Frankenstein by Mary Shelley Essay Example | Topics and Well Written Essays - 750 words - 1

Frankenstein by Mary Shelley - Essay Example In these regards, I faced no real difficulty or challenges when reading Frankenstein. Occasionally I came across vocabulary that I either wasn’t familiar with, or was perhaps typical of the nineteenth century that I stumbled upon, but nothing challenging to the point of disrupting the novel’s narrative flow. I believe the centering of the narrative around sensational and horrifying events greatly contributed to my interest and ease in understanding the novel. It’s this exciting nature that also led me to find the book highly intriguing and moving. There were many parts of the novel that I found intriguing and recognize that the down periods only existed so that they could be resolved in narrative climaxes. Probably the most intriguing element was Victor’s description of how he had received his education and his desire to discover the secret meanings of life, and his eventual realization of this in Frankenstein’s creation. I also found Victor’ s quest towards the novel’s conclusion to exact revenge on Frankenstein as perhaps the most moving; at this point I had become completely emotionally invested in the characters and read this section with both terror and impassioned interest. While there were many unfortunate instances in the novel, I feel most moved by the monster’s plight and loneliness, as it was not difficult to feel empathy for a lonely individual seeking a partner in life; later, the murder of Victor’s wife was also a highly moving and unfortunate element in terms of my emotional response to the novel. In reading Foster’s How to Read Literature like a Professor there were a number of features that aided and enhanced my interpretation of the novel. While I had experience examining symbols and latent meanings in novels from high school English classes, the book’s discussion of symbols really helped reframe

