World War II Through the 1970s Coursework Example | Topics and Well Written Essays - 1250 words

World War II Through the 1970s - Coursework Example Additionally, both led to significant developments in the American perspective like sympathy for the incoming president, as well as finding pride in their potent military. 2. The second World War was originally a European conflict. Americans were hesitant to become involved due to a variety of reasons that are discussed below, resulting in a high sense of tension when the country did enter formal battle after the Pearl Harbor attack (Schultz, 2009). The United States had become concerned with Japanese conquests of the Pacific during the war, and this attack proved to be the tipping point for an official American declaration and entry into WWII. Of course, this eventually led to the dropping of the first atomic bombs, and the cessation of fighting at a tremendous cost of human life. These events helped to establish the US as a freedom fighting, militarily dominant international force, and serve as a source of both pride and mourning in American culture. The clear racism displayed by t he Nazis pushed American standards away from assimilation and toward tolerance, laying the ground for civil rights movements. WWII also served as an important revitalization point for many national industries as massive amounts of resources became of use. This economic boon would continue to fuel the American society for decades. JFK was an extremely popular president, displaying charisma in public (Grubbs, 2013), along with a staunch political opposition to communism. This was an especially important quality given the events of the Cold War, and the symbolism that Kennedy represented (freedom, capitalism, etc.) was attuned to the emerging American mindset. JFK's time as president was not without incident, as the Bay of Pigs proved to be an especially embarrassing mark on his career, but his successes are much more apparent. Some of Kennedy's best work includes guiding the country through the Cuban Missile Crisis, and helping to grow the civil rights movement. In November of 1963, J ohn F. Kennedy was assassinated during a motorcade through Dallas, Texas. The event has become so salient in the American consciousness, that it has spawned countless conspiracy theories, pieces of art, popular culture references, and a country-wide awareness of the former president that has also spread among other countries. Kennedy was replaced by a starkly contrasting figure in Lyndon Johnson, changing the course of US politics to focus on the economy and education, but remaining influenced by JFK's legacy. 3. As wars raged in the late 1930s, the United States sought to remain uninvolved in military affairs. The government was concerned with the aggressive actions like Germany, Italy, and Japan, but did not feel it was wise to risk the losses associated with armed combat that were still fresh in the mind from WWI and instead imposed harsh embargoes where appropriate. The depression had pushed the country towards isolation, and they sought to remain this way as economic rebuilding continued. Darker reasons for staying out of the war included a misguided American respect for Hitler, who had pulled Germany out of their own depression, and the uncertainty of public opinion about antisemitism. 4. Victory in WWII would not have been possible without the efforts of American women. The vast number of men called to war left an equally large shortage in the national worker population. Women soon filled these positions as the government campaigned to sway employer attitudes toward hiring female workers, and women became determined to contribute (Capshew & Laszlo, 2010). The domestic economy

Challenging Characteristics of Online Learning Essay Example for Free

Challenging Characteristics of Online Learning Essay In online learning there are some challenging characteristics that an online learner need to face during their study periods among them are lack of motivation, stress, bad time management and learning style, computer illiterate, and language barrier. Firstly in lack of motivation, having lack of motivation is one of the characteristic challenges in online learning. If a student has lack of motivation this will make them less interested in their studies and this will drag the online learners down from producing good results in their studies. This is because without any motivation it will affect on how well the online learners do in their work and on when they will want to do their work and this also affects on how long will it take for them to work on the task given and this will automatically make the online learners lose their concentration on their studies. Next is when the online students are having stress during their study periods. Stress is an emotional challenge that the online learner faced in online learning. When one is having stress during his or her study period it is never a good sign because stress can affect both the body and mind. Warnings of stress such as significant changes in the behavior and life patterns can indicate that a person might be having stress. Among the symptoms of stress are the sudden bursts of anger, restlessness and or uneasiness, lack of joy, spontaneity, enthusiasm and or happiness. By having stress the online learner will have difficulty in concentrating on their studies as well as having trouble or problems in making decisions. Then there is time management and learning style. If the students or online learners are not well discipline and cannot manage time in a reasonable manner, he or she will not be able to cope up with their studies, work and personal life. A disorganized person is not going to have a good experience in their online learning. As an online student one need to have a good time management skills. An older student tends to manage their time properly because they have developed better time management skills. Therefore the younger generation of students mostly will have problems in managing their time accordingly. With a bad time management this will influence on the online learner learning skills. This is because with a bad time management the online learner will not be able to cope up with their studies and thus will make them lose their concentration in understanding their learning style. Meanwhile being a computer illiterate is also one of the challenges that people have with online learning. This is because not many people out there who are an online learner are computer literate. Most of the online learners are adults who might not be familiar with the recent technologies and software. Even though there are many computer literate students but not all of them possesses all the necessary skills needed in online learning. Some may still not know on how to use the Microsoft Office Words, Excels, and Power Point features and some online learners might have lack of technical problem solving skills and basic technology literacy skills such as file management. Lastly is the language barrier among the students and their study materials. This is also one of the challenges faced by the online learners in online learning especially in a non – English speaking country like Malaysia. Most of the references retrieved by the online learners online are in English and some of the teaching materials provided for the online learner are also in English. Growing up with a non – English native mother tongue will somehow give trouble for some students to understand their study materials. They will need to take more time than other students to understand their study materials. So these will one way or another lower their self esteem and their confidence in doing the task given to them.

Pie Charts Essay examples -- essays research papers

Pie Charts An important part of decision making is having a clear understanding of the information used to base decisions from. Charts can be valuable when a need to represent numerical data would benefit communicating information visually. Some of the most important aspects of a good chart are to select the right type of chart (or graph) that can best characterize the data, also, to keep the design simple in order for an audience to easily understand the information. One of the most popular types of charts is the pie chart. The pie chart is used to visually represent the proportional value of individual parts to the whole. As the name describes, this is done by representing the numerical equivalence of each part as a piece of the whole pie, which in total equates to 100%. The Pennsylvania Department of Health (2001) says that pie charts are a good choice when a relatively small amount of parts, perhaps 3 to 7, need to be represented. With any more it becomes difficult to notice the differences in magnitude; thus, the pie chart loses its simplicity and impact. They can only be used when a total amount is known, one such example would be an election where the total of votes received by all candidates equals 100% of the votes. Or a budget where the total amount spending is divided in to categories such as labor, facilities costs, advertising, etc†¦ which always are a part of the total. However, according to McBride (2003), the pie chart could n ot be used to show a change in spending through out a period. A pie chart shows data at one instance, like a snapshot and cannot be used to show change in data over time (para. 4). With the advent of computers, 3D graphs have become somewhat popular, unfortunately a negative aspect is that they add complexity to the image and can distort visual proportional value. It is recommended to stick with flat â€Å"2D† charts (para. 6). Pie charts these days are typically generated by computer software, as a result people forget that there is actually a little math involved. To create a pie chart Concordia University (2000) explains that you have to find the total value for the entire category being studied and calculate the percentage for each segment or part. Convert the percentage values for each segment into degrees relative to the 360 degrees in the circle. (For example, 12% X 360 degrees = 43 degrees). Then, Draw a circle and d... ...chart should look like with the exception of one rule, the pieces were not arranged from largest to smallest in a clockwise manner. The sizes are mixed, making less clear the relative proportions of the pieces. Pie charts can be an excellent tool for presenting information in a simple, visual and comprehensible manner. If used in the right situation and best practices are followed, the pie chart may be the tool that most influences a decision. References Pennsylvania Department of Health. (2001). Pie charts and pictographs. Retrieved January 24, 2005 from, http://www.health.state.pa.us/hpa/stats/ techassist/piechart.htm Concordia University. (2000). Pie chart. Retrieved January 31, 2005 from, http://web2.concordia.ca/Quality/tools/21piechart.pdf Sykes, A., & Smith, B. (1999). Getting started – A simple pie chart. Retrieved January 31, 2005 from, http://www.causeway.co.uk/tutorial/rainpro/apl99/dyalog/start.htm Hodges, M. (2004). Grandfather economic report series. Retrieved January 31, 2005 from, http://mwhodges.home.att.net/fed_budget.htm Perlman, H. (2003). Where is earth’s water located? Retrieved January 31, 2005 from, http://ga.water.usgs.gov/edu/earthwherewater.html

Ethical Actions Worksheet Essay

†¢ Was there anything in either the University of Phoenix Student Code of Conduct or the Student Code of Academic Integrity that surprised you? If so, what was it? Why were you surprised? If not, why not? After reading the University of Phoenix Student Code of Conduct, like expected, I did not find any of the information contained within to be surprising. Like in any professional and sometimes even public settings, I expected nothing less from the University of Phoenix’ own Code of Conduct. The University of Phoenix Code of Conduct reflects that of many of the abovementioned settings in order to ensure an environment where when followed; the rules help ensure a positive learning and work environment where each and every individual can focus only on the tasks at hand, leaving behind any personal issues derived from unprofessionalism. †¢ What did you learn about the behaviors considered important for an ethical learner or student in the University of Phoenix learning community? I learned that in order to ensure a more positive learning environment, it is important for students who are enrolled at the University of Phoenix to always take into consideration whether or not their actions may be found offensive by other students. One must always keep in mind that what may not be found to be offensive by one individual, may offend another individual regardless of the similarities between the two. This is due to the various backgrounds and personal beliefs of students enrolled at the University of Phoenix. For example, one person of a particular racial background may find humor in a racial joke while another person of the same racial background may find the same joke to be offensive. †¢ Why are the Student Code of Conduct and Student Code of Academic Integrity important to you and the University of Phoenix learning community? The University of Phoenix Code of Conduct is important in order to achieve an environment where students can focus only on their main academic goals. The Code of Conduct minimizes distraction brought on to students when they are in an environment where their attention is focused on issues not of an academic nature. The University of Phoenix Student Code of Academic Integrity ensures that all students take advantage of the opportunity to learn new things, which in turn will be rewarding to each individual’s future. Academic Integrity ensures a safe and peaceful learning environment where students can focus on the studying.

