Business Ethics and Rules Essay

Actually, I concur that Solomon’s moral essentials are a decent good establishment for a business. â€Å"Business morals is the investigation of what comprises good and bad (or great and awful) human lead in a business setting. † (p25) From the talk, we realize that morals matters on the grounds that â€Å"how associations carry on have significant ramifications for how they satisfy their social and financial roles† and â€Å"their accomplishment just as the achievement of their workers, clients, and so on † Thus, maintaining a business morally is useful for business. Applying Solomon’s three C’s of business morals and the eight standards of speculation morals in business bode well. The three C’s of business morals incorporate consistence, commitments and results. The main C is â€Å"the requirement for consistence with the guidelines, including the laws of the land†¦and such broad worries as decency. †(p36) As a platitude goes, â€Å"Nothing can be practiced without standards or principles. † Rules in business are expected to state business structure or to control or impact the conduct of the business. Let’s take EU-Rent for instance. EU-Rent is a vehicle rental organization claimed by EU-Corporation. EU-Rent sets up rules about rentals, returns, overhauling and clients. For instance, â€Å"EU-Rent tracks clients, their rentals, and terrible encounters. This data is utilized to conclude whether to favor a rental. † If EU-Rent doesn’t agree to these standards, it may not sort out well. The subsequent C is â€Å"the commitments business can make to society, through the qualities and nature of one’s items or services†¦and convenience of one’s exercises to the encompassing network. † (p36) For example, financial analysts ordinarily expect that organization’s essential objective is to amplify benefits. Numerous fruitful associations are bit by bit mindful of the significant connection among benefits and commitments to society. Starbucks has seen its benefits ascend as it has expanded its interest in social issues. Those associations who are making benefits and don’t add to society may get analysis from people in general. As the article â€Å"The Sichuan Earthquake and the Changing Landscape of CSR in China†, which was composed by Ariel McGinnis, James Pellegrin, Yin Shum, Jason Teo, and Judy Wu (University of Pennsylvania), referenced, â€Å" In the days and weeks following the Sichuan quake, numerous worldwide corporations(MNCs) sought after a worldwide CSR (corporate social duty) strategy in accordance with their global norm. While some multinationals vowed money, numerous others promised a mix of money, gear and administrations. Local firms, apparently, out-gave multinationals†¦The famous observation was that global firms’ alleviation commitments not exclusively didn't coordinate those of neighborhood Chinese organizations as far as scale or practicality, yet additionally were not similar with their essence in the Chinese market. Chinese customers immediately took advantage of this difference by straightforwardly assaulting major MNCs, requiring a blacklist of their items †¦ The Chinese open before long gave these influenced MNCs the moniker of ‘international iron chickens. The term alludes to a fledgling that never surrenders a solitary plume, and its use features the apparent parsimony of these universal firms†¦Despite their extra donations,’ iron-rooster’ MNCs kept on confronting furious customers all through China, bringing about serious open kickback, includ ing fights at a few McDonald’s and barricades at KFCs all through Sichuan area and the remainder of China. † From this model, we can perceive how significant the commitments that associations should make to the general public are. The third C is â€Å"the outcome of business activity†¦including the notoriety of one’s own organization and industry†¦Ã¢â‚¬  (p36) Why the results of business action are so significant? Let’s view the accompanying model. Once, Sanlu was one of the most established and most famous brands of baby recipe in China. It went into chapter 11 after the â€Å"Sanlu milk scandal†. In view of the media, â€Å"By November 2008 China announced an expected 300,000 casualties, six newborn children kicking the bucket from kidney stones and other kidney harm, and a further 860 infants hospitalized. Since the Sanlu Group didn’t take care of the issue and review the items in time, it leaded to a shocking episode. Without a doubt, what did associations do may influence their turn of events and even the prosperity of general society. Associations ought not indiscriminately seek after for benefits just yet additionally be receptive to society. To get effective, a business should be driven by solid moral qualities. On the off chance that a company neglects to receive moral qualities and can't be receptive to society, it will fall flat, much the same as the Sanlu Group. Other than the three C’s of business morals, Solomon likewise expressed the eight guidelines of speculation morals in business, which are additionally acceptable good establishments for a business. The eight guidelines incorporate â€Å"consider different people’s prosperity, including the prosperity of nonparticipants; think as an individual from the business network and not as a separated individual; comply, yet don't rely entirely upon, the law; consider yourselfâ€and your companyâ€as part of society; comply with moral standards; think unbiasedly; pose the inquiry ‘What kind of individual would do something like this? also, regard the traditions of others, however not to the detriment of your own morals. †(p40, 41) Based on the above articulations, it is clear to see that they are principally about the idea of three C’s. As indicated by the content, thinking morally implies â€Å"thinking as far as consistence with the principles, certain j ust as express, thinking regarding the commitments one can make just as one’s own potential increases, thinking as far as maintaining a strategic distance from destructive results to others just as to oneself. (p40) For the situation of â€Å"Sanlu milk scandal†, one of the fundamental explanations for

Organizational Behavior Leadership

Each association has a various leveled request that directs its authority structure. This thusly influences the conduct of the two workers and directors. Such is the situation experienced in Corporation A. This work depicts every one of the five bases of intensity and their relationship with reliance, in regard to Corporation A.Advertising We will compose a custom exposition test on Organizational Behavior Leadership explicitly for you for just $16.05 $11/page Learn More The five bases of intensity Power can be characterized as the conceivable capacity of an individual or gathering to apply authority over another individual or gathering (Griffin and Moorhead, 2009, p. 375). In an association, there can be five bases of intensity including â€Å"legitimate, reward, coercive, master and referent power† (Griffin and Moorhead, 2009, p. 375). Real force, fundamentally, like power, is practiced dependent on the position that one holds in an association. It rests in the assurance amo ng staff individuals that their chief saves the attentiveness to provide bearings and requests because of the position the person holds in the association. Hence, representatives will concur with the manager’s orders that rely upon the situation inside the association that the person holds. Be that as it may, in spite of the fact that laborers may agree concerning authentic force, they may do as such without a sentiment of devotion and full participation. For instance, in Corporation A, both the promoting and the bookkeeping chiefs give different headings to their representatives dependent on their individual situations inside the association. Though the promoting chief urges the staff individuals to work for more than the forty hours in seven days for guarantee of remunerations, the bookkeeping supervisor then again, holds the command to allow the bookkeeper the opportunity to work inside a compacted time calendar of four-week days. Prize force alludes to the employerâ€℠¢s capacity to accord a few compensations to representatives. The prizes might be as far as either fiscal structure or balanced work programs. As opposed to giving out substantial advantages, for example, cash, administrators should give a greater amount of impalpable advantages. For instance, in enterprise A, business 1 is envisioning a prize in type of reward to make sure about a not too bad get-away. This is a direct result of his all-encompassing working period. The advertising supervisor urges representatives to work past the ordinary calendar for guarantee of reward. The bookkeeping chief chooses to abbreviate the quantity of days required to work in seven days for representative 2. The bookkeeping chief has the ability to allow this advantage to this representative just in the bookkeeping office. It ought to be noticed that, despite the fact that prizes may on occasion propel representatives to buckle down, the main issue is that they occupy the workers’ center from th eir activity assignments to the prizes put before them.Advertising Looking for paper on business financial matters? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Referent force is drawn from an individual’s alluring effect on others. Due to the individual’s attributes, disposition, and conduct, individuals are probably going to connect more with that person (Wagner and Hollenbeck, 2009, p. 217). For instance, in Corporation A, representative 3 is appealling and positive. This has made him to be preferred by different workers inside the business office. Regardless of his short working residency at the association, he develops as a group head in actualizing an attempt to close the deal that is probably going to improve the Corporation’s deals. Master power then again is vested in employees’ conviction that one has a particular a significant level information or expertise. Directors may subsequently be â€Å"acc orded authority dependent on the impression of their more noteworthy information on the jobs that needs to be done than their employees† (Wagner and Hollenbeck, 2009, p. 217). For instance, both the advertising and bookkeeping supervisors can give bearings in Corporation An in light of their particular specific ability concerning promoting, bookkeeping, and the board. Furthermore, worker 2 is the main guaranteed open bookkeeper in the association. In that capacity, he is the main worker who can get ready budget summaries just as have his work routine balanced. Coercive force infers a circumstance where a business can provide requests to representatives, which makes them go along inspired by a paranoid fear of discipline. Conditions under which intimidation may apply incorporate times of financial emergency, when associations target smoothing out their tasks for most extreme effectiveness, and by and large dangers to the organization’s endurance. For instance, the promot ing manager’s request to the representatives to work additional time may force them to buckle down inspired by a paranoid fear of not being superiorly evaluated and henceforth losing their prizes. Connection Between the Bases of Power showed In Corporation An and reliance Managers in associations can upgrade reliance upon different bases of intensity by guaranteeing between departmental dependability and shortage of assets (Kondalkar, 2009, p. 420). Initially, master power exhibited by worker 2 who is the main guaranteed open bookkeeper makes a more prominent reliance by the association on his administrations. This is on the grounds that, other than him, there is nobody else to set up the company’s budget summaries. Other than this, master power communicated through the nearness of the two supervisors: showcasing and bookkeeping chiefs requires shortage of HR (administrative). This upgrades the employees’ reliance on the two as far as dynamic and some other rela ted obligation. This is because of the genuine force held by the two. Besides, referent force showed by worker 3 because of his appealling character separates him in the organization’s deals division. He is relied on in the creation and usage of a thought that helps the company’s sales.Advertising We will compose a custom paper test on Organizational Behavior Leadership explicitly for you for just $16.05 $11/page Learn More Moreover, the prize force exhibited by the promoting director in giving rewards to representatives who stay at work longer than required makes the vast majority of workers rely upon the rewards to achieve a portion of their own undertakings in life separated from improving their picture as representatives. For instance, worker 1 is depending on the reward to manage the cost of a tolerable get-away that would have been unimaginable without it. End The five bases of intensity are significant in an association. Prize force includes one having impact ov er profiting results. Coercive force empowers chief to have power because of rebuffing results. Real force empowers administrators to have control because of their particular places of power. Master power is gotten from one’s capacity to have aptitude, unique expertise, and information over the rest in an association. Referent force is drawn from one’s mystique, and character that makes them to be loved by others. Every one of these bases of intensity have a method of making reliance inside an association. References Griffin, R.W., and Moorhead, G. (2009). Hierarchical Behavior: Managing People and Organizations. South Western, Mason: Cengage Learning. Kondalkar, V. G. (2009). Association Effectiveness and Change Management. New Delhi: PHI Learning Private Limited. Wagner, J.A. also, Hollenbeck, J.R. (2009). Hierarchical Behavior: Securing Competitive Advantage. New York: Routledge. This article on Organizational Behavior Leadership was composed and put together by client Alessandro Carrillo to help you with your own examinations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; in any case, you should refer to it as needs be. You can give your paper here.

