Topics For Essay Writing - How to Solve Issues That Have Not Been Told

Topics For Essay Writing - How to Solve Issues That Have Not Been ToldMany teachers believe that election topics for essay writing have already been covered, so they leave their students guessing as to what the assignment is. The truth is that, in fact, there are other types of election topics that students may find helpful and that have yet to be covered. That means that the students' brains can take in the information as the assignment provides them with an idea of how to use it.A two minute statement from one candidate or group of candidates about the actions taken by the current administration to help keep their students safe will help their students learn more about the role they have as citizens. And the student's teacher may even provide a link to a website with some of these valuable links. A debate about the candidates' record on education and the ability of each candidate to get results for the students will help them learn more about the candidates' overall philosophy and beliefs about teaching. These topics should help students come up with better questions to ask their teachers when they are writing the assignment.Many candidates are going to raise important political issues, and if the student is writing about that, he or she may be asked to write a few pages of a partial argument. Political issues have been addressed by each of the presidential candidates, and this may prompt them to talk about the records of each of them. In that case, he or she may not need to think about which topic will get the highest score on the assignment.Some topics are based on a different type of policy. As an example, one of the candidates for president has pledged to end the war in Iraq. If the assignment is on how many pages the candidate has accomplished his promises, he or she should think about the impact that ending the war will have on the lives of the children left behind.As the candidate states that he or she will make changes in the American policy toward Ir aq, the student's choice should be written into the assignment. The student may think about what kind of change that might be, whether he or she will alter a few policy goals to suit a politician's needs, or simply may be deciding on a change to a policy that has been in place for several years. Either way, when the student writes his or her answer, it will include a solution that is both fair and in line with the policies of each candidate. Any policy that has been in place for several years needs to be revisited, and that means that this assignment will help students understand the values of each candidate and how they intend to conduct themselves as president.There are many ways that the student can get involved in writing the assignment. As an example, the student may get on the Internet and check out all of the articles, letters, and speeches that have been written about the candidates and the policies that they have said or endorsed. Once there, he or she may be able to downlo ad them to use as a resource, or he or she may find the ones he or she thinks will help students understand the election topics for essay.Any time the students work with their peers and the media, they are learning that they can create and publish their own material. As a result, the assignment will benefit the students and their teachers. They will benefit, in turn, because of the effectiveness of the assignment, and the teachers will benefit because their students will learn more about their roles as educators.

Main Cause Of The Civil War - 1611 Words

Kate Cancio U.S. History Period 5 10/23/15 Main Causes of the Civil War The Civil War effected the United States because of economic issues. The Tariff of Abominations was the name given to the Tariff of 1828 by insulted southerners who felt the expense on imports was intemperate and unreasonably focused on their area of the nation. The tax, which got to be law in the spring of 1828, set high obligations on merchandise imported into the United States, and it did make major financial issues for the South. Compounding an already painful situation, the law had been conceived to secure makers in the Northeast. As the South was not an assembling focus, it needed to either import completed merchandise from Europe (principally Britain) or purchase products made in the North. With a defensive duty basically making falsely high costs, the South was at a extreme drawback when purchasing items from either Northern or outside makers. The 1828 duty made a further aberrant issue for the South, as it lessened business with England, which thusly made it more troublesome for the English to manage the cost of cotton developed in the American South. Exceptional feeling about the Tariff of Abominations incited John C. Calhoun to namelessly compose papers putting forward his hypothesis of invalidation, in which states could overlook government laws. Calhoun s challenge against the government in the long run prompted the Nullification Crisis. Nonetheless, numerous specialists follow theShow MoreRelatedThe Main Cause Of The Civil War1907 Words   |  8 PagesHistory P1 THE MAIN CAUSE OF THE CIVIL WAR The Civil War lasted four long years in the United States. There are two points of view on the topic slavery being a key factor in causing the war or were there alternative reasons. There were economic reasons for the Northern and Southern states not agreeing on seceding from the United States. Slavery could be considered a religious, economic, social and political issue. In my opinion, there were many factors leading up to the Civil War, however in myRead MoreThe Main Cause Of The American Civil War1047 Words   |  5 Pagesone main cause of the American Civil war must be resolved, and while there are many ideas, history reveals that there was only one. There are many arguable motives to the start of the Civil War, but there are four main concepts. These four concepts were slavery, taxation, the election of Abraham Lincoln and lastly, struggling with power between the Northern and Southern states. To start with, the end of slavery is undoubtedly one of the most popular arguments to the creation of the Civil War. WhileRead MoreWas Slavery the Main Cause of the Civil War?822 Words   |  4 PagesWas Slavery the Main Cause Of the Civil War? There were many things that led to the Civil War. They were slavery, politics, and state right versus the federal government, expansionism, sectionalism, and economics. Historians argue over what the main cause really was that led to the Civil War since no one can really say for sure what it was. Slavery was the main cause of the Civil War. One of the main causes of the Civil War was the argument over slavery. Though slavery was not the only reasonRead MoreEconomic Difference as the Main Cause of the Civil War774 Words   |  4 PagesSlavery was merely one of the causes of the Civil War. Some historians argue that the political difference between the North and the South is a more influential cause of the Civil War while some insist that economic is the main cause. In fact, the political division between the North and the South was affected by the differences in the economic system of both. The North and the South had had different economic backgrounds that were established since the American colonial period. These economic differencesRead MoreEssay On The Causes