7-11 Japan Case

ISOM 319-E Operations Management Case: Seven-Eleven Japan February 7, 2013 Part A Some different ways that a convenience store chain can be responsive are they can intergraded information systems, additional capacity which are manufacturing, distribution centers and retail store, they also can increase safety inventory, increased number of deliveries, and increased product variety and availability. Part B Some challenges and risks with micro-matching supply and demand using rapid replenishment are the risk for local capacity which is capacity is decentralized, leading to poorer utilization.The risk for local inventory is obsolete inventory, and it needs the extra space. The risk for rapid replenishment is increasing the cost of replenishment and receiving. The most risk is when supply and demand are not matched, and inventory excesses and shortages occur. Also, it will increase the transportation cost. Part C 1. Facility location: Majority of its new stores in areas with existing clu ster of stores. There are many stores in a particular area. Entry into any new market was built around a cluster of 50- 60 stores supported by a distribution center.Such clustering gave seven eleven Japan a high density market presence and allowed it to operate an efficiency distribution system. 2. Inventory management: Four categories of food are chilled temperature, warm temperature, frozen and room temperature. Seven Eleven’s information system manage inventory through their graphic order terminal and receive inventory using the scanner terminal. POS register of Seven Eleven tracks inventory at a very detailed level, and also manage deliveries to match demand by time of day. 3. Transportation: The transportation system is flexible to maximize responsiveness while also achieving efficiency.At seven Eleven Japan, all stores are close to each other, and the distribution center is located near them that can make one round delivery to all the stores faster, and more convenient. While at U. S, the stores are not close to each other for a convenient delivery, and they should use outsourcing. 4. Information infrastructure: Seven-Eleven Japan attributed a significant part of its success to the Total Information System installed in every outlet and linked to headquarters, suppliers, and the Seven-Eleven distribution centers. The scanner terminal improves the efficiency of the delivery process.The store computer linked to the ISDN network to communicate among the various input sources, tracked store inventory and sales, placed orders, provided detailed analysis of POS data, maintained and regulated store equipment. The POS register also keeps up the data information on customer sales, and cashiers records the age and sex of the customer. Part D When Seven Eleven doesn’t allow direct store delivery in Japan, but has the entire product flow from its distribution center, the benefit that they can get from this policy is the coordination, flexibility, respon siveness.They also can manage less relationship in which the retail stores don’t have to work with each of the vendors, but only the distribution center. Direct store delivery more appropriate for the seven dream delivery concepts. Seven Eleven Japan would not be appropriate except one store has the serving local preferences. Perhaps, it also appropriate for emergency shipment or unique with onetime items that is heavy. Part E In the point of view, the 7dream is a good idea to the customers who prefer to buy online and pick up in local convenience store. However, the issues ight be that 7dream would use up storage space, and require the store to be able to retrieve specific packages for customers. Also, the transportation will cost money, and sometime customers would cancel their order, and the packages already delivered to the local store. 7dream will use up storage space and require the store to be able to retrieve specific packages for customers. We think the 7dream concep t is likely to be more successful in Japan than the United States because the size of Japan is much smaller, and compare with the number of stores. There are 10,615 stores over Japan and 5,798 in United States.The small size of land and the great number of stores in Japan means that the density of the stores is very high. Therefore, customers can access to stores easily. On the other hand, the low density of stores in United State may cause inconvenience to customers. Part F Compared the geographic dispersion of Seven-Eleven stores between Japan and the U. S. the stores tend to be dense in Japan. Using the DCs distribution system can maximize to fill full every delivery truck, and decrease the delivery frequency to each store. Thus, it can reduce the delivery cost. However, in the U. S. he stores are not as clustered as in Japan. It is hard to make sure every outbound transportation truck full with delivery items. Using an outsourcing transportation can ensure the delivery trucks fu ll, cut down the transportation cost, and urge the shipping fast. Part G Based on the different market demands, the fresh food items are classic and simple in the U. S. stores. Moreover, the fresh food sale is lower than Seven-Eleven Japan. The U. S. stores need the fresh food item to deliver daily or every two days. Therefore, using the outsourcing food distributors can reduce the production and transportation cost.However, the Japanese customers request the stores to provide the variable fresh foods. More than 50 percent of food items change in the course of a year, because of the seasonal demand and new products promotion. In addition, its food delivery schedules should be flexible enough to match supply with demand. The fresh food items are delivered twice or three times per day. Hence, the in house distribution function is more suitable in Japan. It needs dedicated manufacturing plants to produce only fresh food for Japanese stores, and the dedicated DCs to ensure repaid and de livery.

The Structure of an Airplane essays

The Structure of an Airplane essays The idea of flight has fascinated people for centuries, even to this day, which is why I decided to research on airplanes. When I researched the history on planes, I was surprised at the effort and the time people long ago spent trying to make a machine that flies. I also wondered, like many, how an airplane is able to fly and sustain in the air. Wanting to know the answers to these types of questions I had, gave me the determination to really researched this topic. History of Planes Early History The idea of flying existed from a long time ago. Ancient legends showed numerous references to the possibility of flight. Philosophers believed that it could be achieved by imitating the wing motions of birds. The artist Leonardo Da Vinci sketched ideas on how a man can fly. 19th Century The development of aviation took various paths during the 19th century. The father of aviation, Sir George Cayley was a British aeronautical engineer and inventor. He proved his ideas of flight with experim ents involving kites and controlled human-carrying gliders. Charles Augustus Lindbergh was the first person to make a nonstop solo flight across the Atlantic. He made the flight to win the prize of $25,000 offered by Raymond B. Orteig of New York City for the first nonstop transatlantic solo flight between New York City and Paris. In his single-engine monoplane named the Spirit of St. Louis, he left Roosevelt Field at 7:52 AM on May 20, 1927. After a flight of 33 hours 32 minutes, he landed at Le Bourget Airport near Paris. The Wright Brothers On December 17, 1903, near Kitty Hawk, North Carolina, the brothers Wilbur and Orville Wright made the world's first successful flights in a heavier-than-air aircraft. The brothers had designed, constructed, and flown the airplane. On that day, each brother made two flights. In 1904, the brothers continued the development of their airplanes design and also improved their skill as pilots. They made 105 flights, the ...

25 Names of Fabrics, Wools, and Leathers Derived from Place Names

25 Names of Fabrics, Wools, and Leathers Derived from Place Names 25 Names of Fabrics, Wools, and Leathers Derived from Place Names 25 Names of Fabrics, Wools, and Leathers Derived from Place Names By Mark Nichol This post lists and defines terms for apparel materials that have in common that the terms are derived from place names. 1. angora: a type of wool from Angora rabbits, which originated near Ankara (previously Angora), Turkey 2. Bedford cord: a corduroy-like fabric, named after Bedford, England, or New Bedford, Massachusetts 3. calico: a type of cloth originally from Calicut, India 4. cambric: a type of cloth originally from Cambrai, France 5. cashmere: a type of wool and a woolen fabric from Kashmir goats, which come from the Kashmir region of India 6. chino cloth: a cloth originating in China (the name is Spanish for â€Å"Chinese†) 7. Cordovan leather: a type of shoe leather first produced in Cordoba, Spain 8. damask: a type of fabric named after Damascus, Syria 9. denim: a type of fabric originally called serge de Nà ®mes, or â€Å"serge of Nà ®mes,† after Nà ®mes, a town in France 10. dungaree: a type of denim cloth originating in DongrÄ «, India; pants or overalls made from this fabric are called dungarees 11. duffel: a cloth first made in Duffel, Belgium 12. Harris tweed: a type of handwoven tweed cloth originating on the island of Lewis and Harris and adjacent islands in Scotland (the name of the cloth type tweed is coincidental with the name of the river Tweed) 13. Holland (or Holland cloth): a type of linen originally made in various parts of Europe, including the province of Holland in the Netherlands 14. jaconet: a fabric originally from Puri, India (the word is derived from the name of the city’s Jagannath Temple) 15. jean: a type of fabric originating in Genoa, Italy 16. jersey: a type of knit fabric originating on the island of Jersey, next to France (but a dependency of the United Kingdom) 17. Mackinaw cloth: a woolen cloth used for thick, warm jackets (called Mackinaws or Macs) originally favored by lumberjacks and then hunters and fishermen in the Mackinac (or Mackinaw) region of Michigan 18. madras: a lightweight cloth originally from Madras, India (now called Chennai) 19. muslin: a lightweight fabric originally from Mosul, Iraq 20. Morocco leather: a type of leather originally from Moroccan goats 21. nankeen: a type of fabric originating in Nanjing, China (previously called Nanking or Nankin); also refers to pants made of this material, as well as the pale buff or yellow color of the fabric, a type of porcelain originating in the city, and a type of lace (often called nankins) and part of the name of numerous animals and plants featuring this color 22. osnaburg: a coarse cloth originally made in Osnabrà ¼ck, Germany 23. suede: a type of leather made from the underside of animal skins, originally referenced in the French phrase gants de Suà ¨de (â€Å"gloves from Sweden†); similar-looking fabrics are referred to as â€Å"sueded silk† and so on 24. tulle: a type of fabric originating in Tulle, France 25. worsted: a type of wool whose name is derived from that of Worstead, one of the villages from which it originated; also, the name of a type of yarn and a category of yarn weight Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Regarding Re:Proved vs. ProvenEnglish Grammar 101: Prepositions

Table of Common Ka Values for Weak Acids

Table of Common Ka Values for Weak Acids Ka is the equilibrium constant for the dissociation reaction of a weak acid. A weak acid is one which only partially dissociates in water or an aqueous solution. The value of Ka is used to calculate pH of weak acids. The pKa value is used to choose a buffer when needed. Choosing an acid or base where pKa is close to the pH needed gives the best results. Relating pH, Ka, and pKa pH, Ka, and pKa are all related to each other. For an acid HA: Ka [H][A-] / [HA]pKa - log KapH - log([H]) At the halfway point on an equivalence curve,  pHpKa Ka of Weak Acids Name Formula Ka pKa acetic HC2H3O2 1.8 x 10-5 4.7 ascorbic (I) H2C6H6O6 7.9 x 10-5 4.1 ascorbic (II) HC6H6O6- 1.6 x 10-12 11.8 benzoic HC7H5O2 6.4 x 10-5 4.2 boric (I) H3BO3 5.4 x 10-10 9.3 boric (II) H2BO3- 1.8 x 10-13 12.7 boric (III) HBO32- 1.6 x 10-14 13.8 carbonic (I) H2CO3 4.5 x 10-7 6.3 carbonic (II) HCO3- 4.7 x 10-11 10.3 citric (I) H3C6H5O7 3.2 x 10-7 6.5 citric (II) H2C6H5O7- 1.7 x 105 4.8 citric (III) HC6H5O72- 4.1 x 10-7 6.4 formic HCHO2 1.8 x 10-4 3.7 hydrazidic HN3 1.9 x 10-5 4.7 hydrocyanic HCN 6.2 x 10-10 9.2 hydrofluoric HF 6.3 x 10-4 3.2 hydrogen peroxide H2O2 2.4 x 10-12 11.6 hydrogen sulfate ion HSO4- 1.2 x 10-2 1.9 hypochlorous HOCl 3.5 x 10-8 7.5 lactic HC3H5O3 8.3 x 10-4 3.1 nitrous HNO2 4.0 x 10-4 3.4 oxalic (I) H2C2O4 5.8 x 10-2 1.2 oxalic (II) HC2O4- 6.5 x 10-5 4.2 phenol HOC6H5 1.6 x 10-10 9.8 propanic HC3H5O2 1.3 x 10-5 4.9 sulfurous (I) H2SO3 1.4 x 10-2 1.85 sulfurous (II) HSO3- 6.3 x 10-8 7.2 uric HC5H3N4O3 1.3 x 10-4 3.9

