32 Famous Quotes by the 40th President Ronald Reagan

32 Famous Quotes by the 40th President Ronald Reagan Ronald Reagan served two terms as President of the United States, from 1981 to 1989. He was also the oldest person ever elected President, which was an issue during both elections. Known as the Great Communicator, Reagan is often remembered for his quick wit and storytelling. Below you will find some of the funnier and more famous quotes by Ronald Reagan. Reagans Philosophy of Life My philosophy of life is that if we make up our mind what we are going to make of our lives, then work hard toward that goal, we never lose - somehow we win out.All great change in America begins at the dinner table. (Farewell Address to the Nation, delivered in the Oval Office on January 11, 1989)Life is one grand, sweet song, so start the music.I now begin the journey that will lead me into the sunset of my life. I know that for America there will always be a bright dawn ahead. (From Reagans letter announcing his Alzheimers disease to the American public on November 5, 1994)When you cant make them see the light, make them feel the heat.Education is not the means of showing people how to get what they want. Education is an exercise by means of which enough men, it is hoped, will learn to want what is worth having.Its true hard work never killed anybody, but I figure, why take the chance? (Gridiron Dinner on April 22, 1987) Well, Im Not Going to Make Age an Issue I did turn 75 today - but remember, thats only 24 Celsius. (Reagan right before he signed the Annual Economic Report of the President (February 6, 1986)Thomas Jefferson once said, We should never judge a president by his age, only by his works. And ever since he told me that, I stopped worrying.I want you to know that also I will not make age an issue of this campaign. I am not going to exploit, for political purposes, my opponents youth and inexperience. (During the Second Presidential Debate against Walter Mondale on October 21, 1984) Funny Quips as President I have left orders to be awakened at any time in case of national emergency, even if Im in a cabinet meeting.Before I refuse to take your questions, I have an opening statement.How can a president not be an actor? (Response by Ronald Reagan when asked by a reporter How can an actor run for President? during the presidential campaign in 1980) Humor Even After Being Shot Please tell me youre all Republicans. (Comment by Ronald Reagan to the surgeons who were about to operate on him after the assassination attempt on March 30, 1981)Honey, I forgot to duck. (Comment made by Ronald Reagan to his wife, Nancy Reagan, when she arrived at the hospital following the assassination attempt on March 30, 1981) Albert Einstein, Your Virtue, and Your Neighbors Job: Reagans View of Taxes and Economics Even Albert Einstein reportedly needed help on his 1040 form. (Address to the Nation on Tax Reform on May 28, 1985)A recession is when a neighbor loses his job. A depression is when you lose yours. And recovery is when Jimmy Carter loses his. (Labor Day Address at Liberty State Park, Jersey City, New Jersey on September 1, 1980)Balancing the budget is a little like protecting your virtue: You just have to learn to say no. (Remarks at Kansas State University at the Alfred M. Landon Lecture Series on Public Issues on September 9, 1982)Governments view of the economy could be summed up in a few short phrases: If it moves, tax it. If it keeps moving, regulate it. And if it stops moving, subsidize it. (Remarks to the White House Conference on Small Business on August 15, 1986) Tear Down This Wall! Communism and the Soviet Union Mr. Gorbachev, open this gate. Mr. Gorbachev, tear down this wall! (Speech at the Berlin Wall on June 12, 1987)How do you tell a Communist? Well, its someone who reads Marx and Lenin. And how do you tell an anti-Communist? Its someone who understands Marx and Lenin. (Remarks at the Annual Convention of Concerned Women for America held at the Crystal Gateway Marriott Hotel in Arlington, Virginia on September 25, 1987)If the Soviet Union let another political party come into existence, they would still be a one-party state, because everybody would join the other party. (Remarks to Polish Americans in Chicago, Illinois on June 23, 1983)I call upon the scientific community in our country, those who gave us nuclear weapons, to turn their great talents now to the cause of mankind and world peace, to give us the means of rendering these nuclear weapons impotent and obsolete. (Address to the Nation on National Security on March 23, 1983) Politics as a Profession Republicans believe every day is the Fourth of July, but the democrats believe every day is April 15.You know, it has been said that politics is the second oldest profession and Ive come to realize over the last few years, it bears a great similarity to the first. (Speech at Hillsdale College, Hillsdale, Michigan on November 10, 1977)Politics is not a bad profession. If you succeed there are many rewards, if you disgrace yourself you can always write a book. Government Is the Problem Governments first duty is to protect the people, not run their lives.​ (Speaking at the National Conference of the Building and Construction Trades, AFL-CIO on March 30, 1981)Government does not solve problems; it subsidizes them.Government is not the solution to our problem; government is the problem. (First Inaugural Address on January 20, 1981)Government is like a baby. An alimentary canal with a big appetite at one end and no sense of responsibility at the other. (Reagan during his gubernatorial campaign in 1965)Government always finds a need for whatever money it gets. (Address to the Nation on the Fiscal Year 1983 Federal Budget on April 29, 1982) Abortion Ive noticed that everybody that is for abortion has already been born. (During the Anderson-Reagan Presidential Debate in Baltimore on September 21, 1980)

Free Essays on The Devil In Disguise

carefully to show that Arnold is a devious yet recognizable snake. For example, the narratorsays: â€Å"And his face was a familiar face, somehow†¦sniffing as if she were a treat he was going to gobble up† (Oates 619). The omniscient capabilities Arnold shows are simply more clues that Arnold Friend is playing the role of a demon, or the devil himself. He knows too much about everything and everyone to be only a normal person, especially one who is not from around Connie’s town. Arnold claims to know all of Connie's friends and where her family is at the time of their meeting. This scares her into asking Arnold how he knows so much and his only response is, "I know... Free Essays on The Devil In Disguise Free Essays on The Devil In Disguise In Joyce Carol Oates' "Where Are you Going, Where Have You Been" there is a clear interpretation of evil in Arnold Friend’s portrayal of a demon who tries to lure Connie into his world of sex and emotion. Joyce Carol Oates seems to create scenarios of real life and center them into her story. The harsh reality she includes in this story is that there actually are demons like Arnold Friend in the world. By incorporating more life like realities in the story, Oates creates the evil of Arnold in an almost believable setting and proves that the world is full of both innocence and evil. There are many clues in the story that hint towards Arnold Friend not being a friend, but in fact a demon that has come to take Connie away. When Arnold Friend first approaches Connie, he begins to talk as if she was expecting him. He says, â€Å"I ain’t late am I?† (Oates 618). Connie has an uneasy feeling about him and feels violated by his presence. Arnold seems to be pressuring Connie from the start and is obviously not there just to take her for a ride. The "ride" that Arnold talks of could possibly even have a sexual connotation that Connie does not pick up on because she is so young and blind to the world of sin that Arnold lives in. Oates chooses her words carefully to show that Arnold is a devious yet recognizable snake. For example, the narratorsays: â€Å"And his face was a familiar face, somehow†¦sniffing as if she were a treat he was going to gobble up† (Oates 619). The omniscient capabilities Arnold shows are simply more clues that Arnold Friend is playing the role of a demon, or the devil himself. He knows too much about everything and everyone to be only a normal person, especially one who is not from around Connie’s town. Arnold claims to know all of Connie's friends and where her family is at the time of their meeting. This scares her into asking Arnold how he knows so much and his only response is, "I know...