Of The Civil War936 Words   |  4 PagesThe Civil War, a groundbreaking war, between the Union and Confederacy was a war of uncompromising disagreements. The Civil War was a war fought in various places throughout the United States from 1861 to 1865. Over 23 7- named battles were fought and a couple famous ones being the â€Å"Battle of Fort Sumter†, and â€Å"Battle of Palmito Ranch†. The victory was for the Union, however there was a point in the Civil War where the Confederacy was winning which left the people astonished. The Civil war was causedRead MoreKatherine Ramjit. Mr. Staccone. T2 History. April 28Th,1194 Words   |  5 PagesHistory April 28th, 2017 Through What Events Was Slavery The Main Cause Of the American Civil War of 1861-1865 Some may argue that the main causes of the Civil War was The Missouri Compromise, the Kansas-Nebraska Act, the Compromise of 1850 and or much more. There is a multitude of reasons or causes that people can argue about what really started the War. One important factor to take in account is that most events leading up towards the Civil War really revolved to slavery. Slavery can be defined as aRead MoreSlavery Cause for Civil War1483 Words   |  6 Pagesï » ¿ SLAVERY (THE MAIN CAUSE OF THE AMERICAN CIVIL WAR) US History to 1877 – HIST101 American Military University, 26 April 2014 Many factors led to the occurrence of the American Civil War. The key issues were slavery, different political ideologies, right of the people, and economic reasons. However, the key reasons that lead to the Civil War was slavery. Slavery is touted as the main cause of the conflict between the states in the northern part and those in theRead MorePrimary Causes Of The Civil War820 Words   |  4 Pagesand standpoints on why the Civil War had been fought but the primary reason why the Civil War started over uncompromisable differences between free Southern states and pro-slavery Northern states and their controversy over government power and slave laws. Fought during April of 1861 to 1865, the Civil War had divided the country into a frenzy against each other. In fact, a devastating 620,000 soldiers had died from accident, combat, starvation and disease, the deadliest war in American history. To addRead MoreSocial Reasons For The Civil War1348 Words   |  6 Pages The civil war was mainly sparked by tensions between the north and the south. Both sides rarely agreed on topics and could never make a compromise. Slavery was a big reason for the start of the civil war, but the causes don’t end there. Although some may say that political or economic reasons started the civil war between the north and the south, political reasons were the real cause. This is because of important decisions made by the government, and the south seceding. Some believe that socialRead MoreCauses Of The American Civil War760 Words   |  4 PagesThe Civil War was one of the most momentous and pivotal periods in U.S history. After decades of tension between the North and South over matters involving expansion, slavery, and the states rights these caused the beginning of a horrific devastating time known as the American Civil War, that lasted between 1861-1865. Within these 4 long barbaric and destructive years, it led to an innumerous amount of political, social, and economical changes for the U.S. Leaving 2.4 million dead and millions

Racism and Different Background Ethnicity in Disneys Movies - Free Essay Example

Sample details Pages: 4 Words: 1081 Downloads: 6 Date added: 2019/02/05 Category Society Essay Level High school Tags: Racism Essay Did you like this example? Introduction Walt Disney is one of the biggest entertainment companies to exist with an annual revenue of $59.43 billion (Statista). Yet, some would find it a bit shocking that racism and stereotypes would exist in their films. Because in most homes Disney’s movies are a beloved collection. Though, a lot has changed since the early 1920s when Disney was first founded (Farland, David). But, the question still remains today, do racism and ethnicity exist or play a role in Walt Disney’s animation? Many have argued and believed that most of Disney’s cartoon animation and films have portrayed ethnicity and racial bias along with stereotypical gender roles (Underlying Racism in Disney). Don’t waste time! Our writers will create an original "Racism and Different Background Ethnicity in Disneys Movies" essay for you Create order The Princess and The Frog Compared to Disney’s early animated films, that openly showed racism like Dumbo and Fantasia, Disney has made some progress in improving diversity and depicting ethnic heroes and heroines like Aladdin (1992), Pocahontas (1995), Mulan (1998) and etc (Nunez, Veronica). However, these films contain racist connotations and a distorted portrayal of other cultures (POC, Nerdy). Though she is not heroic and before the film was released, Disney’s first African-American princess Tiana â€Å"The Princess and the Frog† was already undergoing scrutiny for its stereotypical portrayal of African Americans (Barnes, Brooks). Like Disney’s original classic princesses like Snow White and Cinderella, Tiana was hand-drawn, wore a tiara, had an upsweep hairdo, was a songbird, strong-willed and found her prince charming though all odds. Yet, some critics question: Was the film based in New Orleans in the 1920s to degrade African American stereotypes or uplift them? While others were offended by the film’s storyline being based in New Orleans, due to the devastating tragedies of the to the community. Another issue critics had with the film was Prince Naveen and how he was voiced by a Brazilian actor â€Å"Bruno Campos†(Barnes, Brooks). Though in Disney’s offense he is not white. Others believed Disney studio doesn’t think a black man is worthy of the title prince. The characters hair and features described as non-black did not make it better for their defense. At the end of the day, some critics wanted a black prince. Along with Ray the firefly voiced by â€Å"Jim Cumming† some people believe his voice was too much like an uneducated southern African American (Barnes, Brooks). A rumor surfaced about an early script of the film and the Disney’s princess early name and her role in the film. Her original name would have been Madeleine. Maddy for short, but some believed the name was too close to the racist name Mammy (Barnes, Brooks). Maddy’s role in the film would have been a chambermaid for a Caucasian woman, a historical profession for an African American during the 1920s. To a lot of people, the character reminded them too much of slavery and the idea was quickly ignored. But, while others bashed Disney for sticking to stereotypes, others saw differently and applauded Disney for trying to be diverse and add diversity. A web designer from Los Angeles stated â€Å"Who knows if Disney will get it right,† she added. â€Å"They haven’t always in the past, but the idea that Disney is not bending over backward to be sensitive is laughable. It wants to sell a whole lot of Tiana dolls and some Tiana paper plates and make people line up to see Tiana at Disney World.