Consistently Developing Knowledge, Skills, and Values Free Essays

Consistently Developing Knowledge, Skills and Values An integral part of human is his continual development and his productivity towards excellence. It is said that knowledge is power. Yes, it is; but it should go along with one’s abilities and attitude in his life-long endeavour. We will write a custom essay sample on Consistently Developing Knowledge, Skills, and Values or any similar topic only for you Order Now Each of us should be honed to become a better citizen of our society—a true asset and a good leader who contributes to the betterment of our nation, but how? The big question lies on how we could open our eyes to the big changing world as we advance ourselves in every aspect of our lives. We have to be aware of the call for self-sustainability that will bring about mutual benefits to others. Let us take the influence of our good leaders like Mahatma Ghandi and Jawaharlal Neru as peace leaders. How about Theodore Roosevelt and Abraham Lincoln as America’s pride towards unification? Here, our national hero Dr. Jose Rizal exerted a lot of influence to us and they left an unwavering legacy. All these were a product of their consistent productivity that touched the lives of our people. Now you, as an ordinary citizen of our nation, could make a difference by stepping out to become a part of a successful country and by keeping yourself well directed and focused on your perceived goals towards continuous development for you and of what you could do to others. Remember that the hunger to learn, in varied levels, has always been part of your existence. The questions you encounter spring out from your intention and motivation to learn. With positive regard on every challenge thrown along your way, you must muster a needed degree of expertise and fuse it with an ample amount of experience to have the edge in acquiring and consistently developing knowledge, skills and values essential to progress in a rate that will quantify a person’s development. Therefore, whether you are teachers or students at schools, doctors or nurses in hospitals, and even organizers or judges in this oratorical competition, 1) develop knowledge by welcoming and adding new pieces of information from all possible resources. Let it grow with an open yet analytical mind synthesizing old and new data along with current trends not allowing any room for stagnation. 2) Develop skills through constant practice aiming at accomplishing significant levels of precision and excellence. ) Align these ripening knowledge and advancing skills with values essential to the realities in life while keeping motivated. This is the very core of this subject. Without motivation that steers a person to achieve greater knowledge, information and ideas are insignificant. Guidance will point an individual to the right information, hence, feeding the soul strive to search for something of great essence to the society. His passion to learn and to grow makes him invest in developing k nowledge, skills and values while harnessing his understanding on a culture that tends to evolve for greater good. One’s thought process is the key factor followed by his interest in the subject on why and how he would retain information. An individual gathers ideas and confines the relevant and the ones with utmost value to their development. Once ideas have been proven effective in ways, he will deduct or resort to other processes in addressing future conflicts while tuning ways to consistently develop knowledge, skills and values. How to cite Consistently Developing Knowledge, Skills, and Values, Papers