Assignment 4 Essay Example | Topics and Well Written Essays - 500 words - 7

Assignment 4 - Essay Example In other words, free will is said to be operant whenever an action is seen to be morally responsible or lack thereof. In the same vein, free will is applied to those actions which lead to significant consequences. The second condition is important, for there is no utility in dissecting the intentions of an individual when they do not spring from a will to act. Having said this, sometimes people make the right choices for the wrong reasons. To prevent such pitfalls, Campbell says that ‘inner acts’ is what needs to be considered, as opposed to ‘overt acts’. Campbell goes on to further refine the scope for free will. An individual cannot be held accountable for decisions and actions that are beyond his realm of control. To this extent, only those acts are accounted for, for which the instigator is the sole actor. As Campbell readily admits, his endeavour toward a sound definition of free will is only partially successful. Not only are there too many conditions, but there are also extraneous factors such as heredity and environment which have a bearing on the exercise of free will. Considering all the loopholes and external factors, Campbell adopts a simplified guideline, whereby, an individual can be blamed or praised for his acts, only if he could have acted otherwise. There is some merit to the view that heredity and circumstance can considerably limit human volition. But this premise only sets the scope within which free will can be evaluated. It does not follow that determinism is the overarching explanation for human action. The other major problem with determinism is that it disburdens people from moral responsibility. While Campbell’s success in defining free will could be debated, his essay has a definite utility. It helps the reader understand the various truisms, assumptions, variables, factors and pitfalls that the project entails. Yet, by the end

Gregory Pappy Boyington and the Black Sheep Squadron Essay

Gregory Pappy Boyington and the Black Sheep Squadron - Essay Example This sport later on became his favorite. Wrestling became his favorite past time such that he would usually challenge others for a fight which oftentimes resulted to big ones that left him and the others injured ("Major"). He then continued practicing the sport until he graduated from Lincoln High School ("Colonel"). Moreover, he continued playing the sport even when he got into college in the University of Washington in 1930 ("Major") where he took a bachelor's degree majoring in aeronautical engineering. He became a member of the Lambda Chi Alpha fraternity in the university. He also joined the Reserve Officers Training Corps (ROTC) as well as the swimming team. Continuing wrestling as his favorite sports, he was once a one-time holder of the Pacific Northwest Intercollegiate middle-weight wrestling title ("Colonel"). It was also in the university when he met his first wife whom he married right after his graduation in 1934. Helene, his first wife, gave birth to his first son ten m onths after their wedding. ("Major") Even in college, Boyington had worked during his summer vacations in mining and logging camps in Coeur d'Alene until eventually he was hired by the Coeur d'Alene Fire Protective Association in road construction and lookout work ("Colonel"). Boyington's military career started in college when he served as an ROTC member for four years. He was then appointed as a cadet captain and eventually assigned especially in the 630th Coast Artillery Reserve as a second lieutenant where he actively served his duties for two months in 1934 in Fort Worden, Washington. He enlisted and went on active duty in the Volunteer Marine Corps Reserve for barely a month on June 13 to July 16, 1935. While inactive in his duties, he had become a draftsman and engineer for the Boeing Aircraft Company of Seattle. It was on 18 February 1936 that he accepted an appointment as an aviation cadet in the Marine Corps Reserve, and was assigned to the Naval Air Station, Pensacola, Florida, for flight training ("Colonel"). The transition of Boyington's career in the Marine Corps had been very consistent even when it was at this point when he started to gain his love for alcohol. Being with the other fliers who had been partying hard, he became more and more addicted to alcohol. His alcoholism has also escalated since it was at this point when he had discovered his wife's fooling around. It was then at this point when he had earned and established his bad reputation in the Marine Corps - a hard-drinker, brawler, friendly, yet always ready to wrestle with anybody. However, even with such bad record, Boyington's great skill in flying was noticed in those times ("Major"). In March 11, 1937, he was sent to Quantico, Virginia for Aircraft One, Fleet Marine Force where he was assigned as the Naval Aviator. He was even promoted further to second lieutenant. Then, in order to accept a second lieutenant's commission in the regular Marine Corps, he had to be discharged from the Marine Corps on July 1, 1937. From then on, he was further transferred to San Diego Naval Station after he had completed his studies in Philadelphia. He was among those groups who took over and fixed the problems regarding the different aircraft carriers such as the USS Lexington and the USS Yorktown. He then returned to Pensacola on November 4, 1940 when he was

Business Ethics Essay Example | Topics and Well Written Essays - 2250 words - 3

Business Ethics - Essay Example This protest has highlighted the fact that there is a lack of established ethical concepts in the company. Companies, which do not follow the concepts of business ethics and moral values, lack a congenial working atmosphere. The Utilitarianism theory was evolved by Jeremy Bentham and it suggested that a movement should focus on a right action which is for the benefits of the mass people. The protests against the Hyatt hotel were influenced by the Utilitarianism concept. The poor working conditions of Hyatt hotel as highlighted by the workers depict that satisfaction of employees should be the topmost priority of an organization. Ethical Dilemma The Hyatt Hurts Controversy Reports of conflict between the management of Hyatt hotel and the workers of the staff had been reported in the year 2008 (Roff, 2013). The labour contract between hotel Hyatt and the workers of the hotel had expired and the management was supposed to negotiate certain elements of the contract which included wages, benefits, right to organize and workload. However, it refused to negotiate with the terms and conditions and fired most of its housekeeping staff members with temporary staff being recruited from an agency. Majority of the housekeeping staff were working in the company since ten to fifteen years (Roff, 2013). The reason behind this sudden move was to reduce the administrative costs of the hotel due to inflation pressures. This angered the common people, employees of the organization and even certain government bodies and labour unions like UniteHere. The organization UniteHere went on a global boycott against Hyatt hotels to encourage consumers around the world not to visit the Hyatt hotels. The city of Indianapolis passed an ordinance act in July 2011 Hyatt and several other hotels to prohibit unethical practices within the company (Roff, 2013). Stakeholder’s Viewpoint The conflicts and controversies irked the stakeholders. The reputation of the company was hanging by a thre ad. From a Financial management perspective, stakeholders determine the company’s reputation from the ability of its managers to adapt with the changing environment. This is because a company which is socially responsible has lower perceived risk from an economics point of view (Dimitriou, et al., 2011). The hotel had received the ‘worst employer’ award from UniteHere in 2011 and even organizational bodies like Nation Football League and National Organization of women joined hands together to protest against the hotel (Stangler, 2013). In June 2009, four hundred workers of Hyatt Regency, San Francisco left the company to revolt against the unethical conducts being practised in the hotel (Stangler, 2013). These reports had affected the stakeholders badly. The managers of the Hyatt retaliated by publishing an article in the Washington Post in the year 2011 claiming that the allegations against the hotel were completely false and the hotel provided the best work inc entives and benefits to workers. The vice president of the Human Resource department of Hyatt, Mr. Doug Patrick stated in a press conference that the workers were protesting against the hotel because they wanted to create a union membership in the hotel (Stangler, 2013). The managers of hotel Hyatt had become adamant and refused to apologize. Ethical Issues There is no standardized definition of business