† While members of the N.A.A.C.P. gave extremely positive feedback about the film (Barnes, Brooks). Other Walt Disney’s Animation Though a lot has changed and evolved since the early Disney, people today can’t believe that such an aspiring, positive and innocent media could still have some racist undertone in its animation (Underlying Racism in Disney). Early films like Dumbo that had a crow named Jim Crow and portrayed the crows as pimped hat wearing uneducated speaking crows (YouTube). The Jungle book: All of the animals in the film had proper accents yet, King Louie and the monkeys all spoke jive and wanted to become â€Å"real people†(POC, Nerdy). Directors of the film wanted Louie Armstrong to be the voice of King Louie but did not want to offend the N.A.A.C.P. by voicing a black man the character of a monkey (YouTube). Though judgment is not being passed on the people that we behind the scenes during this time because, certain films where a product of their time and normal to their society. However, films like Aladdin is no excuse. In 1993, The American-Arab Anti-Discrimination Committee was not thrilled with the Aladdin soundtrack and complained to the company for a lyrics change (Barnes, Brooks). (â€Å"Where they cut off your ear/If they don’t like your face/It’s barbaric, but, hey, it’s home†). The committee saw this as disparaging towards the Arab people. Disney did comprise part of the lyrics and released an updated version of the lyrics on VHS (YouTube). Conclusion In conclusion, I am still a very huge Walt Disney fan. But, I feel as though a bit more consideration can go into the idea and production of Disney’s films and animations that are based on people ethnicity, culture, and race so that people are not offended. Disney’s executives feel as though people should stop jumping to race and conclusions about their films when critics feel as though they are trying to be sneaky about including stereotypes or trying to be offensive about their films (Barnes, Brooks). It’s not their intentions. A producer at Disney also stated â€Å"We feel a great responsibility to get this right. Every artistic decision is being carefully thought out† (Barnes, Brooks). While cast members have defended the company as well. Anika Noni Rose voice of Tiana (The Princess and The Frog) stated â€Å"There is no reason to get up in arms,† she told reporters at a Los Angeles Urban League dinner. â€Å"If there was something that I thought was disrespectful to me or to my heritage, I would certainly not be a part of it† (Barnes, Brooks). In the end and until the end of time, people are going to have their own personal opinions about Walt Disney’s films and if they portray racism and stereotypes of people from different background. Who is to say that they are right or wrong? Because, in the end, everyone is entitled to their own personal opinion and feelings and at the end of the day, you can’t please everyone.

Cognitive Rehabilitation And Cognitive Development

Introduction Cognitive rehabilitation is a process that aids in relearning cognitive skills or teaching ways to compensate for lost skills by utilizing strategies that are less demanding cognitively in order to manage daily activities. Previous studies explored cognitive training (CT) and cognitive stimulation (CS) as a nonpharmacological intervention for cognitive decline in adults with dementia. These types of therapy were often used in conjunction with activity programs and other therapies to aid in improving overall mood and quality of life. They showed modest yet inconsistent results with questionable impact on improving the ability of the subjects to perform daily tasks. These studies were limited due to their small sample size, short duration of treatment and the likelihood of the underlying nature of the disease affecting the outcomes as well. There have been limited clinical trials that have explored cognitive rehabilitation, rather than CT or CS in adults with cognitive impairments. Th ese studies are associated with positive outcomes on memory strategies, improved memory function and improved mood. However, the impact on activities of daily living was not addressed. This study combines Cognitive rehabilitation (CR) and Cognitive-behavioral (CB) interventions in assessing the outcome of improved function of activities of daily living. â€Å"Cognitive-behavioral interventions include enhancement of pleasant activities and stimulation of positive memories have been shownShow MoreRelatedCase Study - Early Alzheimers1730 Words   |  7 Pagesthe use of cognitive rehabilitation treatment of early stage of dementia Alzheimer’s type. The case study examines a 72 year old male patient diagnosed with early stage dementia of Alzheimer’s Type. This study used visual imagery, as well as cues and expanding rehearsal during the cognitive rehabilitation. The evaluation of cognitive rehabilitation treatment included the psychological, physiological, neurological assessments and self-reports. Results suggested that extended use of cognitive rehabilitationRead MorePhysical And Mental Rehabilitation Of Athletes894 Words   |  4 Pagespsychologica l aspects that go into athletic injury rehabilitation. Ievleva and Orlick (1991) found that athletes who recovered from injury faster than their peers were more consistently positive, had an internal locus of control, took personal responsibility for their faster healing, were more involved in goal setting and engaged in positive healing and/or performance imagery. Most athletic trainers believe in the use of psychological skills in the rehabilitation of athletes (Wiese, Weiss, Yukelson,Read MoreCriminal Rehabilitation978 Words   |  4 PagesCriminal rehabilitation  involves restoring an individual to useful life through education, and therapy. The rehabilitation assumption is that individuals are never permanently  criminals. As a result, it is possible to reinstate a criminal to useful life where they positively contribute to the society and to themselves. The main aim of criminal rehabilitation is the prevention of habitual offending or criminal  recidivism. Criminal rehabilitation seeks to bring an offender into a normal state of mindRead MoreCognitive Behavioral Therapy Essay example1507 Words   |  7 PagesCognitive behavioral therapy (CBT) is among the most extensively tested psychotherapies for depression. Many studies have confirmed the efficacy of cognitive behavioral therapy (CBT) as a treatment for depression. This paper will provide background information about the intervention, address the target population, and describe program structure and key components. It will also provide examples of program implementation, challenges/barriers to implementing the practice, address how the practice supportsRead MoreSocial Communication And Rehabilitation Of Adolescents With Traumatic Brain Injury1216 Words   |  5 Pages Social Communication and Rehabilitation of Adolescents with Traumatic Brain Injury Introduction Adolescence, the time between puberty and adulthood, is marked by a shift toward greater reliance on the peer group that the family, resulting in a greater need for more complex social communication. It is also the age group which reports the highest incidents of traumatic brain injury (Turkstra, 2004). One could surmise the many reasons for this – increased risk taking or increased participationRead MoreThe Effects Of Traumatic Brain Injuries On Our Society1574 Words   |  7 Pagestaken for granted. Numerous medical professionals are involved in the rehabilitation of patients that sustain traumatic brain injuries. Because traumatic brain injuries have such a profound effect on human speech production, speech-language pathologists are needed in the both the diagnostic