The Slave Trade in Colonial Charleston free essay sample

The ways and reasons in which the slave trade in colonial Charleston, South Carolina was so relevant are surprisingly interesting. The slave trade was important economically and capitalistically speaking: the economy highly depended on the slave trade and was literally dominated by it in some states. Besides the economy, other reasons of its importance were implied in politics and business: what made it really big in Charleston and in South Carolina in general was that slaves ended constituting the majority which means that slavery was focused much more in this state than in any other one.Another season we can mention why the slave market was so alive in South Carolina and also well present in other states and islands is because whites considered the blacks to be inferior to them, considering an African to be the 3/5 Of a human being at that time and so they gave themselves the right to run the African slave trade without hesitating, and it is amazing to know how the slave trade was able to last for so long before it was officially banned and abolished through politics and war, only 145 years ago in 1865 (common knowledge). We will write a custom essay sample on The Slave Trade in Colonial Charleston or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Charleston has clearly been the slave trade leader in America during all that mime and the upcoming explanation of this will let others know if they should agree or not with this argument. Charleston was once called Charles Town, named after King Charles II of England during the American Revolution. The port of Charleston is located at the center of inland waterways and it expanded from Stetsons River in Florida to the Cape Fear River in North Carolina. This port was the best located one since it went more largely into the midland than any other one in South Carolina (see map p. 0). Charleston was told to be the center of government and social life (Littered, 1986, p. 3); what we mean is that Charleston was the main destination for slaves taken from Africa to North America. Slave labor helped to advance the production of goods that made the colony prosperity. Slaves that already lived in South Carolina could have been sold as auctions and this generally happened when planters settled debts when they retired or when the importations of slaves were banned for a short while because there were enough slaves in Charleston at that point.Even if slave importations could be paused, the slave sales in North America did not: In fact, the slave business in South Carolina was mostly focused in Charleston, which served as an outlet for the distribution of slaves for practically the whole region between the lower Chesapeake and SST. Augustine (Morgan, 1998). All this information helps to show that the city and port of Charleston were the biggest ones in all southern America throughout the eighteenth century and was the fourth biggest city in North America! The center of trade for southern America at Charleston helped benefit the merchants slave business. The distribution and transaction fees were smaller in Charleston than in other ports because recreants could gain faster there, there was the credit availability, better detailed business information on prospects for imported slave shiploads, and transportation rates for return shipments. Additionally, bigger vessels could be used where goods were focused in a port and Charleston was a good one because of its great location and its Ashley and Cooper rivers that went past the city (Morgan, 1998). At Charleston, the slave business occurred all over town.At least 405 merchants paid taxes for imported black shiploads in the forty years past 1 735 which shows that most merchants in Charleston would ant to get into the slave business knowing it was the most competitive one of all. In this business, there was a large concentration of firms: Sixty per cent of slaves brought to Charleston during the colonial period were sold by only eighteen firms and only three of them brought in over twenty ships, which explains that to be a great slave trader, large capital and access to credit were needed (Morgan, 1998).A well known firm named Austin Laurels noted that African factors in Charleston needed a substantial capital to negotiate for large, regular importations of slaves (Morgan, 1 998, p. 910). Furthermore, slave customers most likely did business with merchants with whom they Were comfortable with, which of course advantaged firms with a higher amount of sales.I will refer to Benjamin Smith, the senior partner in the large slave-trading firm of Smith, Breton Smith, who had a great influence on the planters and a considerable knowledge and talent in the way he carried out his business: the fact that several head South Carolina planters lived in Charleston meant that they easily had great access to merchants, goods and slaves, and that they were also in a good position to take advantage of credit revived by Charleston merchants in the local mortgage market.Basically, Charleston had the advantage of being the commercial center of the state and could then bring to it several wealthy customers, even from different states (Morgan, 1998). In fact, their allies in North Carolina and in Georgia were great clients for these South Carolinians Of Charleston even though every state w as in completion with the other, none ever reached the size to be in real competition with Charleston. Another way to show how Charleston was the center of it all is that only eight per cent of its slave importations in he colonial period were moved elsewhere because they mostly stayed in Charleston (Morgan, 1998).Before ships can enter Charleston, they were obligated to stop at a quarantine house on Sullivan Island for ten days because of diseases such as smallpox. The South Carolina Assembly demanded taxes on slaves imported from all areas starting from 1 703 as a means of raising income; this became one the most solid sources of revenue for the state (Britton, 2001 Implying details of the slave market, merchants paid import taxes according to the size, age and gender of slaves; the highest costs were for slaves over 4. N height They also paid much higher taxes on slaves brought from the West Indies and elsewhere in North America than on those landing directly from Africa. Slaves brought to South Carolina from any other English colony were normally taxed at five or six times the rate for freshly imported slaves. By the sass, an extra tax of fifty pounds was added to the regular one of 10 pounds for slaves that had been in other English colonies for over six months.A particular law in 1 740 called the Negro Duty Law, demanded public officials to catch sales so they can oversee the tax payments made by merchants or shipmates bringing slaves to South Carolina and no new slave could be taken away by his master until this tax was paid (Morgan, 1998). Slaves on sale were advertised and promoted in various local newspapers such as the South-Carolina Gazette, which was very popular and always included advertisements detailing the number of slaves, their homeland, and the time and place of the sale.Besides newspapers, publicized posters illustrating the slave sales were posted against walls in town and throughout country parishes (see p. 9-10) (Morgan, 1998). Involving the buyers and sellers roles: sellers were Charleston merchants playing the ole of factors from British merchant principals and their jobs were to obtain the best deals for slave shiploads, to finish transactions as fast as possible, to compete as best as they could with other local firms involved in the business, and to assure and Save a good amount of money obtained (Morgan, 1998).The slave business in colonial Charleston worked in an economically stable way: buyers and sellers were attentive of English merchants choosing regional areas for the settlement of slaves where the hope for the best prices could be gained; therefore, slaves were brought to Charleston simply because English merchants concluded that they would make more profit there than they would in the West Indies. It appears that changes in the prices paid for slaves in South Carolina