My Hospital Experience | Short Story

My Hospital Experience | Short Story I know youre always thinking on the good side, and youre thinking everyone good should be treated well, and everyone bad, like criminals, shouldnt be here. But, sometimes, good people have bad things done to them, for unknown reasons. Rarely, no one is doing it to them, most of the time its a bad thing. My story is different, extremely different. Its not something normal, its something unknown.. Im a really good person. I have great grades, I try to stop fights with no violence, but merely talking it out, I have nice friends, and Ive only visited to principals office to pick something up. But, Ive had something horrible done to me. You know how you get a cold? Yeah, I had gotten sick, not with a cold, but an unknown illness that caused me to actually go to the hospital, and it seemed like I had to get brain surgery. Nothing compared to cold, right there. Youre probably thinking, Brain Surgery? What happened!? Well, you see, it all started out on a hot school-day. I noticed my eyes moving back and forth, in an unseen speed, on the way to lunch. Of course, Id freak out, but this was school! I just closed my eyes for a bit, and opened them after, and it seemed like nothing had even happen. I thought it was just my imagination. But, it did get worse. Weeks later, it happened again. I was at a hotels pool, and it was happened when I and my mother were walking back to the room. My eyes flickered back and forth, and I was staring directly at her. Her face changed from once enjoyment to a reaction of worry and anger. She told me, Stop that, youre going to hurt yourself. I asked her, Stop what? She steadied her eyes, That eye thing, dont play dumb. I sighed, Oh, Im not doing that on purpose. The conversation just stopped there. We went inside, and I think we both just ignored it, I think.. This so-called eye trick wasnt going to stop any time soon. I had finally thought it had took its toll and found its way out of my system.. But, I was so wrong.. This nightmare had only begun. Later that school-year, Spring Break to be exact, my eyes flickered back and forth in front of my mother again, even longer this time, and I couldnt even stop it when I closed my eyes! I was terrified, and my mother told me she was taking me to the hospital. I really didnt want her to do that, because I was worried about how much by money she had, and I really didnt want to be a burden, but I didnt really have a choice. Much later, on a rainy ride that seemed to be forever, we finally reached Camden Medical Center. My mother took me inside, holding my hand in a firm and tight grip and told them what was happening. She signed in, and we waited patiently in the room, sitting down. A small wait later, they got a wheel-chair and took me inside the emergency room. My mind was numb, and I couldnt really think straight, so many things were going on at one time. All I remember was having an IV in one of my arms, and I waited for something in a hospital bed, with a clean, heated blanket on me. Again, I still couldnt figure out what was going on, but they put me into a gurney and put me inside of the ambulance and told me everything was going to be okay. I just lied down, and closed my eyes. I knew the other doctors in the ambulance were saying things, but I couldnt hear them that well.. The ride seemed long, but short at the same time. I could still feel my mother holding my hand as we reached the next hospital. I only remember opening my eyes, inside of a room, laying on a hospital bed. I could tell my parents were worried for me. I didnt know why, though. A doctor came inside and told me I needed brain surgery. I was terrified inside, and I wanted to cry and scream, but I just agreed and nodded when he told me I needed to do some tests. There was many tests during that while in the hospital. Blood tests, scanning tests, x-rays, a spinal tap, and other tests I dont remember.. My family came in a lot, when a test was done and I could go back to my room. I really just wanted to go home.. I was so tired of the hospital, but I couldnt leave.. I didnt feel tortured, I just felt trapped. I wanted to leave so bad, but I couldnt I felt like I was a caged animal for some wacky scientist to test on. For two weeks that seemed like the days would not end, I was told that white blood cells were attacking my cerebellum that caused my eyes to move back and forth, so they told me I just needed some steroid s and I think a few more tests before I could go home. I was so happy, I could finally leave. For two days, the nurses gave me steroids and I felt a burning in my wrists, but I just didnt care for it. I was going to go home.. I could finally go back to school.. After those days, I was finally allowed to go home. I was taken out of the hospital in a wheel-chair, and I crawled into the back of my fathers car. It took a couple of hours before we were home, but when we were, I smiled with glee and tried to run inside, but I could only stride. Days seemed normal, and after the weekend, I was informed that I could return to school! This normal thing continued until I had been able to go into the sixth grade, and I was told near the middle of the school year I needed a shot, and I didnt get it. So, I spoke of the truth and told them I didnt know, and I got a slip and took it to my mother.. But, apparently, I cant get this shot because of the incident at the hospital. So, I have to wait and continue my school year until two school years have passed. Now, because of that terrible misfortune of trouble in the hospital, I have to been home schooled.. Great, just peachy, I thought my year of bad luck was over. It just goes to show, life isnt fair at times, even if youve never done anything wrong. The Red Convertible | Literature Analysis The Red Convertible | Literature Analysis The power of relationships is a very powerful force. It can change the course of one persons life or the lives of many people in a positive or negative manner. The connection between family members is especially strong and it is believed that it can stand the test of almost anything that is thrown towards the family members. However, this is not always true. There are many things that can tear apart relationships and ties within a family, such as war and death. Death simply severs the relationship very bluntly and devastates a family. War can cause a soldier to act differently towards their relationships and to never be able to become their old selves again. In the story of The Red Convertible by Louise Eldrich, the very same happens to brothers Henry and Lyman Lamartine. Henrys appearance, the photograph of the brothers, and convertible symbolize the change in their relationship from the time before and after Henry goes to war. Henrys physical appearance has changed since coming home from war, as well as how he acts around his family. After coming home from war, Henry wore the same outfit everyday. He wore his army jacket and his army boots, and he never took them off. This unwillingness to change out of his army clothes shows that Henry feels that he is permanently connected to the war. Generally when soldiers wear their army clothes, even after they arrived home, it signifies their need to go back into combat because it is all that they had come to know and that they do not know anything outside of combat. It is often thought that soldiers feel the need to go back to combat so that they can die within a situation that they had come to know. Additionally, the soldiers that are able to return back home feel guilty for living and want to go back to war to die so that they can get rid of the guilt they feel. The army boots that Henry wears constantly brings about his literal death with Lyman describing, à ¢Ã¢â€š ¬Ã‚ ¦his boots filled with water on a windy nightà ¢Ã¢â€š ¬Ã‚ ¦ (394) and Henry drowning as the result. The boots also symbolize the war and since the boots filled up with water and caused the death of Henry, the war itself drowned Henry. Henry was not able, or rather was unwilling to save himself from drowning, the weight of the horrors of wars. Henrys personality changed since coming home from war. He used to be a carefree young man that would joke around with his brother, such as when he went to Alaska and joked, I always wondered what it was like to have long pretty hair.' (395) when they discovered that Susy had hair that reached the ground. Lyman recalls these times and notices the change in his brother from being playful and happy-go-lucky to a man that cannot laugh anymore, stating Hed always had a joke, then, too, and now you couldnt get him to laughà ¢Ã¢â€š ¬Ã‚ ¦ (3 96). Henry also could not sit still after coming home from war, probably fearing that if he sat still for too long then the images of war would creep back into his head. The photograph that is taken by their younger sister Bonita indicates the change that Henry underwent prior to the war and after coming home from the war. The picture shows the contrast in their personalities after Henry returns. Lyman describes himself as being à ¢Ã¢â€š ¬Ã‚ ¦right out in the sun, big and round. (398), showing that Lymans soul is whole and content with life, while Henry is described as having à ¢Ã¢â€š ¬Ã‚ ¦shadows on his face as deep as holes. (398), indicating that is soul is scarred and broken from what he experienced while at war. This photography also introduces the first time that Henry smiles since coming home. His smile is described as if it à ¢Ã¢â€š ¬Ã‚ ¦looked as like it might have hurt his face. (398) and this represents the aftermath of the war and the inability to be truly happy again. The convertible epitomizes the freedom that Henry and Lyman experienced and their relationship between each other. The freedom they experience is shown by the road trip they had the summer before Henry was drafted to war. This freedom that they had before the war is destroyed by the war. Henrys refusal to do anything with the car shows his feeling of losing his freedom and that he feels that he is a slave to the war. Both brothers were untroubled by the worries of the world and traveled around the United States together. Their relationship becomes stronger after they bought the convertible, repaired the car, and traveled around. After coming back from war, Henry loses interest in the convertible and more importantly, his brother. The convertible also represents the war-torn relationships of soldiers. Lymans destruction of the convertible after he had spent a great deal of time and money on fixing it up represents the broken relationship between the brothers. When Henry confronts his younger brother about it, Henry claims, à ¢Ã¢â€š ¬Ã‚ ¦when I left, that car was running like a watch. Now I dont even know I can get it to start again, let alone get it anywhere near its old condition. (397). Henry is communicating that he does not know how to fix the broken relationship with his brother and that he is uncertain of the future of their relationship. Henry also knows that he cannot restore their relationship back to the way it was before. When Henry works on fixing the car, it shows his attempt to fix his brotherly relationship to the best of his ability and Henrys reasoning for trying to fix his relationship is his realization of his brothers love. When Henry enters into the river intentionally drowning, the bond that the brothers shared was severed. Lyman is left the convertible, which Henry had fixed for him. Lyman pushed it into the river to that he does not have to carry the guilt of not being able to save his brother. The relationship between Henry and Lyman is struck a deadly blow by the Vietnam War. Henry and Lymans relationship undergoes a transformation with the significance in change in appearance of Henry, a photograph of the brothers after the war, and the convertible that they purchased together. Henrys appearance signifies his attachment to the war he left behind in a different country and this affected how he interacted with his brother. His boots were symbolic of the war causing his death, even though he was not in Vietnam when he died. The photograph of Lyman and Henry compares how the brothers differed after Henrys return from war. The convertible indicates the actual relationship between the brothers and how the condition of the car reflects the integrity of their relationship.