and rehabilitation process. In order to fully comprehend the significance of the role that speech-language pathologists play in the rehabilitation of TBI patients, the cause, diagnostic process, physiologica l andRead MoreCan Having A Good Self Esteem Help With A Successful Rehabilitation?804 Words   |  4 PagesCan having a good self-esteem help in coping with a successful rehabilitation? That question has been asked for several years (Kahng Mowbray, 2005). However researchers have recently discovered that having a good self-esteem does indeed help with a successful rehabilitation (Kahng Mowbray, 2005). Additionally the researchers learned that there are three specific areas to focus on when dealing with a successful rehabilitation (Kahng Mowbray, 2005). Those three specific areas are the following:Read MoreThe Application of Cognitive Behavioral Therapy Within a Prison Setting1434 Words   |  6 Pagesimprisoned. The techniques used in cognitive behavioral therapy have proven to be effective in treating depression, anxiety and drug addictions among other things. Analyzing the techniques developed in cognitive behavioral theory and applying them to psychotherapy in prison envir onments can assist in making improvements in the prevention of criminal activity, rates of incarceration and safety and security of the general population. The literature shows that the use of cognitive behavioral therapy has beenRead MoreTraumatic Brain Injury Essay1284 Words   |  6 Pageslong-term effects of brain injuries sustained in battle (Mass et al., 2008). In the military population, TBI cases are sometimes co-morbid with post-traumatic stress disorder. Post-traumatic stress disorder and TBI can present with similar symptoms of cognitive impairment, which further complicates the process of making an accurate diagnosis (Tanev, Pentel, Kredlow, Charney, 2014). Injuries associated with TBI are divided into two categories: primary injuries and secondary injuries. Primary injuriesRead MoreDevelopment And Evaluation Of Cognition Based Interventions1531 Words   |  7 Pages PhD upgrade overview In recent years, there has been increasing interest in the development and evaluation of cognition-based interventions (CBIs) for people with dementia in improving cognition, and quality of life (QoL). However, little is known about the effects of these interventions for carers who are actively involved and participate in CBIs alongside their relative. In addition, it has been argued that engaging family carers in the therapeutic process is important as it has the potential

Analysis Of Emily Dickinson s There s A Certain Slant...

A poet who challenged poetry’s role in religion, Emily Dickinson was born in Amherst, Massachusetts in 1830. Although Dickinson’ was poetically prolific during her life, her work was neither published nor acclaimed until after her death in 1886. Similar to most poets, Emily Dickinson wrote about what she understood and what intrigued her. One of the major themes that Emily Dickinson often explored in her poems was the conflict between science with religion, specifically, her â€Å"individual struggle with God†. Many of her works describe defiance towards religion, because of how religion subjugates human identity. Dickinson is unique because unlike other religious poets who follow and encourage the path to God, she talks about challenging God’s dominion throughout her life, and refusing to submit to divine will at the cost of herself. In â€Å"There’s a certain Slant of Light†, Dickinson uses light that carries spiritual connotations to expl ore her relationship with God. Though the word â€Å"light† suggests weightlessness, Dickinson uses the word â€Å"light† as a heavy burden. Dickinson expresses her internal struggle with God who she views as subjugating human identity. Emily Dickinson lived in a time period where there were struggles to reconcile between faith and science. What makes Emily Dickinson stand out is not because of the certain style of unique methods that she incorporates in her poems, rather, it is because of her personality as a rebel that sets her aside from the rest of theShow MoreRelatedAnalysis Of Emily Dickinson s There s A Certain Slant Of Light 1745 Words   |  7 PagesOne of the first biography points any student learns about Emily Dickinson is that of her reclusivity. She spent nearly all of her life in her hometown, in the house where she grew up. By 1872, she rarely left that house at all (Baym). Even prior to that, however, it is interesting to follow the themes of confinement and isolation in her poetry, particularly Poem 258, â€Å"There’s a certain Slant of light.† Written circa 1861, this poem utilizes vocabulary associated with spirituality and death, althoughRead MoreAnalysis Of Emily Dickinson s Po em There s A Certain Slant Of Light1147 Words   |  5 PagesA poem’s structure can either make or break it. Emily Dickinson skillfully incorporates a variety of different methods in her works to enhance their meanings. At first glance her poetry can seem confusing, but simply analyzing at how she structures her poems can give great insight to what she means. Looking at whether each line of the poem ends without punctuation, also known as enjambment can reveal a great deal about a poem. The use of enjambment and end-stops control the flow of the poem. AlongRead MoreEmily Dickinson : The Point When A Reader1749 Words   |  7 PagesHorieh Introduction to Literature Professor Knoernschild November 27, 2015 Emily Dickinson At the point when a reader hears the name Emily Dickinson, they consider a female who composed verse that has been surely understood for a considerable length of time and years. Much to their dismay that Emily Dickinson established American Literature, and began an entire unrest of verse. The procedure Dickinson used to keep in touch with her verse was at no other time seen and was the foundationRead MoreEmily Dickinson’s Themes, Language, and Technique Essay1886 Words   |  8 PagesWhen a reader hears the name Emily Dickinson, they think about a female who wrote poetry that has been well known for years and years. Little do they know that Emily Dickinson founded American Literature, and started a whole revolution of poetry. The technique Dickinson used to write her poetry was never before seen and was the cornerstone of her writings. Major themes, Figurative Language, and Literary Technique used by Emily Dickinson were all of her characteristics of her towering achievementR ead MoreLogical Reasoning189930 Words   |  760 PagesYour first reason, let’s say, is that you discounted Emilios remark that if the stream were poisonous then everything in it would look dead. Deadly things can be alive and look healthy. You mention salmonella on delicious turkey burgers. You are certain that there are microbes that harm humans but do not harm plants and fish; you mention to Juanita and Emilio that crabgrass and catfish do not catch cholera. Your second reason comes from reconsidering that sign at the ranger station. If nothing Analysis Of Emily Dickinson s There s A Certain Slant... One of the first biography points any student learns about Emily Dickinson is that of her reclusivity. She spent nearly all of her life in her hometown, in the house where she grew up. By 1872, she rarely left that house at all (Baym). Even prior to that, however, it is interesting to follow the themes of confinement and isolation in her poetry, particularly Poem 258, â€Å"There’s a certain Slant of light.