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I must write a after action review (AAR) based off my deployment to Essay

I should compose an after activity survey (AAR) based off my organization to Afghanistan - Essay Example It in this manner presented me t...

Wednesday, October 30, 2019

VLAN Network Security Research Paper Example | Topics and Well Written Essays - 2000 words

VLAN Network Security - Research Paper Example Although, VLAN 1 simplifies the installation process of the switch significantly, it also makes the network vulnerable to unauthorized access (Liska, 2003). To improve security on switches, Liska (2003) suggested that the default VLAN should be removed, and each port on the switch should be added to the appropriate VLAN (P.S. Empty ports should be configured with no VLAN). In case if the switch does not allow removal of the default VLAN, then the active ports on the switch should be switched to different VLAN. Liska (2003) further emphasized that the port which is connected to the upstream switch or router should be removed from the default VLAN because it is tagged with all of the VLANs, and therefore, it can provide a gateway to all the traffic on the network if an attacker is successful in determining the default VLAN for the tagged port. The OSI model is based on layered model in which the communication protocol divides its functionality into a series of layers. Each layer provides services to its subsequent, upper layer, and requires services from its preceding, lower layer. However, each layer is isolated from other layers and operates independently to perform a subset of functions. Although, the layer independence provides interoperability and interconnectivity, it also causes security risks because if any layer is compromised, then other layers remain unaware of this (Wong & Yeung, 2009). In OSI model, the Data Link Layer (Layer 2) is very crucial because all the upper layers rely on it to provide the reliable data transfer across physical link – if this layer is compromised, then the entire communication session is compromised. Therefore, it is extremely important to secure this layer and take appropriate measures to mitigate attacks on this layer (Wong & Yeung, 2009). VLAN-based networks are vulnerable to various attacks. Many of these attacks can be initiated by those with the LAN access, from outside the switch.

Monday, October 28, 2019

Sugar in the 19th Hundreds, Problems Essay Example for Free

Sugar in the 19th Hundreds, Problems Essay What is the reason for the abandonment of sugar plantations in the British West Indies in the 19th century? I am going to analyze and asses the reasons why sugar plantations were being abandoned by plantation owners in the 19th century? The main causes and the main effects. The abandonment of the Sugar plantations in the Caribbean leads to major changes and had a great effect on West Indian countries. So what caused sugar, a once thriving industry, to be abandoned? And what was the impact it had? ata collected will assessed and analyzed to understand these effects, the causes and how they pertain to life in this century. Chapter 1 Introduction. Sugar cane was the main cash crop grown on numerous British, French and Spanish owned islands. Sugar was in high demand and was very profitable. But this industry needed labor and lots of it thus slavery was the cheapest and best source of labor they had. Plantation owners would buy slaves brought from Africa to work on their plantations. Plantation life in the 19th century was very hard, grueling labor, severe punishment and extensive exhaustion. Slaves worked for long periods of time in fields harvesting sugar, in factories producing sugar and the main house as workers (maids, butlers, and cooks ). The abandonment of sugar production was imminent to failure because of the ill treatment and over working. The United States was also a major factor in sugar abandonment, along with the feuded between British and the Spanish which lead to more problems. In my S. B. A I will asses these problems and the effects they had on both the economy and on the society. Chapter 2 Reasons for abandonment The abandonment of sugar plantations in the 19th century was caused by not only one factor but, it was caused by a collection of factors or a chain of events happening one after the other. Reasons for the abandoning of the sugar plantations started with the Emancipation of slaves, then from that event, multiple amounts of other events caused the sugar estates to close. Emancipation was the greatest cause of Sugar estates being abandoned. The Emancipation Act was passed in 1830 in May and an ex and it stated that â€Å"All men were equal and slavery was to be abolished. This in turn means that former slaves were free. These free† men now had rights. So plantation owner had to pay slaves, this was a great change from the former system they had. Work time for slaves had to be cut; there were no long excessive amount of work hours, now it had to be a limited amount of time. Slaves could not be abused anymore and they could have refused to do the work. These factors caused a great stress on the plantation owners. They were losing more of their profit to pay wages, less hours of work were being done, and less sugar was being produced, in turn less profit. After Emancipation plantation owners taught that sugar production would have decreased, it did, for some countries. Smaller Islands production went up such as Barbados and Puerto Rico. These places, relatively all the land was used for estate purposes, so freed slaves had no other choice but to go back and work on the plantations. But in larger countries such as Jamaica where slaves hated plantation life and there was land untainted by settlement sugar production took a massive lost in profit. Everything changed by the end of the 19th Century. Slavery had been abolished, and Europes beet sugar had preempted Caribbean cane. Depressed market prices could not offset the production and transportation costs for an island crop, and sugar plantations soon were abandoned. Abolition of slavery was difficult for the colonies, which had to adjust to having a majority of new citizens who could not be denied the civil rights already grudgingly extended to the few. Extending those civil rights, then as now, was neither easily nor gracefully achieved because the political systems had existed for centuries as the narrow instruments of the small, white, landed elite, largely absentee, whose members were threatened by the removal of their special trade preferences. Above all, there were economic difficulties. Sugar prices were falling, and West Indian producers were facing severe competition not only from other producers in the British Empiresuch as India, South Africa, and Australiaand non-imperial cane sugar producerssuch as Cuba and Brazilbut also from beet sugar producers in Europe and the United States. Falling prices coincided with rising labor costs, complicated by the urgent need to regard the ex-slaves as wage laborers able and willing to bargain for their pay. Acts passed by the government. Acts passed by the Government in the 19th century contributed to the abandoning of plantations greatly. They were one of the most influential factors. If it was not for these Acts, in my option the sugar industry would have survived. Such as The Sugar Equalization Act,1846 this law was passed because persons wanted cheap raw materials but the price of these items was very high. Politicians of the Manchester school convinced the British that duties were keeping the price at a high rate. Thus duties were removed from corn and sugar. Some farmer’sprophesied this was the end for sugar and along with â€Å"The Encumbered Estates Act, 1854 the sugar industry looked grim. The Encumbered Estates Act stated that the government could seize plantations that were abandoned and could be sold with their debt and the new owner had to pay off this debt. The act was very short sighted and gave away to long term effects that prove to be disastrous Labor problems. To mitigate labor difficulties, the local assemblies were encouraged to import nominally free laborers from India, China, and Africa under contracts of indenture. Apart from the condition that they had a legally defined term of service and were guaranteed a set wage, these Asian indentured laborers were treated like the African slaves they partially replaced in the fields and factories. Between 1838 and 1917, nearly half a million East Indians (from British India) came to work on the British West Indian sugar plantations, the majority going to the new sugar producers with fertile lands. Trinidad imported 145,000; Jamaica, 21,500; Grenada, 2,570; St. Vincent, 1,820; and St.  Lucia, 1,550. Between 1853 and 1879, British Guiana imported more than 14,000 Chinese workers, with a few going to some of the other colonies. Between 1841 and 1867, about 32,000 indentured Africans arrived in the British West Indies, with the greater number going to Jamaica and British Guiana. With important British politicians such as Prime Minister William Ewart Gladstone (1809-98) owning sugar estates in British Guiana, that colony, directly administered by the crown, assumed great importance in the Caribbean. Chapter 3 Effects of Sugar abandonment in the Caribbean. Indentured labor did not resolve the problems of the plantations and the local governments in the Caribbean during the nineteenth century, but it enabled the sugar plantations to weather the difficulties of the transition from slave labor. The new immigrants further pluralized the culture, the economy, and the societies. The East Indians introduced rice and boosted the local production of cacao (the bean from which cocoa is derived) and ground provisions (tubers, fruits, and vegetables). Although some East Indians eventually converted to Christianity and intermarried with other ethnic groups, the majority remained faithful to their original Hindu and Muslim beliefs, adding temples and mosques to the religious architecture of the territories. The Chinese moved into local commerce, and, by the beginning of the twentieth century, the corner Chinese grocery store and the Chinese restaurant had become commonplace in all the colonies. Emancipation of the slaves provided the catalyst for the rise of an energetic, dynamic peasantry throughout the Caribbean. A large proportion of the ex-slaves settled in free villages, often forming cooperatives to buy bankrupt or abandoned sugar estates. Where they lacked the capital, they simply squatted on vacant lands and continued the cultivation of many of the food crops that the planters and the colonial government had exported during the days of slavery. The villages, although largely independent, provided a potential labor pool that could be attracted to the plantations. The growth of these free villages immediately after the emancipation of the slaves was astonishing. In Jamaica, black freeholders increased from 2,014 in 1838 to more than 7,800 in 1840 and more than 50,000 in 1859. In Barbados, where land was scarcer and prices higher, freeholders of less than 2 hectares each increased from 1,110 in 1844 to 3,537 in 1859. In St.  Vincent, about 8,209 persons built their own homes and bought and brought under cultivation over 5,000 hectares between 1838 and 1857. In Antigua, 67 free villages with 5,187 houses and 15,644 inhabitants were established between 1833 and 1858. The free villages produced new crops such as coconuts, rice, bananas, arrowroot, honey, and beeswax, as well as the familiar plantation crops of sugarcane, tobacco, coffee, cacao, citrus limes, and ground provisions. Which lead to the integration of a wide variety of agricultural products?

Saturday, October 26, 2019

Womens Rights Essay -- essays research papers

If you ask a young girl what she wants to be when she grows up, she may tell you she wants to be a doctor, lawyer, or even a teacher. That is what any child would percieve their future to become, just like their parents. But what that little girl is unaware of, is that if she had lived a little over 150 years ago, her future dreams would be quite different. Women living a life of religious freedom, having a voice in government, and attending schools is normal in our everyday lives as we reach the new millenium. However, women did not always have an equal say or chance in life. In our American History, women have demonstrated and worked for reform of women's rights. Through seven generations, it took many meetings, petition drives, lobbying, public speaking, and nonviolent resistance to make our world the way it is now. The Women's Rights Movement begins its task on July 13th, 1848, where a lady named Elizabeth Cady Stanton decided enough was enough, and she started the fight for her rights as well asall women's rights. Within the next week of her decision she held a convention in Seneca Falls called, "A convention to discuss the social, civil, and religious condition and rights of woman". Stanton created a list to present called "Declaration of Sentiments" which stated areas in life where women were treated unjustly. (*1) After the second day of the convention, every resolution on her declaration was passed except the one t...