The Environment 4 Books on a Big Topic

The Environment 4 Books on a Big Topic It seems like its been never-ending, hasnt it? First the big recent hurricanes, and then the wildfires. People say the environment has gone crazy, as if Mother Nature could be diagnosed with a mental illness. If were to take the analogy a step further, then wed need to consider treatment. How do you work with a planet that is ill? First, by acknowledging our hand in it, and second, by figuring out what we can do. In a small effort to take responsibility, and because I have just moved to the state where Arbor Day was invented, I have chosen my monthly column to be about the environment. Below, youll find two fiction and two nonfiction books, each of which grapples with our environment in a different way. Please recommend books in the comments that youd add to this reading list! fiction Terrene: the Hidden Valley  by Eric Liu Eric Liu takes on the subject of the environment in this blend of science fiction and fantasy. Flora Karachi lives a double life. In one, she is Flora, living in a world where technology isnt made, but grown. Think organic Battlestar Galactica stuff, but even more so. But in this world, Flora blacks out often, and is an outcast for it. In her blackouts, in another world, Flora is living another life entirely. She is Jane Ingram, a climate scientist living in the US. In both worlds, Flora fights to protect the earth, and in this fight, shell discover the dangerous ties between her realities. All Over Creation  by Ruth Ozeki Focusing on a smaller space than the grand  Terrene,  we have this gorgeous novel by Ruth Ozeki. Yumi Fuller is from a potato-farming community in Idaho, and shes glad to say  from,  as in,  doesnt live there anymore.  Its been 25 years, in fact, since shes seen the place. But with her parents on their deathbeds, shes returned, and will have to face the life she ran away from when she was 15. But theres a lot to distract her from her personal issues, namely the encroachment of Big Farming. The agribusiness is corporate and cold and doesnt understand potatoes, the activists in town protesting would say. Getting wrapped up in the drama, Yumi has to admit theres no place like home not that thats necessarily a good thing. nonfiction Toxic Communities: Environmental Racism, Industrial Pollution, and Residential Mobility  by Dorceta E. Taylor Heres the thing about the environment: it affects everyone. And the more privileged you are, often the less you have to think about it because other people do that work for you. In  Toxic Communities,  Dr. Taylor examines communities across the US living in dangerously polluted areas due to economic segregation and zoning issues that predictably make wealthier communities cleaner. In the field of environmental justice, she introduces new theories on environmental racism, and is an important scholar to keep track of. Silent Spring  by Rachel Carson This book is outdated. Very much so. But that doesnt matter: its a classic of environmental justice literature. Published originally as several essays in  The New Yorker,  the book looks at the danger of pesticides, but goes beyond that. Carson looks at humans, how we affect the environment in general. In beautiful prose, Carson details the effects pesticides have on both nature and humans. She called for real life changes. Even years and years later, when many of those changes have been made, the book is relevant. Were still seeing how big corporations and companies fight to keep information from us. We still see the negative impact we have on the environment.

Rhetorical Analysis Of Martin Luther Kings I Have A Dream...

Rhetorical Analysis M.L.K â€Å"I have a dream† Speech On August 28th 1963, Civil Rights activist, Martin Luther King Jr. made his infamous â€Å"I Have a Dream† speech. In the speech, King confronts the mistreatment of the African American community and the lack of free will they contain in society. Throughout the mid-1900s, the Civil Rights Movement took place, influenced by centuries of cruelty towards the African Americans.. The most influential speech in the modern era was said in front of thousands of Civil Rights activists who all shared a common goal; to fight for the respect and to be treated as equals within the United States. In King’s â€Å"I Have a Dream† speech, he imitates the use of metaphors to further appeal to the audience through†¦show more content†¦He questions the audience about society and what they have done for their community. â€Å"We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality; we can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities; we cannot be satisfied as long as the Negro’s basic mobility is from a smaller ghetto to a larger one; we can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity,† (King). King knows how to bring the people into the speech to involve every single person standing before him and make them feel like they are apart of the speech. He mentions what has been taken away from them which creates anger within the crowd. King’s ability to appeal to the audience through emotion affected society for decades after and changed the sense of pride the African Americans had. While what King refers to throughout his speech creates an emotion that spreads through the crowd, he realized the power of words and their effect on people. He uses â€Å"horror,† â€Å"distrust,† and â€Å"brutality,† to represent what their past and present consisted of. â€Å"Glory,† â€Å"hope,† and â€Å"dream,† are used in his speech to show what their future would be like after that day. King starts of the speech retelling why the audience is there, fighting for their rights, andShow MoreRelatedRhetorical Analysis Of Martin Luther Kings I Have A Dream Speech1230 Words   |  5 Pages Rhetorical Analysis Essay on Martin Luther King’s â€Å"I have a dream† speech Professor Hailemarkos Worke ENGL 102 Sefra Belay September 29, 2017 Rhetorical Analysis Essay In Washington DC, on August 28, 1963 was the day that Martin Luther King, Jr. gave his â€Å"I have a dream† speech. According to Kennedy X.J., et al. in their book, The Brief Bedford Reader, Martin Luther King was an American Baptist minister who became the first president of the Southern Christian Leadership ConferenceRead MoreRhetorical Analysis of Martin Luther Kings I Have A Dream Speech810 Words   |  4 Pages Martin Luther King’s speech was made after the March on Washington on August 28, 1963. He delivered the â€Å"I Have a dream† speech on the Lincoln Memorial steps. He verbalized this speech to millions of people blacks and whites. This is one of the greatest speeches because it has many elements like repetition, assonance and consonance, pathos, logos, and ethos. Repetition in M.L.K.’s Speech Martin Luther King uses a lot of repetition in his speech. They are scattered throughout but veryRead MoreRhetorical Analysis of Martin Luther Kings I Have A Dream Speech1409 Words   |  6 Pages More than 40 years ago, in August 1963, Martin Luther King electrified America with his momentous ‘I Have A Dream’ speech, dramatically delivered from the steps of the Lincoln Memorial. His soaring rhetoric demanding racial justice and an integrated society became a mantra for the black community and is as familiar to subsequent generations of Americans as the US Declaration of Independence. His words proved to be a touchstone for understanding the social and political upheaval of the timeRead MoreRhetorical Analysis of Martin Luther Kings I Have A Dream Speech852 Words   |  4 Pages I Have A Dream is a mesmerizing speech by Dr. Martin Luther King, Jr. It was delivered to the thousands of Americans on August 28, 1963, during the March on Washington. Aimed at the entire nation, King’s main purpose in this speech was to convince his audience to demand racial justice towards the mistreated African Americans and to stand up together for the rights afforded to African American under the Constitution. To further convey this purpose more effectively, King cleverly makes use of theRead More Rhetorical Analysis of Martin Luther Kings I Have A Dream Speech987 Words   |  4 PagesIn a period of time where few were willing to listen, Martin Luther King, Jr. stood proudly, gathered and held the attention of over 200,000 people. Martin Luther King, Jr.’s â€Å"I Have a Dream† speech was very effective and motivational for African Americans in 1963. Many factors affected Kings’ speech in a very positive manner; the great emotion behind the words, delivering the speech on the steps of the memorial of the President who defeated slavery. And not only was this message beautifully writtenRead More Rhetorical Analysis of Martin Luther Kings I Have A Dream Speech1751 Words   |  8 PagesMartin Luther King Jr.’s â€Å"I Have a Dream† speech was made to thousands of people at the Washington Monument while facing the Lincoln Memorial on August 28, 1963. Dr. King called upon Americas to consider all people, both black and white, to be united, undivided and free. His rhetoric harkened back a hundred years past when the Emancipation Proclamation was enacted during Abraham Lincoln’s term as president which abolished slavery and allowed all people living in America to be equal and have equalRead MoreRhetorical Analysis of Martin Luther Kings I Have A Dream Speech1089 Words   |  5 PagesThe famous â€Å"I Have a Dream† speech delivered by Martin Luther King, Jr. at the historic March in Washington in August 1963 effectively urged the US government to take actions and to finally set up equality between the black and white people in America. Although there were many factors that contributed to the success of the speech, it was primarily King’s masterly use of different rhetorical instruments that encouraged Kennedy and his team to take further steps towards racial equality. King effectivelyRead MoreRhetorical Analysis of Dr. Martin Luther Kings I Have a Dream Speech994 Words   |  4 Pages On August 28th, 1963, Martin Luther King, Jr. delivered a speech to more than 200,000 pe ople during the March on Washington. Kings speech was one of the most influential during the era of the Civil Rights Movement and is to this day recognized as a masterpiece due to its effect on the audience as well as for its eloquence and language. Many components went into this passionate speech that portrayed Kings hopes for racial equality and a brighter future made the speech as moving as it was. ItRead MoreMartin Luther King Rhetorical Analysis806 Words   |  4 PagesRhetorical Analysis of Martin Luther King’s Speech â€Å"I Have a Dream† Likita M. Taylor ITT-Tech English 1320: Composition I November 12 2012 Rhetorical Analysis of Martin Luther King’s Speech â€Å"I Have a Dream† â€Å"I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.† These are the opening words of Martin Luther King’s â€Å"I have a dream speech†, which he predicted will be the foundation of the Civil Rights MovementRead MoreThe Fight for Freedom1312 Words   |  6 Pagesbeen working for change since before the civil war, but mainly beyond. Some of the most prominent civil rights leaders include Martin Luther King Jr., Rosa Parks, Malcolm X, Philip Randolph, and Bayard Rustin. The two main goals of the civil rights activists being, equal rights and treatment for all races. As a result, the â€Å"I Have a Dream† speech was written by Martin Luther King, Jr., a man who â€Å"Led successful efforts to integrate public transportation in Montgomery, Alabama; founded the Southern Rhetorical Analysis of Martin Luther Kings I Have A Dream... The famous â€Å"I Have a Dream† speech delivered by Martin Luther King, Jr. at the historic March in Washington in August 1963 effectively urged the US government to take actions and to finally set up equality between the black and white people in America. Although there were many factors that contributed to the success of the speech, it was primarily King’s masterly use of different rhetorical instruments that encouraged Kennedy and his team to take further steps towards racial equality. King effectively utilizes numerous linguistic devices, such as metaphors, anaphoras, allusions, and provides an abundance of specific examples in his address and this all makes the speech more convincing and memorable. But before we look at these rhetorical†¦show more content†¦King uses phrases like â€Å"cash a check†, â€Å"promissory note†, â€Å"insufficient funds†, â€Å"bank of justice†, etc. to develop this metaphor throughout two paragraph s. â€Å"In a sense we have come to our nations capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness. It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked insufficient funds. But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. So we have come to cash this check — a check that will give us upon demand the riches of freedom and the security of jus tice.† Anaphoras1 are also vastly used by King in his speech. TheShow MoreRelatedRhetorical Analysis Of Martin Luther Kings I Have A Dream Speech1230 Words   |  5 Pages Rhetorical Analysis Essay on Martin Luther King’s â€Å"I have a dream† speech Professor Hailemarkos Worke ENGL 102 Sefra Belay September 29, 2017 Rhetorical Analysis Essay In Washington DC, on August 28, 1963 was the day that Martin Luther King, Jr. gave his â€Å"I have a dream† speech. According to Kennedy X.J., et al. in their book, The Brief Bedford Reader, Martin Luther King was an American Baptist minister who became the first president of the Southern Christian Leadership ConferenceRead MoreRhetorical Analysis Of Martin Luther Kings I Have A Dream Speech724 Words   |  3 PagesRhetorical Analysis M.L.K â€Å"I have a dream† Speech On August 28th 1963, Civil Rights activist, Martin Luther King Jr. made his infamous â€Å"I Have a Dream† speech. In the speech, King confronts the mistreatment of the African American community and the lack of free will they contain in society. Throughout the mid-1900s, the Civil Rights Movement took place, influenced by centuries of cruelty towards the African Americans.. The most influential speech in the modern era was said in front of thousands ofRead MoreRhetorical Analysis of Martin Luther Kings I Have A Dream Speech810 Words   |  4 Pages Martin Luther King’s speech was made after the March on Washington on August 28, 1963. He delivered the â€Å"I Have a dream† speech on the Lincoln Memorial steps. He verbalized this speech to millions of people blacks and whites. This is one of the greatest speeches because it has many elements like repetition, assonance and consonance, pathos, logos, and ethos. Repetition in M.L.K.’s Speech Martin Luther King uses a lot of repetition in his speech. They are scattered throughout but veryRead MoreRhetorical Analysis of Martin Luther Kings I Have A Dream Speech1409 Words   |  6 Pages More than 40 years ago, in August 1963, Martin Luther King electrified America with his momentous ‘I Have A Dream’ speech, dramatically delivered from the steps of the Lincoln Memorial. His soaring rhetoric demanding racial justice and an integrated society became a mantra for the black community and is as familiar to subsequent generations of Americans as the US Declaration of Independence. His words proved to be a touchstone for understanding the social and political upheaval of the timeRead MoreRhetorical Analysis of Martin Luther Kings I Have A Dream Speech852 Words   |  4 Pages I Have A Dream is a mesmerizing speech by Dr. Martin Luther King, Jr. It was delivered to the thousands of Americans on August 28, 1963, during the March on Washington. Aimed at the entire nation, King’s main purpose in this speech was to convince his audience to demand racial justice towards the mistreated African Americans and to stand up together for the rights afforded to African American under the Constitution. To further convey this purpose more effectively, King cleverly makes use of theRead More Rhetorical Analysis of Martin Luther Kings I Have A Dream Speech987 Words   |  4 PagesIn a period of time where few were willing to listen, Martin Luther King, Jr. stood proudly, gathered and held the attention of over 200,000 people. Martin Luther King, Jr.’s â€Å"I Have a Dream† speech was very effective and motivational for African Americans in 1963. Many factors affected Kings’ speech in a very positive manner; the great emotion behind the words, delivering the speech on the steps of the memorial of the President who defeated slavery. And not only was this message beautifully writtenRead More Rhetorical Analysis of Martin Luther Kings I Have A Dream Speech1751 Words   |  8 PagesMartin Luther King Jr.’s â€Å"I Have a Dream† speech was made to thousands of people at the Washington Monument while facing the Lincoln Memorial on August 28, 1963. Dr. King called upon Americas to consider all people, both black and white, to be united, undivided and free. His rhetoric harkened back a hundred years past when the Emancipation Proclamation was enacted during Abraham Lincoln’s term as president which abolished slavery and allowed all people living in America to be equal and have equalRead MoreRhetorical Analysis of Dr. Martin Luther Kings I Have a Dream Speech994 Words   |  4 Pages On August 28th, 1963, Martin Luther King, Jr. delivered a speech to more than 200,000 people during the March on Washington. Kings speech was one of the most influential during the era of the Civil Rights Movement and is to this day recognized as a masterpiece due to its effect on the audience as well as for its eloquence and language. Many components went into this passionate speech that portrayed Kings hopes for racial equality and a brighter future made the speech as moving as it was. ItRead MoreMartin Luther King Rhetorical Analysis806 Words   |  4 PagesRhetorical Analysis of Martin Luther King’s Speech â€Å"I Have a Dream† Likita M. Taylor ITT-Tech English 1320: Composition I November 12 2012 Rhetorical Analysis of Martin Luther King’s Speech â€Å"I Have a Dream† â€Å"I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.† These are the opening words of Martin Luther King’s â€Å"I have a dream speech†, which he predicted will be the foundation of the Civil Rights MovementRead MoreThe Fight for Freedom1312 Words   |  6 Pagesbeen working for change since before the civil war, but mainly beyond. Some of the most prominent civil rights leaders include Martin Luther King Jr., Rosa Parks, Malcolm X, Philip Randolph, and Bayard Rustin. The two main goals of the civil rights activists being, equal rights and treatment for all races. As a result, the â€Å"I Have a Dream† speech was written by Martin Luther King, Jr., a man who â€Å"Led successful efforts to integrate public transportation in Montgomery, Alabama; founded the Southern

