† when Bloom opens the garden gate for Stephen, and a birth image includes meanings of the pun on â€Å"in womans womb. † Bloom inserts a â€Å"male key† into â€Å"an unstable female lock,† to reveal â€Å"an aperture for free egress and free ingress† (215-19). This is the â€Å"rebirth into a new dimension† and is also Stephens participation in the incarnation of the artist (Goldberg 96). Stephens image in â€Å"Telemachus† of his mothers â€Å"glazing eyes, staring out of death, to shake and bend my soul. . . . to strike me down† (273-76), brings from him the most dramatic raising of the terrible mother. â€Å"Ghoul! Chewer of corpses! † (278) is a manifestation of rejection which is definitely confirmed in ‘Circe† at the appearance of The Mother. Stephens mother shelters and nurtures her son with her body, her blood, her â€Å"wheysour milk,† who saves him from â€Å"being trampled underfoot† by the outside world (141-47). This motif of interchange between the loving and horrible aspects of the mother, presented in the first two episodes of Ulysses, is repeated in moments of memory any time Stephens mother becomes present in the text, until in â€Å"Oxen of the Sun,† the birth chapter, Stephen describes his release from the mothers threat through his proposed appropriation, as an artist, of her sophisticated power: â€Å"In womans womb word is made flesh, but in the spirit of the maker all flesh that passes becomes the word that shall not pass away. This is the postcreation† (292-94). Haunted through the whole of the day by the memories of his mother in death and in life, Stephen has moved from his loneliness in the morning, coupled with his inner plea to his mother to free him – â€Å"Let me be and let me live† to this statement of purpose at the maternity hospital. And this statement leads to his claim to a creative power that is greater than that of the mother (Hill 329). In â€Å"Circe,† then, The Mother meets with Stephen directly as the terrible mother, in her â€Å"leper grey,† with her â€Å"bluecircled hollow eyesockets† in her â€Å"noseless† face, â€Å"green with gravemould† (156-60). And here in the brothel, Stephen releases from the mother. This release is necessary for Stephen to become the divine creator of his proclamation. The release is accomplished in the unconscious, which is the ruling principle of â€Å"Circe. † The conversation between mother and son in a fundamental manner repeats Stephens encounters with her memory in the daytime, more or less changed, but still with the same odd balance between the loving and the horrible that is associated with the conscious memories. For although The Mother brings with her a message of death – â€Å"All must go through it, Stephen. You too† (182-83) she contains powerful features of the loving mother. As Stephen frightfully denies responsibility for her death – â€Å"Cancer did it, not I† (U 15:4187) The Mother claims, â€Å"You sang that song to me. Loves bitter mystery† ( U 15:4189-90). This line from Yeatss ‘Who Goes with Fergus? † can be found in â€Å"Telemachus,† as Mulligan leaves the parapet, humming: And no more turn aside and brood Upon loves bitter mystery For Fergus rules the brazen cars. (239-41). The paradox found in â€Å"loves bitter mystery† colours The Mothers answer to Stephens plea, â€Å"Tell me the word, mother, if you know now. The word known to all men† (U 15:4192-93). Twice before Stephen has asked the same question in his thoughts about â€Å"the word known to all men†: in Proteus (435) and in â€Å"Scylla and Charybdis† (429-30). In all the episodes in which the question is asked, in only one is a clear answer given. The answer, actually, had never been in the published text of Ulysses until Hans Walter Gablers 1984 Critical and Synoptic Edition interpreted five lines in â€Å"Scylla and Charybdis (U 9:427-31) forty-three words, eleven of them in Latin (Deming 129). This text, restored to one of the most scrutinized carefully segments in Ulysses, the source of most liked quotations about art and life, about fathers and sons, about mothers and sons, described love as the â€Å"word known to all men† (Deming 129). Richard Ellmann, in his 1984 presentation address to the Ninth International James Joyce Symposium in Frankfurt, presented the audience with his own identification of the word known to all men as love, claiming that the word was â€Å"perhaps† death (Deming 