Thursday, October 24, 2019

Drama Coursework †Response Phase Essay

As part of our drama course we are studying the play â€Å"blood brothers† by Willy Russell. Blood Brothers is about twins who were separated at birth because their mother could not afford to keep both. As they grow up they meet, become friends and eventually blood brothers. However they both fall in love with the same girl and this conflict ultimately leads to their tragic deaths. First we read the play blood brothers as a class, then our teacher, Mrs O— asked us to choose and then act out three or four scenes which we, as a group thought were most important. In my group were S—, G— and N—. The first scene we chose was when Mr Lyons asks Mrs Johnston to give away one of her babies, we thought this was a crucial moment in the play because in this scene we see how the brothers first got separated. We also see the differences between the middle and the working class people, which was important as it is a main theme in the play. I was playing Mrs Lyons and N— was playing Mrs Johnston. We started our performance with a freeze frame; our freeze frame was useful as it showed the audience what scene we are going to perform. Nicola, playing Mrs Johnston was looking down holding her stomach as if she was pregnant. I was standing on her side holding a bible pushing it towards her. We wanted to show the part where Mrs Lyons was asking Mrs Johnson to make a binding agreement, we used facial expressions to show which characters we were trying to portray. As I was Mrs Lyons, I stood with a smug arrogant look to show that I was the wealthy one, while N— was looking sad, worried and a little scared. Our role-play started with Mrs Johnston working and Mrs Lyons coming in to see how she was doing. As Mrs Lyons I spoke with a posh accent boasting about how big my house is and looking down at N—-. We used thought tracking to get inside the characters mind and see what they are really thinking. When N—- was telling me about how she can stop getting pregnant and I can’t have any babies thought tracking was useful as I got to show the audience how I was actually jealous and thought that the babies would be better off with me. We also used it to show that N— did not like Mrs Johnston showing off and thinking she was better then her. After the visit to the doctors, N—- acted like she was nervous and panicking that the welfare will come and take her children away and worried about how she would cope with two more babies. At this point I used thought tracking to hint to the audience that I was thinking about asking for a baby. When I did ask for a baby I started to act more mean and scary grabbing hold of N—- and begging her to give me a child to show how desperate Mrs Lyons was to have a baby. N—- used thought tracking to show the audience that she was thinking about agreeing to give me a baby and also to show that she was a little scared of me. I was shouting at her doing all I could to make her agree and getting a bible and forcing her to make a binding agreement. We also used hot seating in our performance; this helped the audience to get to know more about the characters. Our teacher, Mrs O— first asked us questions and we had to answer staying in character. The audience got to know about how N—-‘s husband left her and how she has to look after all the kids by herself. We also used it to show that she was considering giving a child a baby to Mrs Lyons, as she could not afford to have any more kids. The hot seating helped me show how Mrs Lyons’ evil side and how she did not care if it was wrong all she wanted was a child and she does not care how she gets it. For our second scene we choose the part when the brothers meet for the first time. This we thought was another key scene as it shows how they meet and become blood brothers, not knowing that they were actually real bothers. G— was playing Edward and S— was playing Mickey. In this scene we see how better off the rich one, Edward is that Mrs Lyons is looking after him. The freeze frame for this scene was when the two boys were crossing fingers and Mrs Lyons in the background. We made it clear what scene they were going to perform was when they first meet because it was the part when they became blood brothers. They were both smiling and happy to have made a new friend while Mrs Lyons stood in the background with her arms crossed looking angrily at the two of them. We added a bit of comedy to this part because they are seven year olds and we wanted to show that. Shikira was sitting on her own making funny gun noises looking very scruffy and G—- walks in acting very posh. When S— taught him swear words he was shocked and amazed at all the â€Å"smashing† things that S— says. We used thought tracking to show how G— had never meet a boy like him but actually liked him. The hot seating gave the audience a chance to see that G—- has not got a lot of friends as they all bully him but not S—-. They audience also got to see that S—- never meet a posh boy like him but they became friends. In the second group were K—, M—, M— and B—-. The first scene they done was when Mrs Johnston gives one of her babies away to Mrs Lyons. K—- was playing Mrs Johnston and M— was playing Mrs Lyons. Their freeze frame was of K—- down on her knees scrubbing the floor and M—- crossing her arms looking down at her. It was obvious what scene they were going to do and what characters they were playing by using body positions and facial expressions. M—- looking arrogant and like a snob and showing how she thinks she is above K—– just because she is richer. Their performance was very well organised and they all knew what they were doing. M—- was very good at acting arrogant and as K—– cleans she was looking down at her and used good thought tracking to show how she felt. K—– did well as Mrs Johnston acting like she is happy to work for her but suing thought tracking show that she secretly did not like Mrs Lyons and that created tension between the two of them. I thought that they lacked thought tracking as the play went on and could have added more towards the end of their performance. Their use of hot seating was good; although I thought when they answered they could have gone into more detail and let the audience find out more about their characters. From the hot seating we learnt that M—– does not think its wrong to take K—-‘s baby and that K—- has no money to look after any more children. I thought that M—– could have improved her performance by added more thought tracking and speaking louder but I thought she did well at showing she was Mrs Lyons by the way that she spoke and her attitude towards K—–. K—– acted confidently, and used good thought tracking to show what she was thinking at the start of the play. She would have improved her performance by adding more detail to her answers in the hot seating and more thought tracking at the end of their performance. In the third group were G—-, T—–, S—- and T——. One of the scenes they acted out was the last scene; this is an important scene in the play because it was when Mickey finds out about Linda’s affair with Edward. Mrs Johnston’s secret deal with Mrs Lyons is also reviled and both brothers end up dead. T—– played Mickey, C—— was Edward and Grace played Mrs Johnston. Their freeze frame was off the end of the play when Mickey and Edward were dead. T—– and C—- were lying down on the floor dead and G—- was standing over them. They did well to show the tragic ending of the play and g—— used good facial expressions to show that she was shocked and upset at what had just happened. She stood with her head slight down and looked like she was crying out in disbelief. They stared with Mickey who was played by T—— going crazy wandering around the stage looking for the pills. She used thought tracking to tell the audience what she was looking for and how she angry she felt that she did not have them. When she found out about Linda and Edward’s affair she acted good and confidently showing how angry and frustrated she was. She used thought tracking telling the audience how she was thinking out killing him when she went to get the gun before storming out to find Edward. C—– playing Edward was doing his job making a speech acting normal when suddenly T—— barges in pointing a gun in his face. The use of hot seating at this moment let the audience know how scared Edward was and how T——- was not thinking straight and how she was just angry. I thought that this group also could have spoken in more detail to explain to the audience how they feel. At this moment G—— runs in trying to stop T——. She used thought tracking to say how she was thinking of telling them the truth. G—– trying to stop Mickey shouts out to not to kill Edward because they are brothers. But this just makes T—- even more angry thinking that he could have ended up like C———- with a good job and a great life. G—- in a final attempt to stop Mickey pushes his hand but the gun shoot and kills Edward. The police then shoot T—— and she falls to the floor, leaving G—– in crying in shock. I thought that in this part they could have been more organised and put more thought tracking in but all in all they had a great performance.

Wednesday, October 23, 2019

Assertiveness Paper

Assertive Paper When faced with a dilemma at work or at school the way you handle and voice your opinion is crucial in communicating your level of assertiveness. There is a proper way of being assertive rather than seeming aggressive. It takes practice in order to properly accomplish a comprehension of this technique. Becoming better at speaking your mind verbally and nonverbally will allow you to interact as a leader amongst your fellow workers and colleagues. I can be an assertive person when the time is right and the surroundings ask for a certain level of assertiveness to be needed.If I am with a group of people and I disagree with someone’s opinion or point of view of a certain issue I will allow myself to speak my mind without attacking what the other person said. The most important part of being assertive to me is not being aggressive towards others when expressing thoughts. An example would be during my senior year in high school when we were placed into groups and had to discuss our opinion on gay marriage. The conversations were at the most very educated until a person bluntly stated that they believed gay people should never get married because it was disgusting.Surely this person was entitled to their opinion but the was they phrased their response was in an aggressive manner towards anyone who believed otherwise. I responded right away without directly referring to that person with the word you rather than spoke my mind using the word I. My opinion was that people should be allowed to do what they think it is best for them no matter what others might think. If their decision is not affecting anyone else then they are entitled to their own actions and decisions as human beings.Once I said that the person became angry in a way but not because I disagreed with them but rather in the way I formed my response they could not say I was directly meaning it towards them. The verbal messages I tend to always give out when being assertive has to be for the most part to seem sure of what I am saying backing it up with support but at the same time not sounding like I am attacking anyone’s ideas or opinions. Beginning my words with I makes people feel less threatened and allows them to also have an opinion.When the situation requires me to give an order I will be serious and communicate what needs to be done. The nonverbal messages that I give off when being assertive is to maintain eye contact with the person. This is really important to me because it lets the other person know you are serious and expect what you are telling them to be understood and also taken into consideration. My body posture when doing so is standing upright without moving around or making a lot of hand movements.I try to keep a steady posture which allows the person to stay focused on my message. What I consider to be doing well while being assertive are speaking with a direct tone to the subject in matter while maintaining eye contact. When beginning my message the first word I tend to use is I in order to stay away from people believing they are being blamed or accused. I refrain from telling people your wrong or that is not the way to do something unless it is required of me to do so in certain situations.The way that works the best when communicating a solution to a problem or an approach is to have a sense with the person that what your are saying is a good way but leaving the window open for them to have an opinion as well. I would like to improve myself in the area of giving speeches in front of people to seem very confident. I am not a bad public speaker but I tend to get nervous when doing so for a long period of time. I have tried practicing in front of the mirror speaking and it works out great but it is not the same as actually being in front of many people.That’s what I need more practice in order to be looked at as very assertive when giving a speech. Assertiveness is a learned trait that we all must be aware of and practice in our everyday lives. This quality will help you all through out school and work. It will also better your relationship with friends and family. Being confident and believing in yourself is an important attribute that must go hand in hand with being assertive. Communicating with proper grammar and adjacent nonverbal cues will allow you to be taken serious and provide a level complete with the perfect balance of a great assertive person.