Individual Reflective Account Of Leadership Development

Individual Reflective Account Of Leadership Development Title: A personal reflective narrative on how engaging with the leadership literature has affected my own conceptualisations of leadership. Introduction The theories of transformational leadership (Bass, 1985; Bass and Avolio, 1994) and charismatic leadership (Conger and Kanungo, 1987) represent popular approaches to the conceptualisation of leadership and have arguably evolved to be central to the field. However, a number of scholars have raised several issues with these approaches (Pawar, 2003; Yukl, 1999). and it is the intention here to highlight a number of concerns that relate to the challenge of teaching leadership. This addresses an area of neglect in the literature as there has been limited consideration of the teaching of leadership (Doh, 2003). The Meaning of Leadership Researchers interested in leadership have approached the development of an understanding of leadership from a variety of perspectives. Much of the leadership research conducted during the first half of twentieth century was focused on the identification of personal traits (attributes) that characterised those individuals who emerged as leaders. A review of the leadership literature reveals that there are multiple definitions that have been given to the leadership construct. Bass (1990) focuses on the concept of leadership. He suggests that there are several different approaches to the definition. While each of these perspectives and uses of the term is a legitimate use of the construct of leadership, each reflects a different conceptualization than that which traditionally has been employed. Bass points out that definitions can be used to serve a variety of purposes. Bass (1960) noted that the definition used in a particular study of leadership depends on the purposes of the study. Consistent with this, Yukl (1994:5) concluded that leadership research should be designed to provide information relevant to the entire range of definitions, so that over time it will be possible to compare the utility of different conceptualizations and arrive at some consensus on the matter. Bass (1990:19) further notes that researchers have developed definitions to serve the following different purposes: (1) to identify the object to be observed, (2) to identify a form of practice, (3) to satisfy a particular value orientation, (4) to avoid a particular orientation or implication for a practice, and (5) to provide a basis for the development of theory. The definitions indicate a progression of thought, although historically, many trends overlapped. The earlier definitions identified leadership as a focus of group process and movement, personality in action. The next type considered it as the art of inducing compliance. The more recent definitions conceive of leadership in terms of influence relationships, power differentials, persuasion, influence on goal achievement, role differentiation, reinforcement, initiation of structure, and perceived attributions of behaviour that are consistent with what the what the perceivers believe leadership to be. The truth is that leade rship may in fact involve all these things. Rethinking leadership Barker (1997) argues that the ambiguity surrounding what we understand as leadership is central to the struggle of teaching leadership. Rost (1991) indeed notes that the leadership literature although vast, is often contradictory, confusing and lacks cohesion. BrymanHYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb11HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb11s (1996) documentation of four chronological phases of leadership theory, is illustrative of changing conceptions of leadership: Trait theories (concerned with an identification of leaders traits). Behavioural theories (concerned with identification of behavioural styles of leaders). Contingency theories (concerned with a focus on fitting behavioural styles to situational factors). New theories of leadership (concerned with a focus on the articulation of a vision). Arguably, such new theories of leadership have over recent years evolved as central to our understanding of leadership with an emphasis on transformational leadership where a leader stimulates followers to change their motives, beliefs and values and capabilities so that the followers own interests and personal goals become congruent with the organisation (Bass, 1985). An important facet of this leadership is charisma, and indeed Conger and Kanungo (1987) have developed a leadership theory that specifically focuses on this dimension. Conger HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb17et al.HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb17 (2000, p. 748) suggest that charismatic leaders differ from other leaders by their ability to formulate and articulate an inspirational vision and by behaviours that they and their mission are extraordinary. In both models there is a common suggestion of a leader inspiring followers to a shared vision. This conceptualisation has arguably become widely accepted in the literature. However, some have questioned such mainstream thinking and invite a greater openness to the consideration of leadership than is presently found (Alvesson and Sveningsson, 2003). It is suggested here that a notion of a leader inspiring followers to a shared vision represents only one way to think about leadership and may not be of much assistance to those concerned with the teaching of leadership. It is in this respect that I intend to argue that this dominant conceptualisation represents a particular way of thinking about organisations and managerial work (of which leadership is one aspect), namely what may be described as systems-control thinking. Systems-control orthodoxy tends to promote a rather mechanistic view of organisations and managerial work seeing managing as an activity mainly concerned with designing and controlling work organisations as if they were big machine-like systems rationally devised to meet unambiguous organisational goals (Watson, 2005, p. 2). Such thinking derives from modernist and universalistic aspirations to maximise control over human circumstances with the manager being viewed as an expert who controls and motivates subordinates to behave in particular ways consistent with the organisations goals. Indeed, Barker (2001, p. 479) challenges the notion of new leadership theory, arguing that the work of Bass (1985, 1990) for example, clings to the idea that leadership is about leaders supervising subordinates, about subordinates working hard toward institutional objectives as the primary goal for leadership and about the leaders ability to persuade/inspire/motivate subordinates to release their own n eeds to work toward the interests of the leader or the institution that the leader represents. The extent then to which new theories provide an alternative perspective of leadership is thus questionable since along with previous conceptualisations, they continue to be framed by systems-control thinking. It is suggested that an alternative way to think about leadership is to adopt process-relational thinking. To adopt such thinking would be to recognise that: Managers like everyone else in organisational settings, are continually striving to make sense of numerous crosscutting and conflicting goals and purposes. Managers and non-managers alike constantly have to make and remake bargains, exert power, resist power, cope with conflicts of interest and negotiate understandings with others to make sure that the goods are produced or services provided to a level and quality that enables the organisation to remain in existence (Watson, 2005, pp. 2-3). The origins of such thinking may be seen to be associated with a dissatisfaction with mainstream systems-control thinking and in particular, the critique of Silverman (1970) which drew upon ideas from social action theory (Berger and Luckman, 1967), highlighting an understanding of organisations as social constructs produced and reproduced through their members activities and later being built upon to emphasise the notion of negotiated order (Day and Day, 1977). To view the organisation in process-relational terms thus involves a shift from seeing the organisation as a goal pursuing entity as suggested by a systems-control perspective to thinking about the organisation as ongoing patterns of meaning making and activity brought about as à ¢Ã¢â€š ¬Ã‚ ¦ people in relationships to others and to their cultures (Watson, 2005, p. 6). Viewing the organisation through a process-relational lens thus accepts that only partial managerial control can ever be achieved given the ongoing and emerge nt nature of organisational activity and the centrality of people in relationships to others with their inevitable complexities and differing interests. However, it is important to note that the adoption of a process-relational perspective (or indeed a systems-control one) goes beyond a way of seeing the organising and managing of work, it also represents a way of talking and acting towards organising and managing. Thus a manager who adopts a process-relational framework is more likely to take into account broader and more-subtle aspects of work behaviour. Arguably, the central notion of leaders inspiring followers to a shared vision seen in new leadership theories becomes more problematic when thinking in process-relational terms. It is thus suggested here that thinking about leadership in process-relational terms may be more helpful to management educators as it does greater justice to the complex, messy realities of organisational life and as such provides greater assistance in helping managers to make sense of their management practice, and in particular, the part of their practice that is leadership. Systems-control vs process-relational framing of leadership It is suggested that theories of transformational and charismatic leadership are tied to a systems-control perspective of organisations. Below we raise a number of issues that emerge from the adoption of such a perspective. The issues raised here are by no means exhaustive but rather serve to illustrate some of the difficulties in framing leadership in a systems-control way and in particular ensuing tensions for the teaching of leadership draws on the work of Watson (2005) and summarises the issues discussed below, highlighting the central features of a systems-control leadership perspective contrasted with a process-relational one. We problematise a number of features of systems-control thinking in relation to leadership, namely the assumption of a unitary organisation; the emphasis placed upon the individual leader often portrayed in terms of superhero status and the subsequent neglect of others involved in leadership processes, and relatedly the separation and elevation of leaders hip from other organisational activities. We suggest that adopting a process-relational leadership perspective offers a more grounded and realistic conceptualisation which accepts the plurality of organisational life, focuses on leadership as an emergent process which includes the contributions of others and sees leadership as integral to the organising and managing of work. The unitary and fixed organisation Central to systems-control thinking is a notion of the pursuit of clear organisational goals, designed by the manager or leader who then motivates others to act in ways which will achieve these goals. It is suggested that this is problematic for a number of reasons. Such a way of thinking about leadership is based upon a unitary view of organisations that proposes all organisational members share the goals of the organisation and are thus motivated to act in ways that will ensure the realisation of such goals. Both transformational and charismatic leadership theories can be seen to uphold unitarist assumptions. Central to Basss theory is a notion of subordinates transcending their self interests for the goals of the organisation, with Bass and Avolio (1994, p. 3) for example suggesting that the (transformational) leader creates clearly communicated expectations that followers want to meet, and similarly Conger and Kanungo (1987) hypothesise that charismatic leadership will result in high internal cohesion, low internal conflict, high value congruence and high consensus. It is suggested that such assumptions are problematic since they downplay the multitude of conflicting goals, purposes and beliefs that organisational members hold in reality that seriously questions ideals of consensus and cohesion. Although Bass and Avolio (1994) acknowledge that followers hold a diverse set of views, needs and aspirations, they suggest that through the use of inspirational motivation the leader is able to align diverse followers around a vision. Thus there remains a belief that high consensus can be achieved and thus conflict, negotiation and politics that are inevitable in organisations tend to be marginalised. Notably, Barker (1997) reminds us of BurnsHYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb12HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739 volume=27issue=2articleid=1545747show=html#idb12s (1978) definition of leadership which emphasises leadership as a process which occurs within a context of competition and conflict. Interestingly, Basss theory of transformational leadership has built upon Burnss work and yet downplays this important dimension. It may be argued that assumptions of a unitary organisation may oversimplify the reality that is found in organisations. Similarly, systems-control thinking implies that the goals of the organisation are somehow fixed and once achieved the work of the leader is done. Again, this is seen to oversimplify the case. Conger and Kanungo, 1987, p. 46) exemplify a focus on achievement of fixed goals suggesting that one cannot lead when there is no future goal to pursue. This is seen to ignore the essentially emergent nature of organisational life in that organising and managing is in a constant state of becoming (Watson, 2002). The fluid and dynamic nature of organisations makes it difficult to envisage when there would be no future goal to pursue. Generally, given that models of transformational and charismatic leadership are framed by systems-control thinking means that they may be seen as less helpful in assisting managers to understand leadership as they do not do justice to the complex reality found in organisations. Recent leadership research and findings from our own work further suggest a number of issues with such theories that relate to this tendency to present an oversimplified and sometimes romanticised view of organisational life. The promotion of the superhero Consistent with systems-control thinking, theories of transformational and charismatic leadership present an individualistic conception of leadership, since there is a focus on the leader as a special person. Indeed, there is a focus on a gifted individual seemingly in possession of almost superhuman, magical powers that may be seen to spellbind followers to act in ways desired by the leader. Words such as extraordinary, unconventional and heroic typify a description of leader behaviours. Bass (1985, pp. 47-48) for example, highlights the extraordinariness of the transformational, charismatic leader suggesting that the unusual vision of charismatic leaders that makes it possible for them to see around corners stems from their greater freedom from internal conflict whereas the ordinary manager is a continuing victim of their self doubts and personal traumas. However, it is unclear from the literature what exactly it means to be extraordinary or unconventional and therefore limited hel p is offered to our practical attempts to teach leadership. Moreover, Alimo-Metcalfe HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb1et al.HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb1 (2002) argue that new theories of leadership create dangerous myths because they create a notion of leadership that is inaccessible to most ordinary mortals. Further, the idea that a leader must in some way be gifted shows a regression to notions of leadership as an innate ability and as such suggests little can be done by way of teaching leadership. Indeed, in my own auditing work, I found several managers who perceived leadership as an inspirational gift and therefore attempts to teach leadership were seen as limited: I dont think good leaders are people that you can, I think the term is a good leader is born, you cant turn somebody from being a poor leader into a good leader by putting them on some courses à ¢Ã¢â€š ¬Ã‚ ¦ that sort of inspirational skill is something that that individual has and I dont think you can always train that into somebody (project manager). Whilst the notion of heroic leadership may hold weight for some there is a growing body of evidence that debunks this leadership myth. Numerous studies are now found which may be said to contribute to an emerging anti-heroic leadership perspective which suggests leaders are not larger than life individuals with special powers rather they are far more ordinary and reserved. The work of Alimo-Metcalfe and Alban-Metcalfe (2001) offers a very different conception of transformational leadership to that described earlier. Their work highlights the salience of what the leader does for the individual such as empowering, valuing, supporting and encouraging. This is contrasted with dominant ideas of the leader acting as a role model and inspiring the follower. Indeed, Alimo-Metcalfe and Alban-Metcalfe suggest that followership, so central to transformational and charismatic leadership theory is absent in their work. Comments made by managers during my own audit work were consistent with this view with managers talking of supporting and encouraging others rather than inspiring followers: Well those things leadership can be a reassurance, a firm decision, a supportive decision, giving people encouragement, being actually prepared to stick your head above the parapet where other people arent sometimes. Being decisive rather than indecisive. Not always leading from the front but just letting people know that you are supportive of what they are doing that they can rely on you if things go wrong (operations director). Taking away the notion of followership diminishes the importance of the heroic leader since there is a decreased need for an inspirational figure to model the way for followers. Instead Alimo-Metcalfe and Alban-Metcalfe (2001) argue that their work suggests a greater sense of proximity, openness, humility and vulnerability. Collins (2001) provides evidence that suggests that successful organisations do not have leaders who are charismatic, heroic figures but rather individuals who display personal humility and professional will. He found that successful leaders which he terms level five leaders, were shy unpretentious, awkward and modest but at the same time had an enormous amount of ambition not for themselves but the organisation. Similarly, Badaracco (2001) suggests the importance of quiet leadership. This is seen not to inspire or thrill, but to focus on small things, careful moves and measured efforts. He further suggests that quiet leaders have an understanding of the reality of their situations noting the limits of their powers and understanding that they are only one piece on the chessboard. This emerging work would seem to conceptualise leadership in perhaps more realistic ways focusing attention away from ideas of inspirational powers and instead a suggestion of an ordinary person working alon gside others. This is consistent with a process-relational framing of leadership since it is recognised that leaders are like everybody else and do not possess special powers thus moving attention away from ideas of special personality attributes. Thus there is hope for the majority of being able to contribute to leadership and a suggestion that there may be some role for the management teacher. The isolated leader and the neglect of group processes The focus on the heroic leader is problematic since it diverts attention from others involved in the leadership process and thus downplays the relational aspects of leadership. Whilst the contribution of followers is noted, there is a tendency to over emphasise the ability of the individual leader, this is perhaps exemplified when poor performance is automatically blamed on the actions of the leader (Khurana, 2002). Yukl (1999) proposes that instead of focusing on a single person who influences followers, many people can be viewed as contributors to the overall process of leadership in organisations. He suggests that this conception of leadership does not require an individual who is exceptional or who can perform all of the essential leadership functions, only a set of people who collectively perform them. Research undertaken by Heifetz and Laurie (2001) supports the notion of a more collaborative conception of leadership. They suggest that the leader is not somebody who has all the solutions at their disposal; rather they are somebody who asks questions. They suggest that one can lead with no more than a question in hand. Research carried out with directors of public health in the UK supports the notion of focusing on others in the leadership process (McAreavey HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb28et al.HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb28, 2001). The directors of public health interviewed in McAreavey HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb28et al.HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb28HYPERLINK http://0-www.emeraldinsight.com.emu.londonmet.ac.uk/journals.htm?issn=0143-7739volume=27issue=2articleid=1545747show=html#idb28s (2001) study suggested that effective leadership placed an emphasis on working with others a nd not guiding others. These shifts in focus are consistent with work by Barker (1997) and Rost (1991) who suggested that we should be focusing on group processes and think of collaborators and not followers and thus is in accordance with Alimo-Metcalfe and Alban-Metcalfes rejection of followership. Yukl (1999) has criticised transformational and charismatic leadership theories for a neglect of group processes and thus salient aspects of leadership are overlooked such as networking, building support for ideas and negotiation. Such arguments echo Hosking (1988) who proposed that it would be more helpful to focus on leadership as a process rather than leaders as persons which is clearly to frame leadership in process-relational terms. It is suggested here that viewing leadership as a collaborative process of interaction provides for a more grounded notion of leadership and thus potentially provides more helpful suggestions for teaching leadership. For example, a focus on helping leaders in their attempts to negotiate seems more achievable than helping leaders to inspire others. The separation of leadership and management Inherent to theories of transformational and charismatic leadership is a notion that leadership is a specialised and separate activity undertaken by heroic, isolated figures described above. This division of leadership is typical of orthodox management thinking which separates issues of managerial work tending to view these as identifiable and distinct (Watson, 2002). As Schruijer and Vansina (2002) argue such splitting obscures the complexity of life. Further, there is a tendency not only to see leadership as separate from management but also superior. In Basss theory for example, management is associated with transactional leadership which is seen to be a useful but inferior leadership approach, which is relatively simple and straightforward to achieve. Bass (1985, p. 26) argues that to be transactional is the easy way out; to be transformational is the more difficult path to pursue. Such a separation is upheld by numerous scholars such as Zaleznik (1992) who suggests that managers are concerned with humdrum activities and maintaining order whereas leaders are concerned with novel and exciting activities and stimulate change. Mangham and Pye (1991, p. 13) have criticised this separation arguing that: It results in nothing more than a vague feeling that managing is something rather mundane, looking after the nuts and bolts of the enterprise and leading is something special and precious undertaken by the really important people in the enterprise. They argue that leading is not a specialised and separate activity, but simply an aspect albeit a highly salient aspect, of managing. Others have similarly suggested that leadership and management may be more usefully seen as related roles rather than as separate activities undertaken by separate people (Nadler and Tushman, 1990; Yukl, 1999).