Social Attitudes Toward Vietnam Veterans Essay -- Exploratory Essays R

Social Attitudes Toward Vietnam Veterans I have always been interested in the Vietnam War and the results of â€Å"the longest war in America.† Therefore, I have decided to examine the social attitudes toward Vietnam veterans. Since I feel so passionately about the way that Vietnam veterans are viewed, the purpose of my paper is to inform others about the way that the veterans have been criticized and misrepresented. Personally, I hope to gain a further understanding of the attitudes and views towards Vietnam veterans, especially since my father is a veteran. After reading my paper, I hope that my audience will walk away with more respect and reverence for those that fought in the Vietnam War and gave their lives for their country. My audience will consist of my peers, my professor, and any other person interested in learning more about the sentiment towards Vietnam veterans. My research has involved searching the Internet, going to the University Library and looking through books, and even interviewing my father, who fought in the Vietnam War. I have also examined the lyrics to Billy Joel’s ballad, â€Å"Goodnight Saigon.† Thus far, the most valuable sources have been a few books I took out from the library. These books include information about the history of the Vietnam War as well as about the aftermath. In addition, several of these books include powerful pictures and images from wartime to the present time. After examining the lyrics to Billy Joel’s song, â€Å"Goodnight Saigon,† I realized that it does not directly relate to my topic about the sentiment towards Vietnam veterans. However, it does provide a clear insight into the way the soldiers felt while they were fighting in Vietnam. At first I was unsure about the lyrics sin... ...port my beliefs about the changing social attitudes toward Vietnam veterans. As the writing process continues, I plan to gather more research materials such as new books and articles. The social attitudes towards Vietnam veterans has proven to be an extremely interesting subject to me and I hope that through my discussion of these views, my audience will gain a new understanding of some of the bravest and most heroic men of the century. Works Cited Doyle, Edward, et al. The Aftermath. The Vietnam Experience. Boston: Boston Publishing Co., 1985. Greene, Bob. Homecoming. New York: G.P. Putnam’s Sons, 1989. Gustainis, J. Justin. American Rhetoric and the Vietnam War. Westport: Praeger Publishers, 1993. Joel, Billy. â€Å"Goodnight Saigon. â€Å" The Nylon Curtain. 1982. Katakis, Michael. The Vietnam Veterans Memorial. New York: Crown Publishers, Inc., 1988.