Tuesday, October 22, 2019

Field Trip Tips for Safe, Fun Learning Success

Field Trip Tips for Safe, Fun Learning Success New teachers might naively think that field trips are easier and more fun than a typical day in the classroom. But throw in crises like a lost group of children or wasp stings, and field trips can go from fun to frantic in no time. But if you adjust your expectations you can come up with a new, more practical way to approach field trips and minimize the chances of drama and mayhem. Tips for a Successful Field Trip Follow these field trip tips and youll likely create fun learning adventures for your students: Explicitly discuss field trip behavior rules with your students beforehand. Teach, model, and review appropriate field trip behavior with your students for at least a week before the big event. Drill into their heads that field trips are not the time or place to mess around and that any aberrant behavior will result in non-participation in any future field trips that school year. Sound serious and back it up with consequences as needed. Its good to have your students scared of testing the boundaries on field trips. Emphasize that they are representing our schools reputation when they are off-campus and that we want to present our best behavior to the outside world. Make it a point of pride and reward them afterward for a job well done.Give your students a learning task ahead of time. Your students should show up for the field trip with a base of knowledge on the subject at hand, as well as questions to answer before returning to the classroom. Spend some time in the weeks before the field trip discussing the subject matter. Review a list of questions they will be looking to answer during the field trip. This will keep them informed, engaged, and focused on learning all day long. Choose parent chaperones wisely. Field trips require as many adult eyes and ears as you can get, but unfortunately, you cant be everywhere at once. From the first day of school, observe the parents of your students closely, looking for signs of responsibility, firmness, and maturity. A lax or careless parent can be your worst nightmare on a field trip, so choose your parental allies wisely. That way, youll reap the benefits of having adult partners in the field trip process.Make sure you have all the necessary medications. Talk to the school nurse and procure any and all medications that your students usually take during the day. While on the field trip, make sure you administer the medications accordingly. If you have students will allergies, you may need to get trained on how to use an EpiPen. If so, the student involved will need to stay with you at all times.Arrive at school early on field trip day. The students will be excited and antsy, ready to go. Youll want to greet the chap erones and give them instructions for the day. It takes some time to organize the sack lunches and ensure that everyone has what they need for the day. And one last pep talk on appropriate behavior never hurt anybody. Give your chaperones the tools they need to succeed. Make nametags for all chaperones and students. Create a cheat sheet of the days itinerary, special rules, your cell phone number, and the names of all kids in each chaperones group; distribute these sheets to each adult on the field trip. Procure and label grocery bags that each chaperone can use to carry the groups sack lunches. Consider getting a little thank-you gift for each chaperone, or treat them to lunch that day.Be proactive with regards to challenging students. If you have a student who causes trouble regularly in the classroom, its safe to assume he or she will cause at least five times more trouble in public. If possible, ask his or her parent to be a chaperone. That will usually limit any potential problems. Also, when you are making groups, split any problem pairs into separate groups. This is a good policy for troublemakers, chatty kids, or bickering frenemies. And its probably best to keep the most challenging stude nts in your own group, rather than pawning them off on an unsuspecting parent chaperone. Count all day. As the teacher, you will likely spend most of your day counting heads and making sure everyone is accounted for. Obviously, the worst thing that can occur on a field trip is losing a student. So count accurately and often. Enlist the help of chaperones in this task, but do it yourself too, for your own peace of mind. Keeping track of each and every student is the number one priority of field trip day.Do a debriefing when you return to the classroom. If you have a few extra minutes after the field trip and before dismissal from school, put on some soothing classical music and have the students draw about what they saw and learned that day. It gives them a chance to decompress and review what they experienced. The next day, its a good idea to do a more active and in-depth review of the field trip material, extending the learning further and connecting it to what youre working on in the classroom.Write thank-you notes after the field trip. Lead a class language arts lesso n the day after your field trip, formally thanking the people who hosted your group. This serves as an etiquette lesson for your students and helps form your schools good reputation at the field trip destination. In future years, this goodwill could translate into prime perks for your school. With proper planning and a positive attitude, field trips can be unique ways to explore the outside world with your students. Stay flexible and always have a Plan B, and you should do just fine.

Monday, October 21, 2019

Irish in Rural Ontario essays

Irish in Rural Ontario essays While there are many interesting topics that relate to pre-confederation Canada, the one I find appealing is the role that Irish settlers played in rural Ontario. In my opinion they played a great role in forming rural Ontarios identity and make-up and this leaves a great need to examine in what ways they did so. In my quest for knowledge on Irish settlement, I have come across several sources which will hopefully provide for me some answers. The first source available is called The Irish in Ontario: A study in rural history. This source will be a great starting point to see where exactly in Ontario the Irish fit in. It will be slightly more general than some of the other sources I will use, but will be of great use as background material. I will also use a second source as background information, this one being written by the Ontario ministry of culture and recreation and is called Ontario Ethnocultural Profiles: Irish. This source will also be valuable for background material as it is more of a government publication, lending insight into what the government viewed the Irishs role in Ontario as. The next two sources I am using take a look at specific areas in Ontario where the Irish settled. The first is called Montague: A social history of an Irish Ontario Township, and the second is called The Peter Robinson Settlement Of 1825, and talks about Irish settlement in the Peterborough area. These are important sources for my essay because they study specific areas where the Irish settled and will hopefully provide strong microcosms of the story of the Irish in Ontario. The final sources that I have looked at so far are profiles of actual Irish immigrants. One is Timothy Warren Anglin, 1822-96, Irish Catholic Canadian, and the second is a primary source in the form of a genealogy and is called The Descendants of Samuel Ferguson and Sarah Hooey, 1817-1965. These two sources will no doubt prove t ...

Sunday, October 20, 2019

Using Microwave Astronomy To Explore the Cosmos

Using Microwave Astronomy To Explore the Cosmos Not many people think about cosmic microwaves as they nuke their food for lunch each day. The same type of radiation a microwave oven uses to zap a burrito helps astronomers explore the universe. Its true: microwave emissions from outer space help give a peek back at the infancy of the cosmos.   Hunting Down Microwave Signals A fascinating set of objects emits microwaves in space. The closest source of nonterrestrial microwaves is our Sun. The specific wavelengths of microwaves that it sends out are absorbed by our atmosphere. Water vapor in our atmosphere can interfere with the detection of microwave radiation from space, absorbing it and preventing it from reaching Earths surface. That taught astronomers who study microwave radiation in the cosmos to put their detectors at high altitudes on Earth, or out in space.   On the other hand, microwave signals that can penetrate clouds and smoke can help researchers study conditions on Earth and enhances satellite communications. It turns out that microwave science is beneficial in many ways.   Microwave signals come in very long wavelengths. Detecting them requires very large telescopes because the size of the detector needs to  be many times greater than the radiation wavelength itself. The best-known microwave astronomy observatories are in space and have revealed details about objects and events all the way out to the beginning of the universe. Cosmic Microwaves Emitters The center of our own Milky Way galaxy is a microwave source, although its not so extensive as in other, more active galaxies. Our black hole (called Sagittarius A*) is a fairly quiet one, as these things go. It doesnt appear to have a massive jet, and only occasionally feeds on stars and other material that pass too close. Pulsars  (rotating neutron stars) are very strong sources of microwave radiation. These powerful, compact objects are second only to black holes in terms of density. Neutron stars have powerful magnetic fields and fast rotation  rates. They produce a broad spectrum of radiation, with the microwave emission being particularly strong. Most pulsars are usually referred to as radio pulsars because of their strong radio emissions, but they can also be microwave-bright. Many fascinating sources of microwaves lie well outside our solar system and galaxy. For example, active galaxies (AGN), powered by supermassive black holes at their cores, emit strong blasts of microwaves. Additionally, these black hole engines can create massive jets of plasma that also glow brightly at microwave wavelengths. Some of these plasma structures can be larger than the entire galaxy that contains the black hole. The Ultimate Cosmic Microwave Story In 1964, Princeton University scientists David Todd Wilkinson, Robert H. Dicke, and Peter Roll decided to build a detector to hunt for cosmic microwaves. They werent the only ones. Two scientists at Bell Labs- Arno Penzias and Robert Wilson- were also building a horn to search for microwaves. Such radiation had been predicted in the early 20th century, but no one had done anything about searching it out. The scientists 1964 measurements showed a dim wash of microwave radiation across the entire sky. It now turns out that the faint microwave glow is a cosmic signal from the early universe. Penzias and Wilson went on to win a Nobel Prize for the measurements and analysis they made that led to the confirmation of the cosmic microwave background (CMB). Eventually, astronomers got the funds to build space-based microwave detectors, which can deliver better data. For example, the Cosmic Microwave Background Explorer (COBE) satellite  made a detailed study of this CMB beginning in 1989. Since then, other observations made with the Wilkinson Microwave Anisotropy Probe (WMAP) have detected this radiation. The CMB is the afterglow of the big bang, the event that set our universe in motion. It was incredibly hot and energetic. As the newborn cosmos expanded, the density of the heat dropped. Basically, it cooled, and what little heat there was got spread over a larger and larger area. Today, the universe is 93 billion light-years wide, and the CMB represents a temperature of about 2.7 Kelvin. Astronomers consider that diffuse temperature  as microwave radiation and use the minor fluctuations in the temperature of the CMB to learn more about the  origins and evolution of the universe. Tech Talk About Microwaves in the Universe Microwaves emit at frequencies  between 0.3 gigahertz (GHz) and 300 GHz. (One gigahertz is equal to 1 billion Hertz. A Hertz is used to describe how many cycles per second something emits at, with one Hertz being one cycle per second.) This range of frequencies corresponds to wavelengths between a millimeter (one-thousandth of a meter) and a meter. For reference, TV and radio emissions emit in a lower part of the spectrum, between 50 and 1000 Mhz (megahertz).   Microwave radiation is often described as being an independent radiation band but is also considered part of the science of radio astronomy. Astronomers often refer to radiation with wavelengths in the  far-infrared, microwave, and ultra-high frequency (UHF) radio bands as being part of microwave radiation, even though they are technically three separate energy bands.

