Charlotte Forten Grimké Abolitionist Teacher

Charlotte Forten Grimkà © was known for her writings about the schools in the Sea Islands for former slaves and she was a teacher at such a school. Grimkà © was an antislavery activist, poet, and wife of prominent black leader Rev. Francis J. Grimkà ©. She was an influence on Angelina Weld Grimkà ©. Occupation:  Teacher, clerk, writer, diarist, poetDates:  August 17, 1837 (or 1838) – July 23, 1914Also known as: Charlotte Forten, Charlotte L. Forten, Charlotte Lottie Forten Education Higginson Grammar School, Salem, Massachusetts, graduated 1855Salem Normal School, graduated 1856, teaching certificate Family Mother: Mary Virginia Wood Forten, died 1840Father: Robert Bridges Forten, sailmaker, died 1865; son of James Forten and Charlotte Vandine FortenSiblings: Wendell P. Forten, Edmund L. Forten (ages 3 and 1 respectively in the 1850 census)Husband: Rev. Francis James Grimkà © (married December 9, 1878; Presbyterian minister and civil rights activist; son of a white slaveholder and his slave mistress; nephew to abolitionist and feminist activists Sarah and Angelina Grimkà ©)Daughter: Theodora Cornelia, January 1, 1880, died later that year Family Background Charlotte Forten was born into a prominent African American family in Philadelphia.  Her father, Robert, was the son of James Forten (1766-1842), was a businessman and antislavery activist who was a leader in Philadelphia’s free black community, and his wife, also named Charlotte, identified in census records as â€Å"mulatto.†Ã‚  The elder Charlotte, along with her three daughters Margaretta, Harriet and Sarah, were founding members of the Philadelphia Female Anti-Slavery Society along with Sarah Mapps Douglass and 13 other women; Lucretia Mott and Angelina Grimkà © were later members of the biracial organization as was Mary Wood Forten, Robert Forten’s wife and mother of the younger Charlotte Forten.  Robert was a member of the Young Men’s Anti-Slavery Society who, later in life, lived for a time in Canada and England.  He made his living as a businessman and farmer. The young Charlotte’s mother Mary died of tuberculosis when Charlotte was only three. She was close to her grandmother and aunts, especially her aunt, Margaretta Follen.  Margaretta (September 11, 1806 – January 14, 1875) had taught in the 1840s at a school run by Sarah Mapps Douglass; Douglass’ mother and James Forten, Margaretta’s father and Charlotte’s grandfather, had together earlier founded a school in Philadelphia for African American children. Education Charlotte was taught at home until her father sent her to Salem, Massachusetts, where the schools were integrated.  She lived there with the family of Charles Lenox Remond, also abolitionists.  She met many of the famous abolitionists of the time there, and also literary figures.  James Greenleaf Whittier, one of those, was to become important in her life.  She also joined the Female Anti-Slavery Society there and began writing poems and keeping a diary. Teaching Career She began at Higginson school and then attended the Normal School, preparing to become a teacher. After graduation, she took a job teaching at the all-white Epes Grammar School, the first black teacher there; she was the first African American teacher hired by Massachusetts public schools and may have been the first African American in the nation hired by any school to teach white students. She became ill, probably with tuberculosis, and returned to live with her family in Philadelphia for three years.  She went back and forth between Salem and Philadelphia, teaching and then nurturing her fragile health. Sea Islands In 1862, she heard of an opportunity for teaching former slaves, freed by the Union forces on islands off South Carolina’s coast and technically â€Å"war contraband.†Ã‚  Whittier urged her to go teach there, and she set off for a position at Saint Helena Island in the Port Royal Islands with a recommendation from him.  At first, she was not accepted by the black students there, due to considerable class and culture differences, but gradually became more successful relating to her charges.  In 1864, she contracted smallpox and then heard that her father had died of typhoid. She returned to Philadelphia to heal. Back in Philadelphia, she began to write about her experiences. She sent her essays to Whittier, who got them published in two parts in the May and June 1864 issues of Atlantic Monthly, as â€Å"Life on Sea Islands.†Ã‚  These authors helped to bring her to the attention of the general public as a writer. â€Å"Authoress† In 1865, Forten, her health better, took a position working in Massachusetts with the Freedman’s Union Commission.  In 1869, she published her English translation of the French novel Madam Therese. By 1870, she listed herself in the Philadelphia census as â€Å"authoress.† In 1871, she moved to South Carolina, teaching at Shaw Memorial School, also founded for the education of the recently-freed slaves.  She left that position later that year, and in 1871 – 1872, she was in Washington, DC, teaching and serving as assistant principal at Sumner High School.  She left that position to work as a clerk. In Washington, Charlotte Forten joined the Fifteenth Street Presbyterian Church, a prominent church for the black community in DC.  There, in the late 1870s, she met the Rev. Francis James Grimkà ©, who was a newly-arrived junior minister there.   Francis J. Grimkà © Francis Grimkà © had been born a slave. His father, a white man, was a brother of the abolitionist sisters Sarah Grimkà © and Angelina Grimkà ©. Henry Grimkà © had begun a relationship with a mixed-race slave, Nancy Weston after his wife died, and they had two sons, Francis and Archibald.  Henry taught the boys to read. Henry died in 1860, and the boys’ white half-brother sold them. After the Civil War, they were supported in gaining further education; their aunts discovered their existence by accident, acknowledged them as family, and brought them to their home.   Both brothers were then educated with the support of their aunts; both graduated from Lincoln University in 1870 and Archibald went on to Harvard Law School and Francis graduated in 1878 from Princeton Theological Seminary. Francis Grimkà © was ordained as a Presbyterian minister, and, on December 9, 1878, 26-year-old Francis Grimkà © married 41-year-old Charlotte Forten. Their only child, a daughter, Theodora Cornelia, was born in 1880 on New Year’s Day and died six months later.  Francis Grimkà © officiated at the 1884 wedding of Frederick Douglass and Helen Pitts Douglass, a marriage that was considered scandalous in both black and white circles. In 1885, Francis and Charlotte Grimkà © moved to Jacksonville, Florida, where Francis Grimkà © was the minister of a church there.  In 1889 they moved back to Washington, where Francis Grimkà © became the lead minister of the Fifteenth Street Presbyterian Church where they had met.   Later Contributions Charlotte continued publishing poetry and essays.  In 1894, when Francis’ brother Archibald was appointed counsel to the Dominican Republic, Francis and Charlotte were legal guardians to his daughter, Angelina Weld Grimkà ©, who was later a poet and a figure in the Harlem Renaissance and wrote a poem dedicated to her aunt, Charlotte Follen. In 1896, Charlotte Forten Grimkà © helped to found the National Association of Colored Women. Charlotte Grimkà ©Ã¢â‚¬â„¢s health began to deteriorate, and in 1909 her weakness led to a virtual retirement. Her husband remained active in the early civil rights movement, including the Niagara movement, and was a founding member of the NAACP in 1909.  In 1913, Charlotte had a stroke and was confined to her bed.  Charlotte Forten Grimkà © died on July 23, 1914, of a cerebral embolism. She was buried at Harmony Cemetery in Washington, DC. Francis J. Grimkà © survived his wife by almost twenty years, dying in 1928.

Christian Vision Of A Person By Patrick Mcardle - 1997 Words

QUESTION ONE In the article titled â€Å"Christian Vision of a Person†, Patrick McArdle seeks to explain the question of what it means to be a human person, and in doing so seeks to assist or enhance people’s understanding of Christian Ethics and Anthropology. From a modern, first world perspective, the question at first glance appears to be a simple one. However, when we read further, this appears not to be the case. His article takes an almost tripartite approach to defining the human person. He looks much deeper than the socio-biological aspects of humanity and gives us an insight into the metaphysical qualities that help us form our opinion of what it means to be a human person. In the later part of the article, McArdle goes on to talk†¦show more content†¦What constitutes a human being? He questions the validity of a definition that limits the definition to ones ability to communicate with beings of the same species. He asks us to consider how we would then be able to classify people such as the severely disabled, unborn humans, or humans entering end of lifecycle phases. For the purpose of simplifying this complex topic, McArdle then goes on to propose two ‘schools of thought’ for defining humanity: the ‘socio-biological’ and the ‘metaphysical’. He states that these classifications are of his own invention and both have do not exist in isolation that is, that there is room for cross-over. As the title states, the first grouping of the ‘socio-biological school of thought’ deals broadly with people who maintain the belief that person-hood is the net result of your biology, exposure to â€Å"social dynamics† or some combination of the two. Within this group there are also two divisions. The first division within this group believes that classification or the assignment of humanity can take place based solely on your genetic make-up and other biological criteria. The second division takes into account your social conditioning. McArdle goes further with refining this classification to include traits (as stated by Peter Singer) that he believed could help separate â€Å"humans† from other higher order primates. Singer suggests attributes such as: self-awareness, self control, a sense of