Causes of Renaissance Essay Example | Topics and Well Written Essays - 1250 words

Causes of Renaissance - Essay Example Apart from that, urbanization of cities and growth of commerce provided a suitable background for the rise of Renaissance. Before the twelve century, Italy was mostly rural with only several small urban centers. However, the established trade relationships with Byzantine and Muslims guaranteed the flow of money and goods that added to the development of commerce and, subsequently, to the wealth of the country as a whole. (Mantin 62-63)The following, in its turn, led to the growth of individual and self-governed cities-states with their own banking and political systems. Consequently, by the time the central and northern European cities were still ruled by monarchs, cities in Italy enjoyed high levels of autonomy that penetrated into various aspects of life. The atmosphere of prosperity and freedom was established and appeared to be quite conductive for the beginning of Renaissance. Furthermore, decentralization of power weakened the influence of church and its strict doctrines on people as well as contributed to the prosperity of people in Italy. The medieval society was totally subdued by the dominant rule of a church. It made impossible social development and did not allow any intellectual or economic advancement, viewing them as contradictory to Christian doctrines. The situation changed in the thirteen century when the power and prestige of the Pope were questioned. At that time, monarchs and common people started to challenge the overwhelming influence of the church with its constant proclamations of asceticism.

First group Bus Travel Research Paper Example | Topics and Well Written Essays - 2250 words

First group Bus Travel - Research Paper Example Use of private transportation modes leads to air pollution, traffic congestion and poor health condition of the riders due to lack of exercise. If the final goal is to reduce carbon footprint and improve the overall quality of environment and living standards, then it is very important to reduce the use of private transportation (Nillson and KÃ ¼ller, 2000). Various researchers suggest that certain behavior is exhibited by individuals because of others’ attitude towards that particular behavior and perceived norms. Assumptions suggest that behavioral pattern of using personal vehicle is discretionary in nature and can be influenced by providing the right information. With appropriate information, individuals are likely to make sustainable choices and decisions. There is evidence that signifies that willingness of people towards preferring private/public transportation mode is affected by their own assumptions as well as that of others. Certain behaviors such as choice of tran sport mode, do get influenced by altruistic attitude; that is, people can use their personal vehicle lesser if they perceive that to have a good impact on their future generation, community, and environment (The Psychologist, 2012). According to authors, people are aware of the harmful impact of excessive use of a personal vehicle on health and environment. Yet, they hardly act on it. Statistics suggest that on an average, people spend around 230 hours in a car and as little as 70 hours walking every year.

Commercial Law Essay Example | Topics and Well Written Essays - 2000 words - 3

Commercial Law - Essay Example In the case of ascertaining the intention of the parties, both sides should take into consideration the terms of the contract, the conduct of the parties as well as the conditions of the case. In case there are different intentions coming to play, the Sales of Goods Act provides a set of rules for ascertaining the intention of the parties as to the time at which the property in the goods is to be transferred to the buyer. The first rule indicates that there is an unconditional contract regarding the sale of definite goods in a deliverable state the property in the goods passes to the buyer upon the creation of the contract. Therefore, it considered immaterial upon the postponement of the time of payment or the time of delivery. The second rule states that provided that there is a contract for the sale of specific goods and the seller is bound to do something to the goods for the intention of transforming them into a deliverable state, the property does not pass up until the thing is done and the buyer received a notice that it has been done. The third rule, indicates that provided that there is a contract for the sale of specific goods in a deliverable state, the seller is bound to weigh, measure, evaluate or do some other act or thing with reference to the goods for the intention of ascertaining the price, the property does not pass until the act or thing is done and the buyer received the notice for its verification. In the case of the fourth rule, if the goods are delivered to the buyer on approval or on sale or return or other parallel terms the property in the goods passes to the buyer in the following situations: (b)  Ã‚  Ã‚  Ã‚  Ã‚   If he does not indicate his agreement or acceptance to the seller but retains the goods without giving notice of refusal, then, if a time has been fixed for the return of the goods, on the expiration of that time, and, if no time has been fixed, on the expiration

Definition of terrorism in United States Research Paper

Definition of terrorism in United States - Research Paper Example United States Security Agencies define terrorism as the predetermined use of unlawful violence or threat of unlawful violence to infiltrate fear. Such acts are intended to intimidate or threaten governments or societies to bend towards the perpetrators goals that are generally ideological, political, and religious. Inside the above definition, three key elements are evident —violence, fear, and intimidation— with each element intended to produce terror in its victims. The United State Intelligence defines "Terrorism as unlawful use of force and violence against persons or property to intimidate or coerce a government, the civilian population, or any part thereof, in advancing of political or social demands† (Hoffman 37).Terrorism has ever been evolving. Its evolution should be closely monitored so that the means of countering it should be developed and made robust. The administration of the day has come with more effective and novel means of countering the vice th at pose a monumental threat to the citizen of United State both in the country and abroad. The intelligence, policy makers and political advisers come up with a for fold strategy of dealing with the menace. The strategy includes the following that apply to all citizens of the America: adhering to United States of America core Values, building security partnership, Applying CT tools, and capability appropriately and building a culture of resilience.

The Deliberate Misuse of a Drug Essay Example | Topics and Well Written Essays - 1500 words

The Deliberate Misuse of a Drug - Essay Example The knowledge of drugs and their potential for misuse that pharmacists have, place them in a unique position in any society to identify misuse of drugs and help in its prevention. (1). The initial factor in the control and treatment of drug misuse is the identification of drug misuse. Identification of drug misuse in the clinical context is not easy, as it could remain atypical, which makes it difficult for physicians to identify. (2). This brings into the picture the pharmacists, who are in a much better position to identify drug misuse and those who misuse drugs, for dispensing of drugs occurs through their hands. The drugs that are liable for misuse are classified into three categories in descending order of relative harmfulness. Class A includes ecstasy, cocaine, heroin, LSD, mescaline, methadone, morphine, opium and the injection forms of the drugs in Class B. Class B consists of oral preparations of amphetamines, barbiturates, cannabis, cannabis resin, codeine and methaqualone. Class C includes benzodiazepines, other less harmful drugs of the amphetamine group and anabolic steroids. (3). Besides these drugs that have been classified based on their harmfulness, other drugs normally used can also be misused like laxatives and antihistamines. Thus the list of drugs liable for misuse is large adding to the difficulty of identification of drug misuse at the clinical level. (4). Pharmacists are present at the point of dispensation with sound knowledge of the dosages at which the use of these drugs is liable for misuse. The records that they maintain on the use of drugs, be it in the prescription form or dispensed over the counter put them in the unique position of being able to identify individuals misusing drugs. (4). Drug misuse was believed to be a problem associated with urban areas in the United Kingdom, but such a concept is no longer valid with evidence emerging that drug misuse has spread into rural areas too,  bringing into the picture the relevance of community pharmacists in the treatment of drug misuse.

Social media in marketing Research Paper Example | Topics and Well Written Essays - 3000 words

Social media in marketing - Research Paper Example With the introduction of the concept of E-commerce, the outlook of business changed entirely. Now a day, maximum extent of the entrepreneurs desire to promote the features and benefits of the product lines of their brands through online sites or social media such as face-book, twitter, LinkedIn and others. By doing so, the entrepreneurs might reach a wide range of customers in a very small time span that improved its position and ranking in the entire globe. Along with this, due to the use of social media sites, the level of awareness of the customers also enhances to a significant extent that may enhance the trust and reliability of the brand in the market among other rival contenders (Macdonald, 2013). Apart from this, due to the introduction of mart phones or electronic devices such as tablets, the intensity of purchase or access of the social media sites increased. As a result, all sorts of updates regarding any product or service or brand are easily viewed by the customers. Due to which, the scope of success is extremely high in this age as compared to previous era that improved the total sale and demand of the products or brands. Thus, E-commerce or social media helped the brands or entrepreneurs to create a market presence or improve the existing position or ranking. This research paper tries to attract the attention of the viewers over the importance and role of social media in marketing. However, in order to describe this topic, the paper is divided into five sections. Social media is the way of communication platform with the help of which, an individual may easily share information or ideas through online sites like face-book, twitter, you-tube etc. It also acts as a source of engaging with a wide range of customers that may enhance the profitability and productivity of the organization. Moreover, it is a medium with the help of which, the rate of reach of the customers might be enhanced that may increase the sustainability and competitive

The Deliberate Misuse of a Drug Essay Example | Topics and Well Written Essays - 1500 words

The Deliberate Misuse of a Drug - Essay Example The knowledge of drugs and their potential for misuse that pharmacists have, place them in a unique position in any society to identify misuse of drugs and help in its prevention. (1). The initial factor in the control and treatment of drug misuse is the identification of drug misuse. Identification of drug misuse in the clinical context is not easy, as it could remain atypical, which makes it difficult for physicians to identify. (2). This brings into the picture the pharmacists, who are in a much better position to identify drug misuse and those who misuse drugs, for dispensing of drugs occurs through their hands. The drugs that are liable for misuse are classified into three categories in descending order of relative harmfulness. Class A includes ecstasy, cocaine, heroin, LSD, mescaline, methadone, morphine, opium and the injection forms of the drugs in Class B. Class B consists of oral preparations of amphetamines, barbiturates, cannabis, cannabis resin, codeine and methaqualone. Class C includes benzodiazepines, other less harmful drugs of the amphetamine group and anabolic steroids. (3). Besides these drugs that have been classified based on their harmfulness, other drugs normally used can also be misused like laxatives and antihistamines. Thus the list of drugs liable for misuse is large adding to the difficulty of identification of drug misuse at the clinical level. (4). Pharmacists are present at the point of dispensation with sound knowledge of the dosages at which the use of these drugs is liable for misuse. The records that they maintain on the use of drugs, be it in the prescription form or dispensed over the counter put them in the unique position of being able to identify individuals misusing drugs. (4). Drug misuse was believed to be a problem associated with urban areas in the United Kingdom, but such a concept is no longer valid with evidence emerging that drug misuse has spread into rural areas too,  bringing into the picture the relevance of community pharmacists in the treatment of drug misuse.