My 3 Pd Skill Areas Free Essay Example, 1500 words

In order to improve my skills in giving and receiving feedback, I intend to employ a number of tactics. First, I will ensure that I am always clear about what I say, as Banhegyi (2007) posts. I will also strive to always emphasize on the positive whenever I am communicating. Moreover, I will always strive to be specific in my communication to avoid any ambiguities. Additionally, I will try my level best to focus on the person's behavior and not the person himself. I will also strive not to keep referring to behavior that cannot be changed. In my communication, I will try to be descriptive as opposed to being evaluative. When giving feedback, I will always ensure that I own this feedback through the use of "I" statements. I will also avoid generalizations and instead ask for specifics. Finally, I will be very careful with any advice I receive to avoid making wrong decisions about issues. To improve my networking skills, I will first find out more about myself and my personality as su ggested by Catt and Scudamore (2000). I must make sure that the networking group I join matches my attitude and style. We will write a custom essay sample on My 3 Pd Skill Areas or any topic specifically for you Only $17.96 $11.86/pageorder now I will also strive to have an agenda and well-set objectives whenever I attend networking events. Furthermore, I will make it my business to know my strengths so as to know what I can offer that no one else can. I must also endeavor to know my audience well so as to establish who needs to know about me to enable an easier achievement of my goals. I also realize that in improving my networking skills, I must always keep the welfare of others in my mind as opposed to always thinking about myself. Learning how to start a conversation will also be a top priority in my quest to improve my networking skills. In addition, before I join a group, I will ensure that the group is right for me and my business or career. I will then play an active role in such a group and not merely turn up for meetings. To improve my assertiveness, I will endeavor to have a secure and open body language as Banhegyi suggests.

The Balanced Scorecard Approach Free Essays

Coca-cola Company (hereafter referred to as â€Å"the Company† or â€Å"the Organization†) is the owner of four of the world’s top five nonalcoholic sparkling beverage brands known to almost every American. Coca-cola was established in 1886 and presently, it is operational in at least 200 countries having at the minimum 90,500 associates worldwide and serving â€Å"1. 5 billions† ( The Coca-cola 2008 p. We will write a custom essay sample on The Balanced Scorecard Approach or any similar topic only for you Order Now 1 )of customers each day . The Company’s overall goal, which is its mission is to â€Å"refresh the world in body, mind and spirit, inspire moments of optimism through their brands and actions and to create value and make a difference in all their engagements† ( Mission, Vision, 2006) The Company is a manufacturer and seller of soft (carbonated) drinks with various brands, the most popular of which is the banner brand, Coke. In assessing its success, the Organization does not only count its monetary sales and profits but as well as its effect to the world in general. Coca-cola Company tries to be open and accessible to everyone who needs information on anything it does. Financial records, company information, customer-goal, investor values and press releases are all accessible at the Company’s website, www. thecoca-colacompany. com. Aside from the abovementioned mission, the Organization’s vision include the following (Mission, Vision, 2006): ? People: Being a great place to work where people are inspired to be the best they can be. ? Planet: Being a responsible global citizen that makes a difference. ? Portfolio: Bringing to the world a portfolio of beverage brands that anticipate and satisfy peoples’ desires and needs. ? Partners: Nurturing a winning network of partners and building mutual loyalty. ? Profit: Maximizing return to shareowners while being mindful of our overall responsibilities Moreover, the Company’s strategies are incorporated in its values which include the following: ? Leadership: â€Å"The courage to shape a better future† ? Passion: â€Å"Committed in heart and mind† ? Integrity: â€Å"Be real† ? Accountability: â€Å"If it is to be, it’s up to me† ? Collaboration: â€Å"Leverage collective genius† ? Innovation: â€Å"Seek, imagine, create, delight† ? Quality: â€Å"What we do, we do well† SLP II. Indeed, customer is very important. Without a customer, any financial organization would not survive As Coca-cola’s way to retain existing customers and to encourage potential ones they have the following guidelines: Vision: Bringing to the world a portfolio of beverage brands that anticipate and satisfy peoples’ desires and needs. Mission: Refresh the world in body, mind and spirit. Strategy: â€Å"What we do, we do well† To follow the guidelines and achieve what it wants, a set of very specific objectives must be met. The achievement of customer level objective, which includes â€Å"the satisfaction of customers, their retention, and larger market share† (The Balanced Scorecard) makes the business perform better. Why is the customer very important? Because there is a â€Å"direct correlation between financial results and customer. †(Shaw, 2000, p. 37) The Company, to satisfy its mission and vision, through its strategies for its existing and potential customers, the following objectives are setul: ? To satisfy customers with the gratifying taste of high quality products; ? The introduction to customers of products with diverse and fortified products that are healthier. ? Production of healthy beverages lines which are tasty yet they are not damaging to health. The three objectives above are very important. The Company has acknowledge that â€Å"obesity and other health problems† (The Coca-cola, 2008, p. 12) may endanger the potential income of the Company as well as its name, which can be fatal to a company that† established reputations world-wide, and branding has enabled international reputations to be created† (Kay, 1995, p. 15). Looking from these objectives, it can be seen that the third one is the most specific of the three. â€Å"production of healthy beverages lines which are tasty yet they are not damaging to health† would result to the â€Å"introduction of products taste diversity and fortification making them healthier† that would make customers satisfied with gratifying high-quality (healthy) beverages. This achieves the strategy of the Company stating, â€Å"What we do, we do well† and also its mission stating. â€Å"Refresh the world in body, mind and spirit†: an unhealthy drink would not satisfy the mind and spirit. How to cite The Balanced Scorecard Approach, Papers