Gender Roles Defined Free Essays

All the Pretty Horses would be widely considered a fairly typical western in the traditional sense. There are many of the common western tropes that exist explicitly and implicitly within the novel. While much of the idealistic â€Å"western† characteristics appear in a blatant manner, the novel is laced with incidents and dialogue of seemingly little consequence or significance at first glance. We will write a custom essay sample on Gender Roles Defined or any similar topic only for you Order Now There are many occurrences which are overlooked in the story that represent and support a common and major idea that is stated in a more major or explicit form at other times. The role of gender is one such idea. In the early stages of the novel, the conflict which sets the entire story in motion takes place as Cole’s mother has decided to sell the ranch now that his grandfather has died. Cole is distraught over this as the ranch is his desired lot in life. He attempts to talk to the familys attorney after attempts at persuasion with his mother fail only to reach similar end. The reasoning the attorney postulates for his mother’s decision is a minute detail of the scene but brings about an interesting and otentially underlying idea throughout the story. His rationalizes her motives on the basis that, â€Å"she’s a young woman and my guess is that she’s like to have a little more social life than what she’s used to† (McCarthy 17). This determination does not come off as explicitly Judgmental but simply a plausibly suggestion for her actions. Upon closer examination however, it proves to be more meaningful. The attorney is asserting Cole’s mother’s social life as a legitimate reason for her to forfeit the ranch her father had built from the ground up and worked so hard for. There is no such concern mentioned for the sixteen year old John Grady whom is interested in not only keeping the ranch, but running it himself. The adolescent stage of life in generally considered the pinnacle of social importance in society as adult relationships begin to form and develop. This is a very biased Judgment on the attorneys part based on a very glaring difference between Cole and his mother which is their gender. Mrs. Cole’s social obligations appear to him as a legitimate reason for her to back out of the hard work, and presumably things considered â€Å"man’s work† ecessary to run the ranch which she had inherited. It appears through his acceptance about Cole’s mother and her decision, reaction to Cole’s request, and lack of concern for his social needs that the attorney is convinced of his mother’s inability to run the ranch without much displeasure because of her gender inferiority. There is no question of the ability and willingness to struggle by both Cole and his grandfather but there is a quick dismissal of the lack of drive and ambition to keep the ranch by the female entity. Such a characteristic of women as playing an inferior role to males is shown elsewhere in the novel. Examples of this ideal being maintained in the story came also in more explicit form. One such an example is in an exchange between Rawlins and Blevins as they discuss the riding skills of Cole. Rawlins is fishing for a positive response from Blevins to support his highly held esteem of Cole so asks he poses a clearly untrue and negative statement that, † suppose I was to tell you he’s never been on a horse a girl couldn’t ride† (McCarthy 8). This assertion is intended to draw a clear reaction to me being false due to the absurdi ty ot a male, let alone the Jonn Grady Cole, be ot a lesser ability ot riding a horse than a female. The reference to the female gender inferiority in that statement is understood by Blevins despite not being in close relations previously with Rawlins which shows an encompassing ideal that women are inferior to men. The male superiority trope surfaces again later in the novel as Rawlins and Cole come across the ranch which they work for. Rawlins observes the use of female horses as work horses and is surprised by such an act. Well†¦ I can see why theyre hard on a horse. Putting up with them bitches† (McCarthy 102). Rawlins is suggesting by his surprise in the use of female horses to perform work as opposed to males that the females are incapable, whatever the species, of performing the tasks and duties that are expected of and within the ability of a male. Along with their inadequacy h e also sympathizes with the ranchers having to deal with the less desirable temperament of he females and promotes the subsequent assertion of physical dominance over the animals do to their supposed inferior gender. Such dominance would be easy to gain due to the lack of supposed equality between rider and horse as the riders are male and therefore more capable according to the ideology. Gender inadequacy is even given as verbally explicit presence in the eyes of the novel as possible when Alfonsa. Her concern for the relationship between Alejandra and Cole rests in the unfair but concrete views of society on the morals of women compared to that of men â€Å"There is o forgiveness. For women. A man may lose his honor and regain it again. But a woman cannot. She cannot† (McCarthy 137). Alfonsa’s extremely blunt but realistic views on how people perceive and forgive actions committed by men and women paints a black and white picture of the glaring inadequacy the novel’s ideals carry for gender. Essentially she is saying that males lay above reproach or at least may atone for their sins or supposed sins but females are held to a much harsher standard with a greater punishment in that they cannot regain the positive image society has nitially placed upon them no matter what action that take to rectify simply because of their sex alone. The implicit and roundabout assertion of the attorney to Cole lay the foundation for a very prominent ideal of the story. Female inferiority to males is illustrated explicitly and has no bounds in terms of the realm of inadequacy or even the species as it appears to be universal. Such flaws of women can’t even be atoned for in the eyes of the story as forgiveness is only available to those fortunate enough to be seen in society as forgivable because of their superiority. How to cite Gender Roles Defined, Papers

Ambassadors Painting Essay Example For Students

Ambassadors Painting Essay The Ambassador painting by Hans Holstein is a very popular painting from its time, the Renaissance. This time period is shown by a certain symbol that Hans liked to use in his paintings, the skull. He would place it at the bottom Of his paintings as a symbol that this art ivory is his. The skull is painted in anamorphic perspective, Which is 3 style in the Renaissance period. They say this painting could have up to three meanings. Heavens, Living world, and Death (Holiness skull). Examiners Of the painting believe it could have been made, With intention to be placed on a stairwell. This would allow the person walking up the stairs to be startled by the skull in the picture. The items placed in the painting are also indeed highly symbolic, each with their own tale. The picture places two men in the center, which is thought to be seen as symbolic. The man on the right has clerical dressing while the man on the left is in secular attire. It is also thought by some that the objects, such as the open books and symbols tot religious knowledge, and Virgin symbolism, link to the unification of capitalism and the church. Others believe that these objects can mean different. Some suggest religious strife at that time. The men in the picture, Jean De Danville (owner of land) and Georges De Selves (Bishop) show a conflict between religious and secular authorities. The lute in the picture is shown with a broken string; this is commonly believed to be a symbol of discord or tension between clergy and scholars. In the picture is also a globe showing the map of the world. Its thought to hue been created in 1530 but of unknown origin. They call it the Ambassadors globe due to its part in this painting. More simple viewed items in the painting are obvious in meaning. It includes globes, quadrant, sundial, and a tourniquet. These items are to show exploration interests of the men in the painting. Also the Oriental rug pictured shows perhaps things gained while on these travels. These rugs are somewhat typically shown in some Renaissance paintings. In conclusion, the Hans Holstein painting is a very simple painting to some, but after further looks can show many hidden messages for the viewer. From skulls portraying death to other symbolic hints to religion and strife, this painting has a lot to otter to the viewer.

Paid, Earned, Owned Media The Difference

Content is a broad term. However, it’s important to understand that there are three primary content types that can be used to support your content marketing strategy: paid, earned, and owned media. Knowing how to combine these three types of content is critical to the success of your online marketing. Here, we’ll look at the differences between these content types and how you can strengthen your online marketing by developing each type of content. The Differences Between Paid, Earned, and Owned Media What is Paid Media? In digital marketing, paid media is any form of advertising you pay for to promote your business online. You can use it to direct traffic to existing content and also to encourage earned media (see below). There are various paid techniques you can use: †¢ Social media advertising. †¢ Native advertising (advertising on third-party websites). †¢ Pay-per-click advertising, such as Google Ads. †¢ Display advertising. What is Earned Media? Earned media refers to any online publicity you gain from promotional efforts other than paid or owned media. For example, it happens when people talk about your brand on social media, or if a news site mentions your business. It could be the most valuable form of content because it’s the most trusted. Examples of earned media: †¢ Brand mentions on third-party websites. †¢ Reviews, recommendations, and testimonials. †¢ Shared articles and social media posts. †¢ Social media comments. †¢ Guest blog posts. †¢ A listing in organic search engine results pages. What is Owned Media? Owned media is simply any content that you have created or have control over. This type of content has three main goals: to engage prospects with valuable content, drive conversions, and build customer relationships. The primary forms of owned media include: †¢ Website content. †¢ Blog content. †¢ Social media content. †¢ Email newsletters. †¢ Gated content such as whitepapers. Amplifying Your Content with Paid, Earned, and Owned Media By combining these three types of media, you can strengthen your content marketing considerably in terms of engaging your audience and generating leads. Here are 10 common ways to use these types of content in your marketing efforts. Paid Media 1. LinkedIn, Facebook, and Twitter Ads Paid promotion on social media is easy to set up, but it’s important to use the channels that are most appropriate for your audience. You can then target your posts based on user demographics, location, interests, or the device being used. Content promotion networks work by promoting your content on relevant third-party sites. You usually pay on a cost-per-click basis and your content appears as a featured snippet or link. As your content appears on topic-related sites, it’s less off-putting than traditional advertising and can be more effective. According to one study, consumers look at native ads 53 percent more than display ads. 3. Search Engine Marketing One of the most common ways to promote content is with paid search ads. Google Ads is the most popular, but you can do the same on Bing, Yahoo, and other search engines. Your ads will appear alongside organic search results and are based on search engine queries, so it’s an efficient way to get your content in front of your target audience. Earned Media 4. Reviews and Testimonials Reviews and testimonials are important for building your brand’s credibility. The right endorsement at the right time could be the social proof your prospect needs to make a purchase decision. Around 59 percent of consumers say user-generated product reviews affect their buying behavior. During the sales process, encourage customers to leave reviews on suggested sites and ask for positive testimonials to publish on-site. 5. User-Generated Content Encourage user-generated content by asking users questions about how they use your products and services. Hold social media contests. For example, ask users to submit photos using your product and offer a prize to the best entry. You can also use original social media hashtags based around a common theme or question. Encourage your audience to join in the conversation. 6. Search Engine Optimization (SEO) SEO is earned media because you can’t pay for higher organic search engine rankings. You have to earn your search rankings by delivering content that includes search terms you want to rank for. A large part of this strategy is on-page SEO, which means you need to keep your website content updated with relevant content and ensure your metadata is aligned with your marketing goals. 7. Guest Blogging Are you developing relationships with other organizations and websites? For earned media to be effective, you need to build connections with journalists, influencers, customers, and social media followers. These connections will ultimately lead to more content shares, mentions, and comments based around your brand. Reach out to other bloggers with content that shows your expertise and is also interesting to their readers. 8. Social Media Content It’s also important to reach your audience on the channels they regularly visit. Listening to conversations on social media will give you some great insights into your customers’ needs, which can help shape your content strategy. Post links to your top-performing content to drive more traffic to your owned media. If you post an infographic or image, include your brand’s logo so you get the credit when it’s shared. 9. Email Newsletters You don’t have to have years of marketing experience to get positive results from email marketing. There are various online platforms you can use to create and deliver compelling email content to your audience. You might pay for an email marketing service, but it doesn’t make it a â€Å"paid† channel. Essentially, you own your list of subscribers, and it’s up to you to encourage action with engaging content delivered to their inbox. 10. Gated Content Long-form content helps to build your brand’s credibility on particular topics. Think white papers, ebooks, and how-to guides. Consider â€Å"gating† your best content behind a form. This means users have to provide their email address to gain access to the content. It’s a simple way to add perceived value to your owned content and build your email list at the same time. Just remember to add clear calls-to-action to guide prospects in the direction you want them to go. A Healthy Balance Paid, earned, and owned media each have their own advantages. Paid media is more targeted, you’ll see immediate results, and the costs are predictable. Earned media can reach a wider audience and is the most credible. With owned media, you can deliver a more diverse range of content that you have more control over. The right balance depends on your industry, your budget, your goals, and how much time you have. A healthy strategy is to use them in harmony to enhance results. For example, you can share a blog post on social media and also pay to promote it so that it reaches a wider audience. This way, you may earn some extra views, shares, and links. Now you have owned, paid, and earned media working in unison. How can you use paid, earned, and owned media together to enhance your content marketing?