Pink Floyd :: essays research papers

â€Å"The band is just fantastic, that is really what I think. Oh by the way, which one's Pink?† In the mid 60’s Syd Barrett formed a psychedelic band, with fellow Englishmen Roger Waters, Rick Wright, and Nick Mason. Barrett on lead guitar, Waters on bass, Wright on keyboards, and Mason on drums. The name came from two of Barrett’s favorite American blues-men, Pink Anderson and Floyd Council. They began experimenting with intense instrumentals of feedback, electronic screeches, and unusual, eerie sounds created by loud amplification, reverb, and such tricks as sliding ball bearings up and down guitar strings. By 1966, heavily under the influence LSD and Barrett, the group began to incorporate light shows to add to the psychedelic effect of their live performances. In 1967 they signed with EMI records and released The Piper at the Gates of Dawn. It is considered to be one of the best British psychedelic albums, second only to The Beatles Sgt. Pepper’s Lonely Heart Club Band album. Sadly they would never even have a chance to recreate a similar masterpiece, solely because Barrett’s involvement in the band was in its final stages. Barrett was becoming heavily involved in mind-altering drugs like LSD and was showing alarming signs of mental instability. They tried to work out an arrangement where newly hired guitarist and close friend David Gilmour would perform live with the band while Barrett would make his contributions in the studio. This didn’t work. Syd Barrett left the group to pursue a solo career. The band decided to continue on without Barrett and Waters stepped in as the dominant composer and writer. Using Barrett’s vision as an obvious blueprint, but adding a more formal, somber, and quasi-classical tone, their 1968 follow-up A Saucerful of Secrets, made the British Top Ten and proved the band was to continue on. For the next four years they would work on their sound, keeping it within the range of psychedlia, but reaching out to the uses experimental rock, and using such instruments as organs and horns.   Ã‚  Ã‚  Ã‚  Ã‚  They continued on in their journey of rock history with such classics as Ummagumma and Atom Heart Mother, but never reaching that same plateau as they did with their debut. They later released Meddle in 1971which further showcased their development of albums as whole masterpieces instead of just individual songs. Nothing, however, prepared Pink Floyd or their audience for

William Faulkner’s “A Rose for Emily”

William Faulkner's â€Å"A Rose for Emily† was originally published in the April 30, 1930, issue of Forum. It was his first short story published in a major magazine. A slightly revised version was published in two collections of his short fiction, These 13 (1931) and Collected Stories (1950). It has been published in dozens of anthologies as well. â€Å"A Rose for Emily† is the story of an eccentric spinster, Emily Grierson. An unnamed narrator details the strange circumstances of Emily’s life and her odd relationships with her father, her lover, and the town of Jefferson, and the horrible secret she hides. The story’s subtle complexities continue to inspire critics while casual readers find it one of Faulkner’s most accessible works. The popularity of the story is due in no small part to its gruesome ending. Faulkner often used short stories to â€Å"flesh out† the fictional kingdom of Yoknapatawpha County, Mississippi, for his novels. In fact, he revised some of his short fiction to be used as chapters in those novels. â€Å"A Rose for Emily† takes place in Jefferson, the county seat of Yoknapatawpha. Jefferson is a critical setting in much of Faulkner’s fiction. The character of Colonel Sartoris plays a role in the story; he is also an important character in the history of Yoknapatawpha. However, â€Å"A Rose for Emily† is a story that stands by itself. Faulkner himself modestly referred to it as a â€Å"ghost story,† but many critics recognize it as an extraordinarily versatile work. As Frank A. Littler writes in Notes on Mississippi Writers, ‘‘A Rose for Emily’’ has been ‘‘read variously as a Gothic horror tale, a study in abnormal psychology, an allegory of the relations between North and South, a meditation on the nature of time, and a tragedy with Emily as a sort of tragic heroine. ’’

Bio-Weapons

Chlorine gas was used during the war a lot. Chlorine gas was first used April 22 191 5 at leper in Belgium. There were many ways of use of the gas for example; artillery shells, mortar projectiles, aerial bombs tank sprays and landmines were used to spread the chemicals around. During the Cold War the United Stated and Russia had enough chemical weapons to wipeout most animal and plant life on earth.Blologlcal weapons were deployed In various ways to gain strategic or tactical advantage over an advisory. The united States developed an anti-crop capability that used bio-herbicides or myco-herbicides to destroy enemy agriculture. Fisheries and water-based vegetation was also targeted. Wheat blast and rice blast were weaoponized in aerial tanks and cluster bombs to deliver to enemy water sheds. Even though herbicides are chemicals they are grouped with biological warfare and chemical warfare because they work the same as blotoxlns and ioregulators.Japan poisoned Chinese water wells to s tudy how many people got Typhus and other diseases. Germany also used bioweapons at the beginning of the Second World War. Oplnlon/Crltlque: In my opinion bioweapons were both good and bad but I think that they were mostly bad. The bad toxins that are Inside somebody can get Into their genes and be passed on to their child If they have any. If there Is a child and one of the parents have toxins in them the child can come out looking deformed and mutated.

Moving Towards Independance essays

Moving Towards Independance essays 1) The Treaty of Paris ended the French and Indian War but not the issues that caused it: specifically, ownership of land. The only difference was the enemy that remained after the war ended. After the French had been removed from the picture, the British turned their attention to fighting the Indians for their lands. The Indians fought back, but faced almost certain defeat because of their limited supplies, manpower, and the general lack of cohesion between Indian tribes. The French and Indian War failed to solve another important problem: the growing differences between England and its colonies. It was the hope of many that fighting a common enemy would pull England and its colonies together. But it did just the opposite. Living in close quarters with the British the colonials became even more aggravated at the British. After the war, the heavy taxes Britain levied on the colonies to pay for the war only made the colonials angrier. The colonists had expected to return to a period of salutary neglect, a time when, with the exception of the Navigation Acts to control trade, Parliament had made few laws that affected the colonies. Now that Britain was faced with many war debts, they needed the help of the colonists. The French and Indian War led to more wars, resulting with the American Revolution. 2) British economic and political actions began to create a radical minority in the American colonies. After the French and Indian War, Britain began to impose taxes and a number of acts to confirm control on its colonies. One such act, was the Quartering Act. This act required colonists to provide housing and some provisions for British troops. By putting British troops in the colonies it belittled the colonists. In some ways, the colonists felt like they were being baby-sat. Their freedom was being eaten away at right in front of them. Also, many colonists began to realize that the taxes that the ...