Literature Review Methods For Artificial Recharge Environmental Sciences Essay

It is the simplest, oldest and most widely applied method of unreal recharge. This method involves surface distributing of H2O in basins that are excavated in the bing terrain. For effectual unreal recharge, extremely permeable dirts are suited and care of a bed of H2O over the extremely permeable dirts is necessary. When direct discharge is practiced, the sum of H2O come ining the aquifer depends on three factors ; the infiltration rate, the infiltration rate, and the capacity for horizontal H2O motion. Recharge by distributing basins is most effectual where there are no impending beds between the land surface and the aquifer and where clear H2O is available for recharge. The common job in reloading by surface spreading is choke offing of the surface stuff by suspended deposit in the recharge H2O or by microbic growing. The estimated costs associated with the usage of recharge basins are high since the basins depend on both infiltration rates and land values. The estimated land required ( hour angle ) depends upon the volumetric rate of recharge and the infiltration rate i.e. Flow Rate ( m3/d ) / Infiltration Rate ( m3/ha/d )Vadose zone injection goodRecharge or injection Wellss are used to straight reload H2O into deep water- bearing zones. Recharge Wellss could be cased through the stuff overlying the aquifer and if the Earth stuffs are unconsolidated, a screen may be placed in the well in the zone of injection. In some instances, several recharge Wellss may be installed in the same borehole. Recharge Wellss are suited merely in countries where a midst imperviable bed exists between the surface of the dirt and the aquifer to be replenished. They are besides advantageous in countries where land is scarce. A comparatively high rate of recharge can be attained by this method. The life rhythm of vadose zone injection Wellss is really unsure since they are an emerging engineering. However, they are more economical than recharge basins or direct injection Wellss as they provide some of the advantages of both recharge basins and direct injection Wellss.Direct Injection WellThey can shoot H2O straight into unconfined aquifers or confined aquifers. Where unconfined aquifers are unavailable, direct injection Wellss are the lone option for groundwater recharge and are capable of at the same time shooting H2O into several aquifers. However, direct injection Wellss are expensive, necessitate advanced pre-treatment engineering and advanced engineering for care. Land H2O recharge by direct injection is practiced Where groundwater is deep or where the topography or bing land usage makes surface distributing impractical or excessively expensive, When direct injection is peculiarly effectual in making freshwater barriers in coastal aquifers against invasion of seawater, When both in surface spreading and direct injection, turn uping the extraction wells as great a distance as possible from the spreading basins or the injection wells increases the flow way length and abode clip of the recharged H2O. These separations in infinite and in clip contribute to the commixture of the recharge H2O and the other aquifer contents, and the loss of individuality of the recharged H2O originated from municipal effluent. Major Features of Aquifer Recharge MethodologiesRecharge BasinsVadose injection WellssDirect injection WellssAquifer Type Unconfined Unconfined Unconfined or Confined Pre-Treatment Requirements Low Technology Removal of solids High Technology Estimated Major Capital Costs US $ Land and Distribution System $ 25000-75000 per good $ 500000-1500000 per good Capacity 1000-20000 m3/ha/d 1000-3000 m3/well/d 2000-6000 M3s /well/d Care Requirements Drying and Scraping Drying and Disinfection Disinfection and Flow Reversal Estimated Life Cycle & gt ; 100 old ages 5-20 old ages 25-50 old ages Soil Aquifer Treatment Vadose zones and Saturated zones Vadose zones and Saturated zones Saturated zones ( beginning: United Nations Environment Program )History of direct injection Wellss in the United StatesWidespread usage of injection Wellss began in the 1930s to dispose of seawater generated during oil production. Injection efficaciously disposed of unwanted seawater, preserved surface Waterss, and in some formations, enhanced the recovery of oil, In the 1950s, chemical companies began shooting industrial wastes into deep Wellss. As chemical fabrication increased, so did the usage of deep injection. Injection was a safe and cheap option for the disposal of unwanted and frequently risky industrial by-products, In 2010, the EPA finalized ordinances for geologic segregation of CO2. This concluding regulation created a new category of Wellss, Class VI. Class VI Wellss are used entirely for the intent of long term storage ofA CO2. ( beginning: United States Environmental Protection Agency )Types of Injection WellssClass 1Class I Wellss are those that inject industrial, municipal and risky wastes below the deepest belowground beginning of imbibing H2O ( USDW ) . Class I wells can be subdivided by the types of waste injected: risky, non-hazardous, and municipal waste H2O. Hazardous wastes are those industrial wastes that are specifically defined as risky in federal jurisprudence. Many of these Wellss are located along the Texas-Louisiana Gulf Coast. This country has a big figure of waste generators such as refineries and chemical workss every bit good as deep geologic formations that are ideal for the injection of wastes. Non-hazardous wastes are any other industrial wastes that do non run into the legal definition of risky wastes and can include a broad assortment of fluids. Municipal wastes, which are non specifically defined in federal ordinances, are wastes associated with sewerage wastewater that has received intervention.Site Selection and DistributionSite choice for a Class I disposal good is dependent upon geologic and hydrogeological conditions, and merely certain countries are suited. Most of the favourable locations are by and large in the mid-continent, Gulf Coast, and Great Lakes parts of the state, though some other countries are besides safe for Class I well sites. The procedure of choosing a site for a Class I disposal good involves measuring many factors. To take in consideration foremost is the finding that the belowground formations possess the natural ability to incorporate and insulate the injected waste. One of import portion of this finding is the rating of the history of temblor activity. If a location shows this type of instability in the subsurface, it may intend that fluids will non remain contained in the injection zone, bespeaking the well should non be located in that peculiar location. A 2nd of import factor is finding if any improperly abandoned Wellss, mineral resources that provide economic militias or belowground beginnings of imbibing H2O are identified in the country. These resources are evaluated to guarantee that the injection good will non do negative impacts. A elaborate survey is conducted to find the suitableness of the belowground formations for disposal and parturiency. The injection zone in the receiving formation must be of sufficient size ( both over a big country and thickness ) and have sufficient porousness and permeableness to accept and incorporate the injected wastes. The part around the well should be geologically stable, and the injection zone should non incorporate recoverable mineral resources such as ores, oil, coal, or gas.Operating and Monitoring RequirementsThe operating conditions for the well are closely studied and are limited in the license to do certain that the force per unit area at which the fluids will be pumped into the subsurface is safe, that the stone units can safely have the volume of fluids to be disposed of, and that the waste watercourse is compatible with all the well building constituents and the natural features of the stones into which the fluids will be injected. Class I injection Wellss are continuously monitored and controlled, normally with sophisticated computing machines and digital equipment. Thousands of informations points about the pumping force per unit area for fluid disposal, the force per unit area in the ring between the injection tube and the well shell ( that shows there are no leaks in the well ) , and informations on the fluid being disposed of, such as its temperature and flow rate, are monitored and recorded each twenty-four hours. Alarms are connected to sound if anything out of the ordinary happens, and if unusual force per unit areas are sensed by the monitoring equipment, the well automatically shuts off.Class 2Class II injection Wellss have been used in oil field related activities