Major General Sir Isaac Brock in the War of 1812

Major General Sir Isaac Brock in the War of 1812 The eighth son of a middle class family, Isaac Brock was born in St. Peter Port, Guernsey on October 6, 1769 to John Brock, formerly of the Royal Navy, and Elizabeth de Lisle. Though a strong student, his formal education was brief and included schooling in Southampton and Rotterdam. Appreciative of education and learning, he spent much of his later life working to improve his knowledge. During his early years, Brock also became known as a strong athlete who was particularly gifted at boxer and swimming. Early Service At the age of fifteen, Brock decided to pursue a military career and on March 8, 1785 purchased a commission as an ensign in the 8th Regiment of Foot. Joining his brother in the regiment, he proved a capable soldier and in 1790 was able to purchase a promotion to lieutenant. In this role he worked hard to raise his own company of soldiers and was finally successful a year later. Promoted to captain on January 27, 1791, he received command of the independent company that he had created. Shortly thereafter, Brock and his men were transferred to the 49th Regiment of Foot. In his early days with the regiment, he earned the respect of his fellow officers when he stood up to another officer who was a bully and prone to challenging others to duels. After a sojourn with the regiment to the Caribbean during which he fell critically ill, Brock returned to Britain in 1793 and was assigned to recruiting duty. Two years later he purchased a commission as a major before rejoining the 49th in 1796. In October 1797, Brock benefited when his superior was compelled to leave the service or face a court-martial. As a result, Brock was able to purchase the lieutenant colonelcy of the regiment at a reduced price. Fighting in Europe In 1798, Brock became the effective commander of the regiment with the retirement of Lieutenant Colonel Frederick Keppel. The following year, Brocks command received orders to join Lieutenant General Sir Ralph Abercrombys expedition against the Batavian Republic. Brock first saw combat at the Battle of Krabbendam on September 10, 1799, though the regiment was not heavily engaged in the fighting. A month later, he distinguished himself at the Battle of Egmont-op-Zee while fighting under Major General Sir John Moore.   Advancing over difficult terrain outside of the town, the 49th and British forces were under constant fire from French sharpshooters. In the course of the engagement, Brock was struck in the throat by a spent musket ball but quickly recovered to continue leading his men. Writing of the incident, commented, I got knocked down shortly after the enemy began to retreat, but never quitted the field, and returned to my duty in less than half an hour. Two years later, Brock and his men embarked aboard Captain Thomas Fremantles HMS Ganges (74 guns) for operations against the Danes and were present at the Battle of Copenhagen. Originally brought on board for use in assaulting the Danish forts around the city, Brocks men were not needed in the wake of Vice Admiral Lord Horatio Nelsons victory. Assignment to Canada With fighting quieting in Europe, the 49th was transferred to Canada in 1802. Arriving, he was initially assigned to Montreal where he was forced to deal with problems of desertion. On one occasion, he violated the American border to recover a group of deserters. Brocks early days in Canada also saw him prevent a mutiny at Fort George. Having received word that members of the garrison intended to imprison their officers before fleeing to the United States, he made an immediate visit to the post and had the ringleaders arrested. Promoted to colonel in October 1805, he took a brief leave to Britain that winter. Preparing for War With tensions between the United States and Britain rising, Brock began efforts to improve Canadas defenses. To this end he oversaw improvements to the fortifications at Quebec and improved the Provincial Marine which was responsible for transporting troops and supplies on the Great Lakes. Though appointed brigadier general in 1807 by Governor General Sir James Henry Craig, Brock was frustrated by a lack of supplies and support. This feeling was compounded by a general unhappiness with being posted to Canada when his comrades in Europe were gaining glory by fighting Napoleon. Wishing to return to Europe, he sent several requests for reassignment. In 1810, Brock was given command of all British force in Upper Canada. The following June saw him promoted to major general and with the departure of Lieutenant Governor Francis Gore that October, he was made the administrator for Upper Canada giving him civil as well as military powers. In this role he worked to alter the militia act to expand his forces and began building relationships with Native American leaders such as the Shawnee chief Tecumseh. Finally granted permission to return to Europe in 1812, he declined as war was looming. The War of 1812 Begins With the outbreak of the War of 1812 that June, Brock felt that British military fortunes were bleak. In Upper Canada, he possessed only 1,200 regulars which were supported by around 11,000 militia. As he doubted the loyalty of many Canadians, he believed only around 4,000 of the latter group would be willing to fight. Despite this outlook, Brock quickly sent word to Captain Charles Roberts at St. John Island in Lake Huron to move against nearby Fort Mackinac at his discretion. Roberts succeeded in capturing the American fort which aided in gaining support from the Native Americans. Triumph at Detroit Wishing to build on this success, Brock was thwarted by Governor General George Prevost who desired a purely defensive approach. On July 12, an American force led by Major General William Hull moved from Detroit into Canada. Though the Americans quickly withdrew to Detroit, the incursion provided Brock with justification for going on the offensive. Moving with around 300 regulars and 400 militia, Brock reached Amherstburg on August 13 where he was joined by Tecumseh and approximately 600-800 Native Americans. As British forces had succeeded in capturing Hulls correspondence, Brock was aware that the Americans were short on supplies and scared of attacks by the Native Americans. Despite being badly outnumbered, Brock emplaced artillery on the Canadian side of the Detroit River and began bombarding Fort Detroit. He also employed a variety of tricks to convince Hull that his force was larger than it was, while also parading his Native American allies to induce terror. On August 15, Brock demanded that Hull surrender. This was initially refused and Brock prepared to lay siege to the fort. Continuing his various ruses, he was surprised the next day when the elderly Hull agreed to turn over the garrison. A stunning victory, the fall of Detroit secured that area of the frontier and saw the British capture a large supply of weapons which were needed for arming the Canadian militia. Death at Queenston Heights That fall Brock was forced to race east as an American army under Major General Stephen van Rensselaer threatened to invade across the Niagara River. On October 13, the Americans opened the Battle of Queenston Heights when they began shifting troops across the river. Fighting their way ashore they moved against a British artillery position on the heights. Arriving on the scene, Brock was forced to flee when American troops overran the position. Sending a message to Major General Roger Hale Sheaffe at Fort George to bring reinforcements, Brock began rallying British troops in the area to retake the heights. Leading forward two companies of the 49th and two companies of York militia, Brock charged up the heights assisted by aide-de-camp Lieutenant Colonel John Macdonell. In the attack, Brock was struck in the chest and killed. Sheaffe later arrived and fought the battle to a victorious conclusion. In the wake of his death, over 5,000 attended his funeral and his body was buried at Fort George. His remains were later moved in 1824 to a monument in his honor that was constructed on Queenston Heights. Following damage to the monument in 1840, they were shifted to a larger monument on the same site in the 1850s.