have been caused by corporate provision and demand functions within the Atlantic trading world more than it has by factors wit hin the colony economy.It appears that modifications in the prices paid for slaves in South Carolina have been caused by corporate provision and demand functions within the Atlantic trading world more than it has by factors within the colony economy; planters calculated if they could ford to buy slaves mostly on the support of their income from sales of plantation goods. Therefore, the slave market was completely linked with the plantation economy (Littered, 1986). War on the other hand, simply affects the economy in general.It was harmful for the business by bringing down prices because planters could never be convinced that ports in Europe would stay open for the exportation of goods. As a reference to the previous sentence, the Austin Laurels firm stated that: the produce of South Carolina fell by at least a quarter in price with the prospect of war in the id-1 7505 (Morgan, 1 998, p. 914). Involving the seasons, the right time for selling slaves in Charleston was from March to October.March, April and May were the best month for the business before the summer heat can come and spoil it and at the same time, planters had just earthed rice and intended to offer good prices for slaves. Winter was inconvenient for sales because slaves could suffer from the cold temperature and catch pneumonia and sick slaves were obviously cheaper (Maniacal, 2001 The age and gender of slaves were important for the pricing as well. Young, strong and tall slaves were very such wanted for the crop cultivation because of its demanding physical work.Slaves between the ages of fifteen and twenty-five suited the market perfectly while slaves for thirty were inconvenient. To give more details: the chief demand for male slaves were for them to be between fourteen and twenty- five, and for females it was suggested for them to be between fourteen and twenty without fallen breasts and preferably never having been pregnant (Maniacal, 2001). A final detail involving the pricing of slaves implied the slaves homeland or ethnic background. Merchants had a negative perspective of laves from Calabash and from the Bright of Bavaria because they were generalized as being too weak and to miss behave.On the other hand, slaves from the Gold Coast and Gambia were seen as stronger and behaved better which made them wanted by merchants (Littered, 1991 The slave sales in colonial South Carolina were closely related to the success of rice and indigo crop cultivations. Rice owned the life of the low county and associated it to the wider Atlantic trading world. Indigo was able to pull Out a surplus Of slave labor when a lack of rice cultivation occurred during war, and all owed land unsuitable for rice) to suit the indigo growth and cultivation (Littered, 1991).A man named David Ryder has used econometric theory and an econometric model to state that: planters brought slaves with a higher degree of economic rationality: an increase of 3. 05 barrels (c. 1 600 lb. ) in the expected output of rice resulted in the importation of one additional slave and an anticipated amount of 2000 lb (Morgan, 1 998, p. 922). What is concluded from the previous statement is that slave buyers calculated the production profits that came from the possession of extra slaves put against the future rice of goods at sale.Furthermore, the demand for slaves in South Carolina was very much related with the money made from the exports of its major goods, and as the crop economies and slaveholders moved into the unoccupied land areas, the demand for slaves by new colonials led to very high prices. By the early 1 sass, the costs of exports had reached more than forty pounds. One shipload of 220 slaves coasted about fifty-two pounds in July 1 772, which has never been seen before at Charleston (Morgan, 1998).During the trip from Africa to Charleston, the slaves were so badly treated hat some didnt make it at all to the coast. In fact, their chances of living were not strong for a majority of them due to several reasons: some died from starvation because there wasnt enough food to assure their lives until the arrival, some died from diseases because they were not hygienically taken care of, and the conditions were so bad for them, that some simply jumped over board to die preferably drowned than suffering through those slow deaths.Apparently, the sailors held a lot of greed. They wanted to fill the boats with as many slaves as possible without caring about their conditions, ND so they chained and compacted them like sardines without any room to sit and fresh air to breath so some just suffocated to death in that hot and tight air (see images p. 12) (Fall, 2007). Implying the role of Jews during this period in which they have played a very important one. As we heard in class, the port Jews were excellent merchants and some were even high ranked involving the leadership and control of this transatlantic trade market. What wasnt mentioned was that South Carolina happened to be the state in which Jews formed a majority; which is another point to explain how South Carolina as the main state to attract colonials and immigrants looking to get in business.However, the role of Jews didnt simply consist in trading goods; for a minority of them, some also played a direct role in the slave trade: a business report indicated that out of 128 slave ships arriving in Charleston, 120 of those were under the names of Jews from South Carolina. Another surprising fact involving the Jews was that they created a new form of revenue: during the middle passage where slaves would get sick, it was hard for a captain to sell them once on shore and he would desperately accept any offer to at least leave with something in his pockets.So these Jews from Newport, South Carolina would offer to buy them at a cheap price; once the slaves in their possession, these Jewish merchants would simply treat the slaves and then sell them for as much as they could. The Jews were shown to be the ones owning that business tactic: occasionally, when the captain was once again stuck in that situation of not finding any buyers to purchase the sick slaves, he knew that the Jews were willing to bargain over them and therefore he would head to Newport.The Jews of Newport admitted in winning about half of all slave ships going from Newport to Africa (300/600). This interestingly explains how Jews grew their way up the latter from small time merchants to highly successful ship owners and why Newport by itself had around 5000 black slaves in the year 1756; Newport being the second greatest city in South Carolina after Charleston implying its commercial success (Blake, 1995).Nonetheless, it was possible for a slave to become a free man. For instance, a slave was freed if fought in the Continental army or in the British army during the American Revolution for a certain period of time. Another example is that a slave could simply be freed by his master instead of being sold, and ironically, that free black man can now own slaves if he ever found the capability to do so.In South Carolina for instance, since black slave traders saw that they can benefit from slavery and make some money, they could explain that because the business was so profitable, they could not give up their land without having money given in return, and so some blacks kept t heir slaves up until 1864 right when the civil war was still in action (Kroger, 1985). The United States Constitution has decided to ban the lave trade for twenty years after 1 787, and that meant that no new slaves were legally imported into South Carolina between that date and 1803.The transatlantic slave trade to the United States was finally abolished in 1 808, but the slave sales obviously still occurred in South Carolina professionally and domestically until the American Civil War making it end in 1 865 (Weir, 1997). This fairly well enough explains the ways and reasons that mark the leadership importance of the colonial slave trade in Charleston, South Carolina, as well as a good given detailed analysis of every aspect of the entire colonial South Carolinian slave trade.