Technology for business Coursework Example | Topics and Well Written Essays - 250 words

Technology for business - Coursework Example This is through the various tools that are available ranging from software management and social networking tools. Finally, the company has achieved improved customer experience as technology has led into better ways of managing and retrieving customer information. On the other hand, the use of technology poses threats to the company. First, the company is likely to lose its customers who rely on the products that are carefully crafted by the employees. The use of technology makes the products that are produced by the similar to other companies in the market. It can be observed that the customers opt for products that are produced by the company since they are specially crafted by hand (Attaran 588). The second threat is that technology within the sector is dynamic and this means that the entity is forced to invest heavily in technology. The company is advised to implement the new technology gradually into its poduction and this will ensure that the customers accept the change process in the same way. Finally, the company should invest into the form of production that is likely to be used for a longer

Insecurity and Ignorance Essay Example for Free

Insecurity and Ignorance Essay Grasping the idea of sexual assault and rape can be a difficult task. We know of it within our world, but it may not effect us in our own lives. Vulnerability is a more comprehensible feeling. Many girls around the world can relate the constant comparison between themselves and others, their need for attention, and insecurity. In Joyce Carol Oats’ Where Are You Going, Where Have You Been? , the main character, Connie, displays these feelings through her subconscious thoughts and mindless actions. Her longing for acknowledgement leads to the extremely unfortunate event, meeting Arnold Friend. Connie’s low self-esteem, constant need for male attention, and lack of judgment force her to be helpless to the manipulative people she attracts. Connie’s insecurity causes her to constantly desire for male attention. She consistently daydreams about the boys she has been with, â€Å"Her mind slipped over onto thoughts of the boy she had been with the night before. †(365) Even as Connie goes through her normal, relaxing day, her mind subconsciously slips to thoughts of boys. This shows her obsession, desiring more from the males with whom she interacts. Connie’s clothing also displays her low self-esteem, when talking about Connie’s two different appearances: â€Å"She wore a pullover jersey blouse that looked one way at home and another way when she was away from home. †(362) Connie’s need for male attention causes her to dress in an inappropriate way, that she cannot show at home. She lost all self-respect, allowing herself to dress in a way to fulfill her mind’s desires. Because of the way she dresses, males treat her as they would someone much older, who dresses in the same way. Connie’s low self-esteem causes her to think that being pretty is all that matters, â€Å"She knew she was pretty and that was everything. † (361) Connie believes she is pretty and that she is better than anyone else because of that. Her world revolves around boys, and she thinks that all men care about is how pretty women appear, therefore being pretty is everything. The actions and thoughts of Connie cause her to have little self-respect in a world that revolves around males. Connie’s attitude and action towards males does not attract her the kind of attention she desires. Her mother tends to get angry with Connie for her arrogance. When Connie explains her mother’s preference for her older sister, June, she said, â€Å"If Connie’s name was mentioned it was disapproving. † (364). In Connie’s mind, the importance of the boys in her life is much greater than the importance of family. Spending nights at the drive-in restaurant, a popular hangout spot, Connie attracts the attention of older boys. This is what she intends to happen, but she is unaware of how this can lead to trouble. Older boys treat Connie as they would a girl their own age. This pressures Connie into doing things she would not normally do with someone as young as herself. In addition to the pressure from older boys, her actions by hanging out at the drive-in put her in danger. When Connie was with a boy at the drive-in restaurant, she caught the eye of a man who would prove dangerous: â€Å"He wagged a finger and laughed and said, ‘Gonna get you, baby. ’† (363-364) Connie does not know at the time that she was attracting danger. Connie is naive of the world around her, acting without thinking about the affects these decisions could have on her life. Through flirtatious acts and her attitude, Connie attracted a rapist, from whom she was unable to escape. By hanging out at the drive-in restaurant, flirting with older boys, and wearing provocative clothing Connie attracted the attention of the creepy Arnold Friend, whose intentions can be inferred from the story. When Arnold first pulls up to Connie’s house, and they officially meet for the first time, Connie instantly thinks about his impression on her: â€Å"She couldn’t decide if she liked him or if he was a jerk. (367). Connie did not find this abrupt encounter with Arnold strange, because he showed up at her house and knew about her. She first thinks about whether she liked him or not. She is oblivious to the danger of strangers, only thinking about if he is worth her flirting. Once Connie fell into Arnold’s trap, she is unable to escape: â€Å"She thought for the first time in her life that is was nothing that was hers, that belonged to her, but just a pounding, living thing inside this body that wasn’t really hers either. (377). She no longer had control of herself or of her fate. Everything lies in the hands of Arnold Friend. A potential rapist easily takes advantage of Connie, because of her vulnerability, longing for male acknowledgement, and not thinking about her actions. Connie’s whole world is centered around boys, consistently in her thoughts, which influence her actions. As a result, Connie’s daydreams of being with boys turned into nightmares of reality.

To Kill A Mockingbird - Moral :: Kill Mockingbird essays

To Kill A Mockingbird - Moral In the novel To Kill A Mockingbird by Harper Lee, the author intends the reader to learn that you shouldn't judge people by there race. Later on I will be telling you about a life as the Cunningham's, Bob Ewell, and Atticus. So if you listen up and pay attention you will almost be as smart as me. The Cunninghams were the poor family they were so poor they couldn't afford shoes for the family and they also never had any food. "Walter Cunningham's face told everybody in the first grade he had hookworms. His absence of shoes told us how he got them." Page 19. This quote shows that the Cunningham's don't have a lot of money at all. This quote also shows that the Cunningham's are so poor they cant even afford a pair of shoes. "Walter Cunningham was sitting there lying his head off. He didn't forget his lunch, he didn't have any. He had none today nor would he have any tomorrow or the next day. He had probably never seen three quarters together at the same time in his life." Page 20. This quote shows that the Cunningham's are so poor they can't even take care of there own child. This quote also shows that the Cunningham's never have any money and they cant afford food. The Cunningham's would be a very hard family to be, because you would have nothing you own right now, you would be flat broke. Mr. Bob Ewell was a lazy man, and not very many people like him. "The first thing was that Mr. Bob Ewell acquired and lost a job in a matter of days and probably made himself unique in the annals of the nineteen-thirties: he was the only man I ever herd of who was fired from the WPA for laziness." Page 248. This quote shows that Bob Ewell is a really lazy man. This quote also shows that Bob Ewell doesn't try anything hard, not even for money. "First thing you can do, Ewell, is get your stinkin' carcass off my property. You're leanin' on it an' I cant afford fresh paint for it, second thing you can do is stay away from my cook or I'll have you up for assault-" Page 249.

Autonomy and Responsibility: The United States involvement in the Persian Gulf :: Essays Papers

Autonomy and Responsibility: The United States' involvement in the Persian Gulf The United States' involvement in the Persian Gulf War showed the responsibility of the country to maintain peace and order, but more importantly, the conflict showed that the United States has a responsibility to oversee control of the world's natural resources. â€Å"On Aug. 2, 1990, Iraqi military forces, on orders from President Saddam Hussein, invaded and occupied the small country of Kuwait.†1 Kuwait, a small country in the Middle East, contains a large amount of oil that Iraq wished to take control of to help solve the economic problems of their country. A very important decision faced the United States, whether or not to risk lives of American soldiers to free Kuwait. By freeing Kuwait, the United States would be able to maintain Kuwait’s control over oil prices in the United States. The United States, fearing Iraqi control of Kuwait’s oil supply, initiated an offensive military action on January 16, 1991, over five months after Iraq’s in itial invasion.2 Thus beginning a conflict known as the Persian Gulf War. The United States, standing â€Å"for law and order and justice,† had a responsibility to free Kuwait after peaceful negotiations failed and the economic future of Kuwait, Iraq, United States, and the rest of the world was in danger pending Iraq’s control of the regions natural resources.3 So that citizens would be peaceful and supportive, the United States' use of military action was justified by the helpless Kuwait citizens and the fear of Iraqi control of oil prices in America. The public opinion on the United States’ responsibility to join the war involved several complex arguments and counter-arguments. One such argument involved the United States being the world’s police force. Since the United States controls most of the world power, many feel as though the United States should maintain order throughout the world. Unfortunately, this maintenance of order is not at a cheap cost. The United States spends billions of dollars to support its military forces and figures increase during war times. This created a huge dilemma among the nations leaders. The cost of war may or may not have been worth the cost of the government being involved in the Persian Gulf War. The government made the tough decision to engage in offensive military actions to free Kuwait on the basis that the price of war was less than the apparent price of allowing Iraq to control Kuwait and their oil supply.