Saturday, October 19, 2019

Not a license to murder Assignment Example | Topics and Well Written Essays - 250 words

Not a license to murder - Assignment Example serious injury in an individual’s house; in such a case, the victim is justified to use lethal force in defense without any attempt of running to safety. This volume intends to discuss whether such laws have any moral justification. The formal defense of a person uses deadly force against another and goes unpunished is a great crack in the walls of morality in the nation. Although needs deems it necessary for people to have a ground to defend their interests, misinterpretation of the defense law is very dangerous as it consequently interferes with other people’s rights to life. It is a violation of the human right to life to allow use of lethal force even in situations with means of retreat and require minimum force. For instance, if an aggressor comes to and individual home, the law justifies the victim to use deadly force in defense even when they have a chance of escape. The failure of the Florida’s state police was a sign of moral absence and served to show a great weakness in the implementation of the stand your ground legislations. The stand your ground laws are certainly permits of murder as the police failed to arrest the violator despite the aggressor failing to seek the defense of the Stand your ground law. The arrest was not initially make because of the misinformed interpretation of the self-defense law and through that made the laws a defendant of criminal

Teachers Roles in Autonomous Learning Shanghais Yan School of foreign Essay

Teachers Roles in Autonomous Learning Shanghais Yan School of foreign languages, Lanzhou University of technology, Lanzhou, China - Essay Example Learner autonomy is not based on the above misconceptions. Therefore, the actual definition can be captured through the ability of the learner to be responsible as well as independent. The learner is an active participant and is very conscious of what they learn, the way they does learn as well as the time they learn. This form of learning has been degfined by various scholars, including Holec who pointed out that the ability to have control over the learning process by the learner entails autonomy. Yan (2012) continues to argue about the benefits of learner autonomy. He points out that the learner has the capacity to develop enthusiasm and initiative in what they are learning. In addition, the learner becomes very independent while developing creativity and innovativeness. Since learner autonomy is beneficial, the teacher must play a role its promotion, argues the author. He proposes that being the knowledge giver that dominates the class throughout the class time, the teacher is the most well placed individual to inculcate learner autonomy. He concludes that the teacher is the facilitator, organizer and the manager to the learner. In addition, he is the counsellor to the

Friday, October 18, 2019

Death penalty Essay Example | Topics and Well Written Essays - 1250 words - 1

Death penalty - Essay Example And if it can, under what circumstances should it be used? Does the punishment acts as a deterrent? What are the alternatives? Does it contribute to a safe and secure environment? This debate is unlikely to end soon (Stearman, 2007). This debate is clearly one that is bound to go on for a long time with passionate debaters and defenders of stands on both sides of the argument. In this essay I take a stand on this debate by supporting the death penalty. I offer several reasons for this stand and provide references on the same. Some advocates of the death penalty offer support to the practice arguing that the death penalty justifies itself because it saves taxpayers the greater costs of supporting an inmate for a lifetime, or many decades, in prison. This economic assumption rests in part on the belief that executions happen more quickly and efficiently than serving a life sentence (Gerber & Johnson, 2007). Another related belief among supporters of capital punishment lies in the notio n that the system of justice, like the legal system generally, is nearly infallible. While the system may commit an occasional mistake, such mistakes readily appear and can be made to disappear in the magic of the appellate process. This view normally also maintains that our capital machinery accurately separates the guilty from the innocent and punishes accordingly, without regard to race or social status or finances. Some people nursing this cluster of beliefs like to say that the wheels of justice move slowly but â€Å"exceedingly fine.† The legal process always succeeds, eventually, in separating the wheat from the chaff and does so impartially. Given their career investment in this system, judges have been known to entertain this belief (Gerber & Johnson, 2007). Some supporters of the death penalty also take a moralistic approach. To these kinds of people the main justification for the death penalty lies in giving every offender his â€Å"due.† In this philosophic al position capital punishment finds its support in the notion of moral â€Å"desert†, where desert implies a punishment required to be proportionate in kind, severity, or amount of pain matching the original crime. Advocates of this view maintain that the most convincing justification for the death penalty lies in the assertion that punishment should mirror the gravity of the initial crime, as in the phrase, â€Å"an eye for an eye, and a life for a life† (Gerber & Johnson, 2007). A particularly recent justification for the death penalty considers the plight of suffering victims. Some victim advocates maintain that the death penalty finds its primary justification in its ability to nurture victims in either or both of two ways – by providing a kind of â€Å"closure† to their painful victimization and/or by providing an outlet for their emotional need for vengeance. The ascendancy of these victim rationales for punishment plays a major role today in suppo rt for capital punishment. Some segments of the victim rights movement assert that the wishes of hurting victims alone require capital punishment of those who had caused their unfortunate plight (Gerber & Johnson, 2007). Another more legalistic belief, espoused by some constitutional scholars, including some Supreme Court justices, asserts that fidelity to the constitution requires adherence to the beliefs and practices of our Founders. When a constitutional text about capital

Determining Your perfect Position Research Paper - 1

Determining Your perfect Position - Research Paper Example This research will begin with the statement that perfect position would be as such that asks to manifest yourself in the leadership role where you could oversee work without actually doing anything. This would mean that the managers would report and tell what is going on in the workplace but it would not in any way ask me to go out and look at how employees would be doing their tasks and processes. The strengths and weaknesses of the leadership style areas such that he would be soft natured but would not tolerate any misgivings at the workplace. The researcher remains staunch about the work domains that come about under the organizational tenets. He would always make it a point to remain steadfast about his resources and the employees who are there within the workplace realms. He would keep them abreast of the changes that are taking place on an organizational level and would not worry about taking a risk every now and then. The strengths that would embody the basis of the researcher ’s leadership would comprise of my strong adherence to guidelines and rules that have been made in the organization his the weaknesses would be that the author would be sensitive to emotions and sentiments of individuals working in the organization. Hence the researcher believes this would be his perfect position because it would offer him a chance to showcase who he is and what he wants to do when he becomes a leader.

Thursday, October 17, 2019

Schooling Children with Down Syndrome by Freire, Greene and Kliewer Essay

Schooling Children with Down Syndrome by Freire, Greene and Kliewer - Essay Example In this ‘banking concept of education’ students are seen as â€Å"adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world.† (Friere, 1997, p.54) Under this system not only is there a supposed knowledge asymmetry between the teacher and the pupil, but the former also holds professional authority that is not always grounded on merit. Moreover, this banking education minimizes or annuls the students’ creative energies so as to serve the interests of the oppressors, whose primary motive is not progress or critical inquiry. To the contrary, under the humanitarian veil of the educators lies their intention to perpetuate the status quo. Maxine Greene’s article titled Teaching for Social Justice is similar in tenor to that of Paulo Freire’s. The history of human societies is full of instances of the privileged few (the oppressors) dominating the majority rest through explicit and implicit means. Where brute force proved unviable, sophisticated indoctrination through education ensured domination. Further, â€Å"the privileged few were the ones with the opportunities to map and dominate the linguistic universe. The imbalance, the undeserved advantages in that domain as well as in the socioeconomic and political worlds is evidences of the most glaring social injustice.† (Greene, 1988 p.29) It is in this context that an educational system be devised, whose end is to ensure that each citizen is at the least entitled to develop and build his/her â€Å"intellectual, social, emotional, and expressive capacities†. (Greene, 1988, p.29) Consistent with the arguments made by Paulo Freire, Marine Greene too advocates a new way of looking at our educational institutions and their underlying motives. Contrary to what the system produces, she espouses Teachin g for Social Justice. Here, teaching is to project â€Å"what we believe ought to be – not merely where moral frameworks are concerned, but in material arrangements for people in all spheres of society. Moreover, teaching for social justice is teaching for the sake of arousing the kinds of vivid, reflective, experiential responses that might move students to come together in serious efforts to understand what social justice actually means and what it might demand.† (Greene, 1988, p.30) Kliewer’s article focusing on the special needs of Down syndrome children is also of a similar vein to the other two articles. The author feels that current understanding of this health condition and schooling possibilities for children afflicted with it is quite limited. (Kliewer, 1988) And hence educators should be more open and inclusive of children of different capabilities as they draw up their curricula. In essence, there is much convergence in the content and thrust of the three articles as they express their concern about mainstream education today. After having read these three articles and based on my own educational experience in childhood, I am mostly in agreement with the views expressed by Freire, Greene and Kliewer. Formal education is something most children in our country have the privilege of attending. To its credit, the education system in the United States has extended literacy and math skills to several generations of students. As a result, the country overall has become more educated. The percentage of young adults passing high-school

Answer One Question Assignment Example | Topics and Well Written Essays - 1000 words

Answer One Question - Assignment Example This implies that obtaining a substantial market share is the â€Å"holy grail† of entrepreneurial marketing. Penetrating a marketing on the other hand is always the daunting task. As such, marketers must always strive to acquire the pitching customer. This requires the development of a brand that will attract one major customer who in turn secures the longevity of the brand by enhancing its market share. The success stories of such leading entrepreneurs as Nike, Nestle, Heineken and Vodafone among many other similar entrepreneurships that operate and enjoy profitability globally continue to portray the importance of the target market in marketing and the need to acquire an anchor customer to help position the brand and safeguard its mass acceptance. Dong this requires the use of the various marketing principles and tools, marketers must always carry out extensive marketing researches and analyses thereby discovering appropriate companies to partner with and the effective marketing tools to use in order to win a substantial market share for the entrepreneurship. This requires the entire entrepreneurship to operate as a brand. The anchor-customers help create an entrepreneurial brand one that operates deficiently yet effectively. As stated earlier, marketing is a vital function of management mandated with the determination and cultivation of the market for a particular product or service. The market is the customers who purchase the product thereby sustaining the company’s profitability. This validates the need for the determination of a customer with the capacity to anchor the product to the target market (Molly 7). The anchor customer could be any corporate organization or a particular region that unilaterally accept a particular product. Achieving this requires the company to either develop an appropriate niche marketing that ensures that the brand wins over the specific portion of the market. Various global brands succeeded in