Clanofcavebear Essay Research Paper Clan of the free essay sample

Clanofcavebear Essay, Research Paper Kin of the Cave Bear Chapter Summary # 8217 ; s Chapter 1: Harmonizing to the map in the beginning of the book, this narrative takes topographic point approximately 25- 30,000 year before the present clip. The topographic point that it takes topographic point is in pre-historic Europe, during the ice age. The chapter begins with a little miss holding merriment in some H2O, after go forthing her house. All of sudden, the land begins agitating, which causes the river to agitate every bit good. She cries out for her female parent, but to no help. The miss stands in awe as everything she of all time knew was rapidly swallowed by the Earth. She was now entirely, her mother dead, and her place destroyed. She easy walked through the forest, halting whenever bantam aftershocks would rumble through the soil. She keeps running until twilight. She attempts to conceal the fright in the dorsum of her caput, but its of no usage. We will write a custom essay sample on Clanofcavebear Essay Research Paper Clan of the or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The miss sits at that place, cleaving herself, and childlike looking at the darkness around her. As she awoke to her ain sounds of shriek, she realizes how much she hungered and thirsted. She looks around to recognize the many leafy vegetables and other wild flowers around her. Unfortunately, she was non skilled in cognizing how to state between toxicant flowers, or healthy herbs. Water being the lone thing able to slake both thirst and hungriness, she presses on. Continuing, she finds a waterfall, and although the rumble was close to deafening, she carries on, following the long watercourse to what she believed would be an flight of some kind. Apparently, the thought of feeding her hungriness with the changeless support of H2O was non plenty. The immature miss began hallucinating of her female parent. She runs after the mirage, but merely to recognize it is non truly at that place. After her hallucination, she finds herself standing really near to a 6 pes Auroch, that momently is b eaten to the land by a immense lioness. The big runing carnal shortly realized the miss standing at that place, and begins runing her. She runs off and fits herself in a little hole, trying to conceal at that place for now. The miss stays cramped in the whole, with a new cut in her leg that the lioness gave her. The thirst that she is experiencing is excessively overmastering for her and she leaves, merely to recognize the lioness left. She crawled out with the last beads of energy that had been left inside her bantam organic structure, and made it to the H2O. Avariciously, she swallows immense draft of the H2O. Thinking that was plenty, she attempts to stand, but falls. A carrion bird flies overhead her nonmoving organic structure. Chapter 2: The chapter opens with a set of travellers, 20 of them, walked near the waterfall. The set of travellers consisted of both work forces and adult females. They so go on depicting what the travellers look like. Most of them had large brown eyes, a really defining forehead, and their eyes are profoundly set. It describes a pregnant adult female besides being one of the travellers. The pregnant adult female see # 8217 ; s the little miss, and is shocked, believing she is a wild animate being with no pelt to talk of. The adult female grabs her necklace, invokes protection, and is really hesitating to step toward the kid. It turns out the pregnant adult female # 8217 ; s name is Iza, and she begins to reason with a adult male named Brun, who does non wish to assist the kid because she is # 8220 ; non clan. # 8221 ; They so describe the leader, Brun, who is a really big, muscular adult male, with a tatoo typifying the bison. The symbol is a # 8220 ; U # 8221 ; form. Iza goes through a batch of self concerns about if she should assist the kid or non. She figures she is a adult female, although she is a therapist excessively, it doesn # 8217 ; t affair. She so figures that if she does non assist the kid, the liquors may go angry, so she helps the kid. An old adult male approaches Iza, he is somewhat crippled and has problem walking. He should hold been leader of the kin, except because of his affliction, he was non allowed. It turns out his name is Creb. Then a batch goes on with reasoning with whether to assist the immature miss or non, and Creb says that plenty have died and the miss should be saved. Then a cat named Mog-Ur does a batch of believing about the immature miss. Creb hobbles over to bed. Chapter 3: The miss thrashes in her slumber, naming for her now dead female parent. Iza holds the miss and quiet her. Iza hears the immature miss speaking, and is in awe in how the linguistic communication of the miss is so much more fluid than that of the kin. The medical specialty adult female goes into a batch of inquiring about how the miss came approximately, learned, or even survived out at that place. Iza uses willow bark to ease the immature misss achings and strivings. The miss awakens and is s tartled by the alien keeping her in her weaponries, and Iza is inquiring if the miss is unsighted, for she has neer seen bluish eyes before. Iza feeds the miss some beef broth gruel or something, and the girl drinks it down avariciously. The miss is easy frightened by all the disturbance. The ugly work forces, the different adult females, it was all acquiring to be a spot much for her. Iza and Creb discourse how or why the cave king of beasts did non kill the miss. They so continue going on. They find a cave, but it is non equal for their demands. They so go on depicting some of Iza # 8217 ; s cognition, and how she came to go a medicine-woman and cognize so much about herbs and works life. They so depict how you can savor a works, and happen out if it is toxicant or non. Iza and Creb decide the immature misss name should be # 8220 ; Ayla. # 8221 ; Ayla is overjoyed to cognize that she eventually has a name for her ain. Creb does a batch of ego believing about Ayla going portion of the kin, and how he must pass more clip with her. Ayla # 8217 ; s leg seems to be bettering in wellness. The kin continues going on. Mog-ur the prestidigitator, did non like the immature miss going with them, as she was non one of the kin. Iza points to the distance and speaks the word # 8220 ; Cave. # 8221 ; Chapter 4: Brun becomes improbably excited at this new cave. It is precisely what he was looking for. Brun and Grod readily grab their lances, and look into to see that there is no human habitation, allow entirely carnal habitation. It turns out un-inhabited and there is besides a batch of flora turning nearby. But within the cave itself, there is an exact transcript of the skull that Mog-ur carries with him. This means that the great bear Ursus had one time lived in this cave. This cave is perfectly perfect for them. The cave was besides really near to a river, filled with 100s and 100s of fish. Brun believes the liquors were proving him to happen out how strong his lead ing was, so he could take the kin to the new cave. Brun besides has a batch of uncertainties about the miss, for Iza believes she is her female parent and Iza is pregnant, so she will shortly hold two kids to worry and care for. But Creb believes that the kid has a really powerful totem assisting her. Creb wishes for Ayla, along with Iza # 8217 ; s babe, to be meditated on so he can larn at that place totems. Brun and Creb argue a batch on leting Ayla to fall in the kin, for she is non clan! Creb so goes on to chew over. Creb meditates and what seems to be, he talks to Ursus. Ursus shows Creb that Ayla # 8217 ; s totem is the cave king of beasts. Creb is in uncertainty about this because most adult females # 8217 ; s totems are non that strong, and if they are so it would that much more hard for the male to infuse her. Chapter 5: Chapter starts with Iza believing how the flora around the new cave is really helpful towards her healing accomplishments and abilities. Iza so goes on believing about what type of kid she is traveling to hold, why she hasn # 8217 ; t had one, and when she will hold one. Creb would crush Iza to seek to interrupt down the walls of her totem and let him to infuse her. Finally Iza becomes pregnant, and she goes on with her usual herbal use. Iza so considers learning the immature miss how to make magic. The cave work forces realize that if they work together, they can take down larger quarry. Brun and the pack so fight a bison. Broud is a immature male child who they are learning to run, and he makes the concluding putting to death against the bison. They bring home the bison with much felicity. Chapter 6: The cave work forces congratulate Brun on his boy, Broud, on his great putting to death. They realize they all should seek to derive more accomplishments utilizing multiple arms such as a sling. Broud goes through a batch of believing about the cave ceremonials, the ceremonials that he could travel through to do him more of a adult male. Then after roll uping wood for the fire, the cave members dine on the all right bison. They so go through a rite in which they purify the land they are eating at. They so re-enact the great Bison Hunt. This was portion of the ceremonial for which he would go a higher member of the kin. Chapter 7: Description of the environment outside the cave, flora, fish in the river, etc. They so seek to pass on with the prestidigitator, who merely uses manus signals and motions to talk. They get the prestidigitator to learn the miss how to make the same thing, but to besides utilize words. The kin gets angry at Ayla ( the miss ) # 8217 ; s actions to larn how to talk and pass on, by listen ining. Iza so goes into labour and has a kid. Chapter 8: Iza # 8217 ; s pamper turns out to be a miss. They so go through the description on how the after-tissue would be buried, and how if the babe was deformed so it would most probably be killed. Other than runing, work forces would be besides requir ed to do air current barriers. These barriers are long lines of fells that catch the air current. Ayla starts to oppugn her being merely a miss, like why wasn # 8217 ; t she a adult female yet, and would she be? They so say that she will go a # 8220 ; adult female # 8221 ; when she reaches age 7 or so. Creb is surprised that Ayla understands the constructs of how old she is. Creb so teaches Ayla the construct of Numberss. Iza gives great thanks for the many good things in her unrecorded, Ayla, the babe, her life, and the constructs thereof. Chapter 9: The Mog-ur expression out to happen the liquors that protect them, because they don # 8217 ; t seem to be making a really good occupation of it. The Mog-ur goes through a batch of believing whether of non the cave is the right 1 for them after all, for the liquors seem uneasy. So the kin consider go forthing at that place cave. They than go through the narrative of why they are # 8220 ; The Clan Of The Cave Bear. # 8221 ; I # 82 17 ; m sorry but I did non understand this one portion of the book, it # 8217 ; s really confusing and I don # 8217 ; t truly cognize how to sum up it. Chapter 10: The chapter starts out with Zoug working on something. He is cleaning and # 8220 ; repairing # 8221 ; a cervid fell. He did non desire to be interrupted, but he was, by Ayla inquiring him if he wants some H2O. Zoug is surprised at her contemplation, and drinks. Zoug does non understand why Ayla is ever pertained to as disrespectful by Broud. Soon plenty, Zoug was done handling the fell and offered some of the non-used leather garbages to Ayla, in which she accepted. She uses the pieces for many different things, such as a sling. Ayla so finds a topographic point to pattern with her new found sling. She patterns everyday. She becomes rather expert in larning the sling. Broud finds Ayla to be a menace to his maleness, and he violently takes it out on her. Ayla is filled with much fright because of this incident. Brun ye lls at Broud and warns him that if he duplicates the violent act one time more, he will be demoted and lose his ability to shortly go clan leader. Broud is improbably angered by this. Brun besides disapproved of Ayla # 8217 ; s behaviour, and warned her that being rebellious against a male is non looked good upon. Iza goes out and shows Ayla some more roots and herbs and increases Ayla # 8217 ; s cognition of works life. Ayla and Iza talk about how Broud treats her. Ayla says that she does everything Broud tells her to, but Iza says that she does non make it the manner Broud wants her to. Ayla besides wonders if Creb will of all time love her once more. R / gt ; Chapter 11: They start out by stating that Ayla is much more dedicated and willing