Characters that influence scout in to kill a Mockingbird Essay

There are many positive influences that help shape Scout into the person she becomes at the end of the novel. In Harper Lee’s To Kill A Mocking Bird, there are 3 main characters that have an effect on Scout’s maturity. Jem Finch influences Scout because he is always looking out for her best interest. Next, Calpurnia influences Scout because she teaches her how to act â€Å"ladylike†. Finally, Atticus Finch influences Scout because he teaches her important life lessons throughout the book. Jem, Atticus and Calpurnia have the strongest influence on Scout’s development into the person she is at the end of the novel. For starters, Calpurnia helps scout become more lady like at the end of the novel by teaching her proper manners and edict. Scout learned cooking and cleaning skills from Calpurnia while Jem was busy growing up and distancing himself from her. â€Å"Just come right on in the kitchen when you feel lonesome, we’ll find lots for you to do in here.† (Lee 154). Another example of Calpurnia teaching Scout proper manners was when she corrects Scout for thinking that she is better than Walter Cunningham. â€Å"Yo’ folks might be better than the Cunningham’s, but it don’t count for nothing the way your disgracing them.† (Lee 33). When Calpurnia scolds Scout for thinking she is better than Walter, she is telling her how she was being extremely rude. Calpurnia tells her that it is not acceptable to treat company rudely. Calpurnia helps scout develop into the person she is at the end of the novel by teaching her appropriate lady like actions. Next, Jem influences Scout throughout the novel by always looking out for her best interests. When Dill first arrives Jem makes the decision that he is an acceptable friend, even when Scout questions this decision. â€Å"Jem told me to hush, which is a sure sign that Dill has been studied and found acceptable.† (Lee 9). Towards the end of the novel Jem looks out for Scout by throwing himself in front of her when they got attacked by Bob Ewell. â€Å"I felt Jem against me. He was up like lightning and pulling me with him.† (Lee 351). When Jem threw himself in front of Scout he proved that he would risk his own life looking after his sister. He wanted to make sure that Scout would end up okay, so he tried to fight off Bob Ewell in order to protect her and keep her safe. Jem Finch helps shape Scout into the person she is at the end  of the novel by always looking out for her best interests. Finally, Atticus Finch has a major influence of Scouts Developments into the person she becomes at the end of the novel because of the valuable life lessons he teaches her growing up. Atticus teaches Scout the importance of education by making a compromise that they will continue to read at home every night, as long as she is attending school during the day. â€Å"if you’ll concede the necessity of going to school, we’ll go on reading every night as we have been.† (Lee 41). Atticus also teaches Scout not to treat people differently just because they look strange or act weird. In the novel Atticus is referring to Boo Radley when he says â€Å"You never really understand a person until you’ve climbed into their skin and walked around in it.† (Lee 39). Scout does not really understand Boo Radley until the end of the book when he saves her brothers life. She really starts to understand him as she is standing on the Radley’s porch. She then realizes that even though Boo Radley was a bit odd looking, he was not a bad guy, in fact he was actually rather nice. Atticus Finch is a major influence on the person Scout is at the end of the novel because of the lessons he has taught her throughout her childhood. In conclusion, The 3 characters that had the biggest impact on Scout’s character change towards the end of the novel were Atticus, Jem and Calpurnia. First, Jem always looks out for her. Second, Calpurnia has taught her how to act like a proper lady. Finally Atticus has taught her valuable life lessons. In To Kill a Mockingbird, Harper Lee has displayed that everyone’s surroundings influence their character, personality and ultimately the person they become.

Jet Blue Airways Case Study

Crafting and Executing Strategy Jet Blue Airways case study In 2008 businesses began to cut back on employee travel, and consumers tried to save money and used stay-cations instead of vacations, during a summer the U. S. economy slowed and oil prices rose; jet fuel prices went through the roof as a result. to offset the higher fuel costs, airlines began increasing revenues by means such as: fuel surcharges, charges for the first checked bag, charging for blankets, pillows, and headphones, and finally lowering wages and grounding airplanes.Some airlines didn’t survive, some decided to form a merger to try to buoy the rising costs. Beyond cost, there was the prospect of increasing competition, shortages in pilots, flying schools lacked instructors, and labor costs. Some companies as a result of the impact of these new changes employed a new tactic of their own: large airlines would steal pilots from smaller companies, luring them with better pay and benefits. JetBlue’s st rategy was to be a company that would combine the low fares of a discount airline carrier with the comforts similar to a den in people’s homes.Passengers could save money while they ate gourmet snacks, sat in leather seats, and watched television. The goal overall, was to bring humanity back to air travel. 3. Discuss Jet Blue’s financial objectives and whether or not the company has been successful in achieving these objectives. JetBlue was a discount airline carrier, offering passengers low fares, point to point systems, and maintained quick turnaround times at airports. Its operating costs were low, especially in comparison to other major airlines.The company’s turnaround time was 20-30 minutes, because they did not serve meals, meaning they did not have to wait for catering services; flight attendants stowed carry-on bags in overhead bins, and everyone on staff helped to throw away the trash after each flight. The company’s organizational culture was a strong one, and it achieved extraordinary results by implementing five steps: defining the company values, hire employees that mirrored company values, exceed employee xpectations, listen to customers, and create the organizational culture. First step; defining the company’s values: safety, caring, integrity, fun and passion. These values guided the decision making process for employees. Safety was a number one priority, and to exhibit their commitment to safety, JetBlue teamed up with Medaire Inc. , so that crew members could immediately consult with land based physicians anytime a passenger fell ill; it was also the first airline to install Kevlar cockpit doors and surveillance cameras.Step two was to hire employees that mirrored the company’s values. During the hiring process, JetBlue wanted to hear that a candidate had done something special for someone else. The third and fourth steps involved ensuring that the company continued to exceed employee expectations an d to ensure that it listened to its customers. The final step in creating the company’s organizational culture was to create a culture of excellence; the company had to continually improve its services and set itself apart from its competitors.Jet Blue’s strategies for 2008 and beyond included following several new strategies: To reevaluate the ways the company was using its assets, reduce capacity and cut costs, raise fares and grow in select markets, offer improved services for corporations and business travelers, form strategic partnerships, and increase ancillary revenues. (Thompson, Jr. , Strickland, III. , Gamble, 2010). During the deployment of these strategies, Jet Blue further laid out their plans.To reduce capacity and cut costs, JetBlue agreed to sell nine used Airbus A320s in 2008, which netted a cash gain of $100 million. The company delayed the delivery of 21 new Airbus A320s, which were scheduled for 2009-2011, to 2014 and 2015. This allowed JetBlue to p ut off payment for the airplanes, and save on operating expenses. (Thompson, Jr. , et al; C-72). The company suspended service in and out of several states, and cancelled plans for service between Los Angeles International Airport and Boston and New York.Doing so helped save money on fuel expenses. JetBlue started to employ their plan to grow in selective markets, and raise its fares. In March 2008, JetBlue announced that Orlando would become a focus city, and that it would open service between Orlando and Cancun, Mexico, as well as Orlando and Santo Domingo, Dominican Republic. This would become tentatively approved to be Orlando’s only service to South America. Also in March 2008, JetBlue’s average one-way fare reached a high of $138.This was still very competitive with other airline carriers. According to the U. S. Department of Transportation, the average domestic fare in 2007 was $331. JetBlue made efforts to appeal to business travelers by introducing refundable fares, and allowed corporate meeting planners to receive meeting specific discounts as well as a complimentary travel certificate for every 40 customers booked to the same event destination. The company entered into a five-year agreement with Expedia Inc. to reach leisure travelers.The goal of forming strategic partnerships was achieved when it developed an agreement with Aer Lingus that let passengers make a single reservation between Ireland and 40 different destinations in the U. S, via JetBlue’s hub John F Kennedy international airport. It also developed a marketing partnership with the Massachusetts based Cape Air, so passengers could transfer between the two carriers to get to places such as Hyannis, Nantucket, and Martha’s Vineyard. References http://www. flightglobal. com/news/articles/interview-jetblue-chief-executive-dave-barger-345289/

Internet as a Form of Communication and Its Misconception

One of the most talked, known and controversial issues today is the Internet. Internet is a large network made up of a number of smaller networks. Almost every computer in an educational facility and in home and small office use is connected to some type of a network. People spent a lot of time on the Internet, which may make them seem isolated. However, the Internet does not foster isolation, because it may be used for many different things like communication, education, problem solving and etc. The concept for the Internet was to make a link in to a new world, a world that has many different opportunities within its self. To gives the people options to go to China, Italy, and Egypt without spending a lot of money on the trip. To open new experiences and ideas that are just a click of a button away. The idea of going on to the internet for almost every thing may make the person seem isolated. Isolated from people, form culture, from education, from communication to other people, but in reality they are not isolated. The internet gives variety. It might not give physical opportunity to visit Japan or Russia, but it gives almost the same emotional and cultural experiences. A person does not have to read a newspaper on the train or go to an art gallery to be cultured and not seem isolated; a person just has to do what feels right at a certain time. The Internet also gives a misconception about communication. Internet is a different world that has the idea of communication in a different perspective. To communicate people don†t have to see one another, or hear one another they just have to be able to understand one another. The Internet provides just that. This may seem like isolation because no physical contact is present, and some or all of the things that are said might not be true. This is a misconception. People that are talking face to face with one another might be lying or might not be; the same is said for the Internet conversations. â€Å"People whose physical handicaps make it difficult to form new friendships find that virtual communities treat them as they always wanted to be treated† (Rheingold 206). Equality and understanding is the key, and the virtual community provides that and much more. Advice is also one of the keys for equality and understanding. As we all know advice in today†s world is not free, and most of the time you need to make an appointment to get that expansive help. The internet provides advice that is free and at the same time on the spot. In Urbana, Illinois, the Federal Department of Education has set up a network for parents, teachers, community workers, and etc. that have questions concerning children, financial assistance, educational assistance, and etc (Thomas). The Internet is not only for fun and games, but it is also for problem solving of all types. This is not the only site of this sort; Howard Reingold logged onto the Well, when he needed an answer in a matter of seconds. What amazed him when he logged on â€Å"wasn†t just the speed with which we obtained precisely the information we needed†¦it was also the immense inner sense of security that comes with discovering that real people†¦are available, around the clock, if you need them† (Rheingold 202). The idea of Internet advice may seem like isolation, but it is not. It helps people with real problems to get real advice. The ones giving advice once were getting some type of advice. The idea behind these help links are for real people to talk to real people not necessarily professionals, but with people who had real life experiences, and who see it on a more personal level. This gives emotional support to those who need it and trust that just comes along. Although the internet brings communication to different communities as well as different individuals, it also plays as an educational source. Many educational facilities are starting to conduct courses on the Internet. They are also using â€Å"Web pages to post class materials and other resources† (Mendels) for student on the Internet for faster and easier access by the students. Some educators are also requesting and requiring for their students to have an e-mail address. An e-mail address gives less paper work for the professor, and an easier access of the professor for questions and faster responses. Since the demand of computer knowledge has increased, this is a perfect way to start learning. The Internet also provides a wide variety of encyclopedias, newspapers, magazines, etc, for educational reasons, and the more people will use the Internet the more they will learn. Education does not have to be the old fashion way, it has to provide and teach different experiences th at may not otherwise be available. The Internet is a world that is available to each and every person, but how that person uses it, is how the opinion of isolation forms. If each and every person would use the Interne for education, than there would be too many educated people. We are all very lucky that we have so much opportunity in our access, but a lot of us don†t know how to use it, and for what. That†s where education plays a big role, it does two things at once gives general and computer knowledge. The more we learn the more we know, and isolation is not one of the thing that the Internet provides.