Wednesday, October 16, 2019

Schooling Children with Down Syndrome by Freire, Greene and Kliewer Essay

Schooling Children with Down Syndrome by Freire, Greene and Kliewer - Essay Example In this ‘banking concept of education’ students are seen as â€Å"adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world.† (Friere, 1997, p.54) Under this system not only is there a supposed knowledge asymmetry between the teacher and the pupil, but the former also holds professional authority that is not always grounded on merit. Moreover, this banking education minimizes or annuls the students’ creative energies so as to serve the interests of the oppressors, whose primary motive is not progress or critical inquiry. To the contrary, under the humanitarian veil of the educators lies their intention to perpetuate the status quo. Maxine Greene’s article titled Teaching for Social Justice is similar in tenor to that of Paulo Freire’s. The history of human societies is full of instances of the privileged few (the oppressors) dominating the majority rest through explicit and implicit means. Where brute force proved unviable, sophisticated indoctrination through education ensured domination. Further, â€Å"the privileged few were the ones with the opportunities to map and dominate the linguistic universe. The imbalance, the undeserved advantages in that domain as well as in the socioeconomic and political worlds is evidences of the most glaring social injustice.† (Greene, 1988 p.29) It is in this context that an educational system be devised, whose end is to ensure that each citizen is at the least entitled to develop and build his/her â€Å"intellectual, social, emotional, and expressive capacities†. (Greene, 1988, p.29) Consistent with the arguments made by Paulo Freire, Marine Greene too advocates a new way of looking at our educational institutions and their underlying motives. Contrary to what the system produces, she espouses Teachin g for Social Justice. Here, teaching is to project â€Å"what we believe ought to be – not merely where moral frameworks are concerned, but in material arrangements for people in all spheres of society. Moreover, teaching for social justice is teaching for the sake of arousing the kinds of vivid, reflective, experiential responses that might move students to come together in serious efforts to understand what social justice actually means and what it might demand.† (Greene, 1988, p.30) Kliewer’s article focusing on the special needs of Down syndrome children is also of a similar vein to the other two articles. The author feels that current understanding of this health condition and schooling possibilities for children afflicted with it is quite limited. (Kliewer, 1988) And hence educators should be more open and inclusive of children of different capabilities as they draw up their curricula. In essence, there is much convergence in the content and thrust of the three articles as they express their concern about mainstream education today. After having read these three articles and based on my own educational experience in childhood, I am mostly in agreement with the views expressed by Freire, Greene and Kliewer. Formal education is something most children in our country have the privilege of attending. To its credit, the education system in the United States has extended literacy and math skills to several generations of students. As a result, the country overall has become more educated. The percentage of young adults passing high-school

Tuesday, October 15, 2019

The Downfall of Macbeth Essay Example | Topics and Well Written Essays - 750 words

The Downfall of Macbeth - Essay Example The belief in prophecy is particularly important in gaining a foothold on understanding the downfall of Macbeth and his Lady. When Macbeth first comes upon the Weird Sister and they roll out the prophecies for both Macbeth and Banquo, and by extension Duncan and his family, more is going on than just a foretelling of the future. The prophecies instill in Macbeth the realization of his dreams, of course, but they also portend that the darkest fears of Macbeth will be realized alongside his dreams (Van Doren, Lehman 216). Without Macbeth's unquestioned belief in the occult and acceptance that the Weird Sisters have the power of prophecy, there would be neither a rise nor a fall. If the rise of Macbeth to king can be said to be a combination of belief in the Sisters and the manipulation of his wife, his fall comes about as the result of a fatal mistake on his part: mistakenly believing that he has the power to deny the future as foretold. Macbeth fervently believes in the power of the occult, yet he does not accept his role as mere recipient of the power of fates beyond his control. Just as he is indecisive before the murder of Duncan, Macbeth also proves to be less than firm in his view of how the witches' prophesying works. Rather than merely being a blank canvas upon which is written a predestined series of events that effectively turn him into a puppet on a string to be manipulated by the Weird Sisters, Macbeth from the beginning takes a proactive stance. This activity starts with having his indecision overcome by his wife before he kills Duncan, but the downfall begins when he begins to believe that nothing he does can change the course of future events, but only bring them to fruition. Many famous quotations have come from Macbeth, but it is one of the lesser known lines of the play that presents the key to understanding the downfall of the Macbeths. "Strange things I have in head, that will to hand / Which must be acted, ere they may be scanned." (Shakespeare 160). Macbeth is aware of his fate as well as the fates of others, but as he says this he fully tosses off the shackles of his indecisiveness. In relieving himself at last of all moral quandaries that may exist on his path toward absolute and guaranteed power, Macbeth makes the ultimate mistake in his rise that will lead surely to his destruction. Macbeth has made decision that thinking too much is the cause of his problems. But it is important to realize that by this point Macbeth has strange things taking place inside his head without the input from his wife. It is also important to understand that the downfall of Lady Macbeth occurs only after she has done the opposite by making the decision to finally be gin questioning her amorality (Thompson, and Ancona). Lady Macbeth only begins to lose her mind once she capitulates to the kind of moral quandary from which she earlier plucked her husband. In the wife's case it is the decision to think too much that leads to insanity. The opposite is true for her husband. Macbeth's quick descent into madness is caused by his failure to think too much and act too rashly. What is most strange about this is that Macbeth has seen clearly that the Weird Sisters have been right about everything, yet he seems to be incapable of

Monday, October 14, 2019

Boston Beer Company Case Essay Example for Free

Boston Beer Company Case Essay Background Information_: The Boston Beer Company, which was founded in 1984, had a very diversified thriving product line which entailed about twenty different kinds of beers. Their product was available in over nineteen various countries and used a network of around four hundred distributors. Revenues grew from 21 million dollars to 210 million dollars from inception to 1997. _Problem and Opportunity Identification_: As a result of the companys product line and its variety, the company encountered issues sustaining and upholding of their products such as Lightship which has been withering in recent years and which doesnt have the volume like other products to sustain distribution. Since the light beer business that Lightship belonged to was one that was rapidly growing, the Boston Beer Company felt the need to investigate its products disappointment. The research to do so took place in different forms such as competition, market, and financial analyses, customer surveys, and finally deep emotional analysis using the ZMET technique. _Alternatives_: One option the research team is considering is introducing a new light beer into their product line. It is understandable that since the high-priced light beer industry is one of the biggest and rapidly growing field in the beer industry, the Boston Beer Company wants to occupy and take advantage of this field to further enhance its name and maintain its market share and its standing. However, there are issues in terms of positioning and marketing of this product. The product needs to be communicated as a light, rich, fun beer and targeted at a different audience that entails women. In addition to the fact that this option might cause conflict in terms of the brand image being a macho rough beer brewer, using it doesnt solve the problem for Lightship if Lightship is going to be kept in the market offerings. Another option the research team considered was repositioning Lightship and throwing in more effort and investment into the marketing of the product. It was obvious that, compared to one of their biggest competitors Heineken, the Boston Beer Company has had trouble and sort-of failed to build a unique brand identity for this product. The product was not successfully differentiated and positioned in the market in order for it to build market share and improve standings. This failure could make it difficult for the company to reposition itself and change consumer perceptions to gain their interests and so it might be a waste of time and efforts. Finally, the last option is the dreaded one of not competing in this realm of the industry. This is a very extreme option since this realm is a huge and growing segment of the market and they would be missing out on a lot if they decide to pull out it. The failure to fit into this field, however, might have proved that the Boston Beer Company is not competent enough and ready to compete in this segment. _Critical Issues_: There are two main critical issues that the company should consider when making the decision about their situation in the light beer industry. One critical issue concerns the brand image the company has an umbrella brand image of being a premium masculine macho craft beer brewer and shaking that could be seen to influence consumer perceptions. The second critical issue relates to the field study and the results it yielded do they answer our questions about how to position the light beer product or on whether we should even introduce/keep products in this segment of the market. _Conclusion and Recommendation_: After reviewing the results of the various research techniques, the recommended option would be to introduce a new high-end light beer into the market (while probably retiring Lightship). Making use of the ZMET research results, this new product should be positioned in a manner that represents an active, refreshing, and healthy lifestyle. Having a new product instead of improving Lightship is best in order to avoid the difficult efforts of having to change stubborn consumer perceptions. Also, in terms of the umbrella brand image of BBC being a macho tough image, having a separate offering targeted at other audiences will probably add to the image of having two instead of eroding the existing image.