Background and Prediction Essay Example

Background and Prediction Essay Example Background and Prediction Essay Background and Prediction Essay Evaporation is the process of a substance turning from its liquid form to its gaseous form. This occurs when a substance (in liquid form) is heated to a certain temperature this temperature varies between substances and is called the boiling point. What happens is that as heat is applied to the liquid the particles inside it absorb the energy from the heat and become more and more excited (they vibrate more quickly) as more heat is applied. Eventually the particles become so excited that they break free from the surface of the liquid and become vapour. Evaporation has occurred at this point.The reason a liquid becomes a gas when the particles become excited is that a gas has much weaker inter-molecular bonds than a liquid. A solid has the strongest inter-molecular bonds so that is the most difficult state of substance to manipulate.Things which could affect the speed of evaporation are:* Type of liquid;* Colour of liquid;* Colour of container;* Aperture of container.I am going to in vestigate how the type of liquid affects the speed of evaporation. I will create an experiment in order to find out.The ExperimentPlanI will pour 20cmà ¯Ã‚ ¿Ã‚ ½ of three different substances (ethanol, water and paraffin) into separate beakers. I will then place the three beakers into an incubator at 60à ¯Ã‚ ¿Ã‚ ½C for 30 minutes. After 30 minutes I will remove the beakers from the incubator and pour out the liquid from each beaker into its own measuring cylinder in order to find out how much of each substance evaporated.EquipmentI will need:* Incubator;* Stopwatch;* Thermometer;* 3 measuring cylinders* 3 beakers;* Ethanol;* Paraffin;* Water.PredictionI predict that the water will evaporate the most because it has the lowest atomic mass (18) of the three substances. Paraffin will hardly evaporate, if at all, due to its huge atomic mass (632!).ResultsWaterEthanolParaffinBefore20cmà ¯Ã‚ ¿Ã‚ ½20cmà ¯Ã‚ ¿Ã‚ ½20cmà ¯Ã‚ ¿Ã‚ ½After18cmà ¯Ã‚ ¿Ã‚ ½10cmà ¯Ã‚ ¿Ã‚ ½20cmà ¯Ã‚ ¿Ã‚ ½The da ta that I have collected may be inaccurate because while the beakers were in the incubator somebody tampered with the temperature control. However, there was not enough time for me to repeat the experiment and recollect all of the data so I am continuing with the data I already have. An improvement to the accuracy of the experiment would be to weigh the beakers of liquid before and after placing them in the incubator as no droplets would be lost transferring liquid between beakers.AnalysisThe results of this experiment show that ethanol evaporated the most with just 10cmà ¯Ã‚ ¿Ã‚ ½ remaining after being in the incubator for 30 minutes. The water didnt evaporate as much as I expected with 18cmà ¯Ã‚ ¿Ã‚ ½ left after 30 minutes. Paraffin did not evaporate at all after 30 minutes there was still 20cmà ¯Ã‚ ¿Ã‚ ½ left in the beaker.These results partly support my prediction and partly contradict it. They support it in that as I predicted, paraffin did not evaporate at all. However, th ey contradict it in that ethanol evaporated much more than water did. I have no idea why this happened because water had a lower atomic mass than ethanol.EvaluationThe only part of my results which I expected was that of paraffin not evaporating. The results for ethanol and water surprised me as the substance with the lower atomic mass (water) did not evaporate nearly as much as the substance with the higher atomic mass (ethanol).The experiment could be improved for greater accuracy by weighing the beakers of liquid before and after they are placed into the pre-heated incubator for a set amount of time. This would prevent loss of water when transferring substances between containers.To be entirely satisfied with my data I would need to do this experiment at least three times to ensure that I had collected accurate data. I would also ensure that the actual liquid was at 60à ¯Ã‚ ¿Ã‚ ½C for 30 minutes rather than the environment into which the liquid was placed being at 60à ¯Ã‚ ¿Ã‚ ½ C for 30 minutes.