129). Kenners position that it might be death is much more than clear in his 1956 Dublins Joyce, where he describes Dublin as ‘the Kingdom of the Dead† and characterizes Mollys final â€Å"yes† as â€Å"the Yes of authority: authority over this animal kingdom of the dead. † The mother thus becomes the image of the â€Å"bitter mystery. † The complete answer to the question Stephen asks about the â€Å"word known to all men† is not ‘love† or â€Å"death† but â€Å"love† and â€Å"death† for whatever is born of the flesh through love will die at the end (Goldberg 156). In â€Å"Circe,† The Mother answers to Stephens plea with a conflicting blending of the loving and the terrible mother. The Mother in â€Å"Circe† is not gentle. True, she gives evidences of her love for her sun amor matris in terms that echo Stephens own thoughts that his mother â€Å"had saved him from being; trampled underfoot† (146): â€Å"Who saved you? Who had pity for you? † (196). But when she asks for Stephens penitence, she becomes for him ‘The ghoul! Hyena! † (198-200). And as the Mother continues to present assurances of her love and concern – â€Å"I pray for you Get Dilly to make you that boiled rice. Years and years I loved you† (202-3) her simultaneous threat of â€Å"the fire of hell† brings from Stephen the words of appeal, â€Å"The corpsechewer! Raw head and bloody bones† (212-14), together with the echo in â€Å"Circe† of his rejection in ‘Telemachus†: â€Å"Ghoul! Chewer of corpses! (278). Up to this point in the meeting with The Mother, although mother and son communicate, they do not touch each other. But with Stephens frantic denial of The Mothers final demand for remorse, a crab unexpectedly appears, and mother and son touch through the crab. This â€Å"green crab with malignant red eyes,† although evidently autonomous, is nevertheless mysteriously, ambiguously connected with The Mother, who â€Å"raises her blackened withered right arm slowly towards Stephens breast with outstretched finger,† uttering, â€Å"Beware Gods hand! † as the crab â€Å"sticks deep its grinning claws in Stephens heart† (217-21). This crab is real, and at the same time â€Å"Cancer did it, not I† (187) has all features of a primary creature from the dark depths of Stephens unconscious. Stephens crab is not visible to others, and his inner creature is not certainly visible even to him. But the terrible ghost with whom both crab and dragon are connected remains for the reader and for Stephen himself Stephens mother (Hill 329). Even Stephen’s references to Mother Ireland, Cathleen ni Houlihan, are tinged with gender bias. Stephen betrayed his mother as well as Mother Ireland. In the early morning at the Martello tower, he connects the old milk woman with the Shan van Vocht, â€Å"silk of the kine and poor old woman† (403), but doubtfully recognizes that the â€Å"wandering crone’ serves the â€Å"conqueror and her gay betrayer [Mulligan]† (403-5). Unlike the patriots who glorify Mother Ireland, Stephen thinks of â€Å"Gaptoothed Kathleen, her four beautiful green fields, the stranger in her house† (184). Mulligan and Stephen at the Martello connect woman with nature: the â€Å"great sweet mother† (78) of the sea. â€Å"Our mighty mother† (85) is, as in case with the Romantic poets, nature (Rickard 215). Conclusion In Ulysses, there is Stephen’s misogyny. He realizes the significance of â€Å"womans place† in a mans life and in his sense of himself. Ulysses is, without doubt, typically a mans book. It begins and ends with the mother figures who complete the male artists self. The mother, who is the â€Å"first incarnation of the anima archetype† (330), enters Ulysses with young Stephen and stays with him throughout most of Bloomsday. Thus, in Ulysses, though there are not many women, Joyce has presented to readers in symbolic terms the important interdependence and complementarity of the man and the mother. Works Cited Deming, Robert H. James Joyce: The Critical Heritage. Vol. : 2. Routledge: London, 1997. Goldberg, S. L. The Classical Temper: A Study of James Joyces Ulysses. Chatto Windus: London, 1961. Hill, Marylu. â€Å"Amor Matris: Mother and Self in the Telemachiad Episode of Ulysses†. Twentieth Century Literature. Vol. 39, no. 3, 1993. Joyce, James. Ulysses. New York: Vintage, 1986. Rickard, John S. Joyces Book of Memory: The Mnemotechnics of Ulysses. Duke University Press: Durham, NC, 1999.