Transnational IT Operations Paper Essay Example | Topics and Well Written Essays - 1000 words

Transnational IT Operations Paper - Essay Example Moreover, IT operations in America is expensive because of the less number of professionals available whereas it is cheaper in India because of the increasing number of It professionals there. In such a scenario, America would definitely think in terms of exploring the Indian IT market and outsourcing of It business from America to India is a common business activity at present. This paper explores the various aspects of transnational IT operations. â€Å"Technological, economical, political, and socio-cultural developments in the global marketplace have made locating or relocating facilities to other countries profitable and beneficial. Strategies like decentralizing corporate activities have made borders irrelevant and could become even invisible as globalization becomes more prominent† (Smith) The current IT business world is experiencing stiff challenges from all the corners because of the technological advances and wide reach of internet related technologies. Most of the IT companies have reached the saturation level in their country of origin and they need to look for overseas market in order to effectively compete in the market. Transnational It operation or offshoring of IT business is a common business practice, most of the IT firms are adopting at present. The major advantage of transnational IT operations is the reduced cost factor. â€Å"Many of the companies that provide outsourcing services are able to do the work for considerably less money, as they dont have to provide benefits to their workers and have fewer overhead expenses to worry about† (Thompson). IT professionals in America are getting a salary beyond $ 5000 whereas similar services can be obtained from India like countries at an average cost of even below $ 2000 with the help of transnational IT operations. Since all the data can be exchanged through internet and no physical goods needed to be exchanged, transnational IT

The Role of Information Security Policy Essay Example | Topics and Well Written Essays - 1000 words

The Role of Information Security Policy - Essay Example Regardless of all these, the essence for a security policy on information systems is unquestionable. These security policies and standards are of use to inform employees of firm their duties for protecting and safeguarding information systems of their organization. The policies state the mechanisms under which organizations can carry out these responsibilities. They also give an organization the baseline to get, configure and appraisal information systems for compliance with the policy in operation. The tools of information security system without its policy, it limits its usefulness. Policies and standards are essential in distributed computing location as a means of putting up security discipline for a big and different population of users that is reachable through formal auditing and communications. This strategy is of great importance when dealing with temporal personnel or those under contracts. Policies must show the accepted ways of an organization but also take full advantage of all methods for effecting behavior and spreading of information within a distributed computing location (James et al, 2012). Policies are of more importance in distributed computing locations than a centralized one due to the increased problems of restraining activities coming from a remote location. These policies must therefore be complete and stated clearly to minimize the number of instructions and explanations that the organization requires to handle so that they can be sure there is understanding. Here, they should have identifiers and description generally for business functions and units so that they can surpass changes of the organization (James et al, 2012). Employees play a major role in maintaining information system security. Their main role here is to study and have a close relationship with the IT section so that they can indulge when there is security incident. It is the responsibility of every employee to

Differential-Amp Circuits Lab Report Example | Topics and Well Written Essays - 750 words

Differential-Amp Circuits - Lab Report Example From figure 2, the input signal was equal to the output signal (unity amplification), and in the same phase (the non-inverting amplifier); both the upper and lower Op Amps were buffer circuits. The value of output was 19.9V because the Op Amp was not ideal. V1a = V1d = 0.2V; V1b= 0V; V3a = 1.16V; V3b = -0.96V; V3d = 2.12V; Afd = 10.6; Afd % Error = 4.4%; R4 = 0.97kâ„ ¦; R5 = 0.97kâ„ ¦; Average of R5 and R4= 0.97kâ„ ¦; R6 = 9.80kâ„ ¦; R7 = 9.84kâ„ ¦; Average of R7 and R6 = 9.82kâ„ ¦ For better suppression or reduction of common mode gain, there was a potentiometer connected to the LM1458C op amps. The potentiometer maintained output voltage at OV when differential input voltage is not applied. The nulling potentiometer improved common-mode gain of small input voltage by availing even smaller input voltages, V1a=0.2V was suppressed to V3a=1.16V as seen in figure 3. A bridge was made for the generation of two different voltages. There was a difference in between measured and calculated voltages due to tolerance or level of uncertainty. The differential gain was obtained through the connection of bridge to respective inputs of the amplifier. The output voltages at the connected bridge were nearly similar to the unconnected bridge; this is because they are connected to the Op Amp inputs that have input resistance of not less than several hundred kâ„ ¦ (LM1458C has 2Mâ„ ¦); V1a was equal to V1b with voltage of 0.197V which corresponded to output 21.3V. The measured differential gain was 107.878. There was minimal signal picked as observed from the oscilloscope, this was due to drifting and DC offset. This problem was caused by low-frequency DC signal; since DC is zero frequency. We could have constructed a high pass filter with very low cutoff frequency so that the Electro Cardiogram’s signal not to degrade. So both large capacitor of more than 1Â µF and large resistor of more than 1Mâ„ ¦ should have been put in place. The instrumentation