since the 1930 ‘s. Today there are about 170,000. Class II injection Wellss located in 31 provinces. Class II Wellss are capable to a regulative procedure which requires a proficient reappraisal to guarantee equal protection of imbibing H2O and an administrative reappraisal specifying operational guidelines. Class II Wellss are categorized into three subclasses: salt H2O disposal Wellss, enhanced oil recovery ( EOR ) wells, and hydrocarbon storage Wellss. Salt Water Disposal Wells: As oil and natural gas are brought to the surface, they by and large are assorted with salt H2O. Geologic formations are selected to have the produced Waterss, which are reinjected through disposal Wellss and enhanced recovery Wellss. These Wellss have been used as a standard pattern in the oil and gas industry for many decennaries and are capable to mandate by regulative bureaus. Enhanced Oil Recovery Wells ( EOR ) : are used to increase production and protract the life of oil-producing Fieldss. Secondary recovery is an EOR procedure normally referred to as water-flooding. In this procedure, salt H2O that was co-produced with oil and gas is reinjected into the oil-producing formation to drive oil into pumping Wellss, ensuing in the recovery of extra oil. Third recovery is an EOR procedure that is used after secondary recovery methods become inefficient or wasteful. Third recovery methods include the injection of gas, H2O with particular additives, and steam to keep and widen oil production. These methods allow the maximal sum of the oil to be retrieved out of the subsurface. Hydrocarbon storage Wellss: are by and large used for the belowground storage of rough oil and liquid hydrocarbons in of course happening salt or stone formations. The Wellss are designed for both injection and remotion of the stored hydrocarbons. The hydrocarbons are injected into the formation for storage and subsequently pumped back out for processing and usage.OperationssTypically, oil, gas, and salt H2O are separated at the oil and gas production installations. The salt H2O is so either piped or trucked to the injection site for disposal or EOR operations. There, the salt H2O is transferred to keeping armored combat vehicles and pumped down the injection good. For EOR, the salt H2O may be treated or augmented with other fluids prior to injection. In some EOR instances, fresh H2O, or fresh H2O converted to steam, is injected to maximise oil recovery. Injection good operations are regulated in ways to forestall the taint of USDWs and to guarantee unstable arrangement and parturiency within the authorised injection zone. This includes restrictions on factors such as the force per unit area that can be used to pump the H2O or steam into the well, or the volume of the injectate.Testing and MonitoringAfter puting Class II injection Wellss in service, land H2O protection is assured by proving and supervising the Wellss. Injection force per unit areas and volumes are monitored as a valuable index of good public presentation. Effective monitoring is of import since it can place jobs below land in the well so that disciplinary action can be taken rapidly to forestall hazard of USDWs.Class 3They are related to mineral extraction. The techniques these Wellss use for mineral extraction may be divided into two basic classs: solution excavation of salts and S, and in situ leaching ( in topographic point leaching ) for assorted minerals such as Cu, gold, or U. Solution excavation techniques are used chiefly for the extraction of salts and S. For common salt, the solution excavation procedure involves injection of comparatively fresh H2O, which so dissolves the belowground salt formation. The ensuing brine solution is pumped to the surface, either through the infinite between the tube and the shell in the injection good, or through separate production Wellss. The technique for solution excavation of S is known as the Frasch procedure. This procedure consists of shooting superheated H2O down the infinite between the tube and the shells of the injection good and into the sulfur-bearing formations to run the S. The liquefied S is extracted from the subsurface through the tube in the injection good, with the assistance of tight air, which mixes with the liquid S and airlifts it to the surface. In situ leaching is normally used to pull out Cu, gold and U. Uranium is the prevailing mineral mined by this technique. The U in situ leaching procedure involves injection of a impersonal H2O solution incorporating atoxic chemicals ( e.g. , O and C dioxide ) down the well. This bastioned H2O is circulated through an belowground ore organic structure or mineral zone to fade out the U particles that coat the sand grains of the ore organic structure. The ensuing uranium-rich solution is so pumped to the surface, where the U is extracted from the solution and the leaching solution is recycled back into the ore organic structure through the injection good.Class 4Class IV Wellss have been identified by the Regulatory Bodies as a important menace to human wellness and the environment since these Wellss introduce really unsafe wastes into or above a possible imbibing H2O beginning. The Regulatory Bodies has banned the usage of these Wellss for many old ages. However, due to both accidents a nd illegal knowing Acts of the Apostless, Class IV Wellss are still sporadically found at assorted locations. Regulators evaluate site conditions, find what actions need to be taken to clean up the well and environing country, and for good shut the well so extra risky wastes can non come in the subsurface through the well. This good category may include storm drains where spills of risky wastes enter the land or infected systems where risky waste watercourses are combined with healthful waste. Although otherwise banned, there is one case where Class IV Wellss are allowed. In these instances the Wellss are used to assist clean up bing taint. Sites exist where risky wastes have entered aquifers due to spills, leaks or similar releases into the subsurface. Some redress engineerings require the contaminated land H2O to be pumped out of the subsurface, treated at the surface to take certain contaminations, and so pumped back into the contaminated formation. The procedure basically creates a large intervention cringle for the land H2O. ( beginning: land H2O protection council )Advantages of Artificial RechargeThe usage of aquifers for storage and distribution of H2O and remotion of contaminations by natural cleansing procedures which occur as contaminated rain surface H2O infiltrate the dirt and leach down through the assorted geological formations. Groundwater recharge is preferred because there are negligible vaporization losingss, the H2O is non vulnerable to secondary taint by animate beings or worlds, and there are no algae blooms ensuing in diminishing surface H2O quality. In stone formations with high, structural unity, few extra stuffs may be required ( concrete, metal rods ) to build the well. Groundwater recharge shops H2O during the moisture season for usage in the prohibitionist season when demand is highest. Aquifer H2O can be improved by reloading with high quality injected H2O. Aquifers provide big sums of storage capacity that can be made available through auifer recharge hence increasing the sustainable output of the aquifer. Most aquifer recharge systems are easy to run.Disadvantages of Artificial RechargeIn the absence of fiscal inducements, Torahs, or other ordinances to promote landholders to keep drainage Wellss adequately, the Wellss may fall into disrepair and finally becomes beginnings of groundwater taint. There is a possible for taint of the groundwater from injected surface H2O run-off, particularly from agricultural Fieldss and route surfaces. In most instances, the surface H2O overflow is non pre-treated before injection. Recharge can degrade the aquifer unless quality control of the injected H2O is equal. Unless important volumes can be injected into an aquifer, groundwater recharge may non be economically executable. ( beginning: Spandre R- EOLSS )Artificial Recharge in MauritiusThe aquifers in Mauritius are chiefly of the leaky type ( geology of Mauritius ) . A leaky aquifer can be confined or unconfined and it can lose or derive H2O through aquitards jumping them from either above and/or below. There are five chief aquifers and the addition in demand for groundwater has caused extraction of fresh waters from aquifers. The fresh water has been lowered to such an extent that saltwater has invaded permeable underside beds bearing fresh water. This phenomenon is known as saltwater invasion. The aquifer becomes contaminated with salt which may go really hard and dearly-won to handle the H2O. †