Energy Conversion Energy Transfer Assignment

Energy Conversion Energy Transfer Assignment The technical specification for a transformer may be found by examining its name plate. All transformers on the distribution and transmission network have a name plate. This plate has useful information about the transformer, e.g. how it is cooled, its KVA rating, the year it was mad and its LV HV arrangement. The information is stamped or etched on so it is permanent. [1] Image 1 SSE GMT Dorset KVA This is the transformers apparent power rating. Volts This is the Primary and Secondary voltages values of the transformer Amperes This is the Max current rating for the transformer Phases The amount of phases on the HV and LV sides Diagram DWG No Transformer schematic reference number Makers Serial No This is the serial number from the transformers manufacture Polyphase KVA Type of cooling The way the transformer is cooled Frequency Number of cycles per second in an alternating current Impedance A ratio of the transformers normal full load current to the current available under short circuit conditions Vector group ref indicates the windings configurations and the difference in phase angle between them Core and windings This is the weight of the core and windings Weight of oil This is the oil weight Total weight this is the combined weight of the oil, core and windings Oil This is the amount of oil in the transformer Year of manufacture This is the year the transformer was made Owners No This is where the owner of the transformer can label there asset With electrical machines it is very often the temperature rise permitted in the windings and insulation that determines the output, this applies particularly to transformers. Transformers are identified according to the cooling medium employed and its circulation method. The designated letters are assigned. Medium/Method Symbol Cooling Medium Mineral Oil Gas Water Air Synthetic Insulating Liquid O G W A L Circulation Method Natural Forced Forced Directed N F D The identification code used consists of 4 letters giving details of the cooling medium and circulation method for both primary and secondary cooling system. 1st letter Method 2nd letter Circulation 3rd letter Medium 4th letter Circulation Cooling medium in contact with winding Cooling medium in contact with external cooling system 2. The following items are associated with power transformers. Conservator tank The oil conservator is a single protecting device made of sheet steel, resistant or not to vacuum. It is cylindrical and has two fixing brackets. Usually, it is placed on a structure fixed on the transformer, above the cover level. In each side of the conservator there is one hole allowing its eventual washing during the exploitation. This hole is closed by means of a plate, which can hold (depending on the needs) an oil level magnetic indicator. The conservator has several holes to which are connected the corresponding piping. Each one of these piping has its specific activity (connection to the air breather, to the transformer cover, sampling, etc.). If the transformer is equipped with on-load tap changer, the conservator is divided by a septum. The larger compartment feeds the tank of the transformer and the smaller one feeds the on-load tap changer-breaking chamber. [3] Buchholz relay Every type of fault which occurs in oil filed transformer gives rise to the generation of gas which may be slow in the case of minor faults or violent in the case of major faults. The Buchholz relay is inserted in the pipe connection between the transformer tank and conservator. The Buchholz relay comprises of a cast iron housing which contains 2 elements. A mercury float switch which detects a fall in oil level and a combined deflector plate and float switch mounted so that it will detect any rapid movement of oil from the transformer to the conservator. The slow production of gas due to a minor fault causes a stream of bubbles to pass into the Buchholz chamber, resulting in a slow displacement of the oil and lowering the upper float which when sufficient will generate a Buchholz Alarm. A serious fault will produce an explosive generation of gas which rapidly displaces the oil and causes a surge to pass along the pipe towards the conservator and in doing so displaces the deflection plate, operating the lower switch which produces a Buchholz Trip which causes the transformer circuit breaker to trip. A leakage of oil from the transformer tank causes a gradual fall in the level of oil which when sufficient will be seen by the Buchholz Alarm float switch. The relay is also fitted with a petcock which can be used to take oil samples for analysis of the fault. Image 3, SSE S/S Paisley Road, Southbourne, Buchholz relay Neutral Earthing Resistor (NER) Neutral earthing resistors are a type of protection device, protecting equipment when there is a fault on the network. They work by restricting the amount of voltage and current that flows through the neutral point of the transformer its connected to, to a level that is safe preventing any damage. Neutral earthing resistors are generally connected between ground and neutral of the transformer. [2] Image 4, SSE S/S Paisley Road, Southbourne, NRE Image 5, NER Diagram [2] 3. Circulating currents can sometimes occur in a power transformer, explain why this happens and whether it is a good thing for power transmission and distribution networks. Â  [4] References [2] https://www.captech.com.au/solution/neutral-earthing-resistor/ [3] Table from SSE Document Library Ref: TG-PS-445 33kV transformers [4] http://www.gozuk.com/blog/circulating-current-in-parallel-transformers-585733.html