Sunday, October 13, 2019

Synthesis of a New Potential Herbicide

Synthesis of a New Potential Herbicide CHAPTER 1 INTRODUCTION Background of Study Since the beginning of the world, every creature in the world consumes food in order to survive. They ingest creatures in the sea, animals on the ground, or even vegetables on the land. In the olden days, the vegetables that mankind intake is without adding of synthetic chemicals or in other words it is organic. The purpose of adding chemicals during the vegetation process in this era of modernisation is to overcome undesirable situation like remove unwanted plants and eliminating pest. These chemical is known as pesticides. Pesticide is defined as chemical used for plant suicide. Generally, pesticide can be separate into four categories. There are insecticide, herbicide, fungicide and bactericides. Pesticides have cause pollution to the environment. It also has an impact towards animals, plant and mankind. Pesticide is a type of persistent organic pollutant to the environment because it is hard to degrade. The physical properties have disallowed degradation to occur. Examples of pesticide are paraquat, diquat, and DDT (Hafiza, 2014). In order to produce food in high yield, weed control is used. It is to ensure the food produce is economical beneficiary. The most common weed control used is by the use of herbicide. It was because herbicide is easy to use and it is efficient (Lodovichi et. al., 2013; Pannell et al.,2004; Parsons et al., 2009). Herbicide can be categorised. Normally herbicide is categorised based on mode of action. The herbicide normally work based on inhibition of enzyme or inhibit mitosis to occur (Fujiwara, 2014). Mankind need to produce more food. It was because the world population will rise to 9.6 billion people (Fujiwara, 2014). The food mankind need is going to increase since everyone need food. Yet, there are still famine going on in this era of millennium. Just in Africa alone there are more than 18,000 people are starving. Just because of food shortage, most of the children die before them reaching at the age of 5 (Missionaries of Africa, n.d). The need of food have cause human to use herbicide extensively. The extensive use of a single herbicide had cause the weed in the field to be herbicide resistant. Herbicide resistant in weed will cause several implications. It will cause the need to change a brand new weed and crop management system, cost ineffective in weed management, reduce in herbicide choice and low productivity of crop (WSSA, 2011). Thus, mankind need to produce more food for the generation to come. Yet, a cheaper pesticide is need for weed control. However, the used of pesticide can alter the gene of weed and it will resist toward the herbicide and a new herbicide is needed. The scope of study is synthesis a herbicide. The herbicide is a derivative from benzaldehyde, cyclohexanone and phenyl hydrazine. The synthesis of the derivatives it will then be test with thin layer chromatography (TLC). After, it will separate by using a silica column. Then, it is tested with nuclear magnetic resonance (NMR) to structural confirmation. At last but not the least, the synthesised structure is subjected to herbicide bioassay test. Significant of Study The significant of the study is to synthesis a new potential herbicide. The synthesis of the potential herbicide is to allow a new herbicide to be accomplished in the market with new mode of action. The last invention of herbicide is at 1980’s (WSSA, 2011). Most of the researchers have ford see the future and synthesis a lot of brand new technology in a lot of area. However, the urgent development of a new herbicide to enhance food productivity and quality had been a concern. Herbicide resistant had been a serious matter to the world as it will affect food productivity. In nationwide, there are approximately 80% of herbicide resistant crop due to extensively use of a single type of herbicide. In side of these 80% herbicide resistant crop there are more than 90% were glyphosate resistant while the remaining percentages glufosinate resistant (Duke,2014). Thus, the urge of synthesis a new herbicide is needed to allow more choice of herbicide. In a conclusion, the need to develop a new herbicide is needed. It is to overcome the problem of increasing need of food, to resolve famine in Africa and improve food quality. Objective of Study The Objective of study is as below: To synthesised benzyldehyde, cyclohexanone, and phenyl hydrazine derivatives as potential herbicide To develop a new herbicide to resolve the problem of herbicide resistant To characterise benzyldehyde, cyclohexanone and phenyl hydrazine derivatives To overcome the problem of herbicide resistance CHAPTER 2 LITERATURE REVIEW 2.1 Pesticide Human have the greatest mind of all among animal range from bacteria to the largest animal in the world. Human is creative. Mankind likes to solve problem. When there is a problem mankind tends to find out the ways to resolve the problems. As an example, there is a species of pest in the house and human use pesticide to eliminate it. Pesticide is not something trendy in this era. It have been used since century ago and the animal that mankind label as pest can be kill by using pesticide. The history of pesticide can ancient Romans lived. In that era of time, sulfur is burned to eliminate insect pest and weed is controlled by using salt. Later at the 16th century, the ant which mankind label as pest is killed by using the mixture honey and arsenic mixture. In the 16 century also, the Chinese uses nicotine to control plum curculio(Hassall, 1990). Then, human in the 19th century try to develop an effective pesticide. To control pest the farmer in the field in that century used sulphur, copper acetoarsenite, nicotine sulphate and calcium arsenate as pesticide. However, the effects are not that effective (John, 2010). There a lot of chemicals was introduce at post-world war II. The chemicals included BHC, aldrin, endrin, dieldrin, DDT, and 2,4 D (Muir, 2012). These chemicals use widely in that era. DDT is used as pesticide because of cheap, high effective and low toxicology (John, 2010). Where 2,4-D(agent orange) is being used as a herbicide due to inexpensive, high effective and easy to apply. However, pesticide have cost a lot of problem nationwide. During the world war II America used this herbicide, agent orange to attack Vietnam. In 1960’s, there is a book named slient spring whom author name Racheal Carson have raise the awerenes toward the usage of herbicide. In the book of silent spring, the author explains the bioconcentration, bioaccumulation and biomagnifications through the food chain. Pesticide can be categorized into many categories. These included acaricide, antimicrobial, attractant, avicide, fungicide, herbicide, insecticide, molluscicide, nematicide, piscicide, repellent, redenticide, and synergist. Different type of herbicide will target different type of pest group (Delaplane, 1996). Diagram 1, Types of pesticide and it’s target group. Adopted from, Delaplane, K.S. in pesticide usage in the united states: history, benefits, risks and trends The usage of pesticide is wide. It can be use in agriculture, public health, industry, household, personal application and material building. Usage of pesticide in India Diagram 2, usage of pesticide in India Adopt from, Gupta, P.K.(2004), Pesticide Exposure- Indian scene 2.1.1 Role of Pesticide in Agiculture The widely used of pesticide has cause some benefits to the nation as well as world. It was because the crop production annually will drop when pesticide is not used. One research had been done that when pesticide is ban, the crop production in United State alone will drop 73 percent. The decreasing in the crop production of groundnuts, cotton and soybeans will lead to instability of crop. At the same time, the decrease in crop production will affect the price of food and the famine in the world will increase (Delaplane, 1996; Knutson et.al., 1990). It was because increases in food crop production, pesticide is use in most of the developed countries. The increase of food crop production is simply because the resistant for plant to grow is minimized. Weed growth, insect attack and fungi can affect the nutrient availability in the environment. By using pesticide, control of weed, insect and fungi can be done. Thus increase nutrients availability in the soil and it could maximised the condition for crop to grow (Hassall, 1980). 2.1.2 Effect of Pesticide Since the beginning of civilization, human want to enchanced their living condition. The enchancement of living included increase food production. The increase of food production can be enchanced by the used of pesticide. However, pesticide has cause serious problem (Gupta,2004 ; Gupta, 1989). The amount of pesticide in the environment may be little but It may post a threat. In India between the years of 1958 to 1992, there are a total of eight cases of pesticide poisoning in food (Gupta, 2004). Pesticide also post threat toward marine and fresh water living organism (Edge, et. al., 2014). There is a study in Tanzania shows that it is having a high concentration of pesticide. In this country, pesticide leak to the environement as a result from improper storage. It has cause pesticide to run off to the river. After the split, high concentration of pesticide is detected from soil ( Mahugijia et.al., 2013; Kishimba and Mihale, 2004). However, after 15 years the concentration of pesticide is still high in that area after the cleaning up process and the degradation of pesticide is found to be insignificant (Mahugija at. al., 2013). 2.2 Herbicide and It’s Mode of Actions Weed is defined as a wild plant growing where it is not wanted and in competition with cultivated plants (Soanes and Stevenson, 2009). The first man who use the term weed is Jethro TÃ…Â ±ll in his book name â€Å"The New Horse Hoeing Husbandary† in 1973. Jethro define weed as plant grow out of place, undesired plant on field, unwanted plant grow where it is not suppose to be, or plants and vegetation that obstruct plant growth. Thus, weed is undesirable plant growth (My agriculture information bank, 2011). The existence of weed will have impact toward crop. There is a case study in India that show interaction between weed and crop. The result shows a decrease in crop production. Whereby, wheat reduced by 15-30%, rice by 30-35%, maize, pulse, oilseed and sorghum reduces 18-85% each (Gupta, 2007; Mukhopppadhyay, 1991-92 Balyan and Malik, 1994, Rita et.al., 1995 and yadav et.al., 1995). Existence of weed is also troublesome in some area. When the weed is present on the field, it made the work hard for applying fertilizers and hard to harvest the crop. The present of weed in field may also provide shelter for pest to live and it will further reduce the crop productivity. Thus, the present of weed had cause 2.2.1 Amino Acid Sythesis Inhibitors 2.2.2 Photosystem II Inhibitors 2.2.3 Auxins Typerherbicides 2.2.4 Mitotic Inhibitors 2.2.5 Photosystem I Inhibitors 2.2.6 Cellulose Biosynthesis Inhibitors 2.3 Herbicide Resistance 2.4 Multicomponent Reactions 2.4.1 Ugi Reactions 2.4.2 Biginelli Reaction 2.4.3 Sakurai Reaction 2.4.4 Streacker Reaction 2.4.5 Mannich Reaction 2.4.6 Hanztch Reaction 2.4.7 Application of Multicomponent Reaction Chapter 3 Methodology 3.1 3.2 3.3 3.4 3.5 3.6 Chapter 4 Expected Result 4.1

Saturday, October 12, 2019

Grateful Dead Essay -- essays research papers

Throughout history there have been many musical "influences". One extremely important influence to modern music is The Grateful Dead. The group was formed in 1965 by bluegrass - enthusiast Jerry Garcia on guitar and vocals, Ron "Pigpen" McKernan on vocals and organ, Bob Weir on guitar and vocals, classical music student Phil Lesh on bass and vocals, and Bill Kreutzmann on drums. From the beginning, they brought together a variety of influences, from Garcia's country background to Pigpen's feeling for blues (his father was an R&B radio DJ) and Lesh's education in contemporary serious" music. Add to that, the experimentation encouraged at some of the group's first performances at novelist Ken Kesey's "acid test" parties-multimedia events intended to replicate (or accompany) the experience of taking the then-legal drug LSD-and you had a musical mixture of styles often played with extended improvisational sections that could go off in nearly any direction. The band signed to Warner Brothers in 1967, experiencing some difficulties early on with the restrictions of standard recording practice s and the company's interest in producing a conventionally commercial product. As a result, the group's first few albums were somewhat tentative but showed promise for the future, especially with the key additions of Mickey Hart as a second drummer in 1967 and Garcia's old friend Robert Hunter as the band's lyricist. The Dead finally hit their stride with the release of Live Dead, a double album, in 1969. (They were always more comfortable on stage than in the studio.) Two studio albums in 1970, Workingman's Dead and American Beauty, found them exploring folk-rock and more tightly constructed song forms and, along with extensive touring, won them a much larger audience. In the second half of the '70s, the Dead recorded a series of commercially - oriented albums for Arista, then concentrated on roadwork for the better part of the '80s. In the Dark, released in 1987, was their first studio album in seven years. It sold a million copies and produced the band's first Top Ten hit in &quo t;Touch of Grey." One of the aspects of the Grateful Dead that made them stand out was their mixing of several different kinds of music. As mentioned earlier, the Dead's music is a hearty mixture of bluegrass, classical, and good old-fashioned rock... ...ot;, is Blues Traveler. On the scene since 1984, John Popper (lead vocals and unbelievable harmonica) has lead this band up from the depths of the local party circuit to having a multi-platinum album (1994's Four). Also with the same blues-rock feeling, deadheads are sure to flashback to yesteryear with one of Popper's unreal harmonica riffs. Traveler has also touched millions of college kids and drawn them in with their unique musical style, just as the Dead were reeling them in in the 60's and 70's. The Grateful Dead's immense musical influence has by far been an underlying factor in many bands that we would consider influential today. Bob Dylan considered Jerry to be like an older brother. The Rolling Stones, The Allman Brothers, and countless other legends have played under the Dead's tutelage. This only shows that they have so greatly influenced the world of music as we know it today. Just as they were influenced to create their own unique style, they are still influencing bands today, thirty-four years after it all began. The Grateful Dead were certainly an implausible influence over the music world today. There is only one thing left to say. We are truly Grateful.