Studying The Functions Of The Bank Of England Finance Essay

Studying The Functions Of The Bank Of England Finance Essay Introduction The Bank of England also known as the central Bank of England. In 1964 it started as the joint stock company, and in return for a large loan to the government was put in privileged position which enabled it to be a largest private bank. It was then authorized to hold the large gold reserves of the banking system of UK. In 1844 note issuing powers were terminated other than via bank, which become as the monopoly supplier. Before coming as the bank of England Act 1946, it was under the control of the treasury. It is managed by the Court of Directors, headed by the governor, who is appointed by the crown. Since 1844, the balance sheet of the bank was divided into two halves, namely as: Issue Department (concerned with the notes issuance). Banking Department (concerned with other banking). Functions of Bank of England Bank of England Act in 1946 defines the constitutional relationship between bank and the government as follows: The treasury of the bank of England can give the instruction to the bank time by time as, after constitution with the governor of the bank, they think necessary in the public interest. The Act makes no specific reference to the banks responsibilities and duties because they were considered to be well established by the customs and practices. Overall, the Bank of England performs the following: BoE is responsible for the issuance of notes and coins, BoE acts as banker to the central government, BoE acts as banker in the banking sector, BoE manages the Exchange Equalization Account, BoE is conscientious for the precise timing of interest rate changes, BoE as well supervises the banking sector. As per the Governor of the Bank of England, Mr. George in 1996, three major purposes are: Maintaining the honor and value of currency; Maintaining the stability of financial system, both internal and external, Ensuring the effectiveness of the UKs financial services. Role of Bank of England in oversight of Core UK Payment Systems Introduction Basically, Payment system is playing a major role in the development of the economic and financial infrastructure. One of key functions of the UK payment system is to allow transactions to be completed securely and well in time, makes a good involvement to overall financial development. It is essential to be considering that payment systems can also involve risks for members, and can be a gateway for the transmission of disorder from economy or financial system to another. Therefore central bank has always taking steps to develop and operate the Payment system to control this systemic risk. The Banks lapse of payment systems is a major part of its responsibilities for Financial and monetary solidity. The basic function, the Banks lapse work is to identify risks posed by the defining, developing and operate of payment systems and to take necessary steps to control them. A payment system is a system that allows its users to transfer money, it varies from country to country and location to location. In this modern era, in most developed countries, monetary system is regarded as cash ie notes and coins issued by the central bank and can be claims against credit institutions in the form of deposits. Payment system is a safe way to complete a transaction safely and well in time. Companies can use them when they want to buy or sell goods and services and individuals depend on them to receive their wages and for purchases; and Government depends on them to receive taxes and other benefits. Through a payment system a customer can make payment to the customer of other banks. These interconnections mean that, that a customer who hold the money with a bank can focus on their balances, cost and quality of the services and others like credit standings with their banks. The volume of the UK payments system has been considerably increased from the last few years. As for as the payment system concern for the efficiency and effectiveness of the UKs financial sector both domestically, for the stabilization the UK economy, and internationally, to invest in the UK business and financial markets. Working with financial market participants, the Bank plays a vital role to develop and improve the UK payment system so that the investors can enjoy the benefits. The Bank seeks to support market-led development but take a more active part in catalyzing market initiatives the operational role. Bank of England oversight Role for payments That is the major responsibility of the bank to oversight the payment system and as well the stability of the financial system. As the values of payment systems have increased, but at the same time theres an increase in the risk management have become an important issue. The Banks oversight role relates to its operational role as the provider of the central bank money to some of the payment systems and as final provider of liquidity to the banking system and to the stability of the economy more widely. The Bank: The bank of England is entirely responsible for the settlement of CHAPS sterling and CHAPS Euro. The bank of England is responsible to provide the intra day liquidity of CHAPS Sterling and CHAPS Euro by way of reserves against their securities. The main function of the bank of England is to oversee the payment system and to ensure that sufficient weight has given to risk reduction and management and to view their development and operation. However, the BoE taking an interest in promoting payment systems, proper lapse of the competitive upbringing for systems, their members and their users is a subject for the competition authorities. b) Major Developments in UK Payment System in 2008 In the year 2008 theres many changes in the UK payment system because in this year  £200 trillion were passed. The UK Payment system development and performance can be assessed by the systematic payment Core Principles. Through these core principles in 2008 theres main payment system development in UK. CLC and SWIFT are two international infrastructures in the faster payment services and development. To assess the performance and flexibility of the payment system Core principles were developed. These differentiate between the systems and the risk related to their operations and as well the basic tools developed by the bank to avoid these risks. For this purpose bank has developed Oversight Risk Framework. In the year 2008, most important risks to the systems relate to the settlement risks in the event that a member becomes bankrupt, and as well to the operational risks of failure of a system or its supporting network. Overall, the most significant risks identified by the support relate to the main wholesale payment systems. This reflects the blow of Out ages of these systems for economic and financial activity in the United Kingdom. CHAPS One of the most important Payment System in UK is known as CHAPS that provides real time gross settlement of transfers between members which eliminates credit risk. Since, the CHAPS Euro closed in 2008; it is now consist of CHAPS Sterling. The relationship between the Bank and CHAPS Clearing Company is governed by the Memorundam thats known as Memorundam of Understanding. In the year 2008, daily value of CHAPS Sterling was around  £280 billion, thats make it largest UK Payment system. CHPAS played a vital role in distributing the liquidity and mitigation of risks within CHAPS and its real time gross settlement infrastructure in UK financial system During 2008, CHAPS volume fell while values remained constant. There are two reasons for the reduction in volume: Down turn in economic activity may caused fewer CHAPS payments to be made, such as those associated with the housing transaction. Smaller payments could be migrating to the faster payment services which launched in May 2008. There were more signs that volume falling more rapidly in the second half of 2008. In this real time world the largest gross settlement system is the CHAPS sterling which is as well used by the banks to move money around the fiscal system through the following ways: Payments from one Business to other Business. Payment made through the Solicitor for the purchase of house to other party or bank By the individuals who are selling the high value items. Such as car which require guaranteed payments. CREST CREST is as well one of the best Payment System that provides a payment settlement service for gold, shares, and money market technique in both sterling. CREST supervised by the Financial Service Authority (FSA), and the BoE responsible for its oversight. It is a totally owned firm of Euro clear SA/NV and is an RTGS system. As stated in 2009 BoE report, the average daily value of transactions in the sterling element of the system was  £478 billion per day in 2008, and its daily volume reached 211,559. Three types of payments can be made through CREST: Real-time gross settlement in central bank money in sterling. RTGS in central bank money in euro A mutual net settlement arrangement for transactions in US dollars. Bacs As in the change in the technology it changes all the ways of living and work styles, in the same way it changes the payments methods. So, people are choosing automated methods of payment as compare to paper based like cheques and drafts. In 2008 a record of 4.8 billion automated payments in UK has been noted. 92 % of automated payments are bulk transactions generated by the small and large business organisations and are: Direct debits mainly to pay utility bills, life and general insurance premiums and various subscriptions; Direct credits, used for salary payments, pensions, annuities and child benefit. The remaining 8% is made up of inter-bank telephone and online banking payments and standing order payments. Standing Orders Basically, a standing order is an instruction an account holder give to bank or building society to make payments, usually on a regular basis, to a UK bank or building society account. Any person or company with a current account at a bank or building society in the UK can set up a standing order. Your bank or building society will, on the day specified, debit your account and transfer the money to the bank or building society account of the recipient. The money will be transferred either through The Bacs system or increasingly from June 2008 through. The Faster Payments Service.   If it goes via Bacs it will arrive with the recipient within three working days, e.g. for a standing order initiated on a Monday, the earliest it could arrive would be the Wednesday. However, standing orders processed via Faster Payments will be processed on the same day. Internet and Phone In the last few years theres a huge increase in the internet and phone banking that rise the automated payment. The 22.5 million customer are registered with online facility and more than half using internet for making payments, and 40% people from other half (12.3 million) people using telephone banking to make payments. Internet and phone banking transactions are processed as Faster Payments or as one-off Credit using the same three day Bacs system and so followed the three day timescales developed for bulk payments (Direct Debits and Direct Credits). Cheques Cheques are the written orders by the account holders instructing their banks to pay the specified amount to the named person. Cheques are not legal tenders but they are legal documents and their use is governed by the Bills of Exchange Act 1982, and the cheques Act 1957 and 1992. Bankers drafts Bankers drafts are cheques drawn directly on the account of a bank rather than the account of a customer. They provide added assurance as the bankers drafts are unlikely to be returned unpaid due to lack of funds. However, it is important to note that they do not provide a guarantee against fraudulent use. For example, they may be lost or stolen and then used fraudulently. Daily Averages in 2008 Volumes, value and payment types (daily average) Payment Systems Volumes Values ( £ millions) Important Payment Types Substitute CHAPS 136196 283745 1. Settlement in Financial Market Settlement. 2. CLS pay ins and pay outs. 3. House Purchases 1. CHAPS sterling bypass mode 2. Manual procedure for making small number of Bank Transmission. Bacs 22266734 15537 1. Salary and Benefit Payments. 2. Bill payment by direct debit. 3. Telephone and internet banking. 1. Perhaps minimum scope for switching to other instruments in the short term e.g. Cheques, Cash. Faster Payment Services 939866 310 1. Telephone and internet banking. 2. Single immediate payment. 3. Forward dated payments. 4. Standing order payments. 1. Bacs 2. Cash 3. Card Network. Visa ( Credit and Debit Card) 14997260 836 1. Payments for goods and services by consumers and business. 1. Cheques 2. Other Networks 3. Cash Master Cards(Credit and Debit Cards) 10742466 593 1. Payments for goods and services by consumers and business. 1. Cheques 2. Other Networks 3. Cash Link 7797260 306 1. Withdrawal of cash using an ATM not operated by customer own bank. 1. Own bank ATM 2. Other cash withdrawal channels CREST 211559 477512 1. Settlement in respect of cash margin payments. 2. Payments for commodity deliveries. 3. Cash settlement If disruption does not prevent calculation of settlement obligation, contingency payments, procedure may be invoked. D). Core Principles The Bank has adopted some principles, among of these principles few provided a basis for the Banks non statutory oversight up to now and the few other principles related to the UK Payment system. All these principles were adopted by the bank for consultation during 28th September and 30th October. These principles are: Principle 1 The Payment System must have well legal basis under the relevant jurisdictions. The Bank of England notes in 2009 that this is one of the well suited principle for CHAPS as well in 2003 International Monetary Fund observes thats the best principle for CHAPS. In a financial report by International Monetary Fund it is also noted that Bank of England and Wales govern the CHAPS rules, and the Courts of England and Wales also exercise exclusive jurisdiction over any disputes in connection with these rules. The system designed under the rules of Financial Market Regulation in 1999 that was implement the European Union settlement and was finally implemented in United Kingdom. Principle 2 The systems rules and procedures should enable participants to have a clear understanding of the systems impact on each of the financial risks they incur through participation in it. As per the Bank of England report in 2009, CHAPS observes this principle. In 2003 International Monetary Fund draw a conclusion that CHAPS rule set out high level rights and duties of the members, membership criteria and operational criteria. The report issued by Bank of England in 2009 self assessment mentions a Memorandum of Understanding that sets out the rights and responsibilities of the Bank of England as operator and settlement agent of CHAPS; CHAPCo, as the member of the system and the payment organization. CHAPS rule contain the detail procedures and operational manuals that cover all the aspects of the payment system. Principle 3 The system should have clearly defined procedures for the management of credit risks and liquidity risks, which specify the respective responsibilities of the system operator and the participants and which provide appropriate incentives to manage and contain those risks. In 2009 Bank of England declares that CHAPS observes this principle. In 2007 report CHAPS declares as RTGS system, settlement process does not involve credit risk as is the case in deferred settlement system. It adds that domestic payments are both irrecoverable and finally at the point where relevant members settlement account is debited. If a paying bank has insufficient funds available on its settlement account with the Bank of England, CHAPS payments cannot be made, and a liquidity crunch in the system could result in a gridlock. The BoE nevertheless notes that CHAPS members do not experience liquidity management difficulties in meeting CLS pay-in deadlines. Principle 4 The system should provide prompt final settlement on the day of value, preferably during the day and at a minimum at the end of the day. (Systems should seek to exceed the minima included in this Core Principle.) In 2009 Bank of England self assessment that CHAPS operates on RTGS basis, minimizing the credit risk and thus observes this principle. In 2003 a report by International Monetary Fund assessment also assessed CHAPS as observing this principle. Principle 5 A system in which multilateral netting takes place should, at a minimum, be capable of ensuring the timely completion of daily settlements in the event of an inability to settle by the participant with the largest single settlement obligation. (Systems should seek to exceed the minima included in this Core Principle.) This principle is not applicable to CHAPS, according to both the IMF 2003 and BoE 2009 reports, since it is a RTGS system. Principle 6 The system should ensure a high degree of security and operational reliability and should have contingency arrangements for timely completion of daily processing. According to Bank of England and International Monetary Fund assessment, CHAPS observe this principle because CHAPS security architecture was founded on the range of policies and procedures governing the security demanded by the Bank of England, SWIFT and as well for the CHAPS members. In 2009 it was declared by BoE that CHAPS security controls and measures effective, and the business continuity, recovery procedures extensive. The BoE encourages the CHAPCo and its members to continue the system arrangements, communication among the members and to improve the operational arrangements to tide over a crisis. Principle 7 The system should provide a means of making payments which is practical for its users and efficient for the economy. According to both, BoE report in 2009 and IMF report in 2003 assessment, CHAPS observes this principle. As Per the 2003 IMF report, the CHAPS security architecture was founded on a range of policies and procedures manuals governing the levels of security demanded of the system operator (the BoE), (SWIFT) and the CHAPS members. The BoE, in its 2009 report, also finds the CHAPS security controls and measures effective, and the business continuity and recovery procedures extensive. The report mentions the Tripartite Resilience Benchmarking Project (TRBP) that underscores the high quality of the system. Principle 8 The system should have objective and publicly disclosed criteria for participation, which permit fair and open access. In 2003 IMF indicate in a report that CHAPS complies with this principle and as per BoE assessment in payment system report that in the country notes CHAPS only broadly observe this principle. This lower rating was assigned by the BoE primarily because of the fee charged for new membership is  £70,000 which BoE deems as inappropriate. Principle 9 The systems governance arrangements should be effective, accountable and transparent. In 2009 BoE and in 2003 IMF assessment indicates that CHAPS observe this principle. As per BoE, CHAPCo has clear governance structure with board having ultimate responsibilities for the management of the system. Further in 2007 the payment council introduced new governance arrangement for UK payment system. Under this CHAPCo is contractually bound to follow the directions of council on issue like integrity and innovation. Principle 10 The central bank should define clearly its payment system objectives and should disclose publicly its role and major policies with respect to systemically important payment systems. In 2003 in IMF report, BoE observe this principle. As noted by the IMF, the BoE published a paper on Oversight of Payment Systems in November 2000, explaining its objectives in regard to the oversight of UK payment systems. BoE had not yet published any follow-up/annual account of its oversight activities. However, in the June 2002 Financial Stability Review (FSR), a useful box was included to give some more detail of BoE oversight. In 2005 report, the BoE states that payment systems in the UK are not subject to statutory oversight, but notes that in its 2005 report, the BoE states that in order to ensure financial stability, the BoE especially focuses on the reliable functioning of systemically important payment systems in the country. Principle 11 The central bank should ensure that the systems it operates comply with the Core Principles. According to the 2003 FSAP conducted by the IMF, the BoE observes this principle. The IMF adds that the BoE had, together with CHAPCo and CRESTCo, (company operating the UK securities settlement system CREST and the settlement system for money market instruments, now merged with Euro clear, the European Securities Settlement Agency) developed the RTGS Central System, which it operates and provides to these companies as well as to other settlement systems with net end-of-day settlement. Principle 12 The central bank should oversee compliance with the Core Principles by systems it does not operate and it should have the ability to carry out this oversight. According to the 2003 FSAP conducted by the IMF, the BoE observes this principle. As observed by the IMF, the BoE formalized its oversight of UK payment systems with the creation of an Oversight Team in the Market Infrastructure Division with express responsibility for the oversight of payments systems. The BoE also assesses the key UK systems against the core principles. Principle 13 The central bank, in promoting payment system safety and efficiency through the Core Principles, should cooperate with other central banks and with any other relevant domestic or foreign authorities. According to the 2003 FSAP conducted by the IMF, the BoE observes this principle. The IMF notes that the BoE has close and frequent contact with its European and Group of Ten (G10) counterparts, both through formal mechanisms in particular G10, European System of Central Banks (ESCB), and EU committees and ad hoc contacts. The BoE also has close contacts with other U.K. authorities, especially through the Tripartite Standing Committee in which senior representatives of the Chancellor of the Exchequer, the Governor of the BoE and the Chairman of the FSA meet monthly to discuss financial stability; and the U.K. Competition Authorities. The BoE has also signed the Memorandum of Understanding between Payment Systems Overseers and Banking Supervisors in Stage Three of Economic and Monetary Union aimed at promoting cooperation and information sharing between EU payment systems and banking supervisors in relation to large-value interbank transfer systems, in order to ensure the soundness and stability of financial systems and their participating credit institutions. As the BoE website adds, the BoE collaborates with domestic (FSA) and international regulators to provide collective oversight of systems such as Euro clear, Society for Worldwide Interbank Financial Telecommunication (SWIFT), LCH. Responsibilities of the central bank in applying the Core Principles The central Bank should consider the following: The central bank should define the clear objectives of the payment system and as well should relate its publicity role with respect to the importance of payment system. The Central Bank should ensure that the all system operates in accordance with the Core Principles. The central bank should supervise acquiescence with the Core Principles by the systems it does not operate and it should have the ability to carry out this oversight. The central Bank should cooperate with the other central banks of the domestic and foreign for the safety and efficiency of the Payment System through the Core Principles. The Bank of England (BoE) asserts that as the overseer of the payment systems in the United Kingdom (U.K.), it prioritizes its oversight activities in accordance with the risks posed by a system to the overall financial stability. Therefore, it focuses its major attention on the high value payment systems in the country that include CHAPS, BACS, and CREST. A 2009 report of the BoE titled Payment Systems Oversight Report 2008, which is a self-assessment of the UKs payment systems notes that the main systems operate, to a great degree, in accordance with international standards. The report also states that CHAPS, which is defined as a system with systemic significance, observes eight of the nine core principles.