Division Classification :: Division Classification

Division Classification: A logical way of thinking that allows us to make sense of a complex world. The institution that what people stated the purpose.   Ã‚  Ã‚  Ã‚  Ã‚  -Division-taking a single unit or concept, breaking the unit down into its parts, and then analyzing the connections among the parts and between the parts and the whole.   Ã‚  Ã‚  Ã‚  Ã‚  -Classification-brings two or more related items together and categorizes them according to type or kind. II. How Division-Classification fits your purpose and audience.   Ã‚  Ã‚  Ã‚  Ã‚  A) Break the subject into parts as it is easier during prewriting.   Ã‚  Ã‚  Ã‚  Ã‚  B) It imposes order to the mixture of ideas during prewriting.   Ã‚  Ã‚  Ã‚  Ã‚  C) Helps the writer analyze topics   Ã‚  Ã‚  Ã‚  Ã‚  D) Helps structurize an essay.   Ã‚  Ã‚  Ã‚  Ã‚  E) When writing on certain things you divide such as writing about parts, stages, or a process.   Ã‚  Ã‚  Ã‚  Ã‚  F) When showing categories use classification. III. Suggestions for using Division-Classification in an essay 1. Select a principle of division-Classification with your purpose.   Ã‚  Ã‚  Ã‚  Ã‚  A) Subjects can be divided according to a number of different principles.   Ã‚  Ã‚  Ã‚  Ã‚  B) A single principle of Division-Classification provides the foundation for each major section of the paper.   Ã‚  Ã‚  Ã‚  Ã‚  C) Division-Classification can use more then one principle. The paper can shift from one principle to another in different parts of the paper. 2. Apply the principle of division classification logically.   Ã‚  Ã‚  Ã‚  Ã‚  A) Take your time while writing division-Classification and other words don’t wait till the last minute.   Ã‚  Ã‚  Ã‚  Ã‚  B) be sure to hit every angle of your subject, meaning don’t leave at the obvious.   Ã‚  Ã‚  Ã‚  Ã‚  C) Don’t overlap for example dividing birds you could use the Bald Eagle, but he is almost extinct, so don’t over lap by saying he is a bird plus extinct. 3.Prepare an effective thesis.   Ã‚  Ã‚  Ã‚  Ã‚  A) A division-Classification thesis does more then signal the paper’s subject and suggest your attitude the general subject   Ã‚  Ã‚  Ã‚  Ã‚  B) The thesis can state the principle of division-classification at the heart of the essay.   Ã‚  Ã‚  Ã‚  Ã‚  C) The thesis can reveal which part or category you regard as most important.   Ã‚  Ã‚  Ã‚  Ã‚  D) It signals the paper’s plan of development.   Ã‚  Ã‚  Ã‚  Ã‚  E) Use specific facts, examples, and details.

The Rise of African-Americans from 1865 to 2012

Running Head: The Rise of African- Americans From 1865 To 2012, Their Struggles To Become Free Americans THE RISE OF AFRICAN-AMERICANS FROM 1865 TO 2012, THEIR STRUGGLES TO BECOME FREE AMERICANS Brenda Maynard HIS204: American History Since 1865 (GSN1241A) Instructor: Tracy Samperio Ashford University October29, 2012 The Rise of African- Americans The Rise of African- Americans From 1865 To 2012, Their Struggles To Become Free AmericansAfter the Civil War African-American expected to have their freedom, but this was not really the case. Even though the approval of the 13th Amendment freed them from their Southern masters, they were still far from being free. The 13th amendment to the United States Constitution provides that â€Å"Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction† (ourdocuments. gov).After surviving some of the most brutal injustices and dehumanization in American history, the African-American people have grown to be a powerful force, overcoming segregation, discrimination and isolation, and have worked toward the equality and civil rights they now enjoy. Before the Civil War, African-Americans had dreams of freedom. After the Civil War they thought those dreams would come true. But in reality things got worse for them. The 14th Amendment secured equal rights, citizenship, due process of law, and equal protections to all former slaves. Blacks had gained control of their own destiny.Now they needed a way to support themselves. But this was no easy task, jobs for colored people were hard to find and discrimination and segregation was high. Nothing showed this more clearly than the â€Å"Jim Crow† laws. Beginning in the 1880s, the term â€Å"Jim Crow† was widely used to describe practices, laws or institutions that arose from the physical separation of white and black peopl e. These laws were created to offer â€Å"separate but equal† treatment of blacks and whites. In reality Jim Crow Laws condemned black citizens to unfair treatment and substandard facilities.Public facilities such as hotels and restaurants as well as schools were all under Jim Crow Laws. In Plessy v. Ferguson (1896) the â€Å"separate but equal† standard set by the Supreme Court gave ample judicial support to segregation. In 1892, Homer Plessy refused to sit in a car for blacks. He was The Rise of African- Americans Immediately arrested. This case went to the Supreme Court, where it was deemed to be that a state law that proposed that a legal distinction