Functionalism Functionalist Perspective and Theory

Functionalism Functionalist Perspective and Theory The functionalist perspective, also called functionalism, is one of the major theoretical perspectives in sociology. It has its origins in the works of Emile Durkheim, who was especially interested in how social order is possible or how society remains relatively stable. As such, it is a theory that focuses on the macro-level of social structure, rather than the micro-level of everyday life. Notable theorists include Herbert Spencer,  Talcott Parsons, and Robert K. Merton. Emile Durkheim The totality of beliefs and sentiments common to the average members of a society forms a determinate system with a life of its own. It can be termed the collective or creative consciousness. The Division of Labour (1893) Theory Overview Functionalism interprets each part of society in terms of how it contributes to the stability of the whole society. Society is more than the sum of its parts; rather, each part of society is functional for the stability of the whole. Durkheim actually envisioned society as an organism, and just like within an organism, each component plays a necessary part, but none can function alone, and one experiences a crisis or fails, other parts must adapt to fill the void in some way. Within functionalist theory, the different parts of society are primarily composed of social institutions, each of which is designed to fill different needs, and each of which has particular consequences for the form and shape of society. The parts all depend on each other. The core institutions defined by sociology and which are important to understanding for this theory include family, government, economy, media, education, and religion. According to functionalism, an institution only exists because it serves a vital role in the functioning of society. If it no longer serves a role, an institution will die away. When new needs evolve or emerge, new institutions will be created to meet them. Lets consider the relationships between and functions of some core institutions. In most societies, the government, or state, provides education for the children of the family, which in turn pays taxes on which the state depends to keep itself running. The family is dependent upon the school to help children grow up to have good jobs so that they can raise and support their own families. In the process, the children become law-abiding, taxpaying citizens, who in turn support the state. From the functionalist perspective, if all goes well, the parts of society produce order, stability, and productivity. If all does not go well, the parts of society then must adapt to produce new forms of order, stability, and productivity. Functionalism emphasizes the consensus and order that exist in society, focusing on social stability and shared public values. From this perspective, disorganization in the system, such as deviant behavior, leads to change because societal components must adjust to achieve stability. When one part of the system is not working or is dysfunctional, it affects all other parts and creates social problems, which leads to social change. Functionalist Perspective in American Sociology The functionalist perspective achieved its greatest popularity among American sociologists in the 1940s and 50s. While European functionalists originally focused on explaining the inner workings of social order, American functionalists focused on discovering the functions of human behavior. Among these American functionalist sociologists is Robert K. Merton, who divided human functions into two types: manifest functions, which are intentional and obvious, and latent functions, which are unintentional and not obvious. The manifest function of attending a church or synagogue, for instance, is to worship as part of a religious community, but its latent function may be to help members learn to discern personal from institutional values. With common sense, manifest functions become easily apparent. Yet this is not necessarily the case for latent functions, which often demand a sociological approach to be revealed. Antonio Gramsci. Hulton Archive/Getty Images Critiques of the Theory Functionalism has been critiqued by many sociologists for its neglect of the often negative implications of social order. Some critics, like Italian theorist Antonio Gramsci, claim that the perspective justifies the status quo and the process of cultural hegemony which maintains it. Functionalism does not encourage people to take an active role in changing their social environment, even when doing so may benefit them. Instead, functionalism sees agitating for social change as undesirable because the various parts of society will compensate in a seemingly  natural way  for any problems that may arise. Updated  by Nicki Lisa Cole, Ph.D.