Boeing :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Paper on video â€Å"21st century jet†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this paper, I would like to discuss on the video, â€Å"21st century jet.† This video is about the launching and testing of the airplane by the Boeing company, 777.The 777 family is designed to fill the size gap between the 767 and 747.The head of the 777 project is Allen Millaley, who promised to do many things which are impossible, produced the plane which is more reliable than any other plane in the aviation history. The first large passenger jet designed completely by computer, the 777 is more complex and innovative than any other airliner ever built. The important thing in this project was, at the peak of the design effort, there were 238 teams using computing technology to design the 777.Design engineers and manufacturing engineers worked concurrently on the design of parts to decrease later change orders and to increase efficiency in building and installing those parts. Outside suppliers and airline customers also are represented on some teams. According to one of the supervisor of a team, the traditional way of bringing problem is testing and more testing. Boeing 777 is the most tested airplane in the aviation history. Operations of flight controls, the reliability of electronics, all of these things tested and retested by the teams of engineers. Boeing has built new laboratory for 777 in which 10000 workers worked. The engineers did the first ground test of 777 in Nov’93. During the first testing flight only the pilot and co pilot were on board. The problem occurred during the first test flight was the hydraulic leakag e on the left side. After the first flight, several meetings held in which engineers tried to figure out the problem they had during the first test flight. After that the engineers made the successful testing flight. The Boeing 777-300, earned type certification from the U.S. Federal Aviation Administration (FAA) and the European Joint Aviation Authorities (JAA), on May 4, 1998. The jet also received FAA approval for 180-minute extended-range, twin-engine operations (ETOPS). This marks the first time any airplane manufacturer has received both approvals on the same day. The certification formally recognizes that the 777-300 has successfully passed all of the stringent testing and safety requirements of the regulatory agencies and is ready to enter passenger service.