regarding the two races was not inconsistent with the 13th Amendment. Because of these Jim Crow Laws African-Americans was subjected too much segregation and discrimination.In order to keep them under subjection and â€Å"prevent political rebellion and prevent blacks from wielding the balance of power in close electi ons, southern Democrats appealed to white solidarity to defeat the Populists, whipped up anti-Negro sentiment, disfranchised African Americans, and imposed strict by law segregation† (Lawson, no date). The Populists was a third-party uprising that threatened the Democratic rule over the South. To make life harder for blacks nearly all southern black men lost their right to vote through measures such as poll taxes, grandfather clauses, literacy tests, and the white primary.All of these measures were aimed at preventing blacks from exercising their right to vote. The grandfather clause was peculiarly aimed at blacks because it stated that anyone having the right to vote before 1866 or 1867 or their lineal descendants would be exempt from educational, property, or tax requirements. Since former slaves did not get the right to vote until the 15th amendment was passed, this clause excluded them. The U. S. Supreme Court declared the grandfather clauses unconstitutional in 1915, beca use they violated the equal voting rights guaranteed by the Fifteenth Amendment.While the southern states were very anti-negro, the northern states were a little more lenient. Most northern white people and black people lived in different neighborhoods and attended different schools. This segregation resulted from African Americans resided in distinctive neighborhoods, because of low incomes well as wanting to live near other African Americans. It also caused them to be isolated within the cities and towns they lived in. Many blacks separated themselves not as a matter of choice or custom. Landlords were not fond of renting to black people and often The Rise of African- Americans urned them away. Realtors directed blacks away from white neighborhoods. Often municipal ordinances kept blacks out of white areas. Blacks were prevented from moving freely from town to town. They also could not be caught out at night without an explicit reason. Organizations such as the Ku Klux Klan, The W hite Brotherhood, the Red Shirts, and Knights of the White Camelia generated fear and oppression within the black community. â€Å"Klan members burned black homes, schools and churches as a reminder that blacks should not challenge white supremacy (POWELL, 2008, Mar 09).These organizations prevented Blacks from voting. Because state laws made it illegal for Blacks to own gun, blacks had no way to defend themselves. Klan members tended gang up on their victims. Because of the Ku Klux Klan and others like them, African Americans feared for their lives on a daily bases. In 1871 Congress passed the Force Bill, giving the federal government the power to prosecute the Klan. Because of local law enforcement, very few Klansmen were punished. This type of harassment did not end with World War I or World War II. Many African Americans moved to cities work in defense industries.They often faced violence and discrimination. The president of the Brotherhood of Sleeping Car Porters, A. Philip Ra ndolph, and other black leaders, met with Eleanor Roosevelt and members of the President’s cabinet to put a stop to the harassment. After this meeting Roosevelt responded to the black leaders and issued Executive Order 8802, which declared, â€Å"There shall be no discrimination in the employment of workers in defense industries and in Government, because of race, creed, color, or national origin† (ourdocuments. gov). Approximately 1 million African Americans served in World War II.Here again segregation, discrimination and isolation was the normal procedure. Most of the African Americans who went to war were isolated from the white soldiers. â€Å"Many blacks were assigned to work in areas of manual labor. While a minority was put in combat situations, they were poorly trained and underequipped to fight† (Bowles, 2011). The The Rise of African- Americans Black soldiers were placed in separate units under a white leader. Many African Americans used the war as a means to make a stand for their civil rights. On Feb. 1, 1946 Connecticut Gov.Raymond Baldwin said, â€Å"In this war, as in others, enemy bullets did not single out any certain race or faith. Neither was the suffering of any man diminished because he was of one particular race or faith† (COCKERHAM & Courant, 1992, Sep 28). But World War II did, in fact, change the way African Americans were treated, although it would that many more years for new laws to stop the segregation, discrimination and isolation of blacks. There were many African Americans who worked hard to end their isolation through legislation, protest, and contributions to society. Booker T. Washington was one of these men.Mr. Washington was an ex-slave. He believed black men could achieve a middle class status by getting an education. He worked to increase black colleges that were built during the Reconstruction. He established the Tuskegee Institute in Alabama. But Washington was a conservative. â€Å"His phi losophy was conservative because he advocated career paths that led African Americans to agricultural and industrial