to Broud # 8217 ; s harmful ways. Everyone thinks this is because of tighter penalty and harsher intervention. Fearing Broud # 8217 ; s whippings, Ayla does everything he wants her to make. She even attempts to expect his demands or wants. Ayla subsequently attempts to speak to her totem, the cave king of beasts. She prays to the cave king of beasts and thanks him for the mark that he gave. Her guilt is gone and she is happier now. She realizes that the cave king of beasts may prove her once more, and she fears that. Chapter 12: The winter is stoping, life is being more # 8220 ; lively. # 8221 ; Ayla gives thanks to her totem for the exciting winter. Ayla goes out and uses her sling, kills a Michigander. She so goes on believing that the Michigander means nil because she is a adult female. Womans are meant to be in the place and she will be badly punished for runing. She now knows she # 8217 ; s n on intend for runing. Yet she continued to run. Following came a small ruddy fox. She follows the fox until it leads to a lynx. She dodged the Linx # 8217 ; s onslaught. The Mog-ur and the work forces wonder what keeps killing all the animate beings, and they cant figure it out! Ayla changed, she was stronger than the other adult females, both physically and emotionally. And when Broud beat her, she made him experience inferior. Chapter 13: After many seasons, winter started afresh. Very confounding here, don # 8217 ; t understand the season alteration. Droog wants to make tools out of the metal and rock found at the sea, and he needs some flint at that place excessively. All the kin, work forces and adult females, worked on fishing. Its one of the few things that the WHOLE kin does together. Una, Uba # 8217 ; s kid, was swept out to sea and Ayla saved her life. Everyone lets Ayla eat caviar out of a female sturgeon foremost, in award of her salvaging Una # 8217 ; s life. Droog so talks to Ayla about doing tools for the great Hunt against the mammoth. They foremost make a manus axe. Ayla is highly aroused to see and kill the mammoth. Chapter 14: They consider executing the mammoth Hunt. They so begin on the journey to run the wild mammoth. The mammoth is a really big animal, kind of like an elephant, but much harrier. . They use techniques such as get downing fires to excite and frighten the mammoths. They figure that the liquors are on their side, and so they win in killing a mammoth. Then they talk about how the different parts of the mammoth are of import. Such as the fat, musculus, and bone. The fat is used as lubricating oil, or they eat with other nutrients and it helps pack more fat onto their organic structures for the winter. The musculus is cooked and so eaten. And they use the castanetss for doing different tools and such. They dry out the tegument and the meat. Ayla helps mend a male childs wounded arm. Chapter 15: The hunting continues. Ayla f eels great guilt because of the manner Brun hates her, and treats her so harshly. Brug trials Ayla # 8217 ; s catapulting accomplishment. The kin considers penalizing Ayla for even get downing to run, whether or non her totem gave her a mark. The ground for this is because she is a adult female, and adult females are non allowed to run or even transport such arms. Zoug considers that Ayla has gained great accomplishment, and negotiations to Brun about how he should allow her go on utilizing her sling. Most of the kin members wish to non alter the kin regulations. If they do alter now, who is to state that they will non alter once more in the hereafter, doing break in their antique traditions of adult females being less-powerful than their male opposite numbers. Chapter 16: Harmonizing to tradition, Ayla must now be punished and taken off from her sling and all other arms from now on. It is tradition for merely males to run or transport arms. Harmonizing to some kin members, Ayla mu st decease. They so make up ones mind she shall be # 8220 ; Cursed With Death # 8221 ; for one whole Moon. The whole kin, even though they say they aren # 8217 ; T, are moving as if they do non even see Ayla. She is # 8220 ; dead # 8221 ; and # 8220 ; gone # 8221 ; in their eyes. Ayla goes through a batch of believing about what decease is, if she is so, and what she should make if she isn # 8217 ; t. Then after the Moon is over, Ayla one time once more returns. She is stronger now that she has been entirely. Chapter 17: All the kin members are shocked to see that Ayla is alive. Creb believes that Ayla is more adult up and mature now. The male child that had Ayla repair his arm is all better now. Ayla was much, much stronger against Broud # 8217 ; s maltreating ways, and as the day-to-day modus operandi became day-to-day and everyday once more, she hardly even took Broud # 8217 ; s shouting into consideration, so he stopped. Ayla is taken to a rock and set down on it. She does non cognize why, she has done no incorrect, but the adult females tell her to be soundless. They ask the liquors why Ayla is so powerful, why her totem is so protective. All the work forces believe Ayla should be allowed to run, except for Broud. He # 8217 ; s truly, truly huffy! Chapter 18: Ayla is given the rubric # 8220 ; The Woman Who Hunts # 8221 ; during her 10th twelvemonth, in the winter. Ayla realized it was improbable she would of all time hold a kid, her totem was excessively strong. Subsequently on, Broud rapes Ayla. Ayla does non understand it, why does it ache while all the clip adult females want sex excessively. She does non understand what has happened to her so she runs off. Or at least she truly wants to. Then it turns out that Ayla is pregnant! Her totem has been defeated. Iza negotiations to Ayla about utilizing # 8220 ; Magical Abortion Herbs. # 8221 ; when Broud attempts to hold sex with Ayla once more, she remains still. Broud does non wish it and l eaves. Broud becomes more determined to be stronger than Ayla. Chapter 19: Ayla # 8217 ; s gestation shocked the whole kin, sing how strong her totem is. The Mog-ur say that Broud # 8217 ; s totem, the Roe Deer, had the aid of the cave bear to get the better of Ayla # 8217 ; s undermine king of beasts totem. Ayla goes into labour, and it seems that she has troubles. Such as, she # 8217 ; s so immature and her hips might be excessively little. She has a batch of problem acquiring it out, but she manages to make so anyhow. It turns out that the babe is deformed and must be killed. Ayla does non desire the babe to decease, so she leaves the cave with the babe to populate on her ain. Ayla finds another cave. Chapter 20: Some of the kin members decide that they might desire to travel out and happen Ayla, despite the bad fortune that it might be. They figure out that Ayla is concealing, but they have no thought where. The kin members attempt to happen her, but so a sudden rain occurs, rinsing off all past paths of Ayla # 8217 ; s journeys. Uba finds her, someway. The hunt continues for Ayla. Her toughened organic structure helps her recuperate and she is # 8220 ; ok # 8221 ; in the natural state. She goes through a batch of believing about why her totem would of all time allow the babe be deformed, sing that the liquors wanted the babe to be born, but why deformed? She so talks to her totem and she believes she must travel back to the kin, even if it means the babe will decease and she will be cursed once more. Chapter 21: Ayla comes back to the kin. Ayla had taken the babe back before the appellative twenty-four hours, which seems to be a job. They think that they may hold to kill the babe, chiefly being that he has non been off from the kin for the 7 yearss before the appellative twenty-four hours, and hence they have no thought if it is a good babe or non. But it turns out that they let the babe unrecorded. The ground being because she loves the babe so mu ch and may neer be able to hold one once more. They so warn Ayla that she may neer of all time coerce a adult male to make anything or to even to talk to one in a forceful tone. Chapter 22: Ayla is really pleased that Durc is now able to keep his caput up ( Durc is her kid ) . He may be able to populate now. Iza wishes to hold a totem ceremonial for the kid. Then they all go hunting ( I must hold missed something here! ) . They go hunt for the female parent kin. Tye sees a elephantine cave bear standing at that place, and Iza remembers that at the female parent kin they used to maintain a little cave bear as a kid in the cave, until it got really big. 200 people made up the female parent kin. They were all coming running to recognize this kin, but they all stopped suddenly when they saw Ayla. Ayla does a batch of ego oppugning once more and admirations why her babe, out of all the babes made, was deformed. It besides took a batch of converting to do the other kin believe that Ayla w as a clan member. Chapter 23: As more and more kins appeared, Ayla was scrutinized and was the lone non-clan kin member, so to talk. She tried to maintain a low-profile, but to no help. But anyhow, the kins had different competitions and tourneies to see which members had the most skill at different activities, such as spear hunting, running and catapulting utilizing. Unfortunately, they did non let Ayla to take part in the competition. Then they serve little biscuits, that are rather bland. They are the lone repast that will be served until the great banquet. Chapter 24: It seems that Ayla had saved some guys life, and Ursus the bear didn # 8217 ; t even touch her, intending that the Gods had accepted Ayla into the kin. A batch of contention goes on about if Ayla should really be accepted, sing she is one of the # 8220 ; Others. # 8221 ; They so go into description of the different nutrients and such that will be served at the great Clan banquet. Ayla is nervous about the meetin g to calculate out if she should be a clan member, and she is non hungry. She is so put to a trial in a cave, to last it on her ain. Chapter 25: Ayla wakes up frightened, white, and is worried about a broken bowl that Iza had given her. Then some of the kin members go on discoursing that Ayla has many accomplishments, taught to her by Iza. Ayla cries that Creb does non love her, yet Creb does non understand why she cries. Creb is seeking to understand and believe that Ayla is portion of the kin, a existent member. Even though she is non of the kin, she is a member. It turns out that Iza is deceasing in Ayla # 8217 ; s weaponries. With Iza # 8217 ; s last dying breath, she tells Ayla of the people of the North. The people that Ayla one time belonged to. Chapter 26: Creb is looking for Iza # 8217 ; s things for some ground. Ayla is really protective over them, but goes to happen them anyhow. Ayla fundamentally goes to the lake that Iza had shown her, and remembered how Iza had show n her all the herbs and medical specialties in the Earth. Ayla had been mad at Creb for the fact that the tools of metal, steel, and wood that Creb had shown Ayla were non Iza # 8217 ; s tools. Ayla believes that the herbs and other Earth loaded objects were her tools. Ayla is traveling through a batch of hurting, as most people would, over Iza # 8217 ; s decease. It besides turns out that Durc, Ayla # 8217 ; s babe, is non deformed. He is but a mixture of both Clan and non-clan. Chapter 27: It seems that Ayla is traveling to go forth the kin. She tells Uba to travel to the little cave where Ayla had hidden when Durc was born. Ayla and Uba go into a treatment about who should go Uba # 8217 ; s mate, and it turns out that Vorn will be it. Ayla so, after feeding him, takes Durc hunting. Ayla starts learning Durc how to contend and run with the catapulting. They so find some wild berries and Durc eats them, and gets all sticky. Ayla considers go forthing the kin, for she knows it m ay be a spot harder to populate on her ain with her boy, but she is able to make it. Chapter 28: Ayla is somewhat worried about the fact that Durc calls her mamma, as the kin has a job with unneeded sounds. Ayla is still worried about Creb for some ground, chiefly because he is truly old and crippled. Ayla negotiations to Creb, and they talk about Durc. They say that Durc is the lone hope and boy for the kin, and they must do him strong. Ayla is really displeased that she may neer be able to walk with Creb once more, for fright that he is deceasing. Ayla decides to travel to the North. Without Durc, which makes him really unpleased and frightened. The last words Ayla hears are from her boy, shouting # 8220 ; Mama. # 8221 ; ( map ( ) { var ad1dyGE = document.createElement ( 'script ' ) ; ad1dyGE.type = 'text/javascript ' ; ad1dyGE.async = true ; ad1dyGE.src = 'http: //r.cpa6.ru/dyGE.js ' ; var zst1 = document.getElementsByTagName ( 'script ' ) [ 0 ] ; zst1.parentNode.insertBefore ( ad1dyGE, zst1 ) ; } ) ( ) ;