Wofford College Admissions Data

Wofford College Admissions Data If you are interested in attending Wofford College, know that they accept about three-quarters of those who apply. Learn more about what it takes to get into this college. Founded in 1854, Wofford College is a private liberal arts college affiliated with the United Methodist Church. Located in Spartanburg, South Carolina, Woffords 170-acre campus is a designated National Historic District, and it was recently designated as the Roger Milliken Arboretum. The college has an 11 to 1 student/faculty ratio, and students can choose from 26 majors. Woffords strengths in the liberal arts and sciences earned it a chapter of the prestigious Phi Beta Kappa Honor Society. In athletics, the Wofford Terriers compete in the NCAA Division I Southern Conference. Wofford easily made my list of Top South Carolina Colleges. Will you get in if you apply to Wofford College? Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) Percent of Applicants Admitted: 70Â  percentGPA, SAT and ACT Graph for Wofford AdmissionsTest Scores: 25th / 75th PercentileSAT Critical Reading: 520 / 630SAT Math: 530 / 640SAT Writing: - / -What these SAT numbers meanSAT comparison for South Carolina collegesSouthern Conference SAT score comparisonACT Composite: 24Â  / 29ACT English: 23 / 30ACT Math: 23 / 27ACT Writing: - / -What these ACT numbers meanACT comparison for South Carolina collegesSouthern Conference ACT score comparison Enrollment (2016) Total Enrollment: 1,683Â  (all undergraduate)Gender Breakdown: 48Â  percent Male / 52 percent Female99 percent Full-time Costs (2016-17) Tuition and Fees: $40,245Books: $1,200 (why so much?)Room and Board: $11,635Other Expenses: $2,454Total Cost: $55,534 Wofford College Financial Aid (2015-16) Percentage of New Students Receiving Aid: 92Â  percentPercentage of New Students Receiving Types of AidGrants: 91Â  percentLoans: 46 percentAverage Amount of AidGrants: $27,639Loans: $7,143 Academic Programs Most Popular Majors: Biology, Business, Finance, English, Political Science, PsychologyWhat major is right for you? Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 86Â  percent4-Year Graduation Rate: 78 percent6-Year Graduation Rate: 80Â  percent Intercollegiate Athletic Programs Mens Sports: Football, Soccer, Track and Field, Volleyball, Cross Country, Basketball, Baseball, Golf, TennisWomens Sports: Basketball, Soccer, Golf, Tennis, Volleyball, Track and Field, Cross Country Interested in Wofford College? You Might Also Like These Schools Clemson University: Profile | GPA-SAT-ACT GraphFurman University: Profile | GPA-SAT-ACT GraphCollege of Charleston: Profile | GPA-SAT-ACT GraphDuke University: Profile | GPA-SAT-ACT GraphCoastal Carolina University: Profile | GPA-SAT-ACT GraphDavidson College: Profile | GPA-SAT-ACT GraphWake Forest University: Profile | GPA-SAT-ACT GraphUniversity of South Carolina: Profile | GPA-SAT-ACT GraphElon University: Profile | GPA-SAT-ACT GraphUNC Chapel Hill: Profile | GPA-SAT-ACT Graph Explore Other South Carolina Colleges Anderson | Charleston Southern | Citadel | Claflin | Clemson | Coastal Carolina | College of Charleston | Columbia International | Converse | Erskine | Furman | North Greenville | Presbyterian | South Carolina State | USC Aiken | USC Beaufort | USC Columbia | USC Upstate | Winthrop Wofford College Mission Statement mission statement from https://www.wofford.edu/about/mission/ Wofford’s mission is to provide superior liberal arts education that prepares its students for extraordinary and positive contributions to society. The focus of Wofford’s mission is upon fostering commitment to excellence in character, performance, leadership, service to others and life-long learning. Data Source: National Center for Educational Statistics