trades, while at the same time he urged them to adopt white, middle-class standards to overcome racism† (Bowles, 2011). Another African Americans who help pave the way to freedom for Blacks was W. E. B. Du Bois.Du Bois was Harvard’s first black PhD. â€Å"In 1903, he published â€Å"The Souls of Black Folk†, in which he openly criticized Washington’s encouragement of segregation and plan of emulating middle-class white society† (Bowles, 2011). Du Bois believed African Americans should fight for their civil rights and not wait for someone else to do it for them. He also believed that a â€Å"talented tenth† of Blacks needed to get an education and seek the highest professions available. Du Bois felt this was the only way blacks could overcome the segregation, discrimination and isolation they had to live with. The Rise of Africa n- AmericansThe 1950s brought many changes to the African American people. Discrimination was still a big issue. Historian Harvard Sitkoff wrote, â€Å"Nourished by anger, revolutions are born of hope† (Bowles, 2011). Anger and hope often do not mix but, for Blacks in America in the 50s and 60s that is exactly what happen. In the Plessy v. Ferguson case (1896) the Supreme Court ruled that â€Å"separate but equal† was constitutional. Oliver Brown contested this ruling saying it was unlawful for his daughter to have to walk a number of miles to attend an all-black school when an all-white school was only three blocks away.During this time the Supreme Court had many discrimination cases to rule on, they were all rolled into one case, the Brown v. the Board of Education of Topeka, Kansas. In 1954 the Supreme Court made a ruling on the Brown v. the Board of Education of Topeka, Kansas. In this ruling the High Court said â€Å"We conclude that in the field of public educat ion the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal† (Bowles, 2011). At first this seemed like a huge step forward for African Americans, and it was, but there were many draw backs too.The idea of intergraded schools did not go well with some people. Orval Faubus, the governor of Arkansas refused to follow the Supreme Court Order to allow Black students into an all-white school. Governor Faubus had a sign posted that stated; â€Å"Governor Faubus has placed this school off limits to Negroes†. After this sign appeared President Eisenhower sent 1,000 paratroopers from the 101st Airborne Division to Little Rock to ensure that the Little Rock Nine (the first nine black students in the all-white high school) were allowed to attend Central High School.These nine students faced many frustrations, isolation, and actual danger both inside and outside of Central High School. â€Å"Despite the efforts of hardc ore, local segregationists and Faubus’ dramatic decision to close the city’s schools during the 1958-59 school year, three members of the Little Rock Nine went on to graduate from Central† The Rise of African- Americans (Wallach, 2004). The hardship these nine students faced was to continue for the African American population. The 60s brought about more racial tension as Black people stood their ground against discrimination and segregation.Often the people that made the biggest change were little known. Rosa Parks was one of these people. Mrs. Parks became a legend to the Black community when she refused to give her seat to a white man. â€Å"Through a single, small act of civil disobedience, Parks became a catalyst for a campaign that would change the nation for the better† (Barlow, 2005). This move sparked the famous Montgomery bus boycott that was organized by another soon to be famous person, Dr. Martin Luther King, Jr. Kings involvement in the Civil Rights Movement made him an icon. King idea was to make a statement using a non-violent approach. Following closely with the nonviolent philosophy of Gandhi (the leader of India during its movement for independence; he was assassinated in 1948), King and the Southern Black Church assumed the mantle of civil rights leadership† (Bowles, 2011). Sit-ins were often the choice of non-violent protest, though many Blacks were attacked by white people and many were arrested, the sit-ins went a long way in advancing the civil right cause. In 1968 Martin Luther King was assassinated in Memphis, Tennessee. He had planned to support the striking sanitation workers in Memphis.His last words leave a haunting memory, â€Å"I may not get there with you. But I want you to know tonight, that we, as a people will get to the Promised Land† (Bowles, 2011). The sit-ins were not the only method use to move the civil rights cause ahead, there were the Freedom Rides. The Freedom Rides were forme d by the Student Nonviolent Coordinating Committee (SNCC) and the Congress of Racial Equality (CORE). The idea behind the freedom rides was to draw attention to the Boynton v. Virginia (1946), which stated that segregation in interstate vehicles was unconstitutional. The Rise of African- Americans Our intention,† he said, â€Å"was to provoke the southern authorities into arresting us and thereby prod the Justice Department into enforcing the law of the land† (Bowles, 2011). These Freedom Riders were met with much resistance. At one point a bomb was thrown into the bus, everyone escaped, but many were hurt and bleeding. Ambulance drivers refused to that the hurt black people to the hospital. The local police made no arrest in the bombing. Like the sit-ins the Freedom Riders gain attention for the Civil Rights Movement. African- Americans moved one step closer to freedom.Indifference began to creep into the minds of many former activists so the Seventies brought a mixtur e of results for the Civil Rights movement. During the 70s African- Americans saw a number of improvements especially in Atlanta, Georgia. In 1972, Andrew Young was elected to the 5th District House of Representatives. He was the first African-American to hold office since the Reconstruction. 