† Written circa 1861, this poem utilizes vocabulary associated with spirituality and death, although the nuanced grammatical structure and complex word connotations allow for varied interpretation. One of these many interpretations is that the death metaphors and imagery are in turn a metaphor for confinement, whether physical or mental. Mental confinement, as one may experience with mental illness such as depression, was not a common topic for female writers in the nineteenth century. Before Modern and Postmodern poetry, this poem addresses mental illness seriously, but still leaves cracks in the darkness where hope can shine through. The imagery and diction may be misleading at first, due to the amount of language that is generally positive. However, each happy or positive word is negated; for example, â€Å"light† is immediately followed by â€Å"winter† and â€Å"oppresses,† â€Å"Heavenly† by â€Å"Hurt,† andâ€Å"Cathedral† is preceded by â€Å"Heft† (1-5). The initial interpretation of the poem as lighthearted is further disproved by the amount of death imagery, vocabulary related to confinement, and aShow MoreRelatedAnalysis Of Emily Dickinson s There s A Certain Slant Of Light ``1837 Words   |  8 PagesA poet who challenged poetry’s role in religion, Emily Dickinson was born in Amherst, Massachusetts in 1830. Although Dickinson’ was poetically prolific during her life, her work was neither published nor acclaimed until after her death in 1886. Similar to most poets, Emi ly Dickinson wrote about what she understood and what intrigued her. One of the major themes that Emily Dickinson often explored in her poems was the conflict between science with religion, specifically, her â€Å"individual struggleRead MoreAnalysis Of Emily Dickinson s Poem There s A Certain Slant Of Light1147 Words   |  5 PagesA poem’s structure can either make or break it. Emily Dickinson skillfully incorporates a variety of different methods in her works to enhance their meanings. At first glance her poetry can seem confusing, but simply analyzing at how she structures her poems can give great insight to what she means. Looking at whether each line of the poem ends without punctuation, also known as enjambment can reveal a great deal about a poem. The use of enjambment and end-stops control the flow of the poem. AlongRead MoreEmily Dickinson : The Point When A Reader1749 Words   |  7 PagesHorieh Introduction to Literature Professor Knoernschild November 27, 2015 Emily Dickinson At the point when a reader hears the name Emily Dickinson, they consider a female who composed verse that has been surely understood for a considerable length of time and years. Much to their dismay that Emily Dickinson established American Literature, and began an entire unrest of verse. The procedure Dickinson used to keep in touch with her verse was at no other time seen and was the foundationRead MoreEmily Dickinson’s Themes, Language, and Technique Essay1886 Words   |  8 PagesWhen a reader hears the name Emily Dickinson, they think about a female who wrote poetry that has been well known for years and years. Little do they know that Emily Dickinson founded American Literature, and started a whole revolution of poetry. The technique Dickinson used to write her poetry was never before seen and was the cornerstone of her writings. Major themes, Figurative Language, and Literary Technique used by Emily Dickinson were all of her characteristics of her towering achievementR ead MoreLogical Reasoning189930 Words   |  760 PagesYour first reason, let’s say, is that you discounted Emilios remark that if the stream were poisonous then everything in it would look dead. Deadly things can be alive and look healthy. You mention salmonella on delicious turkey burgers. You are certain that there are microbes that harm humans but do not harm plants and fish; you mention to Juanita and Emilio that crabgrass and catfish do not catch cholera. Your second reason comes from reconsidering that sign at the ranger station. If nothing

Duties of a Student free essay sample

The Institute shall be open to all students who are qualified according to its admission standards, barring no one on the basis of race, color, religion, sex, pregnancy, sexual orientation, gender identity, gender expression, age, Efforts shall be made to seek out and admit students of diverse socioeconomic backgrounds whose potential could be reached through a Rensselaer education. Prospective students may, before entering the Institute, request Institute regulations, contractual rights, obligations and responsibilities. Section B: The facilities and services which are normally available to students under the rules and regulations of the Institute shall be open to all of its students without regard to race, color, religion, sex, predisposition, page 3 STATEMENT OF ADOPTION BY THE TRUSTEES The Rensselaer Polytechnic Institute Student Bill Of Rights has been considered by the Trustees. In order to safeguard the rights of all members of the Institute community, certain specific rules and regulations are necessary.Recognition of the Student Bill of Rights as herein expressed is not intended to limit or restrict the ultimate responsibility and authority of the Board of Trustees to promulgate and enforce rules and regulations reasonably consistent with the general principles set forth in the Student Bill of Rights, which the Board of Trustees deems necessary and appropriate to the Rensselaer community. By its very nature, the Student Bill of Rights cannot be successful without corresponding student responsibilities and obligations which, although they have not been spelled out in the document, must of necessity be considered a part of it and ithout which it cannot succeed.In adopting the document in principle, the Trustees wish to make clear to all concerned that their primary obligation, duty and concern is in the best interest of Rensselaer Polytechnic Institute as an educational institution and that this document, like all other policy statements and decisions concerning the Institute, is subject to the continuing paramount control of the Board of Trustees. Under no circumstances shall student fees or other Institute funds be used to promote, prosecute, initiate, or defend an adversary proceeding against the Institute without written consent of the Institute. omestic violence victim, or any other basis prohibited by law. Age or year in school shall not be used arbitrarily as a basis for discrimination, but there may be valid reasons for differential access based on educational goals or allocation of resources. The Institute shall endeavor to secure equal access for all students to public facilities in the local community.Section C: Every prospective student shall have the right to a written explanation of the basis of eligibility for financial aid, and the requirements for continuation. In addition, recipients of such aid shall be provided an explanation of the easons for change in financial aid that may occur in subsequent years. ARTICLE Ill: STUDENT-TEACHER RELATIONSHIP section A: The professor in the classroom and in conference shall encourage free discussion, inquiry, and expression. Students shall be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion. Section B: Students shall have the right to learn from and be informed by the instructor about the procedures