Friday, October 11, 2019

Reliabilty and Validity

Test Reliability and Validity: Evaluation of the GRADE A+ Standardized Reading Assessment Assessment is the key to instruction and intervention, but according to Salvia, Ysseldyke and Bolt (2007), â€Å"reliability is a major consideration in evaluating an assessment procedure† (p. 119). Reliability refers to the stability of a tests’ results over time and test reliability refers to the consistency of scores students would receive on alternate forms of the same test, for example Test form A and Test form B. If a test is reliable then one would expect a student to achieve the same score regardless of when the student completes the assessment, but if it’s not reliable then a students’ score may vary based on factors that are not related to the purpose of the assessment. An assessment is considered reliable when the same results occur regardless of when the assessment occurs or who does the scoring, but a good assessment is not only reliable but minimizes as many factors as possible that could lead to the misinterpretation of the tests’ results. It is important to be concerned with a tests’ reliability for two reasons: First, reliability provides a measure of the extent to which a students’ score reflects random measurement error. If there is relatively little error, the ratio of true-score variance to obtained score variance approaches a reliability index of 1. 00 (perfect reliability); if there is a relatively large amount of error, the ratio of true-score variance to obtained score variances approaches. 0 (total unreliability) (Salvia et al. , 2007, p. 121) Therefore, it is warranted to use tests with good measures of reliability to ensure that the test scores reflect more than just random error. Second, reliability is a precursor to validity, which I will go more into detail about later. Validity refers to the degree to which evidence supports the fact that the test interpretations are correct and that the manner in which these interpretations are used is appropriate and meaningful. However, a formal assessment of the validity of a specific use of a test can be a very lengthy process and that is why test reliability is often viewed as the first step in the test validation process. If a test is deemed unreliable, then one need not spend time examining whether it is valid because it will not be, but if the test deems adequately reliable, then a validation study would be worthwhile. The Group Reading Assessment and Diagnostic Evaluation (GRADE) is a normative diagnostic reading assessment that determines developmentally what skills students have mastered and where they need instruction. Chapter Four of the GRADE Technical Manual focuses on three sections: reliability, validation and validity; but I will only be evaluating the first and last sections which are reliability and validity. The first section presents reliability data for the standardization sample by test at 11 levels (P, K, 1-6, M, H and A) and 14 grade enrollment groups (Preschool- 12th) to describe the consistency and stability of GRADE scores (Williams, 2001, p. 77). In this section, Williams addresses Internal Reliability- which addresses consistency of the items in a test, Alternate Form Reliability- which are derived from the administration of two different but parallel test forms, Test-Retest Reliabilities- which tells how much a students score will change if a period of time has lapsed between test and Standard Error of Measurement- which represents a band of error around the true score. The GRADE Technical Manual reported 132 reliabilities in table 4. that presents the alpha and split half total test reliabilities for the Fall and Spring. Of these, 99 were in the range of . 95 to . 99; which indicates a high degree of homogeneity among the items for each form, level and grade enrollment group (Williams, 2001, p. 78). In the GRADE alternate form reliability study, Table 4. 14, 696 students were tested. The forms were given at different times and ranged anywhere from eight to thirty two days. The coefficients in the table ranged from . 81 to . 94 with half being higher than . 9 indicating that Forms A and B are quite parallel (Williams, 2001, p. 85). In the GRADE test- retest reliability study, Table 4. 15, 816 students were tested. All students were tested twice, the test took place during the Fall and ranged anywhere from three and a half to forty two days. Form A of the various GRADE levels appeared similar in stability over time to performance on Form B. However since most of the sampling was done with Form A, further investigation of the stability of scores with Form B may be warranted (Williams, 2001, p. 7). The standard errors of measurement listed in Table 4. 16 of the GRADE was computed from Table 4. 1, but due to the variances in total test reliability, the SEMs ranged from low to high and due to the fact the measure of error is observable, there will always be some doubt about one’s true score. Overall it will be acceptable to assume that the reliability aspect of all levels of the GRADE Technical Manu al provides a significant amount of established evidence between test forms A and B. As noted earlier, validity refers to the degree to which evidence supports the fact that the test interpretations are correct and that the manner in which these interpretations are used is appropriate and meaningful. For a test to be fair, its contents and performance expectations should reflect knowledge and experiences that are common to all students. Therefore, according to Salvia et al. (2007), â€Å"validity is the most fundamental consideration in developing and evaluating test† (p. 143). A valid assessment should reflect actual knowledge or performance, not just test taking skills or memorized equations and facts, it should not require knowledge or skills that are irrelevant to what is actually being assessed and more so, it should be as free as possible of cultural, ethnic and gender bias. The validity of an assessment is the extent to which the assessment measures what it intended or was designed to measure. The extent of a test’s validity determines (1) what inferences or decisions can be made based on test results and (2) the assurance one can have in those decisions (Williams, 2001, p. 2). Validation is the process of accumulating evidence that supports the appropriateness of student responses for the specified assessment and because tests are used for various purposes, there is no single type of evidentiary validity that is apt for all purposes. Test validation can take many forms, both qualitative and quantitative, and in an assessment case such as the GRADE, can be a continuing process (Williams, 2001, p. 92). As stated previously, I will be evaluating two sections from Chapter Four. Section one is complete so it brings me to the last section, which deals with validity. In this section, Williams addresses Content Validity- which addresses the question of whether the test items adequately represent the area that the test is supposed to measure, Criterion- Related Validity- which addresses the relationship between the scores on the test being validated and some form of criterion such as rating scale, classification, or other test score and Construct Validity- which addresses the question of whether the test actually measures the construct, or trait, it purports to measure. The content validity section of the GRADE Technical Manual addressed 16 subtests in various skill areas of pre-reading and reading and documents that adequate content validity was built into the reading test as it was developed. Therefore, if the appropriate decisions can be made, then the results are deemed valid and the test measures what it is suppose to measure. For the GRADE criterion-related studies, scores from other reading tests were used as the criteria and included both concurrent and predictive validity. For the concurrent validity study, the section compares the GRADE Total Test scores to three group administered test and an individual administered test. They were administered in concurrence with the Fall or Spring administering of the GRADE, with data being collected by numerous teachers throughout the U. S. and all correlations being corrected using Guilford’s formula. The three group administered test given in concurrence with the GRADE Total Test suggested they all measured what they were suppose to but the individual administered test showed evidence of discriminative and divergent validity. For the predictive validity study, the section compared how well the GRADE Total Test from the Fall predicted performance on the reading subtest of a group administered achievement test given in the Spring. Three groups totaling 260 students were given the GRADE in the Fall and the TerraNova in the Spring of the same school year, but the final samples were a little small because some of the students that tested in the Fall had moved so the scores were correlated and corrected for both assessments using Guilford’s formula. Instead of 260 there were now 232 and Table 4. 2 list the corrected correlations between the GRADE and TerraNova which indicates that the GRADE scores in the Fall are predictive of the TerraNova reading scores in the Spring. The construct validity of the GRADE focuses on two aspects which are convergent validity shown by higher correlations and divergent validity shown by lower correlations. In the GRADE/PIAT-R study, shown in Table 4. 21, convergent validity is demonstrated by the high correlation coefficients of the GRADE and PIAT-R reading scores and divergent validity is demonstrated by the lower correlation between the GRADE and PIAT-R general information subtest (Williams, 2001, p. 7). Performances on reading tasks is represented by the first set of correlations and for the second set of correlations the GRADE represents performance on reading and the PIAT-R represents world knowledge. Convergent/divergent information was also provided for the GRADE/ITBS study shown in Table 4. 23. Evidence of higher correlations for the GRADE convergent validity was provided with the ITBS reading subtest, but evidence of extensively lower correlations for the GRADE divergent validity was provided with the ITBS math subtest, which would be expected for divergent validity because reading was minimal. Overall the validity data provided a considerable amount of evidence to show that in fact the GRADE Technical Manual measures what it purports and apt conclusions from test can be correctly made. So according to my judgment in evaluating the GRADE Technical Manual in the areas of reliability (internal, alternate form, test-retest and SEM) and validity (content, criterion-related and construct), the content provided by the authors in the manual and cross referenced with the content provided in the text book denotes the manual is consistent, has acceptable correlation coefficients and measures what it is suppose to measure. References Salvia, J. , Ysseldyke, J. E. , & Bolt, S. (2007). Assessment In Special and Inclusive Education (10th ed. ). Boston: Houghton Mifflin Company. Williams, K. T. (2001). Technical Manual: Group Reading Assessment and Diagnostic Evaluation. Circle Pine: American Guidance Service, Inc.