1973 Atlanta saw its first Black Mayor when Maynard Jackson, Jr. was elected. These victories were hard won. By the 70s most of the Black Power and Civil Rights Movements had declined or just fallen apart.The growth of rights for African Americans progressed slowly from 1980 to 2011. Civil conflicts persisted on a more silent note during the 1990s as educated African Americans were admitted into the middle class. As African Americans moved from universities and colleges into the upper social classes, there were accusations by other African Americans that, they were forgetting their heritage and they were abandoning the civil rights cause. Those being accused of this included former Secretary of State Colin Powell and Supreme Court Justice Clarence Thomas.Many of these African Americans worked persistently for civil rights for African Americans. In 2008, America saw its first black President, Barack Obama. â€Å"African Americans saw a chance to overcome centuries of injustice with a new voice in the White House and a compelling representation of multicultural America† (Bowles, 2011). President Obama promised to withdraw troops from The Rise of African- Americans Afghanistan while continuing the fight. Obama also promised the American people universal health care. In Obamas acceptance speech he said: â€Å"If there s anyone out there who still doubts that America is a place where all things are possible; who still wonders if the dream of our founders is alive in our time; who still questions the power of our democracy; tonight is your answer . . . because of what we did on this day, in this election, at this defining moment, change has come to America† Althou gh many people were disappointed that these promises have not been upheld in the Obama administration, he was elected to four more years as President of the United States of America, on November 6, 2012.After the Civil War the only thing that really changed for the African American people was the fact that they had no â€Å"master†. Segregation, discrimination and isolation were a way of life. Set free by the 13th amendment, with citizenship guaranteed by the 14th amendment, black males were given the right to vote by the 15th amendment. Although blacks were given the right to vote, organizations like the Ku Klux Klan saw to it that they did not vote by harassing, threating, burning and killing them.During both World Wars African American people was subjected to segregation, discrimination and isolation. â€Å"Though many deserved it, no African American could receive the Medal of Honor, the highest military award for bravery† (Bowles, 2011). But with great Civil Right leaders like Booker T. Washington and W. E. B. Du Bois, blacks started to fight for their rights even more. The road to true freedom was a long one, many years and lives were spent gaining just a small amount of justice. But it has been a road that was well worth traveling. The Rise of African- Americans References Barlow, D. (2005).The Long Journey from Montgomery to the Rotunda Education Digest: Essential Readings Condensed For Quick Review, 71(4), 64-67. Available from: ERIC, Ipswich, MA. Accessed November 11, 2012 Bowles, M. D. (2011) â€Å"American History 1865-Present/End of Isolation. † Bridgepoint Education, Inc. San Diego, CA. (http://content. ashford. edu) COCKERHAM, W. , & Courant, S. W. (1992, Sep 28). World War II set stage for blacks to activate civil rights efforts war set the stage for black activism conflict created jobs, but few rights WWII: Looking back. Hartford Courant Retrieved from http://search. proquest. om/docview/255302277? accountid=32521 Executiv e Order 8802 dated June 25, 1941, General Records of the United States Government; Record Group 11; National Archives. Retrieved from http://www. ourdocuments. gov/doc. php? flash=true&doc=72 Lawson, Steven F (no date) â€Å"Segregation† Freedom’s Story TeacherServe © National Humanities Center Oct. 28, 2012 http://nationalhumanitiescenter. org/tserve/freedom/1865 1917/essays/segregation. htm POWELL, J. (2008, Mar 09). Web extra: Was the civil war a terrible mistake? Valley Morning Star Retrieved from http://search. proquest. com/docview/429936971? ccountid=32521 The House Joint Resolution proposing the 13th amendment to the Constitution, January 31, 1865; Enrolled Acts and Resolutions of Congress, 1789-1999; General Records of the United States Government; Record Group 11; National Archives. Retrieved from www. ourdocuments. gov/doc. php? flash=true&doc=40 Wallach, J. (2004). Inside Occupied Territory: The Struggle to Integrate Little Rock’s Central High Scho ol. Conference Papers — Association For The Study Of African American Life & History, N. PAG. Academic Search Premier, EBSCOhost (accessed November 11, 2012).