and standards by which they are to be graded.Student performance in course work shall be valuated on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students shall have protection through orderly procedures against prejudiced or capricious evaluation. Section C: Information about student activities, views, beliefs, and political associations which professors acquire in the course oftheir work as instructors, advisors, and counselors shall be considered confidential. Persons who provide confidential statements or written judgments of ability and character in connection with an application in which the student gives express permission or the release of such information are responsible August 201 0 to the recipient and to the subject equally to be honest and fair in their judgment.ARTICLE CONFIDENTIALITY OF STUDENT RECORDS The Institute shall publish an explicit policy statement as to the information which is a part of a students permanent official educational record and the conditions of its disclosure. To minimize the risk of improper disclosure, academic, financial, disciplinary, and medical records shall be separate, and the co nditions of access to each shall be published in an explicit policy statement. Transcripts f academic records shall contain only information about academic status, and the student and his or her adviser shall have the right to see these records at any time. Information from student records shall be available only to authorized persons as determined by the Institute or legal regulations. Other persons, both on campus and off, shall have access to such records only with the express permission of the student.No educational records shall be kept which reflect as such the political activities or beliefs of students. Provisions shall also be made for periodic destruction of inactive non- academic and non-financial records. The student shall have the right to view and contest the contents of his or her official Institute records, except those relating to his or her admissions application and all records of the psychological counseling and medical services, regardless of where such records may be physically located. ARTICLE V: FREEDOM IN STUDENT LIFE Section A: (1) Students shall be free to organize and join lawful associations to promote their common interests.The policies and actions of a student organization will be determined by the membership within the limits established by the Rensselaer union (Institute student body) and other ppropriate bodies within the Institute . Affiliation with an extramural organization shall not of itself disqualify a student organization from recognition by the Rensselaer Union. In order to receive Rensselaer union recognition, Page 4 student organizations may be required to submit a statement of purpose, criteria for membership, rules of procedure, and a current list of officers. All Rensselaer Union organizations, including those affiliated with an extra-mural organization, shall be open to all eligible students without discrimination.Recognition shall not imply approval or disapproval of an organizations aims, bjectives, or policies. (2) The denial of access to facilities or reduction of funds shall not be used by the Institute or the Rensselaer Union as a means Of censorship or suppression Of any lawful activity. Rensselaer Union building facilities shall be available for the use of all members of the Institute community. Section B: (1) Students and student groups shall be free to examine and discuss all questions of interest to them and to express opinions publicly and privately. They shall be free to support causes by orderly means, including peaceful assembly, which do not disrupt the normal operation of he Institute. nless otherwise authorized, students and student groups speak only for themselves in their public expressions or demonstrations. (2) Students and student groups shall be allowed to invite and to hear any person of their own choosing. Such students and groups shall have an affirmative obligation to comply with Institute procedures which are designed to ensure that for such an event there is adequate preparation and security, and that such an event is conducted in a manner appropriate to an academic community. The sponsors Of any event shall make clear to the academic and t-large communities that such sponsorship does not necessarily imply approval or endorsements of the views expressed, either by the sponsoring group or by the Institute.Section C: In the delegation of editorial responsibility to individual students, the Rensselaer Union shall provide sufficient editorial freedom for the student publications and other media to maintain their integrity of purpose as vehicles for respon sible free August expression in an academic community. To this end, the Rensselaer union shall provide written clarification of the role of student media, the standards o be used in their evaluation, and the limitations on control of their operation. Editors and managers of student media shall be free from arbitrary suspension or removal because of student, faculty, administrative, or public disapproval of editorial policy or content. Only for proper and stated causes shall editors and managers be subject to removal and then only by orderly and prescribed procedures as established by the Rensselaer Union. All Rensselaer Union published and financed student media shall explicitly state on the editorial or in other appropriate fashion that the opinions xpressed there are not necessarily those of the Institute or student body. Section D: Students shall be free, individually and collectively, to express their views on issues of institutional policy and on matters of general interest to the student body. The student body shall have a means of providing input on institutional policy affecting academic and student affairs.The role of student government and both its general and specific responsibilities shall be made explicit, and the actions of the student government within the areas of its jurisdiction shall be reviewed through orderly prescribed procedures. ARTICLE VI: OFF-CAMPUS FREEDOM OF STUDENTS Section A: The Inst itutes students are both citizens of the nation at large and members of the academic community. As citizens, offcampus, students shall enjoy the same freedom Of speech, peaceful assembly, and right Of petition that other citizens enjoy. Section B: When the activities of students result in apparent violation of the law, staff from the Division of Student Life, the Rensselaer union, Public Safety, and other appropriate administrative offices, shall be available to apprise the students of sources of legal counsel and other sources of assistance.Students who violate the law may incur Page 5 penalties prescribed by civil authorities but Institute authority shall not attempt to duplicate the function of public authority. No students status at Rensselaer shall be altered on the basis of pending legal action or conviction for any crime, except when the presence of such student could constitute a danger to the safety of person or property on the premises of the Institute. If a student incidentally violates Institute regulations in the course of his or her off-campus activity, such as those relating to class attendance; he or she shall e subjected to no greater penalty within the Institute than would normally be imposed. Ins titutional action shall be independent