SWOT analysis of HP Inc Essay Example | Topics and Well Written Essays - 500 words

SWOT analysis of HP Inc - Essay Example , the company is able to easily enter into a business partnership with multi-national companies such as in the case of Starbucks in terms of using HP’s Wireless Connection Manager software for the Wi-Fi access of Starbucks’ clients. (Weinschenck, 2002) Aside from having good and loyal customer reputation in terms of patronizing HP’s PC-related products, the company continuously improves its global distribution network over the years. (BNET, 1998) By enhancing its global distribution network, the company is able to easily distribute its product and services across the world. Thus, strengthening the company’s ability to increase its annual sales and profitability. Since 1999, HP continuously exerted extra effort in protecting its product and services through the U.S. intellectual property law. (HP, 2008a) By actively registering its newly innovated products and brand name under patent and trademark, the company is highly HP’s Storage Division falls short of its client’s expectations. (Maitland, 2004; Vance, 2004) For this reason, the company has experienced a 5% decline in revenue because of HP’s server and storage division. Likewise, this causes the company’s share to fall down from $19.10 to $16.28 back in 2004. (Vance, 2004) HP continuously innovate new product and technology to satisfy the needs and wants of its target consumers. (Hoffman, 2007) Aiming to increase the business opportunity of HP, the company has recently designed and marketed a universal printer driver in order to increase its competitive advantages over other brands. In order to overcome the company’s weaknesses, HP entered into merger with Compaq in order to improve its storage division. (Stammers, 2004) In the process, HP should take it as a challenge to improve its Server and Storage Division by changing its existing storage landscape. (Maitland, 2004) Failure of HP to immediately act upon its weaknesses imposes a significant threat over its annual revenue and

Renewable Energy Project Financial Plan Coursework

Renewable Energy Project Financial Plan - Coursework Example Duke Energy alongside the plan will be depended on a current purchase by Duke Energy (DUK) within the solar energy. The goal is to debate on the project’s decision and cost evaluation process. This plan will entail project cost of capital, cash flows, cash flow statement, approximation of capital in every hazard classification, risk class of assets, exhaustive financial features of the enterprise, as well as the validation debate of whether the project must be undertaken. Black Mountain Solar Project Duke Energy currently bought an Arizona solar farm investment from Solon Corporation. The Black Mountain Solar Project is a 10-Megawatt (MW) 40,000 solar panel renewable energy farm located in Mohave County, Arizona. Project Cash Flow The ensuing spreadsheet indicates the cash flows, net present value (NPV), as well as the internal rate of return (IRR) for the Solar Farm Project that Duke Energy is interested in purchasing. Calculations for the Project Cash Flow Period Cash Flows NPV $35,366.48 Dec-08 453,000.00 Dec-09 556,000.00 Dec-10 128,000.00 Dec-11 440,000.00 Dec-12 550,000.00 Dec-13 740,000.00 NPV at 15% rate for a period of five years is $ 35,366.48 Cost of Project Capital The phrase cost of project capital is usually misunderstood. For instance, it is not the company’s past cost of finances like a coupon settlement of present stocks. The essential cost is a chance cost. This refers to the rate by which investors may offer funds for the capital budget project under concern now† Emery, Finnerty, & Stowe, 2007). Cost of capital: = %debt*After Tax Cost Of Debt + %equity*Required Return On Equity After Tax Cost Of Debt = (1-TaxRate)*Required Return On Debt Required Return On Equity = Risk Free Rate + Beta*(Return On Market – Risk Free Rate) = (313.38 + 0.16)/ 21.56 = 14.72 = 15%. Project Cost Flow Project cash flow PVIF@ 15% P.V Year 1 2 3 4 5 556000 128000 440000 550,000 740,000 0.8696 0.7561 0.6575 0.5485 0.4360 483497 96781 289300 364825 480395 Less initial capital 372000 +NPV 1342798 IRR using 15% Years Cash flow PVIF@ 15% P.V 1 2 3 4 5 556000 128000 440000 550000 740000 0.8696 0.7561 0.6575 0.5485 0.4360 483497 96781 289300 364825 480395 1714998 Using 10% Years Cash flow PVIF@ 15% P.V 1 2 3 4 5 556000 128000 440000 550000 740000 0.8696 0.7561 0.6575 0.5485 0.4360 505459.6 105779.2 330572 402657.9 512475.6 1856944.3 Therefore IRR = x[Z/-c = w – r/x – 7] + r = z = w – r + r x - c x -7 = z = 15% - 10% + 10% 569810.8 72232.8 72232.8 z = 2849054 z = 2849054 72232.8 = 39.44 + 10% IRR = 49.44 Cash Flow Statement Years Ended December (In millions) 2011 CASH FLOWS OPERATING ACTIVITIES Net Income $ 2,235 Changes to settle net income to net cash offered by functioning activities Depreciation and amortization (including amortization of nuclear fuel) 2,026 Equity component of AFUDC (260) Gains on sales of other assets (19) Impairment of goodwill and other long-lived assets 335 Deferred income taxes 602 Equity in earnings of unconsolidated affiliates (160) Contributions to qualified pension plans (200) Accrued pension and other post-retirement benefit costs 104 (Increase) decrease in Net realized and unrealized mark-to-market and hedging transactions (48) Receivables 2 Inventory (247) Other current assets 185 Increase (decrease) in Accounts payable 41 Taxes accrued 27 Other current liabilities (254) Other assets 12 Other liabilities (188) Net cash provided by operating

Nursing Education Around the Globe Research Paper

Nursing Education Around the Globe - Research Paper Example ya The major comparison in the government influence of the nursing education between China and Kenya is that; both countries’ initiative to establish nursing training and certification were started by the respective governments, with the Kenyan training and certification program running for 31/2 years, while the Chinese program took 4 years (Xu, Xu & Zhang, 2000). Political control has also characterized the nursing profession and development in both Kenya and China, where the respective governments, through the ministries of health, have been responsible for approving the nursing courses and certification programs in the countries (Klopper & Uys, 2003). The governments have been involved in establishing regulations and laws that governs and controls the nursing profession. Several laws and ordinances have been established by the two governments, to act as the tools through which the nursing profession is politically controlled. In Kenya, the 1946 June Ordinance No. 16 was est ablished to control the health activities of the nurses (Mule, 1986). Similarly, the political control of nursing profession in China can be traced back to 1949, when the education reform in China abolished the post-secondary nursing training, instead introducing the 3-year nursing training, following the 9 years of primary and secondary education (Xu, Xu & Zhang, 2000). Both countries have established Nursing organizations, responsible for uniting, developing, and promoting nursing professionalism, with the Nursing Council of Kenya (NCK) being the peak body of the nursing profession in the country, while the Chinese Nursing Association (CAN), is similarly the peak nursing organization in China (Xu, Xu & Zhang, 2000). Both the organizations are responsible for establishing the nursing syllabus... This paper approves that the Current System of Nursing Education in both China and Kenya occur in various cadres. Both China and Kenya have certification programs for ursing, in form of 3-years comprehensive training, which caters for the preliminary training, ward rotation and theory in clinical training. The comparison in both countries is that; the qualification for nursing certification program is the completion of secondary education. The characteristic of the current systems of nursing education in both countries is that; both countries have established post-basic nursing qualifications, which include diplomas, bachelor of nursing degree, and masters in nursing. The comparison is that the doctorate program in nursing is yet to be fully commissioned in both countries, following the governments’ regulations that have not yet approved the doctorate in nursing. All the post-basic nursing qualifications programs are undertaken in hospital-based training institutions, where the trainees in this profession are full-time based course attendants. this essay makes a conclusion that Nursing Education in both China and Kenya bears universal fundamental characteristics, in terms of government and Nursing organizations control, training and growth, notwithstanding that the nursing profession in both countries is a function of the western missionary arrival into the countries. Additionally, the high standards of qualifications are also eminent requirements in this profession for both countries, while the training period for the nurses and the areas of training are similar.

Organizational Analysis Groups and Leadership Case Study

Organizational Analysis Groups and Leadership - Case Study Example The teams are small from 3 to 16 members and are formed on a temporary basis as needed. The role of team leader rotates through the team members (Clawson 2005 p.7). FMC Green River is a task-oriented environment where employees are restricted by their job description. The manager of FMC Green River would like to begin utilizing the team concept to see if it can improve production and employee satisfaction. The leadership at FMC Aberdeen has seen a succession of delegated authority and empowered employees. The management style is relationship oriented and involves a great amount of trust. The FMC Green River plant has a larger employee base. Though the manager, Kenneth Dailey, feels he has an interactive style he would like to improve management's relationship with the employees. The scope of the operation is such that it limits relationship building. FMC Aberdeen has a solid communication network that can disseminate information very rapidly to the necessary people. FMC Green River would like to improve their company communications but face several challenges. The team concept used at FMC Aberdeen may not be able to be implemented at FMC Green River. Green River is a highly industrialized environment that works around heavy machinery that is spread out over a large area. They currently work in a group structure. Machine operation may be too specialized to be spread out over a team responsibility. Forming large teams simply for the sake of a 'team in name only' would not have any beneficial effect (Robbins 2003 p.263). However, administrative workers may be able to form teams and share responsibilities. Dailey has a small management team at the FMC Green River plant. This limits the time and amount of employee involvement they can have. FMC Aberdeen is a close knit organization that has an opportunity to see and talk to one another on a daily basis. FMC Green River does not enjoy this and has thus limited Kenneth Dailey's ability to empower the employees or delegate authority based on trust. He may have an unrealistic view of his interactive style. The close geographical environment at FMC Aberdeen makes it easy for quick communications between team members. Communications networks are well established. FMC Green River is more challenged in this area as the employees are spread out and separated from one another both geographically and technically. FMC Green River is also hindered by their computer system (Clawson 2005 p.22). Most employees do not have access to e-mail or the company Intranet. They have also never created or fostered an environment of open communications. Recommendations FMC Green River should begin to form teams in the administrative area as a way to introduce the concept to the facility. Training will need to be conducted to assure that the workers are skilled at team leadership as well as educated in regards to what is expected of the members. Rules will need to be implemented to prevent 'social loafing' and norms for the team will need to be enforced (Robbins 2003 p.269). As systems are replaced in the manufacturing area, they need to be designed with the team concept in mind. It will not be possible for Kenneth Dailey to undertake the management style at FMC Aberdeen. The employee base is too large and installing more middle managers that