A Year in Provence Review Essay Example

A Year in Provence Review Paper Essay on A Year in Provence Peter Mayle book France. A Year in Provence, Send me the time. Such an easy, pleasant reading just for the summer holidays! The book describes the measured life of the French countryside. A feeling that to you from Provence arrived friends and share their impressions of a very different life. Where there is no stuffy offices, skyscrapers and urban bustle. And there are vineyards, funny provincial adventure game of boules, goat races, funny neighbors and has a lot of interesting The main characters -. Couple (as we know from the story in years) from England, who has decided to move in the most southern French province. It is amazing the people who are charged by optimism, energy. It seems they do not know what the monotony, dullness, boredom. Agree, it is not given to everyone! Thats the simple pleasures of rural life which is really interesting and exciting. Especially for these people, as the main characters, who know how to enjoy every day and every time discovering something new. I think in many ways with these people should take an example. By the way, the book is based on real events. Peter Mayle and his wife bought a house in Provence and began a new life in it. We will write a custom essay sample on A Year in Provence Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A Year in Provence Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A Year in Provence Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Many thanks to the author for having shared his impressions. After the book was wonderful !!! As the Sunday Times writes: Elegant, witty, delightful, well-written work. More precise definitions and do not pick up! You plunge into the atmosphere of a happy village life. And the very immediately want to escape from the city and buy a house in Provence! In addition, by reading this book, you learn a lot about France. It turns out the French great gourmets! Eating them is one of the most important rituals. The meal is very important It was amusing to read the description and protracted for a year of repair. It seems that it can be boring. But no! Peter Mayle perfectly able to describe the work at home In general, the book was a success! It gives you a charge of optimism and fun! Interesting facts The Englishman Peter Mayle has devoted 15 years of his life working in the advertising business. Love in the south of France, Peter Mayle wrote a kind of apology for Provence in the novels, art guidebooks and encyclopedias Hotel Pastis (1993), Always Provence (2000), another year in Provence (2000), Long live the holiday! (2001), more Provence (2002), Provence a to the Z (2006). in 2006, based on the novel a year in Provence Hollywood director Ridley Scott directed the film a Good year with Russell Crowe the title role. P.S I went to the bookstore to buy Another Year in Provence and Provence forever » THANK YOU !!! A Year in Provence Review Essay Example A Year in Provence Review Paper Essay on A Year in Provence I read and chat still drooling. The most ironic that the reading at work, and this doubly have wanted. Noodles in tomato sauce, juicy slices of roast pork, red wine, truffles, half-meter baguette, cheeses, salads Bon Appà ©tit! The book should be read for those who want to relax. Stay a little romantic and live one year in Provence together with the author. Get to know the local people, learn to ignore time, become gourmets even for a night. And when you return, would think that an evening like how little. Provence with its great food, crazy tourists, cute or funny traditions sinks into the soul. novel chapter is divided into months. Twelve chapters, two hundred and ninety pages of fun reading the evening. The French eternal drinkers, still with their vineyards! French gourmets. They are a little selfish, liars, lazy But they are hospitable, good hosts, good friends. They are people just like everyone else, only to live in France We will write a custom essay sample on A Year in Provence Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A Year in Provence Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A Year in Provence Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For those who think that the whole book consists of hiking from one restaurant to another: You are wrong!. All daily life Englishman in France, without any prejudice, with a sense of humor. All of the air temperature, repair, prolonged for a year, the harvest, to hunt pigs, parties, games boules. Let the sum of all of these thoughts, similar to a bunch of vine. I liked the book, Meili grateful that visited at least every other book in Provence. I myself live as a writer could not, therefore, had the pleasure of reading!

Good Great Gatsby essay essays

Good Great Gatsby essay essays American society during the 1920s was a time of cynicism, loss of values, and was mainly defined by ideological and social battles. World War I was a turning point to society and altered the class structure through ideological reform. After the war, which had been called the war to end all wars by Wilson, people began to lose their sense of ideals resulting from disillusions of the true purpose of the war. This marked the disappearance of faith and common values such as American Dream, the age-old ideal that had so far been the key to Americas success, the ideal of working hard to achieve goals, and the replacement of material wealth for spiritual ideals and morals. The traditionalists, who acquired money through legal means and still retained a strict sense of morality, were reluctant to accept the modernists into their society because they seemed jaded by corruption of materialism. The modernists were the group of people who as a result of their disbelief in morals and values had become dependent on money rather than the betterment of their souls spiritually. The modern aristocrat was characterized by using money as power and by giving in to greed and carefree lives. The main conflict in society was of money overpowering morality or modernists against traditionalists. Most of the other parts of society had not been caught up in the new fervor of corruption and were still living the American Dream. These people were suppressed by the dominant modern, urban society in which they were ignored by the fast paced, elite upper class. The Great Gatsby examines this dominant society and through the characters that represent the urban society, it portr ays subtly criticizes and encourages change in this society. The Great Gatsby as a whole was a great social insight and documentation of the life and ideals of the 1920s. It could be a warning of the dismal future of society if people did not recover their ideals and values and repair the...

Country-risk analysis Research Paper Example | Topics and Well Written Essays - 1250 words

Country-risk analysis - Research Paper Example to define South Africa based in terms of common occurrence and norms of society but also in terms of encapsulating the business environment and detailing how an individual or their family might necessarily be impacted by a move from candidate to South Africa. Rather than avoiding the issue until later in the analysis, it is first necessary to grapple with the proverbial gorilla in the room. Essentially, up until only two decades ago, South Africa was an apartheid state. Whereas the United States and other nations around the globe ceased segregating individuals based upon race many years ago, South Africa held on to a very conservative and racial viewpoint of society; one in which Africans and individuals of European ancestry did not integrate with one another and oftentimes did not engage within society. Naturally, these rules were established by a government which was predominantly European in ethnic origin (Vincent & Howell, 2014). Not surprisingly, the ethnic strife that this caused and the difficulty on race relations was profound. Within the current era, South Africa continues to exhibit some of the most profound and oftentimes violent racial relations of nearly any nation on earth. Accordingly, many individuals that come from Europ e or North America are flummoxed to see the degree of racial tension that exists within South Africa and the overall degree to which the painful past is reflected in current society, politics, culture, and even entertainment. As a direct result of this dynamic, it is necessary for individuals to appreciate the fact that the racial overtones and overtones within South Africa will be much stronger as compared to Canada. With this in mind, a renewed level of sensitivity to racial concerns and the degree and extent to which interaction and engagement with individuals of different races takes place within society and is normalized will be required (Govinder et al., 2013). Another relevant concern with respect to life and conducting

Entrepreneurship and Venture Creation Essay Example | Topics and Well Written Essays - 4000 words - 1

Entrepreneurship and Venture Creation - Essay Example They seek to provide high quality goods at low costs through innovation. This factor together with wealth creation led to economic growth. Entrepreneurs seek to invest money in small and medium market enterprises. This leads the niche market to flourish and strengthen the economy. This is why a society only receives consideration of prosperity as to the degree to which it encourages and rewards entrepreneurship (Stel 2005 pg 18). In many liberal economies, entrepreneurship pursuit receives high priority as opposed to its consequences. However, careful evaluation reveals that this behavior creates a credit crunch that leads to financial turmoil. The economic and social impacts of entrepreneurial activity with no regulation lead to short-term benefits (Acz, 2010 PG 78). Yet, in the end national markets, economies, individual and firms suffer severely resulting into huge value destruction. This essay seeks to analyze the theory of entrepreneurship and its relation to the UK economy coming from recession. It will discuss different types of entrepreneurial activities. It indicates how each activity affects economic performance. Entrepreneurship before the recession was unregulated. This led to issues arising in the capitalist economies leading due to short-term profits and speculation bubbles. The entrepreneurs experienced adverse effects of economic factors beyond their control. These include limitation of amount of credit available, decrease in demand and reductions in confidence levels. This resulted in business closures, loss of employment and economic stagnation. The capitalist economy present at the time though highly adaptive and robust held a crisis between its relationships to the society (Stel, 2005 pg 124). The freedom it gave to an enterprise to engage in wealth creation and maximization was in contrast to the society expectation of responsibility. The old entrepreneurial theory receives its basis from the capitalist theory of growth.