of community pressure.ARTICLE Vik PROCEDURAL STANDARDS IN DISCIPLINARY PROCEEDINGS Section A: The administration of discipline shall provide procedural fairness to an accused student. Thus, each Institute regulation shall be as clear and specific as possible. The Institute shall initiate disciplinary action for conduct including that which could be a threat to the personal safety of members of the academic community, conduct that endangers property, and/or conduct hat is disruptive to the educational and administrative processes of the Institute. Disciplinary procedures shall take into account the case circumstances in particular, and each accused student shall be entitled to an individual inquiry/hearing if requested.The jurisdiction of campus judicial bodies, the disciplinary responsibilities of institutional officials, and the disciplinary procedures, including the students right to appeal a decision, shall be clearly formulated and available in advance. Penalties shall be imposed or assessed under prescribed procedures. Section B: The student hall be informed of the nature of the charges against him or her and shall be given a fair opportunity to refute them. Neither the Institute nor any of its judicial bodies shall be arbitrary in its actions and there shall be provisions for the appeal of the initial decision. Except in extraordinary August 2010 circumstances, standards of conduct will be formulated with student input and published in advance through such means as a student handbook or a generally available body of institutional rules. Section C: Premises occupied by, and personal property of, students shall not be searched (as distinguished rom ordinary maintenance activities) or seized without an externally issued search warrant or its internally issued equivalent based on comparable standards, or without the students knowledge and approval of the search, except in cases where Institute officials have a reasonable basis for believing that safety is involved. For premises not controlled by the Institute, the ordinary requirements for lawful search shall be followed. Section D: Students detected or charged in the course of serious violation of institutional regulations or infractions of ordinary law shall be informed of their rights. No form of harassment shall be used by Institute representatives to coerce admissions of guilt or information about conduct or about other suspected persons.Section E: Upon verbal or written notification of charges, a student may be placed on an emergency suspension pending the hearing and determination thereof, when the continued presence of such student could constitute a danger to the safety of person or property on the premises of the Institute. In the event of such a suspension, the student, upon written request, shall have the right to a hearing before the appropriate Institute udiciary within five Institute business days after said request. STUDENT RIGHTS IN THE CLASSROOM Students have the right to be informed about the content and educational intent of a course, and about the procedures and standards by which they are to be evaluated. Accordingly, at the beginning of each course, students should be provided with: 1 . A syllabus of the course including content and objectives as appropriate. Page 6 2. The policies which govern various factors used in the evaluation process along with a description of the method by which the final grade will be etermined. Factors to consider include homework, examinations, projects, papers, laboratory work, and attendance. Should changes in the content, procedures, or standards become necessary, the reasons for these changes should be explained to the class. 3. A statement of definition of academic dishonesty where such may be open to question.Particular attention should be paid to collaboration on out-of-class assignments. The official policy, with regard to academic dishonesty, can be found in this handbook. STUDENT CONDUCT FOR INDIVIDUALS AND GROUPS When people gather together in ommunities their rights as individuals may not be exercised in the same fashion as they might otherwise. Individuals rights impinge upon each other and laws are established in the larger society to govern in such cases. At Rensselaer Polytechnic Institute, these regulations are set forth so that individuals will be aware of their responsibilities and be able to exercise their rights individually and collectively as stated in the Student Bill of Rights.Out of concern for individuality and respect for student privacy, Rensselaer does not seek to impose a common morality on all students. At the same time, the Institute has the responsibility to establish certain standards of conduct within the campus community. In general, Institute regulations are concerned with conduct on the campus, but students must recognize that whether on campus or off campus, they are subject to local, state, and federal laws. Their responsibilities as citizens require that they conform to these laws, realizing that Rensselaer will not make any effort to protect students who violate their citizenship obligations from the consequences.At the same time, the Institute is concerned with the students rights as a itizen with equal protection under the law. Any invasion of individual rights of privacy or activity that causes suffering or extreme physical exhaustion, or grave personal offense, or that interferes with scholastic work, or that constitutes any danger to person or property is strictly forbidden. Off-campus misconduct will not typically be the basis for disciplinary action by the Institu te. However, when such conduct may constitute a threat to person or property within the Rensselaer community or under other circumstances, it may result in disciplinary review and/or action. Rensselaer assumes the esponsibility to regulate the private conduct of its students when such conduct could constitute a hazard to or an infringement on the rights of others, a violation of the law, or a disruption of the legitimate academic and administrative processes of the Institute. Student organizations sanctioned or recognized by the Institute are subject to the same regulations as individual students. Institute recognition means that such groups accept corporate responsibility to protect members of the Rensselaer community and their guests from any violation of their rights in group activities and in activities of ndividual members. Such organizations are generally required to designate officers, but such action in no way diminishes the groups corporate responsibility.Failure of the officers, when acting in their official capacity, to protect the rights of members of the community and to uphold policy shall be considered behavior also subject to individual disciplinary actio n. Rensselaer accepts its responsibility to protect the mem bers of the community against any infringement of their rights by exercising its discretion to subject to disciplinary action any student who violates the rights of others. Authority for the administration of student Page 7 disciplinary and judicial processes at Rensselaer is vested exclusively in the Dean of Students Office, by delegation from the President. These policies are based first on the recognition that institutional existence is a privilege granted by public trust, subject to the sanctions and responsibilities defined by the society of which the Institute is a part.