Correlation of the light scattering properties of transparent Dissertation

Correlation of the light scattering properties of transparent conducting oxides to PV efficiency - Dissertation Example As the results show that, there is a difference between the thicknesses of the two samples, the difference between thicknesses of the two samples is due to the passes, as 236 has 18 passes and 238 has 20 passes. The more the number of passes the more will be the thickness of the surface. At 870 nm wavelength of light, the transmission remains at 79.7%, Hf (Io) is 2.5%, Hf (T) is 3.1%, Hr (Io) is 1.9%, Hr (Sp) is 40.5%, Is remains at 2.8% while absorption is 15.5%. As the wavelength decreases to 627 nm, the transmission increases to 80.3%, Hf (Io) increases to 4.6%, Hf (T) increases to 5.7%, Is increases to 9.2% while Hr (Io) decreases to 1.4%, Hr (Sp) decreases to 13.0% and absorption decreases to 9.2%. As the wavelength decreases to 530 nm, the transmission decreases to 77.9%, Is decreases to 8.3% while Hf (Io) increases to 7.1%, Hf (T) increases to 9.1%, Hr (Io) increases to 2.1%, Hr (Sp) increases to 20.0% and absorption increases to 11.7%. As the wavelength decreases to 455 nm, the transmission decreases to 74.3%, Is decreases to 5.1% while Hf (Io) increases to 13.1%, Hf (T) increases to 17.6%, Hr (Io) increases to 4.2%, Hr (Sp) increases to 45.0% and absorption increases to 16.4%.... As the wavelength decreases to 455 nm, the transmission decreases to 74.3%, Hf (Io) increases to 17.8%, Hf (T) increases to 24.0%, Hr (Io) increases to 5.7%, Hr (Sp) increases to 59.0%, absorption increases to 16.1% while Is decreases to 4.0%. And for sample 238 Wavelength Transmission Hf (Io) Hf (T) Hr (Io) Hr (Sp) Is Abs 870 82.4% 2.0% 2.4% 1.5% 11.2% 11.5% 4.6% 627 81.1% 6.3% 7.8% 2.9% 28.6% 7.3% 8.7% 530 78.0% 10.2% 13.0% 3.4% 34.8% 6.4% 12.3% 455 74.3% 17.8% 24.0% 5.7% 59.0% 4.0% 16.1% B- Transmission as a function of wavelength: For sample 238, the transmission is directly proportion to the wavelength of the projected light. As the wavelength increases, the percentage transmission increases but a rapid increase in the percentage transmission can be seen by the projection of light from wavelength of 455nm to 627nm. But for the sample 236, the percentage transmission increases in response to the light projection having wavelength from 455nm to 627nm and from 627nm to 870nm, the p ercentage transmission decreases from 80.2% to 79.8%. The little decrease in the percentage transmission provides great characteristics to indentify the material. Figure show transmission with respect to wavelength for sample 238. Figure show transmission with respect to wavelength for sample 236. C- Summery The thickness of the thin film influences the percentage transmission. As the sample 238 has less thickness as compared to the sample 236. The efficiency in terms of percentage transmission for the sample 238 is more than the sample 236. With the help of optical scattering system, which utilizes different wavelengths of light to analyze the optical properties of the thin film, it