SAT Make-Up Exam on February 20 Heres What to Do

SAT Make-Up Exam on February 20 Here's What to Do SAT / ACT Prep Online Guides and Tips Winter has come inthe form of Storm Jonas, affecting much of the East Coast. Governors of Delaware, Georgia, Kentucky, Maryland, New York, New Jersey, North Carolina, Virginia, Pennsylvania, Tennessee, West Virginia, and Washington DC declared a state of emergency, and hundreds of SAT test centers closed. DidYOUR January 23rd SAT test center get closedbecause of the storm? How do you maximize your score up until your February 20 makeup exam? Find out here. (Image credit: Weather Channel) By now, the storm and test date have both passed, so if you're reading this you likely had your Jan 23rd SAT canceled. You're in good company. By our count, 837 test centers closed across 22 states - one of the most severe test disruptions we've ever seen.The College Board is planning for a makeup exam to be administered on February 20, 2016. We'll have the final list of test centers that closed as you scroll down, but more importantly,how do you spend your time until the Feb 20 SAT to increase your score?We'll give you the best resources we have to do last minute prep. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: What to Do After Your SAT GotCanceled So is the Jan 23rd SAT cancellation GOODor BADnews? Some students were understandably rejoicing: So so so so so happy SAT's got cancelled for the day and I got to sleep in 😊😊😊😊 - lexiii (@lexiiweberr) January 23, 2016 I literally started crying tears of joy when I found out my sat was cancelled today :-) - meagan (@meaganbatjer) January 23, 2016 Personally, though, I would HATE for my SAT to be canceled. I treat tests like I'm a boxing match. Throughout the weeks leading up to the test,I build myself up to the pinnacle of my testing ability. I regulate my sleep and diet to make sure I'm at peak performance on Saturday morning. I review my weaknesses the nights before so everything's preloaded in my head. I wake up Saturday morning primed to take on the stupid College Board. If the test gets canceled, that means I have to do this all over again. That sucks. But the great news is, you now have a whole extra month to continue working on your weaknesses. Feeling like you're not at your testing peak yet? Now's your chance to hone in on your weaknesses. We've written the best guides anywhere to get you to maximize your potential. Here are ourmust-read guides to start you off: How to Get a Perfect SAT Score, by a Perfect Scorer Aiming for a high SAT score? I wrote this popular guide to talk you through the strategies and study habits you need to max out your SAT score. How to Get 800 in SAT Reading | SAT Math | SAT Writing I dive more deeply into each SAT section and teach you how to get a perfect score in each of Reading, Math, and Writing. The Best 30-Day SAT Prep Program Available At PrepScholar, we've created the best SAT prep program available. To prove it, we have the only 160 point guarantee - finish the program, and if you don't improve your SAT score by 160 points, you'll get all your money back. PrepScholar customizes to your weaknesses, so it's perfect for the month you have until your SAT makeup in February. In your extra month, work hard, and you canimprove your SAT score by 160 points or more. How to Write an SAT Essay, Step by Step Want a step by step plan to write a strong SAT Writing essay? Here's a guide you can follow to write a winning essay for every single SAT esay prompt. The Ultimate SAT Reading Prep GuideThe Ultimate SAT Math Prep GuideThe Ultimate SAT Writing Prep Guide Here are our most complete SAT prep guides for every section. Feeling week on Reading, Math, or Writing? We've got you covered with the best strategy guides and content available anywhere. Want to improve your SAT score by 160 points in 30 days?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: Which SATTest Centers WereClosed on Jan 23? Here's theupdated complete list of testing centers that were canceled.At the final tally, 837 testing centers were closed! This is a huge fraction of the country, disrupting many thousands of students. These states were hit the hardest: Connecticut, Delaware, Georgia, Kentucky, Maryland, New Jersey, New York, North Carolina, Pennsylvania, South Carolina, Tennessee, Virginia, and West Virginia. STATE CITY SCHOOL ID Alabama Huntsville Randolph School #01173 Alabama Huntsville The Univ Of Alabama In Huntsville #01174 Alabama Madison Bob Jones High School #01182 Alabama Muscle Shoals Northwest-Shoals Cc #01218 Arksansas Conway University Of Central Arkansas #04239 Arksansas Little Rock Hall HS #04190 Connecticut Ansonia Ansonia HS #07103 Connecticut Bloomfield Bloomfield HS #07120 Connecticut Bridgeport Central Magnet HS #07138 Connecticut Bristol Eastern HS #07145 Connecticut Danbury Danbury HS #07165 Connecticut Darien Darien HS #07180 Connecticut East Haven East Haven HS #07200 Connecticut East Lyme East Lyme HS #07201 Connecticut Greenwich Greenwich HS #07260 Connecticut Groton Robert E Fitch Sr HS #07265 Connecticut Guilford Guilford HS #07266 Connecticut Hamden Hamden HS #07275 Connecticut Hartford Bulkeley HS #07280 Connecticut Meriden Platt HS #07340 Connecticut Middlebury Westover Sch #07345 Connecticut Naugatuck Naugatuck HS #07380 Connecticut New Haven Hillhouse HS #07400 Connecticut New Haven Wilbur Cross HS #07420 Connecticut New Milford New Milford HS #07435 Connecticut Oakdale Saint Thomas More Sch #07477 Connecticut Orange Hope Acad #07487 Connecticut Orange Southern Connecticut Hebrew Academy (Sunday Test Center) #07485 Connecticut Pawcatuck Stonington HS #07490 Connecticut Stamford Stamford High School #07565 Connecticut Stamford Westhill HS #07570 Connecticut Stamford Bi-Cultural Day School (Sunday Test Center) #07555 Connecticut Trumbull Trumbull HS #07605 Connecticut Weston Weston HS #07666 Connecticut Willimantic Windham HS #07705 Connecticut Wilton Wilton HS #07710 Dc Washington Anacostia High School #09160 Dc Washington Friendship Collegiate Acad #09129 Delaware Bear Red Lion Christian Academy #08080 Delaware Laurel Laurel Sr High School #08118 Delaware Middletown Appoquinimink High School #08124 Delaware Middletown St. Andrew'S Sch #08122 Delaware Milford Milford High School #08125 Delaware Newark Newark Sr HS #08135 Delaware Wilmington Sarah Pyle Academy #08171 Delaware Wilmington Brandywine HS #08150 Delaware Wilmington Tower Hill School #08175 Georgia Acworth Frederick J Furtah Prep Sch #11553 Georgia Athens Cedar Shoals HS #11205 Georgia Athens U Of Georgia #11120 Georgia Atlanta Georgia State U #11155 Georgia Atlanta Marist Sch #11170 Georgia Atlanta Atlanta Metropolitan State Coll #11226 Georgia Atlanta Benjamin Mays HS #11125 Georgia Atlanta Cross Keys HS #11129 Georgia Atlanta North Atlanta HS #11180 Georgia Atlanta S. 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High School #11571 Georgia Monroe Monroe Area HS #11565 Georgia Mount Airy Habersham Ctrl High School #11345 Georgia Newnan Newnan HS #11585 Georgia Norcross Meadowcreek HS #11124 Georgia Peachtree Corners Wesleyan Sch #11122 Georgia Rome Rome HS #11595 Georgia Rome Shorter U #11604 Georgia Rome Darlington Sch #11593 Georgia Roswell Roswell HS #11601 Georgia Sharpsburg East Coweta HS #11647 Georgia Smyrna Campbell HS #11633 Georgia Snellville Shiloh HS #11573 Georgia Sparta Hancock Central HS #11648 Georgia Stockbridge Stockbridge HS #11653 Georgia Stone Mountain Stone Mountain HS #11655 Georgia Suwanee Lambert HS #11202 Georgia Suwanee Peachtree Ridge HS #11156 Georgia Suwanee Collins Hill HS #11117 Georgia Suwanee North Gwinnett HS #11112 Georgia Tiger Rabun County HS #11680 Georgia Toccoa Stephens County High School #11685 Georgia Trion Trion HS #11687 Georgia Tucker Tucker High School #11056 Georgia Villa Rica Villa Rica HS #11922 Georgia Watkinsville Oconee County HS #11707 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Baltimore Archbishop Curley High School #21110 Maryland Baltimore Baltimore Poly Inst #21115 Maryland Baltimore Digital Harbor HS #21102 Maryland Baltimore Gilman Sch #21125 Maryland Baltimore Parkville HS #21144 Maryland Baltimore St Frances Acad #21148 Maryland Baltimore Woodlawn High School #21158 Maryland Baltimore Beth Tfiloh High School (Sunday Test Center) #21167 Maryland Bel Air Bel Air HS #21165 Maryland Bel Air C Milton Wright HS #21168 Maryland Beltsville High Point HS #21175 Maryland Berlin Stephen Decatur HS #21171 Maryland Bethesda Bethesda-Chevy Chase High School #21180 Maryland Bethesda Holton-Arms School #21185 Maryland Bethesda Walt Whitman HS #21195 Maryland Brandywine Gwynn Park Sr HS #21215 Maryland Cambridge Cambridge-South Dorchester High School #21230 Maryland Clarksburg Clarksburg High School #21253 Maryland Columbia Wilde Lake HS #21247 Maryland Cumberland Allegany High School #21260 Maryland Damascus Damascus High School #21264 Maryland Easton Easton High School #21265 Maryland Edgewater South River High School #21267 Maryland Eldersburg Liberty High School #21268 Maryland Elkton Elkton High School #21270 Maryland Essex Our Lady Of Mt Carmel High School #21112 Maryland Federalsburg Colonel Richardson HS #21683 Maryland Forestville Bishop Mcnamara HS #21291 Maryland Forestville Forestville HS #21289 Maryland Forestville Suitland Sr HS #21285 Maryland Fort Meade Meade Sr High School #21128 Maryland Frederick Gov Thomas Johnson HS #21290 Maryland Gambrills Arundel High School #21300 Maryland Germantown Northwest High School #21298 Maryland Glen Burnie Glen Burnie HS #21310 Maryland Great Mills Great Mills High School #21320 Maryland Hagerstown South Hagerstown High School #21329 Maryland Hagerstown St James Sch #21455 Maryland Hagerstown Highland View Academy (Sunday Test Center) #21283 Maryland Harwood Southern High School #21333 Maryland Ijamsville Urbana HS #21258 Maryland Kensington Einstein High School #21335 Maryland La Plata Coll Of S Maryland #21340 Maryland Lanham Duval High School #21345 Maryland Laurel Laurel HS #21346 Maryland Laurel St. Vincent Pallotti High School #21348 Maryland Leonardtown Leonardtown HS #21355 Maryland Olney Our Lady Of Good Counsel High School #21495 Maryland Owings Mills Mcdonogh Sch #21360 Maryland Oxon Hill Oxon Hill HS #21375 Maryland Parkton Hereford HS #21380 Maryland Prince Frederick Calvert HS #21390 Maryland Randallstown Randallstown Sr HS #21395 Maryland Reisterstown Franklin HS #21400 Maryland Rockville Montgomery Coll #21403 Maryland Rockville Thomas S Wootton High School #21420 Maryland Rockville Charles E Smith Jewish Day School (Sunday Test Center) #21410 Maryland Salisbury Salisbury Middle School #21432 Maryland Salisbury Salisbury Middle School (Sunday Test Center) #21431 Maryland Severna Park Severna Park Sr HS #21435 Maryland Silver Spring Montgomery Blair High School #21440 Maryland Timonium Dulaney High School #21470 Maryland Towson Loyola Blakefield HS #21480 Maryland Upper Marlboro Largo High School #21492 Maryland Waldorf Westlake High School #21216 Maryland Westminster Westminster High School #21490 Maryland Williamsport Williamsport HS #21503 Massachusetts New Bedford New Bedford Regl Voc Tech Sch #22565 Massachusetts Waltham Waltham Senior HS (Sunday Test Center) #22830 Mississippi Olive Branch Olive Branch High School #25162 Mississippi Tupelo Tupelo HS #25176 Missouri Poplar Bluff Poplar Bluff Sr HS #26210 New Jersey Allentown Allentown High School #31105 New Jersey Asbury Park Asbury Park High School #31112 New Jersey Atlantic City Atlantic City HS #31118 New Jersey Audubon Audubon High School #31119 New Jersey Basking Ridge Pingry School #310315 New Jersey Blairstown Blair Academy #31145 New Jersey Bloomfield Bloomfield High School #31148 New Jersey Bricktown Bricktown Memorial HS #31166 New Jersey Bridgeton Cumberland Regl High School #31757 New Jersey Bridgewater Bridgewater-Raritan High School #31170 New Jersey Burlington 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#33842 New York Scarsdale Scarsdale HS #33844 New York Seaford Seaford HS #33854 New York Spring Valley Ramapo High School #33874 New York Spring Valley Spring Valley Sr High School (Sunday Test Center) #33876 New York Springfield Gardens Springfield Ed Complex #33880 New York Staten Island New Dorp HS #33892 New York Staten Island Susan E Wagner HS #33896 New York Staten Island Tottenville HS #33898 New York Suffern Suffern HS #33904 New York Uniondale Uniondale HS #33936 New York Valley Stream Valley Stream Ctrl HS #33946 New York Wappingers Falls Roy C Ketcham Sr HS #33958 New York West Babylon West Babylon HS #33970 New York Westhampton Beach Westhampton Beach HS #33986 New York White Plains White Plains High School #33994 New York Yorktown Heights Yorktown HS #33006 North Carolina Asheville T C Roberson High School #34745 North Carolina Asheville A C Reynolds High School Media Ctr #34120 North Carolina Asheville Asheville High School #34125 North Carolina Asheville Asheville Sch #34135 North Carolina Bladenboro West Bladen High School #34103 North Carolina Bryson City Swain County High School #34171 North Carolina Buies Creek Campbell U #34175 North Carolina Chapel Hill Chapel Hill Sr High School #34205 North Carolina Charlotte Phillip O'Berry Acad #34246 North Carolina Charlotte E Mecklenburg HS #34215 North Carolina Charlotte Garinger Campus Of Schools #34220 North Carolina Charlotte Hawthorne High School #34659 North Carolina Charlotte Mallard Creek HS #34231 North Carolina Charlotte Myers Park HS #34235 North Carolina Charlotte Providence Day Sch #34237 North Carolina Charlotte Providence HS #34236 North Carolina Charlotte S Mecklenburg High School #34640 North Carolina Charlotte Victory Christian Ctr Sch #34234 North Carolina Charlotte W Charlotte High School #34240 North Carolina Charlotte Hawthorne HS (Sunday Test Center) #34697 North Carolina China Grove Jesse C. Carson High School #34868 North Carolina Columbia Columbia HS #34243 North Carolina Concord Ctrl Cabarrus High School #34250 North Carolina Cornelius William Amos Hough HS #34248 North Carolina Dudley Southern Wayne High School #34273 North Carolina Durham Nc School Science Math #34294 North Carolina Durham North Carolina Ctrl U #34295 North Carolina Durham City Of Medicine Acad #34292 North Carolina Durham Jordan HS #34290 North Carolina Elizabethtown East Bladen HS #34325 North Carolina Elon Western High School #34340 North Carolina Fayetteville Cape Fear HS #34693 North Carolina Fayetteville Douglas Byrd Sr HS #34350 North Carolina Fayetteville Terry Sanford HS #34360 North Carolina Franklin Franklin High School #34375 North Carolina Gastonia Hunter Huss High School #34390 North Carolina Gibsonville Eastern Guilford High School #34691 North Carolina Goldsboro Goldsboro HS #34400 North Carolina Graham Graham High School #34405 North Carolina Greensboro Ben Smith Sr High School #34415 North Carolina Greensboro Grimsley HS #34430 North Carolina Greensboro Southern Guilford High School #34468 North Carolina Greensboro The Academy At Smith #34449 North Carolina Greensboro W H Page High School #34435 North Carolina Greensboro The Academy At Smith (Sunday Test Center) #34749 North Carolina Greensboro Grimsley HS-Auditorium (Sunday Test Center) #34425 North Carolina Harrisburg Hickory Ridge High School #34591 North Carolina Hayesville Hayesville HS #34447 North Carolina Hendersonville Hendersonville High School #34455 North Carolina Hickory Lenoir-Rhyne Univ #34465 North Carolina High Point High Point Ctrl HS #34470 North Carolina Hillsborough Cedar Ridge High School #34476 North Carolina Hillsborough Orange High School #34475 North Carolina Hope Mills South View HS #34672 North Carolina Huntersville N Mecklenburg HS #34485 North Carolina Huntersville Lake Norman Charter Sch #34486 North Carolina Indian Trail Porter Ridge HS #34639 North Carolina Jamestown Ragsdale High School #34500 North Carolina Kenansville James Sprunt Comm Coll #34515 North Carolina Kenly North Johnston HS #34896 North Carolina Kernersville E Forsyth High School #34520 North Carolina King West Stokes HS #34534 North Carolina Kings Mtn Kings Mountain High School #34811 North Carolina Laurinburg Scotland HS #34540 North Carolina Lenoir W Caldwell High School #34550 North Carolina Lexington Central Davidson Sr High School #34564 North Carolina Lexington Lexington Sr High School #34560 North Carolina Lincolnton W Lincoln High School #34272 North Carolina Louisburg Louisburg Coll #34569 North Carolina Lumberton Lumberton High School #34570 North Carolina Mcleansville Northeast High School #34571 North Carolina Mint Hill Rocky River HS #34583 North Carolina Monroe Sun Valley High School #34779 North Carolina Monroe Union Academy Charter Sch #34607 North Carolina Mooresville Lake Norman HS #34604 North Carolina Mooresville Mooresville HS #34603 North Carolina Newton Grove Hobbton HS #34625 North Carolina Oak Ridge Oak Ridge Military Acad #34622 North Carolina Oxford J F Webb High School #34630 North Carolina Pembroke Purnell Swett High School #34633 North Carolina Plymouth Plymouth HS #34645 North Carolina Raleigh Broughton High School (Sunday Test Center) #34658 North Carolina Raleigh Athens Drive HS #34666 North Carolina Raleigh Enloe HS W #34670 North Carolina Raleigh Leesville Road HS #34056 North Carolina Raleigh Needham Broughton HS #34665 North Carolina Raleigh Saint Augustine'S Coll #34664 North Carolina Raleigh Shaw U #34662 North Carolina Raleigh Vernon Malone College/Career Ctr #34050 North Carolina Raleigh Wake Christian Acad #34677 North Carolina Red Springs Red Springs High School #34673 North Carolina Rocky Mount Nash Central HS #34701 North Carolina Rocky Mount Northern Nash HS #34695 North Carolina Roxboro Person High School #34705 North Carolina Salisbury Salisbury High School #34725 North Carolina Shelby Crest High School #34740 North Carolina Shelby Shelby High School #34735 North Carolina Siler City Jordan-Matthews High School #34734 North Carolina Smithfield Smithfield-Selma Sr High School #34750 North Carolina Southern Pines Pinecrest HS #34755 North Carolina Southern Pines O'Neal High School #34754 North Carolina Statesville Statesville HS #34765 North Carolina Tabor City South Columbus HS #34781 North Carolina Thomasville Thomasville Sr High School #34790 North Carolina Trenton Jones Sr High School #34772 North Carolina Wadesboro Anson Sr High School #34795 North Carolina Wake Forest Heritage HS #34874 North Carolina Washington Washington HS #34805 North Carolina Whiteville Whiteville HS #34820 North Carolina Wilkesboro Wilkes Ctrl High School #34825 North Carolina Wilson R L Fike Sr High School #34845 North Carolina Windsor Bertie High School #34850 North Carolina Winston-Salem Mount Tabor HS #34866 North Carolina Winston-Salem North Carolina School Of The Arts #34858 North Carolina Winston-Salem Parkland High School #34855 Ohio Chillicothe Chillicothe High School #36170 Ohio Cincinnati Lasalle HS #36180 Ohio Hamilton Stephen T Badin HS #36390 Ohio Marietta Marietta High School #36444 Pennsylvania Abington Abington Sr HS #39100 Pennsylvania Allentown Jewish Day Sch (Sunday Test Center) #39108 Pennsylvania Allentown Louis E. Dieruff HS #39101 Pennsylvania Allentown Wm Allen HS #39112 Pennsylvania Allentown Roberto Clemente Charter Sch #39115 Pennsylvania Altoona Altoona Area HS #39116 Pennsylvania Belle Vernon Belle Vernon Area HS #39141 Pennsylvania Bensalem Bensalem HS #39142 Pennsylvania Berwick Berwick Sr HS #39144 Pennsylvania Berwyn Conestoga High School #39146 Pennsylvania Bethlehem Liberty HS #39152 Pennsylvania Boswell North Star HS #39153 Pennsylvania Brownsville Brownsville Area HS #39161 Pennsylvania Camp Hill Camp Hill High School #39170 Pennsylvania Carlisle Carlisle Sr High School #39182 Pennsylvania Chester Chester High School #39192 Pennsylvania Coal Township Shamokin Area Ms/HS #39644 Pennsylvania Coatesville Coatesville Area Sr High School #39206 Pennsylvania Connellsville Connellsville Area High School #39210 Pennsylvania Cresson Penn Cambria Sr H S #39219 Pennsylvania Drexel Hill Msgr Bonner Arch. Prendergast HS #39230 Pennsylvania Easton Easton Area HS #39238 Pennsylvania Elliottsburg W Perry HS #39243 Pennsylvania Exeter Wyoming Area HS #39262 Pennsylvania Fairless Hills Pennsbury HS-E #39264 Pennsylvania Fort Washington Germantown Acad #39274 Pennsylvania Freeland Mmi Prep Sch #39497 Pennsylvania Greensburg Greensburg Salem HS #39288 Pennsylvania Harrisburg Silver Academy (Sunday Test Center) #39308 Pennsylvania Hazle Township Hazleton Area HS #39318 Pennsylvania Hershey Hershey HS #39322 Pennsylvania Holland Council Rock HS-S #39469 Pennsylvania Imperial West Allegheny HS #39335 Pennsylvania Johnstown U Of Pittsburgh At Johnstown #39342 Pennsylvania King Of Prussia Upper Merion Area HS #39348 Pennsylvania Kingston Wyoming Seminary #39354 Pennsylvania Lancaster J P Mccaskey High School #39365 Pennsylvania Landisville Hempfield High School #39366 Pennsylvania Langhorne Neshaminy HS #39368 Pennsylvania Lansdale North Penn HS #39370 Pennsylvania Lansdowne Penn Wood Sr HS #39372 Pennsylvania Lewisburg Lewisburg Area High School #39384 Pennsylvania Malvern Malvern Prep Sch #39396 Pennsylvania Mckees Rocks Montour HS #39404 Pennsylvania Mckeesport Mckeesport Area Sr HS #39406 Pennsylvania Mill Hall Ctrl Mtn HS #39425 Pennsylvania Monongahela Ringgold High School #39434 Pennsylvania Monroeville Gateway Sr HS #39436 Pennsylvania New Oxford New Oxford High School #39531 Pennsylvania Newtown Council Rock HS N #39468 Pennsylvania Newtown George Sch #39470 Pennsylvania Newtown Square Delaware Co Christian Sch #39471 Pennsylvania Newtown Square Marple Newtown High School #39472 Pennsylvania Norristown Norristown Area HS #39474 Pennsylvania Philadelphia University Of Pennsylvania (Sunday Test Center) #39532 Pennsylvania Philadelphia Archbishop Ryan High School N #39502 Pennsylvania Philadelphia Franklin Towne Charter HS #39540 Pennsylvania Philadelphia J W Hallahan Girls' High School #39495 Pennsylvania Philadelphia Samuel S Fels HS #39519 Pennsylvania Philadelphia St Josephigh School Prep Sch #39522 Pennsylvania Philadelphia West Philadelphia High School #39538 Pennsylvania Philadelphia World Communications Charter Sch #39599 Pennsylvania Pine Forge Pine Forge Academy (Sunday Test Center) #39548 Pennsylvania Pittsburgh Mt. Lebanon High School #39442 Pennsylvania Pittsburgh Penn Hills HS #39574 Pennsylvania Pittsburgh Plum Sr HS #39576 Pennsylvania Pittsburgh Seton-La Salle Regl HS #39578 Pennsylvania Pittsburgh Taylor Allderdice HS #39563 Pennsylvania Plains Coughlin HS-Rpt To Soloman Plains HS #39728 Pennsylvania Plymouth Meeting Plymouth-Whitemarsh High School #39592 Pennsylvania Pocono Summit Pocono Mountain West High School #39685 Pennsylvania Pottstown Owen J Roberts HS #39596 Pennsylvania Pottstown The Hill School #39594 Pennsylvania Pottsville Pottsville Area High School #39600 Pennsylvania Radnor Radnor Sr High School #39612 Pennsylvania Reading Reading Sr High School #39616 Pennsylvania Royersford Pope John Paul Ii High School #39629 Pennsylvania Royersford Spring-Ford High School #39628 Pennsylvania Scranton Scranton HS #39640 Pennsylvania Shillington Governor Mifflin HS #39652 Pennsylvania Shippensburg Shippensburg Area Sr HS #39654 Pennsylvania Springfield Cardinal O'Hara HS #39662 Pennsylvania State College State College Area HS #39670 Pennsylvania Tunkhannock Tunkhannock Area HS #39682 Pennsylvania Tyrone Tyrone Area HS #39688 Pennsylvania Uniontown Uniontown Area Sr High School #39690 Pennsylvania Wallingford Strath Haven High School #39700 Pennsylvania Warrington Central Bucks High School South #39718 Pennsylvania Washington Trinity HS #39709 Pennsylvania West Chester West Chester E High School #39721 Pennsylvania West Chester Westtown School #39726 Pennsylvania West Lawn Wilson Sr HS #39722 Pennsylvania Wyomissing Wyomissing Area HS #39738 Pennsylvania Yardley New Hope Academy #394997 Pennsylvania York Wm Penn Sr HS #39742 Rhode Island Providence New England Academy Of Torah (Sunday Test Center) #40205 Rhode Island Westerly Westerly HS #40255 South Carolina Anderson T L Hanna HS #41105 South Carolina Batesburg Batesburg-Leesville HS #41306 South Carolina Bishopville Lee Central High School #41154 South Carolina Central D W Daniel High School #41125 South Carolina Cheraw Cheraw High School #41165 South Carolina Columbia Ben Lippen School #410501 South Carolina Columbia A C Flora HS #41175 South Carolina Columbia Dreher HS #41190 South Carolina Columbia Eau Claire HS #41211 South Carolina Columbia Ridge View HS #41202 South Carolina Columbia Spring Valley HS #41196 South Carolina Cordova Edisto High School #41214 South Carolina Florence West Florence High School #41220 South Carolina Fort Mill Indian Land HS #41401 South Carolina Gaffney Gaffney Sr HS #41230 South Carolina Greenville Berea HS #41240 South Carolina Greenville Greenville Technical Coll #41244 South Carolina Greenwood Greenwood HS #41260 South Carolina North Augusta North Augusta Sr HS #41325 South Carolina Pickens Pickens HS #41999 South Carolina Prosperity Mid Carolina HS #41322 South Carolina Rock Hill Northwestern HS #41335 South Carolina Rock Hill Rock Hill HS #41550 South Carolina Rock Hill Winthrop U #41337 South Carolina Roebuck Dorman HS #41345 South Carolina Simpsonville Hillcrest HS #41340 South Carolina Simpsonville Southside Christian Sch #41209 South Carolina Spartanburg Broome HS #41351 South Carolina Spartanburg Spartanburg HS #41350 South Carolina West Columbia Midlands Technical Coll #41198 South Carolina Westminster West-Oak HS #41375 South Carolina Woodruff Woodruff HS #41377 Tennessee Antioch Cane Ridge High School #43101 Tennessee Brentwood Brentwood HS #43104 Tennessee Chattanooga Mccallie Sch #43115 Tennessee Chattanooga U Of Tennessee #43117 Tennessee Franklin Centennial HS #43131 Tennessee Hendersonville Pope John Paul Ii HS #43188 Tennessee Jackson Uu Center For Continuing Studies #43145 Tennessee Johnson City East Tennessee State University (Sunday Test Center) #43151 Tennessee Kingsport Dobyns-Bennett High School #43155 Tennessee Knoxville U Of Tennessee #43146 Tennessee Lebanon Friendship Christian School #43171 Tennessee Livingston Livingston Acad #43175 Tennessee Nashville Hume-Fogg Academic HS #43221 Tennessee Nashville Lipscomb U #43210 Tennessee Nashville U Sch Of Nashville #43222 Tennessee Oak Ridge Oak Ridge HS #43225 Tennessee Sewanee St Andrew'S-Sewanee Sch #43230 Tennessee Seymour The King'S Acad #43108 Tennessee Smyrna Smyrna HS #43500 Virginia Abingdon Virginia Highlands Comm Coll #47101 Virginia Alexandria Hayfield Sec Sch #47112 Virginia Alexandria Mt Vernon High School #47110 Virginia Alexandria T C Williams High School #47115 Virginia Alexandria W Potomac High School #47105 Virginia Arlington Wakefield High School #47140 Virginia Arlington Yorktown HS #47150 Virginia Bassett Bassett HS #47152 Virginia Berryville Clarke County HS #47156 Virginia Buckingham Buckingham County High School #47169 Virginia Chantilly Chantilly HS #47180 Virginia Chantilly Westfield HS #47179 Virginia Charlottesville Charlottesville HS #47195 Virginia Chatham Chatham High School #47208 Virginia Chester Thomas Dale High School #47220 Virginia Chesterfield Matoaca High School #47057 Virginia Christiansburg Christiansburg High School #47168 Virginia Courtland Southampton High School #47235 Virginia Culpeper Eastern View High School #47250 Virginia Daleville Lord Botetourt High School #47253 Virginia Danville George Washington High School #47255 Virginia Dendron Surry County HS #47526 Virginia Emporia Greensville County HS #47275 Virginia Fairfax J W Robinson Sec Sch #47295 Virginia Falls Church Stuart High School #47315 Virginia Floyd Floyd County High School #47328 Virginia Fredericksburg Massaponax HS #47299 Virginia Front Royal Skyline High School #47348 Virginia Galax Galax High School #47350 Virginia Hampton Bethel High School #47371 Virginia Hampton Hampton HS #47375 Virginia Harrisonburg Harrisonburg High School #47385 Virginia Henrico Hermitage High School #47575 Virginia Henrico Henrico High School #47591 Virginia Henrico Varina High School #47188 Virginia Herndon Herndon High School #47395 Virginia Highland Springs Highland Springs High School #47400 Virginia King George King George High School #47376 Virginia Lorton South County High School #47428 Virginia Lynchburg E C Glass High School #47435 Virginia Lynchburg Heritage High School #47440 Virginia Lynchburg Liberty University #47431 Virginia Lynchburg Virginia Episcopal School #47445 Virginia Manassas Stonewall Jackson High School #47451 Virginia Martinsville Martinsville High School #47460 Virginia Mclean Mclean High School #47463 Virginia Mechanicsville Hanover High School #47468 Virginia Mechanicsville Lee-Davis High School #47466 Virginia Midlothian Manchester High School #47222 Virginia Mineral Louisa County High School #47226 Virginia Montross Washington Lee High School #47228 Virginia N. Chesterfield Monacan High School #47595 Virginia Newport News Denbigh High School #47480 Virginia Newport News Heritage High School #47488 Virginia Nokesville Brentsville District High School #47489 Virginia Nokesville Patriot High School #47494 Virginia Onley Nandua High School #47515 Virginia Petersburg Richard Bland Coll #47525 Virginia Petersburg Virginia State University #47530 Virginia Powhatan Powhatan High School #47500 Virginia Purcellville Loudoun Valley High School #47659 Virginia Richmond Virginia Union University #47593 Virginia Richmond John Marshall High School #47585 Virginia Richmond Thomas Jefferson High School #47605 Virginia Richmond Thomas Jefferson High School (Sunday Test Center) #47606 Virginia Roanoke Patrick Henry High School #47615 Virginia Roanoke William Fleming High School #47608 Virginia Springfield Robert E Lee High School #47650 Virginia St George Blue Ridge Sch #47656 Virginia Stafford Colonial Forge High School #47629 Virginia Stafford Mountain View High School #47000 Virginia Stafford North Stafford High School #47628 Virginia Staunton Robert E Lee High School #47660 Virginia Suffolk King'S Fork High School #47686 Virginia Suffolk Lakeland High School #47678 Virginia Tangier Tangier High School #47690 Virginia Tappahannock St Margarets School #47695 Virginia Tazewell Tazewell High School #47700 Virginia Victoria Central High School #47900 Virginia Williamsburg Lafayette HS #47745 Virginia Winchester Millbrook High School #47776 Virginia Wise University Of Va At Wise #47760 Virginia Woodbridge C D Hylton Sr High School #47778 Virginia Woodbridge Forest Pk High School #47773 Virginia Woodbridge Garfield High School #47775 Virginia Woodstock Massanutten Mil Acad #47781 Virginia Yorktown Grafton High School #47791 West Virginia Bluefield Bluefield High School #49105 West Virginia Charleston U Of Charleston #49115 West Virginia Glenville Glenville State College #49122 West Virginia Hedgesville Hedgesville HS #49116 West Virginia Logan Logan Senior HS #49134 West Virginia Morgantown West Virginia University #49135 West Virginia Ona Cabell Midland HS #49137 West Virginia Pt. 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Windows versus mac Essay Example | Topics and Well Written Essays - 1000 words