Dbk Solution free essay sample

The current growth of Designs by Kate’s (DBK) business model is not sustainable for a future success of the company. In order to maintain, respectively improve its performance and thusly its position within the direct sales industry, it is essential that Kate Creevey realizes, how important the monetary reward for the sales representatives is. Therefore it is recommended that the compensation structure as a motivational tool should be changed in order to guarantee maximizing the key financial objectives, which can predominantly be defined as further volume growth. Sales growth is driven by two factors: in the first place by the number of sales representatives and secondly, by their increased productivity, when they become team leaders. This means, it is vital for DBK to â€Å"invest† in the acquisition and the keeping of sales representatives. One can think of two variants on how to approach a modification of the compensation structure, motivating the sales staff to develop their own team structure. The management of DBK could think of adapting leadership dollars or leadership dollars and commission rates. With the purpose of educating sales representatives of the advantages of a team build-up, Creevey should definitely invest the $1,000,000 into the four full-time trainers. Since the trainers will demonstrate to the prospective leaders, why it is good for them to move up the career ladder by acquiring new sales representatives, this will be a profitable step (for further explanation see Arguments). Moreover, it is vital for the company to understand, how relevant incentives are – beyond non-monetary benefits. For the purpose of driving team building within the company, Creevey should consider team incentives as a possible appealing and attractive enticement that goes further than the pure cash payout. Furthermore, Kate Creevey should consider how her business is overall positioned in the direct sales industry. Tupperware, Mary Kay or other competitors can rather be found in the high-price segment. This implies that the value proposition is higher for their products. This mere fact does not result in the conclusion that DBK should necessarily reposition, but it is definitely an option, which could further boost sales. Jewelry is highly suitable for selling in an upper price segment. Arguments Industry and Competitor Analysis Direct sales is a stable industry, with a steady, but low Compounded Annual Growth Rate (CAGR) of 0. 7%. Although, the volume of sales, decreased from 2005 to 2009 (which can partially be explained by the economic crisis, which started in 2007), it still is an attractive business sector for DBK, as it is positioned in the third strongest segment (Personal Care) with a niche product lineup, as no other noteworthy competitor is selling jewelry directly. As mentioned above, DBK is positioned as a company, which sells inexpensive jewelry. This might be a factor, which differentiates it from the competitors. However, as may be extracted from the interviews with one of the sales representatives, the reason why the direct sales approach is so successful, can be accounted for the â€Å"parties† and the resonant atmosphere, and not primarily because the products are cheap. If DBK wants to improve their financials, it can be worthy to think of reposition its business to a more exclusive, not department store-like jewelry. Appendix A shows that in comparison to its major competitors in the Personal Care segment (Avon and Mary Kay) DBK is behind in all areas (sales, market share, # of representatives and commission rates). This can be explicable by the fact, that the competitors are much longer in the business than DBK. However, this implies, that Kate Creevey needs to ensure that the company is further growing, to endure its continuance in the market. The SWOT-Analysis exhibits, that the occurring threats can all be shunned, when adapting the compensation structure as mentioned above (for a more detailed delineation see KPI-Analysis). The opportunity of having a greater pool of prospective recruits to choose from is positive. As this implies, if DBK manages to successfully employ plenty new sales representatives, it will have a good basis of jobholders to further grow its business, due to the fact that DBK’s attrition rate is very low. DBK needs to reduce its weakness, that most of their sales representatives have no experience in sales by make use of trainers (see KPI-Analysis), in order to share in the high potential of direct sales customers. KPI-Analysis Appendix B clearly shows, that from a sales representative’s point of view it does not pay to build a team. Assuming that a successful sales representative, who is in the company for about 2 years (meaning that his own sales are still on the rise of 20% annually and not declining, because he is shorter than 5 years in the company), acquires one sales representative in his circle of friends, it can be seen that already in their first month, let alone year together, it diminishes the sales of the leader. The more members he accepts in his team, the greater are his losses from his own revenue and hence, his profit. This is amplified with the number of years the team works together (in Appendix B, there is the assumption made, that the prospective recruits will be three years in the company, as this is the average duration of employment of a sales representative). The pure adjustment of commission rates to solve this problem would mean that DBK must raise them up beyond 50% – which is the maximum in the industry standard – to avoid the aforementioned effect. Appendix C illustrates an alternative approach (as a possible example), which has been calculated by an iterative process. Here, DBK could make an adaption of leadership dollars to 7% for leaders and an assimilation of commission rates to 30% to avoid the cannibalization of sales within a team. This would change the situation for the future leaders and make it attractive for them to recruit more people. It is constructed, that the more members the sales representative accepts, the better for him (0% for one level 1; 5% for two level 1; 10% for three level 1). However, it is presupposed that the team members are de facto sales representatives. The system is only working for the leader, when his team members are constantly increasing their sales, too. Managers and directors are not negligible, however, they are required to build a team to gain that status, which means, that DBK’s focus should in the first instance be on the potential leaders, because they promise a fast solution, as Creevey demanded. The adaption of their leadership dollars should be ensued in the next step. The hiring of the four full-time trainers can be substantiated by the fact that this investment can be balanced by recruiting 1. 060 sales representatives for the same time period of one year. Since one average sales representative’s value equals $2. 30 (see Figure 1. ) – including the costs directly associated with one sales representative (40% COGS and 30% SGA). Those trainers need to make sure, that the sales representatives understand, how building up a team, can firstly boost their own sales, and secondly help the company to grow (which should be in their interest, too). Action steps A key action step should be the implementation of a firmer team structure by strengthening the cohesion within teams through adoption of team rewards into the incentives structure. Those team benefits can be of monetary or non-monetary nature. For instance, following the example of Mary Kay, the most successful teams could be annually invited to a special event, created only for them, where they can win an award for the â€Å"best team of the year†. This can be conducive for employee motivation and further enhance the sales representatives’ loyalty for DBK. Creevey can follow the proposal of one of the representatives, to give â€Å"longevitiy bonuses† in the form of special jewelry pieces that they can sell only when they fulfill certain criteria, other incentives such as premium magazine subscriptions, etc. r cash payout. As aforementioned, further steps include hiring full-time trainers, reconstruct compensation structure – monetary-based and non-monetary-based, team-based and individual benefits, see above –, analyze potential of repositioning towards an upper-middle to lower-high-prize segment and improve overall communication within DBK of the advantages of teams and the effects it has for each individual.