A Students Guide to Economics Written by Paul Heyne Essay

?Monograph Review A Students Guide to Economics Written by Paul Heyne When you first thought about Economics, what did you think of? To me it was pretty much the study of money, as simple as that. I thought it would be interesting to ask a few people what their thoughts were and I heard many different definitions from as simple as â€Å"Money† from a family member to â€Å"To me it is the state of well being – money, housing, unemployment, industry etc. † told to me by a coworker. The true definition of Economics is the study of how individuals transform natural resources into final products and services that people use. This definition is quite a bit different than what I thought it would be, so I was very interested to read the monograph A Students Guide to Economics, Paul Heyne and hopefully learn how this definition came to be. As I was reading the book I found that the changes came and were documented by many different economists and were explained in many of the publications that those economists had written. In the monograph A Students Guide to Economics, Paul Heyne describes the history of economics and how this definition evolved to what it is today. The book starts out with the â€Å"discovery† of the Economics. In 1776, Adam Smith was the first person to question economic growth with a book titled Inquiry into the Nature and Causes of the Wealth of Nations. Adam Smith summed up economics as â€Å"the volume of the nation’s annual production will depend primarily on the skill, dexterity, and judgment with which people apply their labor to the natural resources available to them. I take this as, in a good economic society, people will use the natural resources personal talents wisely. Smith also states that everyone is a merchant, by this I think he means that with every transaction, you are making a trade. For example, if a shoe maker sells a pair of shoes, the money that is paid for them is not really the trade, the leather that he buy with the money so he can make more shoes is the trade for the shoes he sold. The General Theory of Employment, Interest, and Money written by John Maynard Keynes was published in 1936. This book stopped many economists from focusing on the trade cycle and started them focusing on government spending to make up the deficiency in private spending that had caused and prolonged the slump during World War II. From what I understand about this publication, Keynes was one of the first people to hold the government accountable for certain economic problems. For example after World War II certain people wanted the government to be responsible for bringing the unemployment rate up to 100% when the employment rate was extremely low at that time. Macroeconomics was brought up for the first time in 1948 in the publication Economic: an Introductory Analysis written by Paul Samuelson. A Students Guide to Economics states that Microeconomics or â€Å"the modern theory of income determination† as Samuelson called it, uses variables including total expenditures on personal consumption, total business investment, and total government purchases of goods and services. Microeconomics is not considered one of the two parts of economics, the other being Microeconomics. People have two possible responses when they start feeling that the organization has changed in a negative way (decrease in quality or benefit to the member), they can exit (leave the organization), or they can voice (try to improve the issue by communicating with the organization). This theory was written about in Exit, Voice, and Loyalty written by Albert O. Hirchman. An example of an exit response would be going into a grocery stare and finding out that they do not carry the type of salsa that you like anymore, when you find this out, you decide to switch grocery stores and go to the one that has your salsa. An example of a voice response would be going to a salon to get your hair colored, you go home and realize the color is not what you asked for, instead of leaving the salon and finding another one, you call and voice your frustration, you end up going back and they fix your hair for free. Written in 1957, The Economics of Under-Developed Countries by Peter Bauer and Basil Yamey looked into the theory of â€Å"growth economics†. At that time people had the notion that if there is an under-developed country, another country can go in and help it with a quick fix. Economists believed that with a small amount of funds and a good economic model an under-developed country would have major economic growth. With this growth they assumed that the country would not cause their country any issues. Bauer and Yamey were not buying into this theory. They wrote in their book that to help an under-developed country many other things would determine the countries outcome like the citizen’s attitude and knowledge. Risk, Uncertainty, and Profit written by Frank Knight in 1921 explains how a market-coordinated economy handles the problem of coordinating activity in the presence of uncertainty. One of the things that stands out most about Frank Knight was that he distinguished between two types of change, risk and uncertainty, defining risk as randomness with knowable probabilities and uncertainty as randomness with unknowable probabilities. Frank Knight stated that risk arises from repeated changes for which probabilities can be calculated and insured against but uncertainty arises from unpredictable changes in an economy changes that cannot be insured against. Uncertainty, he said â€Å"is one of the fundamental facts of life. † (Review by Gail Owens Hoelscher). Fire would be an example of a risk, you know what will happen if a fire occurs. A customer’s preference would be an example of an uncertainty. Deirdre McCloskey wrote that there was no such thing as a scientific method for economics in The Rhetoric of Economics written in 1985, scientists merely argue what they believe is true. McCloskey states that economics needs to get back to the science of facts or responsible rhetoric and get away from the things that economists are trying to persuade people is true. A businessman may know what his costs will be to produce a product and may be very aware of what the demand will be for that product but he may not be able to predict the competition he has from companies producing a similar product. Economics is the study of how individuals transform natural resources into final products and services that people use. A Students Guide to Economics has helped me understand why the definition â€Å"Money† doesn’t quite cut it. There are so many aspects that I never even thought of when it comes to economics like planning for risk and uncertainty and understanding exit and voice responses. Economics has evolved tremendously from the time it was first brought to peoples attention in Inquiry into the Nature and Causes of the Wealth of Nations to the current writings of Deirdre McCloskey. Looking into the future, I predict we haven’t seen the last changes.