History of Education in Afghanistan

History of Education in Afghanistan Early Modernism to Present Day Policies This chapter presents a chronological narrative about the evolution and changes in Afghan national education goals and outcomes and issues related to teacher education in a cultural/historical context. Traditional views regarding education goals and practice provide the basic foundation for understanding the progress and challenges toward universal education in the nation. The historical information in this chapter is well documented in numerous sources, as well as having been part of the authors own education as a child and adolescent in Kabul schools. Important references from which reliable objective information was drawn include the Ministry of Education (1968) report on the last fifty years of education, as well as other books, reports, and documents (Dupree, L., 1973; Poullada,1973: Rashid, 2008; Rotberg, 2007; Rubin, 2002; Sadat, 2004; Samady, 2001 and 2013; Sarvi, 2003; Tomsen, 2011). These sources were consistent in their reporting of events related to education progress or decline. Their general agreement on facts enabled me as author to weave together this history without always attributing the information to a specific source. Other, less central, historical sources are included as citations where appropriate. Although not an Arabic nation, Afghanistan does share the religion of Islam with Arab Muslim nations, as well as the Arabic script essential to reading the Holy Quran. Dari and Pashto, the two main languages of Afghanistan, are derivatives of Indo-European (Indo-Aryan), not Semitic (Arabic/Hebrew) languages. Afghanistan is part of the historical stream of Islamic culture embracing the centuries of advancement of knowledge in science, mathematics, philosophy, poetry and literature during the historical era when Europe was locked in what historians now refer to as the Dark Ages. The writings of Plato, Aristotle, and other Greek thinkers were preserved and expanded by Islamic scholars who made original contributions in scientific and literary fields. Afghanistan, before modern national boundaries were outlined, was the birthplace or home of numerous scholars of renown such as Avicenna and Al-Biruni, as well as the poet, Rumi, whose works are revered even today. This information is offered as a prelude to provide a better understanding of the pride of Afghanistan in its educational and cultural roots, and the determination to restore or reconstruct the educational legacy and intellectual vitality of its people. The study presented in this dissertation explores the responses to present day crises and chaos in a war-ravaged country as it faces the challenges to create a new national system of education that both respects the past and wants to be respected in the global society. Afghanistan now attempts to overcome the overwhelming gap between what is left after massive destruction and what needs to be done to catch up with the rest of the modern world. Before the Modern Era Traditional education and apprenticeships for Afghan children and youth in previous centuries was centered on the home and the mosque. When and where madrassas (religious schools) became available, they were also accessible to boys. Signs of modern education did not appear in Afghanistan until the early 1900s, around 1903, under the reign of Amir Habibullah who founded the first secondary school, Habibia Lycee. This school was modeled after the Indian high school program which itself was adopted from the British who copied it from the French. Habibullah took steps to increase literacy through increases in print media, newspapers, journals, and the support of libraries. Some students from Habibia were sent abroad for study, especially to British India. Habibia high school gained a reputation over the years for its role in providing a large number of leaders for the nation. However, the pace of educational change and modernization was slow. Steps Toward Modernization A method for teaching literacy was developed in 1906 including new textbooks and a teachers guide. This led to the creation of the Office of Textbooks in 1907 in order to provide uniform school textbooks for the increasing number of schools. It became clear that a standard curriculum, with new textbooks, required trained teachers knowledgeable in the text material; therefore, the first teacher training institute, Dar-al-Malimin, was established in Kabul in 1912. In the following year a Department of Education was established to attend to the issues of promoting primary education. Amir Habibullah appointed his son as department head. Education, free school supplies, and a small stipend were available to the male students selected to attend. In 1912, the first normal school was established in Kabul to train teachers for primary schools (Ministry of Education, 1968, p. 6). In 1919, Shah Amanullah became the ruler by succession, and actively supported the movement toward widespread national education. He elevated the Department of Education to the Ministry of Education and appointed his son, Prince Abdur Rahman, as the countrys first Minister of Education. Mahmud Tarzi, a reformist educated statesman and the father-in-law of Shah Amanullah, held an influential position in the Amani (Amanullah) government pushing especially for education reform and for the empowerment of women. Tarzis daughter, Queen Soraya, in 1921 with her mother, Rasmiya, founded the first high school for girls, Masturat. Rasmiya was appointed as the first principal. Between 1921 1928, more than 800 females were enrolled. In 1928, the first co-education classes were introduced at Amaniyya Lycee for grades one and two. Under Tarzis leadership other primary schools were established in major towns, villages, and cities. In addition to schools in each province there were also schools for the countrys nomads, the Kuchis. Several new high schools (Lycee) were founded between 1922 and 1930, some teaching foreign languages such as German or English as an attempt to provide an education comparable to that of Europe and other advanced nations. Two vocational schools were opened in 1924, one for business and administration and another for fine and applied arts. The goal was to have a national system of schools with a modern curriculum. The beginning of a network of government-run intermediate and secondary schools was achieved in 1928; as many as 40,000 students were enrolled. However, since higher education was missing in Afghanistan the government began to allow top male students (sons from elite families) to study outside of the country, for example, in India, Germany, France, Egypt, and Turkey. Ten girls were allowed to go to Turkey in 1928 for university study, but this practice was soon aborted requiring the girls to return home as a conservative backlash grew strong. Unfortunately, conservative sectors in society believed that government schooling was unreligious and if children attended those schools, they became infidels. Conservative traditional sectors opposed changes in the education system they viewed as western, modern, urban, and against Islam. The opposition included clergy, tribal leaders, some rural ethnic groups, and government opposition groups. The unpopularity of Amanullah became so strong, threatening civil upheaval, that in early 1929 he abdicated and sought refuge in Italy. Taking his place as ruler for only nine months was the militia commander, Habibullah Kalakani, who reversed the educational reforms made under Amanullah. Among the first steps taken by the new Kalakani monarchy were the closure of female schools and the disbanding of the Womens Association of Kabul. The Irshad-e Naswan, the only newspaper published for women, also was banned. The government recalled the female Afghan students from Turkey and required them to put on the veil. The government replaced the language of instruction, Dari, with only Pashtu in an attempt to bolster the states claim to Pashtunistan, Pakistans Northwestern Frontier Province. Education returned to traditional practices. Social and economic measures, including education policy, aimed at sustaining a traditional agricultural society. The majority of rural communities had no schools and continued the education of their children, in the traditional way, at home and in the mosques. All government schools were closed briefly during this period in 1929; however, schools were re-opened in late 1929 when Nadir Shah became king after capturing and executing Kalakani. Although he at one time had been Minister of Education, education under Nadir Shah was not a central priority. However, one progressive step was taken in 1931 when women were allowed to take health classes at the Masturat Hospital in Kabul. Nadir Shah did support the establishment of Kabul University in 1931 despite the persistence of the anti-modern conservative resistance. In addition, in 1932, the faculty of medicine was founded. Nadir Shah was assassinated at a high school graduation ceremony in 1933 (Dupree.L.,1973. p. 174). His nineteen year-old son, Prince Zahir, was immediately crowned king, but for many years a proxy rule by older male relatives characterized his leadership. Zahir Shah was king for four decades, from 1933 to 1973, during a period that was relatively free of civil unrest. Some favorable trends started to emerge in the late 1940s. Advances were made in education, the economy, and civil society especially in urban areas during much of his reign, although the conservative Islamic anti-modern element remained strong even as the Communist influence became a dominant disruptive factor. In 1964, a Constitution was created enabling greater citizen participation under a Constitutional monarchy. Higher education introduced in the 1940s included embryonic universities in major cities, most notably Kabul University supported by the United States, and the Polytechnic University founded by the Soviet Union for vocational/technical advanced training. Faculties were established in law (1938), science (1942), and letters (1944). In 1947, Kabul University was formally established. Three years later, the departments of theology, agriculture, and economics were founded. Some departments were affiliated with foreign universities in Germany, France, America, and the Soviet Union University admission gave priority to sons of the ruling aristocracy or sons of top bureaucrats (Sadat. 2004). In 1946, a Womens Institute was started in Kabul to provide classes for a few privileged girls and women. A year later, two girls high schools were created and in 1947, a womens faculty of education was established. Further steps were taken when, in 1949, the first group of girls having the equivalent of a high school diploma began to teach in girls schools. By 1950 there were 368 primary, secondary and vocational schools, and one teacher training school with a national total of 95,300 students. The enrollment of children in primary education was 6% of the entire age group, 6 through 12 years, in an estimated population of 11 million people. (Samady 2001), In the 1950s efforts to expand education and improve its quality were initiated. In 1949, the Afghan government asked UNESCO to send a Mission to study its educational system. In 1954, USAID and Columbia University Teachers College focused efforts on the qualitative improvement of teacher education in Afghanistan. In 1955, the Institute of Education was created and later integrated into Kabul University. According to Wilbur (1962), in 1960 there were 175,600 pupils in 1,110 primary schools of whom 19,000 were girls. Among the 11,300 students enrolled in grades seven to nine, 2,500 (22%) were girls. Approximately 193,000 Afghan students were enrolled in schools in Afghanistan and abroad, a figure double that of a decade earlier in 1950. Nepotism, favoritism, and corruption were common complaints regarding the awarding of foreign scholarships (Wilbur, 1962, pp. 85-87). Soviet Assistance and Intervention By the early 1970s, about 90% of the Afghan armed forces were being trained by the Soviets. Thousands were trained in the Soviet Union as well as more thousands in Afghanistan. Russia also sent arms and military experts to Afghanistan. Afghan university graduates received fellowships for advanced study in the USSR and Warsaw Pact nations. From this aid and experience a growing elite of Afghans emerged with modern ideas as well as social and political sympathies in harmony with Communism. Slowly but surely the Sovietization of Afghanistan was occurring. Prime Minister Daoud enthusiastically encouraged Soviet engagement in Afghanistan, earning himself the nickname the Red Prince. At the time of Prime Minister Daouds reign in the 1970s, three boarding high schools were introduced in Kabul: Ibn Sina (later becoming Lycee), Khushal Khan Khattak Lycee, and Rahman Baba Lycee. Ibn Sina served as a teachers training institution equipping male rural students to return to their villages to become teachers. Khushal Khan Khattak Lycee and Rahman Baba Lycee enrolled students from the tribal areas as part of the attempt to integrate various tribes into the government. In the late 1970s Afghanistan had a functioning education system comprising over a million students including 20% girls in primary, secondary and higher education. Government expenditures on education came to constitute 40% of the national budget. In 1977, the education infrastructure could not support the educational demands. By 1978, there were more than one million students in primary and secondary schools and other educational institutions in Afghanistan. Of there, there were 152,750 girls (about 14%) and 5,070 female teachers in primary schools. In an attempt to reduce pressure on both the education system and the labor market, the government instituted the, Kankurexam (from the French word concours), the university entry test at the end of the 12th grade. The main purpose of the Kankur was to select