What’s a Good New 2016 SAT Score for Your Target School

What’s a Good New 2016 SAT Score for Your Target School SAT / ACT Prep Online Guides and Tips You might have heard that a new SAT was released in March2016! What’s it out of? How do you know what a good score is? How do you determine what new SAT score you need to be accepted toyour target school? I'llcover all of this information below. New SAT Score Range The new SAT isscored out of 1600. There areonly be 2 sections instead of 3: Math and combined Writing and Language (instead of Math, Critical Reading, and Writing). Each of the 2 sections isscored from 200 to 800, making the new composite SAT score range 400 to 1600. Conversion Between the Old SAT and New SAT While we don’t yet know what the exact conversion will be, you can generally predict what the new approximate SAT score wouldbe by multiplying the old SAT score by 66.6% (since the new SAT isout of â…” as many points as the old SAT). If you're given separate scores by section (Math, Critical Reading, and Writing), you can use a different prediction method: Math section score + [(Critical Reading score + Writing score) / 2] In layman's terms, average Critical Reading and Writing and then add that average to the Math score. This method is more exact because it accounts for the fact that Mathisweighted more heavily on the new SAT(1/2 of your new composite score versus 1/3 of the old composite score). In 2014, the national average SAT score was 1497. Using the 66.6% calculation method mentioned above, I estimate the new average SAT score will be approximately 998. The national 75th percentile is about 1700, so the new 75th percentile score will be about 1133. The national 90th percentile is about 1900, so the new 90th percentile score will be about 1267. However, a good score is not just better than the average. A good SAT score depends on whatcollege you hope to attend. Colleges’ SAT Score Ranges and What They Mean for You To find out what a good new SAT score is for your target schools, you should look at colleges’ SAT score ranges. The score range shows what SAT scores admitted students received. Normally, schools show the scores from the most recent applicant pool, so the scores will likely be in terms of the old SAT (2400 scale). You'll need to convert the scores using the calculation above. The score range will be written in one of two ways as a 25th/75th percentile or an average. The 25th percentile SAT score means 25% of admits scored at or below that number (or 75% of admits scored higher). The 75th percentile SAT score means 75% of admits scored at or below that number (or 25% of admits scored higher). The average SAT is the average of all admits’ SAT scores. Knowing the score ranges will make you understand what kind of score you need to be a competitive applicant to that schoolsince you'll know what SAT scores admits received. Before figuring out your target, you need to figure out your target colleges. Make a List of Target Schools If you don’t have a list of target schools already, make one! This list should not include your safety schools. Asafety school is a college that you're almost certain you can get into with the SAT score and GPA you currently have. This list should include the more selective colleges that you hope to attend. You should exclude safety schools from this list because you want to plan your target SAT score for the colleges with the highest SAT criteria. If you meet or exceed their SAT criteria, you will almost certainly be admitted to your safety schools. After you have created your list of the more selective colleges, draw a table with 3 columns with the following titles: College Name 25th Percentile or Average SAT 75th Percentile / Target Score Fill in your target colleges under college name as I did below: College Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley Yale University Under the 25th percentile or average SAT, you'll write either the 25th percentile or average SAT score for that college. As I mentioned earlier, colleges will only provide you with one. Whichever they give you, write that number in the middle column (you'll need to re-calculate it for the new SAT, which I will explain in detail below). Under 75th percentile / target score, you put the college’s 75th percentile score (if they provide it). For colleges that only give average SAT, you'll be calculating a target score. I'll explain how to calculate the target score later on. How to Find Your Target College’s New SAT Score Range Once you have your list, finding those colleges’ SAT score ranges is very simple. You just need to Google search â€Å"[College Name] average SAT† or â€Å"[College Name] SAT 25th/75th percentile.† That will should lead you to the Freshman Admissions Profile for your target college. If you're unable to locate a Freshman Admissions Profile for your target school,check out our college admission requirementsdatabase to see if we have the SAT information for your target school. This is a screenshot from Yale’s admission site: Yale provided the 25th/75th percentile SAT score for their freshmen admits. To approximate the 25th percentile composite SAT score for the new SAT in spring 2016, you need first to calculate the current 25th percentile composite SAT score. Average the 2 lower numbers for Writing and Verbal/Critical Reading together (which separately represent the current 25th percentile SAT scores for those sections): (710 + 720) / 2 = 715 Then, add that number to thelower number for the Math section (the 25th percentile SAT score for Math) 715 + 710 =1425, rounds to 1430 (the SAT is scored in units of 10) Do the same math with the higher numbers (75th percentile score) to figure out the composite 75th percentile SAT score. NOTE: certain colleges call the 25th/75th percentile the middle 50% scores. However, the 2 numbers they provide are the 25th/75th percentile scores. They call it the middle 50% since the 25th/75th percentile scores represent the middle 50% of SAT scores of admits. Add this new information to your chart: College Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley Yale University 1430 1590 As I said before, other colleges will provide you with only the average SAT score for admits (asUC Berkeley does): Since UC Berkeley only provides an average, you can’t know how many students scored above and below it, but let’s assume about 50% scored above and 50% scored below. Let’s do the same math as above to figure out the approximate average SAT score for the new SAT: (686 + 698) / 2 =692 710 +692 = 1402, rounds to 1400 Fill that numberin under 25th Percentile or Average SAT, and leave the 75th Percentile / Target Score blank for now. I'll explain how to determine atarget score for school's with averaged scores later on. College Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley 1400 Yale University 1430 1590 How to Calculate Your New SAT Target Score For the colleges that provide the 75th percentile, your target score should be at or above the 75th percentile. (That is why I had you list the 75th percentile in the same column as target score. The 75th percentile is your target score!) For the colleges that only tell you an average composite SAT, I would aim for a score 100 points above the re-calculated average. For example, for UC Berkeley, your target score should be 1500. Fill in that number (the average SAT plus 100 points) to your chart under 75th percentile / target score: College Name 25th Percentile or Average SAT 75th Percentile / Target Score UC Berkeley 1400 1500 Yale University 1430 1590 Why can’t you target a lower score near the 25th percentile or closer to the average? A non-negligible number ofstudents are clearly accepted with those scores. However, mostof the students accepted with lower scores are special applicants, including athletes, legacies, children of significant donors, or students with exceptionaltalents (such as the winner of the national science fair). If you aren’t in the â€Å"special† category, you’ll want a higher SAT score to boost your chances of being admitted.The higher your SAT score, the more likely you will get in.For more proof, check out Brown University’s admission data: For students with the highest score (800), 22.8% were admitted, which is much higher than the overall Brown admit rate, 8.7%. As the scores begin to decline (score between 750 and 790), the student’s chance of admission drops by 5.7%, from 22.8% to 15.1%. The same pattern holdsacross the other twosections and the composite.You now know the higher your score, the better chance you have of being accepted. If you have a discrepancy in the â€Å"Target Scores† on your list (as I do above), which should you aim for? Aim for the highest target score on your list.That way when you reach the highest target score, you will have the best chance of admission at all of your target schools. If you get a 1580 and apply to Yale and UC Berkeley, you have an excellent chance of being admitted to both schools. However, if you got a 1480 and applied to Yale, you would now be less likely to get in, as you would fall short of the 75th percentile score and be in the middle 50% of admits scores. How Exact Is the Conversion? What Does the Variation Mean for You? It's difficult to predict how students will perform on this new test since there are many changes(the College Board has not released data on the March 2016 test). Thus, the new SAT conversions I've given above may be slightly off. Writing and Reading iscombined into a single section,Evidence-Based Reading and Writing. The types of questions asked havechange. There areno more fill-in-the-blank vocabulary questions; instead, there are more critical thinking questions. Math iswithout a doubt more important on the new SAT. As you can see in the conversion above, Math now counts for half of your score as opposed to a third.For this reason, thebest method for converting current scores to the new format is to add the Math score to the average of the Reading and Writing scores rather than simply multiplying the composite score by 66% method. The first method ensures that the appropriate weight is given to each section in the context of the new score format. Based on this change in weight, you need to change your SAT preparation plan. With Math being more heavily weighted, if you struggle in Math, you'll need to focus more time preparing for the Math section to make sure you have a strong Math score. If Math is your strong suit, you'll have an advantage on the new SAT. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! How to Plan Your Prep for the New SAT You need to have an excellent preparation plan to achieve your target new SAT score! Make sure you learn all you can about the new SAT. If you took a practice SAT and were unhappy with your initial score, think about taking an SAT class, hiring an SAT tutor, or using an online SAT program such as PrepScholar. Make sure the tutor or class/program is familiar with the changes tothe new SAT. If he/she/it is not, find help elsewhere! At PrepScholar, we figure out your strengths and weaknesses, and we personalize the practice to your needs. For more information, read How to Ensure Online Tutoring from PrepScholarTutors is Right for You? If you can’t afford these study options and/or want to try preparing by yourself, look at our study plan guides for sophomore, juniors, seniors and for students, who plan to study for a year or more. Stay focused on your goal, work hard, and you'll reach it! What’s Next? Worried about the SAT? Learn more about the content on the new SAT. Need help studying for the new SAT? Read our complete SAT study guide. Taking the test really soon? Learn how to cram for the test. Need help with your college application? Learn how to write about extracurriculars on your college application and get ideas to help you start your essay. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Effective Cooperative Learning Strategies