Crimes against humanity and the international community Research Paper

Crimes against humanity and the international community - Research Paper Example Genocide in Rwanda was a result of the sudden death of Rwandan president Juvenal, a Hutu when the plane he was traveling in was shot down in Kigali, which propelled ethnic tension between the country’s Hutu and Tutsi. Between 500,000 to one million lives of Tutsis together with thousands of restrained Hutus were slaughtered in the plain genocide since horrors of holocaust after the world withdrew and watched. The US policy at the time of genocide; even though, the US officials at the never convened to conspire or allow the genocide to unfold, their convictions regarding the occurrences indicate they the official actually sat and allowed the genocide to unfold. This is evident since many of US policy makers who were able to make decisions knew enough regarding the genocide in time to allow them to save the lives of the Tutsis and Hutus that perished in the massacre, nevertheless, the US passed up numerous opportunities to intervene. There were many early warning of the Rwanda g enocide but they were systematically brushed aside; for instance, the Belgian ambassador in Kigali in 1992 revealed that a secret group in Rwanda was planning to exterminate the Tutsis of Rwanda in an attempt to resolve for the last time the problem of ethnicity. The 1994 Rwandan genocide has been considered remarkable for its speed of violence and widespread participation that had an estimated 200,000 killers who managed to massacre more than half a million Tutsi’s in mere 100 days. In early 1990s, Hutu extremists in Rwanda’s political elite faulted the Tutsi minority for the nation’s increasing economic, social and political pressures; moreover, Tutsi civilians were accused of supporting the Tutsi-dominated rebel group, which known as the Rwandan Patriotic front (RPF). This propaganda and constant political maneuvering the then president together with his group increased the rifts between Hutu and Tutsi toward the end of 1992, considering the past, which was d ominated by oppressive Tutsi rule; majority of the Hutu not only resented but also feared the minority. On April 6, 1994 following the downing of the plane that was carrying the Hutu president violence in the country began almost immediately killing high profile opponents of Hutu extremists and people suspected of being Tutsi. During the genocide, families were killed at a time and women systematically and brutally raped by people who were part of the estimated 200,000 individuals who perpetrated and participated in the nation’s genocide. After a span of few weeks 800,000 men, women and children died in the genocide and as much as three quarters of the Tutsis; moreover, during this time many Hutus were murdered if they opposed the massacre campaign as well as the forces that directed the campaign (â€Å"Genocide in Rwanda†). Therefore, it is evident that the Rwandan genocide arose from the conscious choice of the political elite to embrace hatred and fear in order to k eep them in power, with the small privileged group setting the majority community against the minority in an attempt to counter the increased political opposition in the nation. However, when they were faced with the triumph of RPF within the battlefield as well as being in the negotiating table with them, the few holders changed the approach of