Windows versus mac - Essay Example Mac OS X, a proprietary, graphical operating systems developed, marketed, and sold by Apple Inc., which is pre-loaded on all currently shipping Macintosh computers. The most recent being Mac OS X v10.4, which was first made available in April 2005. Releases of Mac OS X are named after big cats and OS X v10.4 is usually referred as "Tiger". Mac OS X is a Unix-like operating system and the successor to the original Mac OS, which had been Apples primary operating system since 1984. [W3] The comparisons of Windows Vista and Mac OS X from User-Interface, security, speech-recognition, web-browsing, multimedia authoring, Widgets/Gadgets, kernel and performance perspective is given in following paragraphs. User Interface (UI): Windows Vista is very attractive, extremely straightforward and easy to grasp compared to Mac OS X. Vista is better looking than OS X, but only in the Aero UI and only at a cosmetic level. This new interface (Windows Aero) is cleaner and more aesthetically pleasing as compared to previous versions. It has features such as new transparencies, animations and eye candy. Security: This is the tough task as Vista is only one month old (commercially). Microsoft Vista includes virus and adware scanners and advanced phishing protection. On Mac OS X, one can download anything and everything because having secure (or trust) in the knowledge that they will not get logic bombed into oblivion. Worms are rebuffed Mac OS X and Internet hacks are almost non-existent in it. While Vista will definitely have some sort of major exploit, which will emerge within the next year as it is only two months old. (Biggs 2007) Speech Recognition: – Speech recognition is fully integrated in Windows Vista is at it best. Microsoft Speech Recognition, with having supports to several languages, a better interface, a rich and flexible set of commands, and an extensive command-and-control capability to activate the computer by voice. Voice recognition in OS X is an