potentially successful university students from the rest of the student population. This test became a controversial but established screening mechanism for reducing pressure on the overstrained university system. (Other spellings will be found for this exam including Concord, Konkor.) In 1978, the constitutional monarchy was abolished by a palace coup dà ©tat declaring former Prime Minister Mohammed Daoud as the countrys President of the first republican government. The Soviets immediately recognized the new government. Not only was the new constitution of the government styled after that of the Soviet Union but also changes in academia began to resemble the Soviet approach to education including introducing co-education, especially at the university level, but also in the lower schools. However, in April 1978, President Muhammad Daoud was overthrown in what is referred to as the Saur Revolution. Nur Muhammad Taraki, head of the Peoples Democratic Party of Afghanistan (PDPA) replaced Daoud as President. Taraki instituted even broader Marxist style reforms including a rural literacy campaign expanding educational opportunity to masses of uneducated farmers and women. He was not intimidated by the internal conflict between groups supporting traditional systems against the modernization movement. Taraki continued to offend those determined to maintain traditional customs. He pushed forward drastic social and economic measures, including land reform, womens rights and modern education. These ideological conflicts led within the year (in 1979) to his loss of power. Prime Minister Hafizullah Amin ousted him as president. Amin took firm steps to quell any opposition such as imprisoning and executing individuals and groups who were viewed as unsupportive. He did not hesitate to go after his own party members such as former President Taraki or his sympathizers. Opposition, however, and dissatisfaction were broiling up throughout the nation making the Soviets uneasy about the stability of the rapidly changing government. In December 1979 Soviet tanks rolled into Afghanistan. In 1980, President Amin was removed and Babrak Karmal, former 1960s parliamentarian, became the countrys fourth president. The educational system, over several decades, became increasingly influenced and funded by the USSR. After the Soviet invasion of 1979 this trend increased dramatically. Literacy courses and programs educating about health and technology were expanded throughout the country. Part of the reforms included the creation of a pedagogical research center. In 1981, the Central Institute for the Retraining of Teachers was established. In 1982, the Kabul Pedagogical Institute was founded. Further academic exchanges were established with Eastern Bloc countries. American and Western exchanges stopped. Amins presidency lasted six years. In 1986, Dr. Muhammad Najibullah, former head of the Afghan intelligence agency (the secret police), became the countrys fifth president. President Najibullah, a graduate of the school of medicine at Kabul University realizing the need for more higher education throughout the country, opened three new universities; Balkh (1986), Herat (1988), and Kandahar (1991). However, Najibullah, seen to be brutal and ruthless, alienated many Afghan groups including his own army, but in particular the Islamic conservative groups that became united as the party of the Taliban. Najibullah was forced out of office in 1992, taking refuge for four years in the UN compound. His own brutal execution at the hands of the Taliban in 1996 precipitated the Civil War that eventually led to the empowerment of the Taliban. Impact of Soviet Defeat, the Civil War and the Demise of Modern Education Before the civil war in the 1990s, the Afghan higher education system was largely intact and thriving. UNESCO estimated university enrollment in 1990 at more than 24,000, with women making up one third of the student body. Much of the destruction of Kabul in 1992-1994 was in the area around Kabul University; classes were seriously disrupted as virtually all faculties fled Kabul or were killed. During Taliban rule (1995-2001), the provision of higher education was limitedto men only, mainly at what remained of Kabul University, and concentrated on Islamic studies. In April 1992 the Afghan government transferred power to the Islamic Jihad Council (IJC) which was designated by the Peshawar Accords. Within days the various factions collided and Kabul was engulfed in civil warfare cascading throughout the country. To make matters worse, schools and universities, specifically Kabul University, became the stages for warfare and pillage. This had an immense impact on education. With no uniform curriculum, religious education was given priority over all other subjects. Equal education opportunities of boys and girls were ignored while religious schools for boys were encouraged. Due to fighting and the security situation the universities and schools were frequently closed. There was damage to buildings and insecurity, which affected school attendance as teachers, administrators, and students became displaced. Even laboratories, furniture, and the electric wiring from inside the walls of its classrooms were stolen. The rival factions targeted the libraries and thousands of volumes were either looted or burned; rare titles were smuggled and sold off for high prices in the antiquarian book markets outside the country. In an article entitled Raping the Libraries of Kabul details of how the various factions burnt or sold millions of hand written books on religion, history, poetry, and autobiographies of great scholars. From that million-volume collection only 20,000 books survived. (Hussain, 1998). By 1995, the Taliban defeated other fighting groups in the Civil War, and took over the government with pledges of peace and order. However, they introduced strict social policies based on their interpretation of proper practices in Islam. The Taliban completely closed down most government schools, especially those for girls. Only religious studies in religious schools (madrassas) were allowed for boys. Still, many Afghans educated their children, including their girls, illegally and secretly at home using pieces of the modern, already discarded, curriculum. In 1999 the enrolment in primary education was 811,500 with only 7% girls. The enrolments in secondary and higher education were limited and the universities were often closed and did not function effectively. Thousands of teachers and education administrators became victims of war, underwent intellectual apartheid, or left Afghanistan during the Soviet occupation, the Civil War, and especially after the Taliban came to power. The 9/11 Call to Action: The Chase for bin Laden, Defeat of the Taliban, and Western Occupation Then on 9/11/01 Osama bin Laden and his followers known as Al Qaeda planned and carried out a major attack on the United States. Bin Laden was a member of the Saudi ruling family. He had become radicalized against the West, particularly against the United State. He and his armed men used remote areas in Afghanistan (and Pakistan) for hide-away bases. The destruction of 9/11 resulted from carefully planned attacks using commercial airlines as suicide bombers, destroying both of the Twin Towers in New York City as well as a simultaneous attack on the Pentagon in Washington, D.C. A third part of the plan involved the use of another airliner for a third target in the Capitol, probably the White House, but the plane crashed as a result of passenger intervention. These attacks resulted in the deaths of more than 5,000 Americans in one brief morning. By October, 2001 the government of the United States retaliated, seeking revenge on bin Laden. Other sympathetic nations joined to make an allied force that stormed Afghanistan, taking the country from Taliban control. After the defeat of the Taliban in 2001 many Afghans who had fled as refugees during the years of conflict, returned to Afghanistan to help rebuild their country. As the school year started in March 2002, the capacity to supply education had been decimated in both quantity and quality. The situation of the country was described in this way by a joint report of international organizations: The Afghan education system has been undermined by 23 years of war, by widespread physical destruction, by restructuring under a communist regime, and by its use as a political and religious pawn by succeeding governments. The concept of secular education has been under constant attack for decades-first as a source of foreign ideas that led to the communist takeover and then by the Taliban who banned education for girls entirely, and promoted and expanded the system of religious schools at the expense of secular schools (AIA, 2002). The results of the US response, with international support especially from western governments, led to the defeat and withdrawal of the Taliban and the institution of a new western supported (and many believe controlled) interim government. A national Shura (representative convention) was held, a new Constitution for the Islamic Republic of Afghanistan was written, elections were scheduled, and commitments made for a decade of international funding and support in rebuilding the nation as a democratic, modern, technologically equipped participant in the global community. The challenges were overwhelming including rebuilding the entire governmental infrastructure, rebuilding roadways and creating new lines of transportation and communication, restoring and upgrading electrical power as well as water and sanitation systems, rebuilding or removing destroyed structures, establishing a banking system, and modernizing commerce including all types of products imported for human survival and comfort. The biggest challenge was that of re-building the totally destroyed education system from the bottom up and from the top down. The education system reformed by the Soviets to include the masses had never been fully operational. Educational opportunity was left largely to those who had access to urban areas where even girls were allowed to attend schools at the university in Kabul where co-educational classes had been the Soviet policy. However, by the end of the Civil War and certainly by the end of the Taliban rule, the universities had been destroyed and were barely functional when offering classes at all. As described earlier, faculty had fled or were dead, buildings were gutted and marauded. Campuses were denuded either by soldiers trying to eliminate hiding places for opposition forces, or by civilians seeking firewood. Furniture was stolen and broken up to use for home heating; equipment was looted; even the electrical wiring was stripped from buildings still standing and taken for sale in the black market. Libraries and laboratories were ghostly artifacts attesting to the destruction of symbols of learning. As the attempt to re-open universities began in 2002, the flow of citizens from the country began to reverse with many Afghans returning from refugee camps in Pakistan and Iran or from other countries in which they were exiled including the United States, Canada, Iran, Great Britain, Germany and other countries. Some of these returning were able to take positions of leadership in the new government headed by President Karzai in a democratic election, and some were capable of restoring the universities and the schools. Stories from students who began to study again at Kabul University tell of walking across human bones on the tall grasses of the university campus that had earlier been a site of warring groups. The next chapter, relating the efforts to rebuild a nation, provides the heart of the dissertation describing the responses to the enormous challenges to the recruitment, preparation, education, deployment of teachers in post-conflict education in Afghanistan. The specific initiatives, policies, programs and problems in building a national corps of professional teachers for Afghanistan in the face of enormous limitations of human capacity, financial resources, cultural and social value differences, are expanded upon in the following dissertation chapters. References AIA Afghanistan Interim Administration. (2002). Comprehensive Needs Assessment for the Education Sector in Afghanistan. Kabul: Afghanistan Interim Administration. Amin, Sakai. (2012). Modern Afghanistan: A History of Struggle and Survival. London: I.B. Taurus. Baize, Y. (2013). Education in Afghanistanà ¢Ã¢â€š ¬Ã‚ ¯: developments, Influences and Legacies since 1901. Florence, Kentucky: Routledge/Taylor and Francis. Dupree, L. (1973). Afghanistan. Princeton, N.J., Princeton University Press. Hussain, I. (1998). Raping the Libraries of Kabul. Diplomat Magazine.Vol. 8. #6. Ministry of Education. (1968). Education in Afghanistan during the Last Fifty Years I. Primary, Secondary. Kabul: MoE Planning Dept. Poullada, L. (1973). Reform and Rebellion in Afghanistan, 1919-1929; King Amanullahs Failure to Modernize a Tribal Society. Ithaca, NY: Cornell University Press. Rashid, A. (2008). Descent into chaos. New York: Viking. Rotberg, R. I. (ed.). (2007). Building a new Afghanistan. Washington, DC: The Brookings Institution Press, The World Peach Foundation. Rubin, RB. (2002). The Fragmentation of Afghanistan: State Formation and Collapse in the International System. New Haven: Yale University Press. Sadat, M. H. (2004). History of education in Afghanistan. Retrieved from http://reliefweb.int/report/afghanistan/history-education-afghanistan Samady, S. R. (2001). Education and Afghan Society in the 20th Century. UNESCO. Samady, S. R. (2013). Changing profile of education in Afghanistan. Sarvi, J. (2003). A New Start. Manila, Philippines: Asia Development Bank. Tomsen, P. (2011). The wars of Afghanistan: Messianic terrorism, tribal conflicts, and the failures of great powers. Public Affairs: Perseus Books Group. Wilbur, D., (1962). Afghanistan. New Haven: Yale University Press