Ethical neutrality Essay Example for Free

Ethical neutrality Essay In what follows, when we use the term â€Å"evaluation† we will mean, where nothing else is implied or expressly stated, practical value-judgments as to the unsatisfactory or satisfactory character of phenomena subject to our influence. The problem involved in the â€Å"freedom† of a given discipline from evaluations of this kind, i. e., the validity and the meaning of this logical principle, is by no means identical with the question which is to be discussed shortly, namely, whether in teaching one should or should not declare one’s acceptance of practical evaluations, regardless of whether they are based on ethical principles, cultural ideals or a philosophical outlook. This question cannot be settled scientifically. It is itself entirely a question of practical evaluation, and cannot therefore be definitively resolved. With reference to this issue, a wide variety of views are held, of which we shall only mention the two extremes. At one pole we find (a) the standpoint that there is validity in the distinction between purely logically deducible and purely empirical statements of fact on the one hand, and practical, ethical or philosophical evaluations on the other, but that, nevertheless – or, perhaps, even on that account- both classes of problems properly belong in the university. At the other pole we encounter (b) the proposition that even when the distinction cannot be made in a logically complete manner, it is nevertheless desirable that the assertion of practical evaluations should be avoided as much as possible in teaching. This second point of view seems to me to be untenable. Particularly untenable is the distinction which is rather often made in our field between evaluations linked with the positions of â€Å"political parties† and other sorts of evaluations. This distinction cannot be reasonably made: it obscures the practical implications of the evaluations which are suggested to the audience. Once the assertion of evaluations in university lectures is admitted, the contention that the university teacher should be entirely devoid of â€Å"passion† and that he should avoid all subjects which threaten to bring emotion into controversies is a narrow-minded, bureaucratic opinion which every teacher of independent spirit must reject. Of those scholars who believed that they should not renounce the assertion of practical evaluations in empirical discussions, the most passionate of them – such as Treitschke and, in his own way, Mommsen- were the most tolerable. As a result of their intensely emotional tone, their audiences were enabled to discount the influence of their evaluations in whatever distortion of the facts occurred. Thus, the audiences did for themselves what the lecturers could not do because of their temperaments. The effect on the minds of the students was to produce the same depth of moral feeling which, in my opinion, the proponents of the assertion of practical evaluations in teaching want to assure – but without the audience being confused as to the logical distinctiveness of the different types of propositions. This confusion must of necessity occur whenever both the exposition of empirical facts and the exhortation to espouse a particular evaluative standpoint on important issues are done with the same cool dispassionateness. The first point of view (a) is acceptable, and can indeed be acceptable from the standpoint of its own proponents, only when the teacher sees it as his unconditional duty – in every single case, even to the point where it involves the danger of making his lecture less stimulating – to make absolutely clear to his audience, and especially to himself, which of his statements are statements of logically deduced or empirically observed facts and which are statements of practical evaluation. Once one has granted the disjunction between the two spheres, it seems to me that doing this is an imperative requirement of intellectual honesty. It is the absolutely minimal requirement in this case. On the other hand, the question whether one should in general assert practical evaluations in teaching – even with this reservation – is one of practical university policy. On that account, in the last analysis, it must be decided only with reference to those tasks which the individual, according to his own set of values, assigns to the universities. Those who on the basis of their qualifications as university teachers assign to the universities, and thereby to themselves, the universal role of forming character, of inculcating political, ethical, aesthetic, cultural or other beliefs, will take a different position from those who believe it necessary to affirm the proposition and its implications – that university teaching achieves really valuable effects only through specialised training by specially qualified persons. Hence, â€Å"intellectual integrity† is the only specific virtue which universities should seek to inculcate. The first point of view can be defended from as many different ultimate evaluative standpoints as the second. The second – which I personally accept – can be derived from a most enthusiastic as well as from a thoroughly modest estimate of the significance of â€Å"specialised training†. In order to defend this view, one need not be of the opinion that everyone should become as much a pure â€Å"specialist† as possible. One may, on the contrary, espouse it because one does not wish to see the ultimate and deepest personal decisions which a person must make regarding his life, treated exactly as if they were the same as specialised training. One may take this position, however highly one assesses the significance of specialised training, not only for general intellectual training but indirectly also for the self-discipline and the ethical attitude of the young person. Another reason for taking this position is that one does not wish to see the student so influenced by the teacher’s suggestions that he is prevented from solving his problems in accordance with the dictates of his own conscience. Professor von Schmoller’s favourable disposition towards the teacher’s assertion of his own evaluations in the lecture room is thoroughly intelligible to me personally as the echo of a great epoch which he and his friends helped to create. Even he, however, cannot deny the fact that for the younger generation the objective situation has changed considerably in one important respect. Forty years ago there existed among the scholars working in our discipline, the widespread belief that of the various possible points of view in the domain of practical-political evaluations, ultimately only one was the ethically correct one. (Schmoller himself took this position only to a limited extent. ) Today this is no longer the case among the proponents of the assertion of professorial evaluations – as may readily be observed. The legitimacy of the assertion of professorial evaluation is no longer defended in the name of an ethical imperative resting on a relatively simple postulate of justice, which both in its ultimate foundations as well as in its consequences, partly was, and partly seemed to be, relatively unambiguous, and above all relatively impersonal, in consequence of its specifically trans-personal character. Rather, as the result of an inevitable development, it is now done in the name of a motley of â€Å"cultural evaluations†, i. e. , actually subjective cultural demands, or quite openly, in the name of the teachers’ alleged â€Å"rights of personality†. One may well wax indignant over this point of view, but one cannot- because it is a â€Å"practical evaluation† – refute it. Of all the types of prophecy, this â€Å"personally† tinted type of professorial prophecy is the most repugnant. There is no precedent for a situation in which a large number of officially appointed prophets do their preaching or make their professions of faith, not, as other prophets do, on the streets, or in churches or other public places- or if they do it privately, then in personally chosen sectarian conventicles – but rather regard themselves as best qualified to enunciate their evaluations on ultimate questions â€Å"in the name of science† and in the carefully protected quiet of governmentally privileged lecture halls in which they cannot be controlled, or checked by discussion, or subjected to contradiction. It is an axiom of long standing, which Schmoller on one occasion vigorously espoused, that what takes place in the lecture hall should be entirely confidential and not subject to public discussion. Although it is possible to contend that, even for purely academic purposes, this may occasionally have certain disadvantages, I take the view that a â€Å"lecture† should be different from a â€Å"speech†. The unconfined rigour, matter-of-factness and sobriety of the lecture declines, with definite pedagogical losses, once it becomes the object of publicity through, for example, the press. It is only in the sphere of his specialised qualifications that the university teacher is entitled to this privilege of freedom from outside surveillance or publicity. There is, however, no specialised qualification for personal prophecy, and for this reason it should not be granted the privilege of freedom from contradiction and public scrutiny. Furthermore, there should be no exploitation of the fact that the student, in order to make his way in life, must attend certain educational institutions and take courses with certain teachers with the result that in addition to what he needs, i.e. , the stimulation and cultivation of his capacity for understanding and reasoning, and a certain body of factual information – he also gets, slipped in among these, the teacher’s own attitude towards the world which even though sometimes interesting is often of no consequence, and which is in any case not open to contradiction and challenge. Like everyone else, the professor has other opportunities for the propagation of his ideals. When these opportunities are lacking, he can easily create them in an appropriate form, as experience has shown in the case of every honorable attempt. But the professor should not demand the right as a professor to carry the marshal’s baton of the statesman or the cultural reformer in his knapsack. This, however, is just what he does when he uses the unassailability of the academic lecture platform for the expression of political – or cultural-political- sentiments. In the press, in public meetings, in associations, in essays, in every avenue which is open to every other citizen, he can and should do what his God or daemon demands. The student should obtain, from his teacher in the lecture hall, the capacity to content himself with the sober execution of a given task; to recognize facts, even those which may be personally uncomfortable, and to distinguish them from his own evaluations. He should also learn to subordinate himself to his task and to repress the impulse to exhibit his personal sensations or other emotional states unnecessarily. This is vastly more important today than it was 40 years ago when the problem did not even exist in its present form. It is not true – as many have insisted – that the â€Å"personality† is and should be a â€Å"whole†, in the sense that it is distorted when it is not exhibited on every possible occasion. Every professional task has its own â€Å"responsibilities† and should be fulfilled accordingly. In the execution of his professional responsibility, a man should confine himself to it alone and should exclude whatever does not strictly belong to it – particularly his own loves and hates. The powerful personality does not manifest itself by trying to give everything a â€Å"personal touch† on every possible occasion. The generation which is now coming of age should, above all, again become used to the thought that â€Å"being a personality† is a condition which cannot be intentionally brought about by wanting it and that there is only one way by which it can – perhaps- be achieved: namely, the unreserved devotion to a â€Å"task†, whatever it – and its derivative â€Å"demands of the hour†- may be in any individual instance. It is in poor taste to mix personal concerns with the specialised analysis of facts. We deprive the word â€Å"vocation† of the only significant meaning it still possesses if we fail to adhere to that specific kind of self-restraint which it requires. But whether the fashionable â€Å"cult of the personality† seeks to dominate the throne, public office or the professorial chair – its effectiveness is only superficially impressive. Intrinsically, it is very petty and it always has injurious consequences. It should not be necessary for me to emphasise that the proponents of the views against which the present essay is directed can accomplish very little by this sort of cult of the â€Å"personality† for the very reason that it is â€Å"personal†. In part, they see the responsibilities of the university teacher in another light, in part they have other educational ideas which I respect but do not share. For this reason we must seriously consider no only what they are striving to achieve, but also how the views which they legitimate by their authority influence a generation with an already extremely pronounced predisposition to overestimate its own importance. Finally, it scarcely needs to be pointed out that many ostensible opponents of the academic assertion of political evaluations are by no means justified when they invoke the postulate of â€Å"ethical neutrality†, which they often gravely misunderstand, to discredit cultural and social-political discussions which take place in public and away from the university lecture hall. The indubitable existence of this spuriously â€Å"ethically neutral† tendentiousness, which in our discipline is manifested in the obstinate and deliberate partisanship of powerful interest groups, explains why a significant number of intellectually honorable scholars still continue to assert personal preferences in their teaching. They are too proud to identify themselves with this spurious abstention from evaluation. I believe that, in spite of this, what in my opinion is right should be done, and that the influence of the practical evaluations of a scholar, who confines himself to championing them on appropriate occasions outside the classroom, will increase when it becomes known that, inside the classroom, he has the strength of character to do exactly what he was appointed to do. But these statements are, in their turn, all matters of evaluation, and hence scientifically undemonstrable. In any case, the fundamental principle which justifies the practice of asserting practical evaluations in teaching can be consistently held only when its proponents demand that the proponents of the evaluations of all other parties be granted the opportunity to demonstrate the validity of their evaluations from the academic platform . But in Germany, insistence on the right of professors to state their preferences has been associated with the very opposite of the demand for the equal representation of all tendencies- including the most â€Å"extreme†. Schmoller thought that he was being entirely consistent when he declared that â€Å"Marxists and the Manchester school† were disqualified from holding academic positions, although he was never so unjust as to ignore their intellectual accomplishments. It is exactly on these points that I could never agree with our honoured master. One obviously ought not in one breath to justify the expression of evaluations in teaching – and when the conclusions are drawn therefrom, point out that the university is a state institution for the training of â€Å"loyal† civil servants. Such a procedure makes the university, not into a specialised technical school- which appears to be so degrading to many teachers- but rather into a theological seminary, although it does not have the religious dignity of the latter. Attempts have been made to set certain purely â€Å"logical† limits to the range of evaluations which should be allowed in university teaching. One of our foremost professors of law once explained, in discussing his opposition to the exclusion of socialists from university posts, that he too would be unwilling to accept an â€Å"anarchist† as a teacher of law since anarchists, in principle, deny the validity of law – and he regarded this argument as conclusive. My own opinion is exactly the opposite. An anarchist can surely be a good legal scholar. And if he is such, then indeed the Archimedean point of his convictions, which is outside the conventions and presuppositions which are so self-evident to us, could enable him to perceive problems in the fundamental postulates of legal theory which escape those who take them for granted. The most fundamental doubt is one source of knowledge. The jurist is no more responsible for â€Å"proving† the value of these cultural objects which are bound up with â€Å"law†, than the physician is responsible for demonstrating that the prolongation of life should be striven for under all conditions. Neither of them can do this with the means at their disposal. If, however, one wishes to turn the university into a forum for discussion of practical evaluations, then it obviously is obligatory to permit the most unrestricted freedom of discussion of fundamental questions from all standpoints. Is this feasible? Today the most decisive and important political evaluations are denied expression in German universities by the very nature of the present political situation. For all those to whom the interests of the national society transcend any of its individual concrete institutions, it is a question of central importance whether the conception which prevails today regarding the position of the monarch in Germany is reconcilable with the world interests of the country, and with the means- war and diplomacy- through which these are pursued. It is not always the worst patriots nor even anti-monarchists who give a negative answer to this question, and who doubt the possibility of lasting success in both these spheres unless some profound changes are made. Everyone knows, however, that these vital questions of our national life cannot be discussed with full freedom in German universities . In view of the fact that certain evaluations which are of decisive political significance are permanently prohibited in university discussion, it seems to me to be only in accord with the dignity of a representative of science and scholarship to be silent about such evaluations as he is allowed to expound. In no case, however, should the unresolvable question – unresolvable because it is ultimately a question of evaluations – as to whether one may, must, or should champion certain practical evaluations in teaching, be confused with the purely logical discussion of the relationship of evaluations to empirical disciplines such as sociology and economics. Any confusion on this point will hamper the thoroughness of the discussion of the logical problem. However, even the solution of the logical problem will provide no aid in seeking to answer the other question, beyond the two purely logically required conditions of clarity and an explicit distinction by the teacher of the different classes of problems. Nor need I discuss further whether the distinction between empirical propositions or statements of fact and practical evaluations is â€Å"difficult† to make. It is. All of us, those of us who take this position as well as others, come up against it time and again. But the exponents of the so-called â€Å"ethical economics†, particularly, should be aware, even though the moral law is unfulfillable, it is nonetheless â€Å"imposed† as a duty. Self-scrutiny would perhaps show that the fulfillment of this postulate is especially difficult, just because we reluctantly refuse to approach the very alluring subject of evaluation with a titillating â€Å"personal touch†. Every teacher has observed that the faces of his students light up and they become more interested when he begins to make a profession of faith, and that the attendance at his lectures is greatly increased by the expectation that he will do so. Everyone knows furthermore that, in the competition for students, universities when making recommendations for promotion will often give a prophet, however minor, who can fill the lecture halls, the upper hand over a much weightier and more sober scholar who does not offer his own evaluations. Of course, it is  understood that the prohet will leave untouched the politically dominant or conventional evaluations which are generally accepted at the time. Only the spuriously â€Å"ethical-neutral† prophet who speaks for powerful groups has, of course, better opportunities for promotion as a result of the influence which these groups have on the prevailing political powers. I regard all this as very unsatisfactory, and I will therefore not go into the proposition that the demand for abstention from evaluation is â€Å"petty† and that it makes lectures â€Å"boring†. I will not go into the question as to whether lecturers on specialised empirical problems must seek above all to be â€Å"interesting†. For my own part, in any case, I fear that a lecturer who makes his lectures stimulating by the intrusion of personal evaluations will, in the long run, weaken the students’ taste for sober empirical analysis. I will acknowledge without further discussion that it is possible, under the guise of eliminating all practical evaluations, to insinuate such evaluations with especial force by simple â€Å"letting the facts speak for themselves†. The better kind of parliamentary and electoral speeches in Germany operate in this way – and quite legitimately, given their purposes. No words should be wasted in declaring that all such procedures in university lectures, particularly if one is concerned with the observance of this separation, are , of all abuses, the most abhorrent. The fact, however, that a dishonestly created illusion of the fulfillment of an ethical imperative can be passed off as the reality, constitutes no criticism of the imperative itself. At any rate, even if the teacher does not believe that he should deny himself the right of rendering evaluations, he should make it absolutely explicit to the students and to himself that he is doing so. Finally, we must oppose to the utmost the widespread view that scientific â€Å"objectivity† is achieved by weighing the various evaluations against one another and making a â€Å"statesman-like† compromise among them. The â€Å"middle way† is not only just as undemonstrable scientifically – with the means of the empirical sciences – as the â€Å"most extreme† evaluations: in the sphere of evaluations, it is the least unequivocal. It does not belong in the university – but rather in political programmes, government offices, and in parliament. IThe sciences, both normative and empirical, are capable of rendering an inestimable service to persons engaged in political activity by telling them that (1) these and these â€Å"ultimate† evaluative positions are conceivable with reference to this practical problem; and (2) that such and such are the facts which you must take into account in making your choice between these evaluative positions. And with this we come to the real problem.