Select a Public Service or Service Industry. Produce a report on Assignment

Select a Public Service or Service Industry. Produce a report on changes in that sector over a period of time' - Assignment Example One general way to view the changes in the public education sector of England is to view recent historical figures for spending in the sector, which, while having been on an uptick since the 1950's, is set to reverse course in the medium term, meaning that for the first time in decades spending in public education in England is expected to grow at a slower pace compared to historical averages (Chowdry and Sibieta, 2011): Graph Source: Chowdry and Sibieta, 2011, p. 3 In the plot above, one can see that relative to base figures for the 1955-1956 period, spending for public education in England has grown through time, while it seems to have plateaued somewhat in terms of the share of education in the country income. In both plots what is evident is that spending is expected to decrease moving forward, raising concerns about the impact of the declines on educational outcomes for students in England's educational system. This is one perspective among many, and have political and environme ntal contexts owing to the fact that the changes in spending have roots in the political and environmental processes in the medium term. The rest of the paper examines these and other changes in the education sector in England through time (Chowdry and Sibieta, 2011; Kwon, 2002; University of London & History of Parliament Trust, 2013; Gillard, 2011). II.Discussion A. The View of Changes from the Earliest Levels of the Public Education System One set of changes through time can be tied to technological developments relating to the understanding of what England needs moving forward and what educators have learned with regard to the need for structure in early education in order to meet England's standards for literacy as well as for numerical competence among the members of the population. The changes tied to this have to do with restructuring the nature of early childhood education, away from traditional structures that allowed for more freedom and less structure in the way young st udents were molded, to introduce more rigor and a greater focus on specific subject areas to prepare children to face the rigors of a more subject-oriented and less student-oriented educational system. These changes are technological too in the sense that inputs for the changes stem from what can be deemed as technological advances in the understanding of the educational needs of England in general and of a better understanding of how the educational system needs to evolve moving forward, via a greater emphasis on standards for measuring learning outcomes (Kwon, 2002). B. Spending per Student, Changes in Enrollment and Faculty Numbers Through Time The plot below tells a story of the evolution of public education in the recent past, with the teacher to student ratio basically staying the same, but the ratio of teaching assistants plus other supporting staff to students having increased over time, a proxy measure of the positive increase in the amount of resources spent for public edu cation in England. The implication of the plot below is that environmental and political factors should have played into increasing the focus on public education in England through the observation period from 1997 all the way to 2010 (Chowdry and Sibieta, 2011): Graph Source: Chowdry and Sibieta, 2011, p. 8 In light of the above, moreover, the following plot detailing the sustained increase in per capita spending per student across different educational levels in England also make sense, and present a

Decriminalization Of Marijuana :: legalization of hash

This nation's so-called war on drugs has been a miserable failure. It hasn't' worked. The drug problem is getting worse. I think it is the number one problem facing this country today. I think that we as people and our politicians really need to put all of our options into perspective, and one of the things we need to talk about is decriminilization.   Ã‚  Ã‚  Ã‚  Ã‚  Common sense or logic would dictate that when you take this issue on, when you talk about legalization or decriminalization, if you are going to talk about that, you are going to have to talk about taking it in steps, and certainly the first step would be marijuana. All of us can make a list out of friends that have used drugs. Are our friends criminals for using drugs? Yes, they are today given the laws that we have. Should they be criminals? Are they criminals? For the most part, no they are not. We are talking about federal law, and I see this as a national issue which is an extremely tough issue with politicians. There isn't a bigger taboo topic because if you're going to talk about legalization, you're talking about making it readily available for kids, but I read in a poll that 95 percent of kids in high school say illegal drugs are readily available. I know this is a fact because I once was a high school student and had the unfortunate experience to see this all around me. I don't know how it gets more readily available than that. I'm not advocating breaking the law, but personally, I don't think you should go to jail for smoking marijuana. I think 75 percent of the people in this country would say, no, you shouldn't go to jail for smoking marijuana.   Ã‚  Ã‚  Ã‚  Ã‚  700,000 Americans are in jail or prison on drug related charges. That is something I have a problem with and think we as people and a democratic country is something we need to deal with. I am very confused about this issue and I am deeply concerned and feel this is something that needs to be dealt with and handled properly according to the facts. I am talking about legalization and decriminalization, but I'm definitely not condoning drug use. From what I know and what I see as an American citizen on a day to day basis it seems like there is no political support and no one is trying to do anything about it. We're spending more and we're locking more people up for drug use in today's society which is a definite cause of the overcrowded prisons in our country.