Thursday, October 10, 2019

American Concepts of Property and State Development

The development of the American state has been heavily influenced by different understandings of property over time. What the founding fathers felt about property is not how all leaders have always thought about it, and their opinions regarding private property significantly influenced the choices they made in developing the country and its systems. This is reflected in their early writings. At the beginning, property was considered public for all. Some still feel this way. Today, however, and for the founding fathers, property became privately owned.Early notes show that there was some confusion in who could own property or if, in fact, anyone could own property at all. Most of the writers in the time of the founding fathers believed in God and felt that all of the world was given to man, in general, and so owning any property individually was a difficult idea to grasp. However, they conceded that man did own some things, such as anything he had worked on himself. A man who farmed l and owned what he produced, and could, to some degree, also own the land that it came from because the land was tied to the production itself.Locke covers this idea in chapter 5 of his writing. Initially, all land did belong to all men, who were, in fact, created equally. This idea was featured prominently in the Declaration of Independence. â€Å"All men were created equal,† states the Declaration. If, then, the founding fathers were thinking like Locke, owning property would be a difficult concept to grasp. It may not have been easy in America, either, where all of the land was new and free to the colonists. There was so much land for the taking, since Native Americans did not concern the colonists at all.Westward expansion allowed for all men to have property which they could farm and live on without needing to officially own it. They â€Å"owned† the property via natural law, that if they took care of the land and produced from it, that it would become theirs. Lock e has this to say about the natural rights of property: â€Å"Though the water running in the fountain be every one's, yet who can doubt, but that in the pitcher is his only who drew it out? His labour hath taken it out of the hands of nature, where it was common, and belonged equally to all her children, and hath thereby appropriated it to himself.† That is, anything that comes from nature or is a part of nature belongs to anyone and everyone, but when someone reaps from the land, or draws some small bit of it for himself, it belongs only to him. Locke is convinced that property is a general concept, whereby everything that doesn’t belong to someone personally (and then only because he possesses it) belongs to everyone. However, should someone gather food or drink for himself, to which is naturally entitled, he then owns what he has gathered.This leads to the idea that property is allowed when a man works the land. If he works it, and he can use what he produces, then he owns it. In America’s beginnings, nearly all men would have had to work land to some extent in order to survive. They would also need land on which to house their families. So, the view of property originally grew out of sheer need. The small government expected that men would need to work land to survive. This was especially true when the immigrants were few and there was no nearby central government to care for them.At first there were barely even real civilizations, so very little division of labor could take place. A man’s life was defined by working his land and supporting his family that way, and so he would come to own the property he occupied. This definition of property owning would persist well into America’s history in certain circumstances. For example, during Westward expansion, all a man had to do to own the land was to live on it and work it for several consecutive months, and then he owned it. In addition to this natural law of who could own property, there were certain considerations.A man should not take more than he can reasonably use, because it would deny another man land that he could use. Instead, the first man should take only what he needs, so that all men could have a chance to have their needs met through the use of property. This was, of course, more of an ideal than an actual law at this time, but considered a necessary courtesy. It was also a reaction to the tyranny of the king of England. In the development of the owning of property in the new United States, the founding fathers were reacting very strongly to the tyranny of the king.The king, many writers felt (including Thomas Paine, who saw government as a necessary evil and nothing better), had taken what was naturally available and made it his own when he should not have. The king was abusing his power, Paine wrote, and although God had given him some power, He had not given him as much as he had taken. Because this feeling about the power was prevale nt, the new government did not want to take away these natural laws that held that men were equal and were entitled to land they worked. The government strongly opposed intervention and a major central government.Paine in particular was so opposed to strong government that he wrote this: â€Å"Monarchy is ranked in scripture as one of the sins of the Jews, for which a curse in reserve is denounced against them. † Monarchy especially was seen as wrong, because it destroyed the very nature of men as equal in the eyes of God. Of course, Paine, and other writers of the time, were heavily concerned with the power of any strong central government, because these governments had greed for land and power, and used one to get the other. Otis was especially concerned with this connection.Another concern for the founding fathers was the nature and necessity of property in a government. Some seemed to feel that property was a necessary part of the government. That is, in order to really e xist, the government had to own and deal with property. But in â€Å"Otis Rights,† the author claims that that isn’t true. He writes, â€Å"†¦therefore government is not founded on property or its security alone, but at lest on something else in conjunction. † That is, the government might have a need to deal with property, but owning property does not define a government.He goes on to say that a government need not be based on property, which is likely also a reaction to the British rule. The British â€Å"owned† the land for what became the United States, and therefore they had a right to govern it. This author does not agree with that philosophy. British rule used the fact that they â€Å"owned† the land in their own country, and the land in this â€Å"new world† to their advantage, politically. Their empire had expanded, and they saw fit to treat the colonies in any way that would grant them more power.Many of the ways they treated the colonies – soldiers constantly occupying their territory, for one – were to maintain their dominance and keep hold of their territory. Otis and others were very concerned about this misuse of power and property. With the Declaration of Independence, the founding fathers were declaring that, in fact, England did not own them, and could no longer do the things that they were unhappy with, including high taxes; governance without representation; occupation during peace times; forcing citizens to quarter soldiers, and more.England did not have rights to their property or anything in this country, and so would have to relinquish the control they had. In this way, citizens were declaring their own right to have property because of the natural rights that existed, and that God had given them as equal men. The political consequences of this move were obviously huge. The Declaration itself brought about the American Revolution, in which the newly formed United States fought for these rights against the British.Additionally, not all men within the colonies would have agreed, which is why the Declaration itself went through so many versions before it was finalized. Having so many different definitions of property was tough on the new Americans. Britain told them they did not own their land, while Americans felt that they did, since they lived on it and worked it. This of course led to a huge power struggle and ultimately the war between England and the colonies. It also led to struggles between colonists who supported the war and those who remained loyal to England.Some in the colonies certainly felt that they were not entitled to own the property; that because they had left England to help England expand its empire, they owed what they had to the country. After the war was over, the government was left in pieces in America. The rulers were still determined to have no strong central government, to avoid the tyranny that they had just escaped from. Inste ad, states and individuals were given power. The focus was on the natural rights of man rather than any major leading body. This gave the American states a large amount of power in and of themselves.As they were developing, boundary lines began to be drawn, which essentially designated certain land as the individual states’ property. The states then took it upon themselves to create other arbitrary rules that citizens, and other states, would have to follow. They created their own money, and certain tariffs on trade between the states. Effectively, the states became drunk with their own power. It is interesting that in trying to limit the power of large, overbearing system that the government created many small systems of power that made life even more difficult for some.There is, however, another major problem with the original idea of property. Locke is absolutely certain that whoever works the land and makes use of what it produces is the owner of the land. He is also cert ain that whoever does this should be praised for his efforts, because developed land cares for many and yields nourishment for citizens. God, he says, intended man to use what He had given them. However, in the Declaration of Independence, Jefferson originally intended to put in a section that showed he abhorred slavery and it would not be tolerated.All men were not only equal, he wrote, but also â€Å"independent. † In deference to a couple of southern states, namely North Carolina and Georgia, this part was removed from the Declaration. It was not the only concession made, but it was an important one. Slaves were not considered to be men who were equal under the law, and they had no rights. However, they worked the land and they produced, so by Locke’s argument, they should own the land on which they worked. Of course, they did not.Slaves themselves were owned as property, and could not own property themselves. This meant that their land owners should not own the lan d because they did not work it themselves, but they came to own both the land and the slaves. This was a point of contention in the original Congress, but as the Declaration could not be finished and signed until the delegates all agreed on something, the issue of slavery (despite its obvious contradictions) was left alone for the time being. Despite its general evils, writers believed that some form of government was necessary.In â€Å"Otis Rights,† the author states â€Å"†¦I affirm that government is founded on the necessity of our natures; and that an original supreme Sovereign absolute, and uncontroulable, earthly power must exist in and preside over every society†¦. † This view of government did fly in the face of many others, including Paine, who still believed that the government was a barely necessary evil, and should not have much control over what went on. As Otis points out, though, due to the nature of man, some kind of government was necessary. Without a strong, but fair government, the country would find itself in trouble again.Of course, within only a few years, the country realized (despite their initial thoughts on the matter) that a complete lack of a central government was really no better than an overly strong central government. States squabbled amongst themselves over money, property rights, and more. The government had to step in and do something about it. The states were finding themselves doing what the British government had: owning property for the sake of owning it, rather than using it as a natural right that God had given them, and to be used for the protection and enhancement of all men.In this time, there were a lot of logical fallacies that would have great political consequences in the future, such as in the late 1700s when the central government realized that it did need to take a firmer role in running the country. Later on, the Civil War would result. Overall, the development of the American state t ook time, but boundary lines were drawn, and property was divided up for those states. This in itself was an interesting problem, as drawing boundary lines violated what many writers felt at the time.The states did not and could not really â€Å"own† the land by the arguments the writers gave, yet they did own the land. Within those states, men owned individual parts of the land, and that agreed with the natural laws as stated. In general, the American views on property took awhile to develop, and were very much in reaction to the British stronghold in the beginning. Differences in ideas necessitated the beginning of the Continental Congress, the drafting of the Declaration, and the war itself.However, it also led to the development of the American states, regardless of any problems that they had initially. Reacting solely to Britain’s tyranny was not the best way to make decisions about a new government. Rather, the writers needed to take into consideration what their people currently needed, the way that Otis did in his writings. The nature of man is such that a government needs to watch over the people so that bad things do not happen to them, even if the government is a potential evil to them.Once the colonists realized this, things ended up fine for them, and the states developed a healthier relationship with one another and with other sources. Politically it was a fascinating time, no more so than any other in history, but one that shows the growth of a new country out of small, humble beginnings, belonging to another country entirely. Americans pushed for growth, freedom, and independence for all, even if the final version of the Declaration did not explicitly say so.This thirst for what was right, for restoring man’s natural rights of property and of equality led the Americans to the political juncture they faced with England, and it led them to freedom as independent states. America would never be the same once the Declaration was written, not with all of the strong rebels that lived in the country. They persevered, and the result is the great country that we all now live in, a country where every person has the right to own property, and every state has some of its own rights.The early days factored heavily into today’s current perception, and it is good that it did. America is a country of freedom. Sources Jefferson, Thomas (1776). â€Å"The Declaration of Independence. † Locke, John (1776). â€Å"Second Treatise on Civil Government. † Accessed December 2, 2007. Website: http://www. constitution. org/jl/2ndtreat. htm. Otis, James (1776). â€Å"The Rights of the British Colonists Asserted and Proved. † Paine, Thomas (1776). â€Å"Common Sense. † Accessed December 2, 2007. Website: http://www. constitution. org/civ/comsense. htm.