Differentiated Instruction Essay

â€Å"What Is a Differentiated Classroom?† is the title of the first chapter of our course text. Below the title is a quote from Seymour Sarason’s â€Å"The Predictable Failure of Educational Reform.† The quote states: â€Å"A different way to learn is what the kids are calling for †¦.All of them are talking about how our one-size-fits-all delivery system – which mandates that everyone learn the same thing at the same time, no matter what their individual needs – has failed them. This is a powerful statement and one that admittedly paints an accurate picture of much of my teaching style coming into this course – â€Å"a one-size-fits-all delivery system.† My initial reaction to the opening statement was a bit defensive and off-putting. As I continued to read, I was momentarily validated when shortly afterwards I read that teacher’s often ask the question â€Å"How can I possibly divide time, resources and myself so that I am an effective catalyst for maximizing talent in all my students?† There are seemingly just too many needs and variables to reach the masses in a classroom. Teach to the middle seems to be a logical strategy. If we assume the 80-20 rule, we can reach 80% of the students fairly effectively with this methodology. Of the remaining 20 %, some portion of them should be able to glean part of the information. To be sure, I am available and encouraging of questions to assist in understanding. Additionally, I may grade an individual’s work with some reasonable variance. But other than some on-the-fly adjustments I may make to assignments as I see need that is the extent of my differentiation in the classroom. SEEMS reasonable enough! Or should I say SEEMED reasonable enough!! The remainder of chapter one promptly provided a stern but inspirational slap-in-the-face. It offered a quick but stark contrast to my seemingly logical method of operation. A few of the â€Å"differentiation† concepts highlighted which served as motivation a prompted further reading: †¢Teachers begin where students are, not from the start of a curriculum guide †¢Teachers must be ready to engage students in instruction through different modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity †¢Teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student’s road map for learning is identical to anyone else’s. †¢Teachers begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills. †¢It is difficult to achieve a differentiated classroom because there are few examples of them. (Tomlinson, 1999) With these thoughts as an introduction and tapping into my drive for continual improvement the stage was set for the course. Moving forward, I see in retrospect, what chapter one did for peeking my interest in differentiated instruction I believe the rest of the book, the course workbook and the course itself did for laying the foundation towards true implementation. The following are four lesson plans I have developed to begin the process of differentiating lessons for my students. The differentiated concepts utilized are Entry Points, Problem Solving, Sternberg’s 3 Intelligences and Extension Menu’s. These lessons, while unique in their methodologies, all reflect the underlying assumption of Differentiated Instruction (DI). And that assumption, as reflected in a graphic organizer in our course workbook, is that †¦.Differentiation is a response to the learner’s needs using learning profiles, interests and readiness in content, process and product. The first lesson constructed utilizes Howard Gardner’s â€Å"Entry Points† strategy. This lesson is designed to account for the various learning profiles of student’s and is based off of Gardner’s Multiple Intelligences theory. The major tenet of MI theory is that people learn, represent, and utilize knowledge in many different ways. These differences challenge an educational system which assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to educate and test student learning. According  to Gardner, â€Å"the broad spectrum of students–and perhaps the society as a whole–would be better served if disciplines could be presented in a number of way s and learning could be accessed through a variety of means.† The Multiple Intelligences postulated in this theory are: †¢Linguistic Intelligence –The capacity to use oral and/or written words effectively. †¢Logical-Mathematical Intelligence –the ability to effectively use numbers and to reason. †¢Spatial Intelligence –the capacity to accurately perceive the visual/spatial world and create internal mental images. †¢Bodily-Kinesthetic Intelligence –the ability to skillfully move one’s body and to move and manipulate objects. †¢Musical Intelligence –a sensitivity to and grasp of the elements of music. †¢Interpersonal Intelligence –the capacity to perceive and distinguish moods, intentions, and feelings of others. and using simulations to learn about events, feelings and alternative strategies for behaving. †¢Intrapersonal Intelligence –the ability to know one’s self and act on the basis of that knowledge. †¢Naturalistic intelligence – the ability to recognize and classify plants, animals, and minerals including a mastery of taxonomies. (The Theory of Multiple Intelligences) Stemming from the MI theory is Gardner’s â€Å"Entry Point† strategy for education. According to this strategy, Gardner proposes student exploration of a given topic through as many as five avenues: Narrational (presenting a story), Logical-Quantitative (using numbers or deduction), Foundational (examining philosophy and vocabulary), Aesthetic (focusing on sensory features), and Experiential (hands-on). (Grants and Research Office) In utilizing the Entry Point strategy in the first lesson plan, students will explore and be introduced to the world of â€Å"new products and services through invention, innovation and discovery† via four of the five entry points listed: Narrational, Logical-Quantitative, Foundational and Aesthetic. The fifth entry point, Experiential, is included in the unit lesson and will be used as a summative experience. The differentiated design of this lesson taps into the multiple learning styles of students through a variety of processes. Teaching Strategies Entry Point Strategies for subject â€Å"New Products†: †¢Narrative: Students browse the internet searching for new products which have recently been introduced to the consumer. Student’s compile a list of their findings as they progress. †¢Logical/Mathmatic: Students gather statistics regarding the sales of a product over the products life cycle. Student’s then incorporate that statistical data into a graph via excel †¢Aesthetic: Students create a collage of new products along with the demographic who would utilize the product †¢Foundational: Entrepreneurship: Students view three of a possible five video clips on the role of Inventors/Innovators/Entrepreneurs and their connection to new products. Discussion to follow †¢Experiential: Field Trip to QVC to view new products as they are being displayed, advertised and sold The second of the four differentiated lessons centers on the essential question of â€Å"What is the Six Step Developmental Process?† The differentiated strategy employed in this lesson is based on Sternberg’s Triarchic Theory of Human Intelligence. I looked forward to putting this lesson together as Sternberg’s theory is one that resonates with me. Coming from the business management world, and being new to the vocation of teaching, I find much of my class instruction project based with a real world â€Å"practical† slant.  Additionally, as a manager in business, one is constantly striving to place the correct people in the correct roles within a company. Hiring’s, training, evaluations, promotions, firings, relocations are all a product of a manager’s evaluation of employees strengths, talents, weaknesses and deficiencies. When evaluating and placing individual’s the criteria often looked at are an employee’s analytical, cre ative and practical skills. This theory strikes me as a perfect correlation between educational/intellectual theory and real world application. A brief summary of Dr. Sternberg’s Triarchic Theory of (Successful) Intelligence contends that intelligent behavior arises from a balance between analytical, creative and practical abilities, and that these abilities function collectively to allow individuals to achieve success within particular contexts. Analytical abilities enable the individual to evaluate, analyze, compare and contrast information. Creative abilities generate invention, discovery, and other creative endeavors. Practical abilities tie everything together by allowing individuals to apply what they have learned in the appropriate setting. To be successful in life the individual must make the best use of his or her analytical, creative and practical strengths, while at the same time compensating for weaknesses in any of these areas. This might involve working on improving weak areas to become better adapted to the needs of a particular environment, or choosing to work in an environment that values the individual’s particular strengths (Plucker). As applied to the classroom, it is important to provide students with the opportunity to learn based off of their natural and stronger intellectual ability(ies). Too often, education has tried to fit everyone into the â€Å"Analytical† mold. However, it is to be noted, teachers should also strive to provide the opportunity for students to learn subject material via their weaker intellectual ability as well so as to simultaneously develop intellectual learning abilities as well as a base of knowledge in a particular subject matter. Teaching Strategies Sternberg Based Strategies for lesson – â€Å"Developing New Products – The Six Step Process†: †¢Analytical †¢Identify the Six Step Developmental Process in developing a new product. †¢Choose and research one of the product options given and cite how that product progressed through each of the six step process †¢Write a one page summary on your thoughts of the effectiveness of the Six Step Process in the development of the product you chose. Would you have followed the same process or deviated at any point? State why or why not and if you would have deviated state how and why. †¢Creative †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a fictional product that you would like to see invented †¢Assume the role of an inventor and take your fictional product through the Six Step Developmental Process. Describe the considerations and possible decisions made at each step. †¢Create a model of your product via a picture or prototype †¢Practical †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a product you use and find valuable in everyday life †¢ Assume you were the inventor/innovator of the product you described, describe some of the considerations and decisions you believe were made at each step of the Six Step Developmental Process. †¢In a presentation, show and demonstrate the product you have chosen and describe some of the elements of the Six Step Developmental Process you believe were critical in its development. The third of the four lesson plans has as its content the â€Å"Marketing Mix.† The essential questions the students are to acquire answers to and achieve understanding for center around the â€Å"Distribution† component of the Marketing Mix. The DI teaching strategy to be utilized in this lesson is that of â€Å"Problem Based Learning.† As with Sternberg’s Triarchic Theory of Learning this particular strategy also resonates strongly with me. Again, coming from the business world, I see great value in a Problem Based Learning approach. It is very often how business gets done. Answers to problems must be contemplated, researched, solutions designed, implemented, evaluated †¦process repeated. Taking both DI approaches a step further, I see that merging Sternberg’s theory with Problem Based Learning (PBL) is a way of maximizing the PBL approach. A quick summarization of PBL: Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with a situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shift–from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: †¢Learning takes place within the contexts of authentic tasks, issues, and problems–that are aligned with real-world concerns. †¢In a PBL course, students and the instructor become co-learners, co-planners, co-producers, and co-evaluators as they design, implement, and continually refine their curricula. †¢The PBL approach is grounded in solid academic research on learning and on  the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. †¢PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning. (Purser) Below is a diagram located from the University of California, Irvine website. I found it succinct and anticipate it to be very helpful as I move forward in the implementation of Problem Based Learning in my classroom. WHAT: HOW? WHY? Student-centered & Experiential Select authentic assignments from the discipline, preferably those that would be relevant and meaningful to student interests. Students are also responsible for locating and evaluating various resources in the field. Relevance is one of the primary student motivators to be a more self-directed learner Inductive Introduce content through the process of problem solving, rather than problem solving after introduction to content. Research indicates that â€Å"deeper† learning takes place when information is introduced within a meaningful context. Builds on/challenges prior learning If the case has some relevance to students, then they are required to call on what they already know or think they know. By focusing on their prior learning, students can test assumptions, prior learning strategies, and facts. The literature suggests that learning takes placewhen there is a conflict between prior learning and new information. Context-specific Choose real or contrived cases and ground the count in the kinds of challenges faced by practitioners in the field. Again, context-specific  information tends to be learned at a deeper level and retained longer. Problems are complex and ambiguous, and require meta-cognition Select actual examples from the â€Å"real life† of the discipline that have no simple answers. Require students to analyze their own problem solving strategies. Requires the ability to use higher order thinking skills such as analysis, synthesis, evaluation, and creation of new knowledge. Creates cognitive conflict Select cases with information that makes simple solutions difficult: while the solution may address one part of a problem, it may create another problem. Challenges prior learning as noted above. The literature suggests that learning takes place when there is a conflict between prior learning and new information. Collaborative & Interdependent Have students work in small groups in order to address the presented case By collaborating, students see other kinds of problem solving strategies used, they discuss the case using their collective information, and they need to take responsibility for their own learning, as well as their classmates’. (Gallow) †¢What are the four components of the â€Å"Marketing Mix† and which component deals with the delivery of a product to the consumer market? †¢What are the three methods of distribution†? †¢How does the method of distribution a company selects impact availability to the consumer? Teaching Strategies â€Å"Problem Based Learning† Strategy for lesson on the Marketing Mix component of â€Å"Distribution†: †¢Problem/Scenario: In pairs, â€Å"Marketing Partners† will determine the best methodology to â€Å"DISTRIBUTE† the product assigned to their â€Å"Marketing Firm.† †¢Problems to solve/Questions to answer: †¢What distribution channels does the competitor use? †¢Create in table form your competitors names, distribution channels and relative success of the competitor †¢What distribution options are viable for your company? †¢Create in table form a list of all possible distribution channels for your product as well as the benefits and drawbacks of each channel †¢In email form, compose a letter to your Director of Marketing defining the three levels of distribution intensity (Intensive, Exclusive and Selective) and indicate which level you recommend utilizing and explain why. †¢Based on the distribution intensity strategy you selected, create a data base (excel or word using tables) of at least 10 stores that may be a good fit to carry your product. Database should include the prospects: name, address, phone number, email and a short list of products carried. †¢Create a â€Å"Marketing Proposal Presentation† to deliver to your co-workers (class) which outlines your proposed distribution plan. The fourth lesson plan created and to be implemented as part of my new-and-improved DI Classroom of the future will utilize the strategy of Extension Menus. This lesson, as with the previous lesson, will have as its content the â€Å"Marketing Mix.† However, the focus and essential questions will center on the concept of â€Å"Promotion.† I see the significance and benefits of extension menus as many. Among the value points of extension menus is that they can be created to meet student needs using all three of the discussed vehicles: Learning Profiles, Interest and Readiness. In researching and then summarizing Extension Menus I have summarized the key elements in bullet form: Definition of Extension Menu An extension menu is an array of independent learning activities to provide students with choices for extending or enriching the essential curriculum. Purposes of Extension Menus †¢Enrich or extend the essential curriculum †¢Challenge the abilities of highly able students †¢Provide alternative activities that address the differing abilities, interests, or learning styles of students Advantages of Extension Menus †¢Can be written for any curriculum area †¢Provide rigorous and challenging learning activities for highly able students †¢May be tiered to accommodate all levels of instruction in the classroom †¢Can be used to target specific learning activities for an individual student or group of students †¢Allow student choice as well as challenge †¢Encourage the development of independent thinkers †¢Allow the teacher to monitor students’ choices and behaviors to learn more about their interests, abilities and learning styles †¢Promote student use of higher level thinking skills †¢ Promote flexible grouping in the classroom †¢Allow the teacher to be a facilitator Varied Uses of Extension Menus †¢Follow-up activity after a lesson †¢Culminating activity at the end of a unit †¢Anchoring activity (defined by Carol Ann Tomlinson as, â€Å"meaningful work done individually and silently especially when children first begin a class or when they finish assigned work †¢Learning center for enrichment and/or extension of the curriculum †¢Independent activity for students who have compacted out of specific curricular objectives or who have completed their work (Byrdseed, 2009-1012) Below is an Extension Menu I came across in my research. It will serve as a model moving forward. I thought it appropriate to include as an illustration of excellence. Tic-Tac-Toe Menu Collect Facts or ideas which are important to you. (Knowledge) Teach A lesson about your topic to our class. Include as least one visual aid. (Synthesis) Draw A diagram, map or picture of your topic. (Application) Judge Two different viewpoints about an issue. Explain your decision. (Evaluation) Photograph Videotape, or film part of your presentation. (Synthesis) Demonstrate Something to show what you have learned. (Application) Graph Some part of your study to show how many or how few. (Analysis) Create An original poem, dance, picture, song, or story. (Synthesis) Dramatize Something to show what you have learned. (Synthesis) Survey Others to learn their opinions about some fact, idea, or feature of your study. (Analysis) Forecast How your topic will change in the next 10 years. (Synthesis) Build A model or diorama to illustrate what you have learned. (Application) Create An original game using the facts you have learned. (Synthesis) Memorize And recite a quote or a short list of facts about your topic. (Knowledge) Write An editorial for the student newspaper or draw an editorial cartoon. (Evaluation) Compare Two things from your study. Look for ways they are alike and different. (Analysis) (schoolloop.com) For my first crack at Extension Menus I am offering a choice between three options. The projects assume a given level of â€Å"Readiness† as they are culminating exercises. â€Å"Interest† and â€Å"Learning Profiles† are tapped into as the choices offered are through the mediums of graphics (brochure), audio recordings (radio announcement-recorded or recited) or writings (public relations article). Additionally, the exercises also tap in Sternberg’s Triarchic Theory by meeting â€Å"Creative† and â€Å"Practical† components. †¢What are the four components of the â€Å"Marketing Mix† and which component deals with making the public aware of a business’ products or services? †¢What are the various methods of â€Å"Promotion†? †¢How do promotional activities influence consumers? Teaching Strategies Extension Menus for lesson on the Marketing Mix component of â€Å"Promotions†: Following unit lesson regarding the â€Å"Promotions† aspect of the Marketing Mix, students will be provided the opportunity to select one of three extension projects to demonstrate their knowledge of the subject. The basic nature of each assignment will vary to allow students the opportunity to select a methodology in which they are more inclined. The students will create either an artistic, written or verbal/kinesthetic product. †¢Extension Menu Project An entertainment group has just booked a three week engagement at your cities convention hall. Your marketing firm is one of two firms being considered to promote this event. You have been tasked to provide a sample marketing piece to win the job. Choose one of the following methodologies and create a â€Å"Promotional† piece for this event. Details of the event will be distributed. †¢Tri-fold Brochure: Using â€Å"Word† or a similar program, create a tri-fold brochure which pictures the entertainment groups major events and as well as various features of their business. †¢Public Relations Article: Using †Word,† create an article publicizing the coming of the entertainment group to your city and generate a â€Å"buzz† that will draw attendance to the various events. †¢Radio Announcement: Using a recording program, create a radio advertisement announcing the coming of the entertainment group to your city and highlight several of the main events. Also promote your station’s on-site appearance at one of the events. OR Write your radio announcements and perform them live for the class. As the saying goes †¦.†If you’re not moving forward – you’re moving backwards!† The challenge for us in this course, through classroom instruction, discussion, exercises, text readings and research, is to move forward in our instruction by way of transitioning from traditional methods of instruction to differentiated methods. I came into the course skeptical. I exit via this LEP project as encouraged and inspired. We talked about starting small and moving towards the greater goal. With these lesson plans and the tools acquired during class/research the foundation of a start have been laid. Works Cited (n.d.). Retrieved July Wednesday, 2012, from schoolloop.com: http://pps-pajaro-ca.schoolloop.com/file/1303568322190/1312697332954/8516106516570643153.pdf Byrdseed, I. (2009-1012). Byrdseed. Retrieved July Wednesday, 2012, from Offer Choice with Extension Menus: http://daretodifferentiate.wikispaces.com/file/view/Extension+Menu+directions+9.1.04.pdf Gallow, D. .. (n.d.). University of California, Irvine. Retrieved July Tuesday, 2012, from Problem-Based Learning Faculty Institute: http://www.pbl.uci.edu/whatispbl.html Grants and Research Office. (n.d.). Retrieved July Monday, 2012, from Applying Research to Practice:

China as a Superpower of the World Essay Example

China as a Superpower of the World Essay Example China as a Superpower of the World Essay China as a Superpower of the World Essay China had no effect on the world until one or two decades ago. In time, China has improved itself in many areas which are the economy, trade, introducing and popularizing their culture. Power depends on not only these things but also standpoint of people. Therefore, it is important to influence people. Thus, when we look at the world, Chinese have the impact on other people in these days. In other words; today, China gained a reputation as a rising nation in many areas. Thanks to this reputation, China is known all over the world. Therefore, China has significant power. First of all, although China is managed by the Republic, there are still seen the effects of communism, and it has some benefits in two areas. Firstly, the economy has been improved due to the communism because China started the mass production a decade ago. In this way, it is widespread known for the Chinese. However, China has a problem about that because communism does not allow people to have private goods. However, at the ends of the 1990s, China accepted a law which was about permitting Chinese to have private goods, and factories began to make industrial production. (Holmes, 2009) Hence, China has started to import and export goods. Thus, China’s economy has started to develop because Chinese have decreased the number of imported goods, and also they have increased the domestic production. That is why; they broke the import-export balance positively in recent years. Also, they got better their economy. Secondly, politics has been affected by the regime. Therefore, Chin a’s politics was affected from the communism, so there are still seen effects of communism especially in domestic policy. Regime alteration did not affect China’s domestic policy so much because the nature of politics comes from the history and its usual pattern. Hence, today China’s domestic policy is mostly same as at communism time, but this did not mean that Chinese live in the undevelop

The eNotes Blog Happy Birthday, HelenKeller

Happy Birthday, HelenKeller Helen Keller and Charlie Chaplin On this date in 1880, Helen Keller was born. It is well known that she was blind and deaf, but not as well known that Helen had been a normal, healthy, active toddler until she was nineteen months old. It is now speculated that despite her rudimentary diagnosis of acute congestion of the stomach and brain that the child most likely had either contracted meningitis or scarlet fever. The illness robbed Helen not only of her sight and hearing, but also of her ability to acquire language. Helen stayed in her isolated world of darkness and disorientation until she was six years old. Fortunately, her parents were well-to-do and her mother driven to find help. Kate Adams Keller, Helens mother, was not only educated but a tireless advocate (a fact that the famous film The Miracle Worker does not convey at all). Upon reading an essay about the education of another blind and deaf woman in Charles Dickens American Notes, Kate researched the best specialists on the Eastern seaboard.   She then sent her husband with Helen to Baltimore to visit Dr. Julian Chisholm, who put the Kellers in touch with Alexander Graham Bell. Bell recommended that the family seek help from the Perkins School for the Blind. Anne Sullivan, herself visually impaired and only twenty years old, was selected to be Helens teacher.   It was no easy task to pull the frightened and stubborn Helen out of the darkness. Sullivan spelled words into Helens palm until finally the child understood and her world opened wide. For the next forty-nine years, Anne and Helen were inseparable. Helen became far more than competent. Her accomplishments are still awe-inspiring. They include: Twelve published books, including her autobiography, written at age 22, The Story of My Life Helped found the ACLU (American Civil Liberties Union) A suffragist and a pacifist; a steadfast socialist who campaigned against Woodrow Wilson Met every president from Grover Cleavland to Lyndon Johnson Counted Mark Twain, Charlie Chaplin, and Alexander Graham Bell among her closest friends Made thirty-nine trips to Japan (along with Anne Sullivan) An interesting bit of trivia: On one of her late trips to Japan, Helen was presented with an Akita dog as a gift.   The puppy died of distemper, but the Japanese soon sent another. Helen Keller is now credited with introducing the Akita breed to the United States. Given what Helen Keller had to overcome, it should come as no surprise that she when she found her voice, she used it to the fullest. Anyone who thought they would meet a demure woman, simply happy to pass the time, had another thing coming. For example, a newspaper editor, whom Keller had know for some time, once called her socialist activity mistakes sprung out of the manifest limitations of her development.   Keller wasted no time in shooting him down, saying: (N)ow that I have come out for socialism he reminds me and the public that I am blind and deaf and especially liable to error. I must have shrunk in intelligence during the years since I met himOh, ridiculous Brooklyn Eagle! Socially blind and deaf, it defends an intolerable system, a system that is the cause of much of the physical blindness and deafness which we are trying to prevent. In her childhood, Helen had struggled to learn how to communicate at all. As an adult, she realized that there was much more to ones character than just the ability to speak. Character, she argued,   cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, vision cleared, ambition inspired, and success achieved. Happy birthday, Ms. Keller. May we all remember what constitutes character.