Gay-lesbian should allowed to become foster parents or adopted Personal Statement

Gay-lesbian should allowed to become foster parents or adopted - Personal Statement Example Allowing gay-lesbian adoption helps in two main ways i.e. it enables the state to reduce the amount of tax payers money used to support this system and also gives the child a chance to grow up in a family where he or she is loved. In this context, the child acquires the right to inheritance thereby guaranteeing him a brighter future than that which he could have under the system. It is important to note that in a year such as 2000, the US government spent approximately $20 billion to support the program, money which could have been spent on other important sectors such as provision of quality healthcare (Shirk 45). A significant number of children in the child welfare system come from families which administered torture and discrimination to them maybe due to disability or other types of health defects. As such, they feel rejected by the society and therefore would do anything only to make them feel loved. Having undergone the same predicaments in a society that tends to shun same se x relationships, gay couples are in a better position to understand these children and offer them emotional support based on their first hand experiences (Hicks 27). It is therefore not a wonder to find such children excelling much more than those adopted by heterosexual couples.

Application Exercise 2 (A-2) Due 7.17.13 Essay Example | Topics and Well Written Essays - 750 words

Application Exercise 2 (A-2) Due 7.17.13 - Essay Example Other techniques such as interview initiate presentation of particular situations only. However, this article gives us an overview on how various experience are registered by the focus group forms of data collection as far as nursing research is concerned. In the article, five distinctive reflections meetings were carried out to avail sexuality behaviors in nursing care practices. The issue of sexuality behavior in nursing care however, becomes a central focus as far as research methodology in this article is concerned. A focus group form of data collection was introduced in this research through cluster techniques, which involved grouping of seven Federal University of Santa Maria students in the nursing graduation course. Focus group in this article has been described as a motivation and justification form of data collection technique, commonly used by various student organizations through group meetings, giving out a synthesis of each one and final evaluation. The article shows that the researcher needs proper investigative method of data collection that could analyze sexuality behavior, as a cultural component. Contrary to the research, anthropology was the main reference and hence, a focus group form of data collection was considered as the most effective method. Focus group of data technique has been used frequently and considered as the appropriate method for qualitative research. The purpose of this method was however, to draw out different points of views about that specific theme. In addition, the purpose was to make people understand different worldviews as well as understand in depth a behavior of a determined group (Ressel, Gualda, & Gonzales, 2002). The article however, concludes by giving out final comments as well as reflections as far as focus group of data collection is concerned. The focus group forms of data collection proved to be the proper method in identification of the knowledge and the perceptions about

User Interfaces Assignment Example | Topics and Well Written Essays - 1250 words

User Interfaces - Assignment Example As an operator settles on the kind of interface to use they should endeavor to make it easy, enjoyable and efficient. There are three main types of user interfaces including web based interface, which requires for the user to accept the input and provide the output, the command line interface where the user offers inputs by typing command strings and the system provides output and the graphical user interface whereby the user gives commands through the selection and clicking on icons that are displayed on the screen (Mandel, 1997). In the past, computer software was designed without considering the end users of the same. Today, it is becoming increasingly important to consider them otherwise it may not offer much help, as users interact more frequently with them. Graphic user interface usually relies more on the mouse. It is for example, the type of interface that is used in any version of the Windows Operating System. It is mainly used because it requires less expert knowledge to use and it is very easy to navigate, for instance it is possible for one to look through the folders and files in it quickly (Wilson, 2012). It is mainly disadvantaged because it has fewer options as compared to other interfaces, and it has fewer options for customization. It is not very easy to use only one button for many variations (Mandel, 1997). Graphic user interfaces are very common in modern computing. Touch screens are models of the same that replace the mouse. The web based user interface is the one used to foster the interaction between the user and software that is running on a web server. It is the web browser and web page that it has downloaded and then rendered (Mandel, 1997). It can also be defined as a programming connection to the internet. It contains features such as multiuser or concurrent access and granular administration. Users are able to log on to and to navigate through web browsers such as