Effective Cooperative Learning Strategies Cooperative learning is an effective way for students to learn and process information quickly with the help of others. The goal of using this strategy is for students to work together to achieve a common goal. It is essential that each student understands their cooperative learning group role. Here we will take a brief look at a few specific roles, expected behavior within that role, as well as how to the monitor groups. Assign Individual Roles to Help Students Stay on Task Assign each student a specific role within their group, this will help each student stay on task and help the overall group work more cohesively. Here are a few suggested roles: Task Master/Team LeaderThis role entails the student to make sure his/her group stays on task. Sample statements: Have we read the paragraph on George Washington yet? We need to move on, we only have ten minutes left.CheckerThe checkers role is to make sure that everyone agrees with an answer. A Sample statement may be, Does everyone agree with Jens answer on the year Washington was born?RecorderThe role of the recorder is to write down everyone in the groups responses once they have all agreed to them.EditorThe editor is responsible for correcting all of the grammatical errors and to check for neatness.GatekeeperThe role of this person can be described as the peacemaker. He/she must make sure that everyone is participating and getting along. Sample statement: Lets here from Brady now.PraiserThis role entails a student to encourage other students to share their ideas and to work hard. A sample statement may be, Great idea Reesa, but lets keep trying, we can do this. Responsibilities and Expected Behaviors in Groups An essential element of cooperative learning is for students to use their interpersonal skills in a group setting. In order for students to accomplish their task, each individual must communicate and work collectively (use the  talking chips strategy to control noise).  Here are a few of the expected behaviors and duties each student is responsible for: Expected behaviors within the group: Everyone must contribute to the taskEveryone must listen to others within the groupEveryone must encourage group members to participatePraise good ideasAsk for help when neededCheck for understandingStay on task Responsibilities for each individual: To tryTo askTo helpTo be politeTo praiseTo listenTo be present 4 Things to Do When Monitoring Groups In order to ensure that groups are working effectively and together to complete the task, the teachers role is to observe and monitor each group. Here are four specific things that you can do while circulating around the classroom. Give Feedback:  If the group is unsure on a specific task and needs help, give your immediate feedback and examples that will help reinforce their learning.Encourage and Praise:  When circulating the room, take the time to encourage and praise groups for their group skills.Reteach Skills:  If you notice that any group does not understand a particular concept, use this as an opportunity to reteach that skill.Learn About the Students:  Use this time to learn about your students. You may find that one role works for one student and not another. Record this information for future group work.

RQ2 Reflect on this statement by Ladd and give express your thoughts Assignment

RQ2 Reflect on this statement by Ladd and give express your thoughts and opinions - Assignment Example ch definition is based on emphasizing on a positive experience, experience oriented and majorly emphasizing the abilities of and possibilities in understanding the larger cohort of deaf selves (Kusters & De Meulder, 2013 P.429 L. 91-111). Deaf people are just ordinary people who have one deficit of hearing; nevertheless, deaf people gain is enhanced and rooted in cognitive skills. Such include increased peripheral recognition, increased spatial recognition, proficiency in visual learning and the use of visual language that is rich in metaphoric iconicity. A part from these intrinsic arguments, there are extrinsic reasons that explain the contribution of deaf people and their language. Ladd states that, there are destructive patterns that are rooted in the deaf culture, and they include; not realizing the positive meaning of being deaf, not appreciating that sign language is genuine and has a general dislike of hearing people(Kusters & De Meulder, 2013 P.430 L.67-75). The statements provided by Ladd demonstrate many things that the deaf community undergoes and how they need and feel to be handled. The deaf communities many a time like using their own language and continued to maintain their culture. These are demonstrated through the deaf clubs, international and national organizations and their successfully raising of colossus number of non-deaf children in their culture. Deaf hood, therefore, involves a dynamic understanding of deaf people, how they behave among themselves and in the community at large. Given that, humans have alike to seek fixity, it is imperative to state that deaf hood is a process, not a fixed state but it is a checklist of many characteristics that can be used to describe ideologies that arise to attempt hegemony(Ladd, 2005 P.14 L. 11-19). In essence, many deaf people feel that their oral counterparts take them as lesser people in the society. It can be seen in some action that the deaf people do. A pointing example is the perpetual

Managing Diversity Research Paper Example | Topics and Well Written Essays - 2250 words

Managing Diversity - Research Paper Example Over the years, diversity management has emerged as an essential tool of the management to match the modern business environment where everything is changing. Change is essential to allow matching of present organizational resources to meet unlimited and changing needs through diversification of the various business strategies. Diversity calls for the reorganization of the organizational structures and other components that have an impact on the performance of an organization. Corporate executives seeking to regain a competitive edge need to do more than improve efficiency and tighten control by executing a fundamental change to transform systems firmly along with established inhibitive cultures. The internal, external and organizational components influence the organizational diversity and performance outcome within an organization. Critical Analysis The managers should lead the way for the establishment of improved business practices through interaction with peers in other countrie s. Such managers should establish elaborate audit mechanisms and accounting to enhance professionalism, as well as transparency. Managing an organization that has a workforce from diverse cultures is not easy. ... The idea of behind teamwork and motivation in the company is to increase employee and customer satisfaction while lowering costs. They execute the principle of teamwork by encouraging management team and employees to pool resources across all departments, and with end users and suppliers, to identify areas that need improvement. The control process should take into consideration factors such as code of ethics, standards, and statements of good corporate governance in their business operations and regulations (Bell, 2012). At present, the management team in an organization should be aware that both internal and external environments of the organizations are subject to change at any point of time, and hence the need for strategic management. It is important to have flexible legal provisions have removed hurdles in the regulation of businesses as well as the improvement of business standards. The legal and political frameworks have tried to help in managing business risks through harmon ization of existing regulations. It is important for international business operators have a broad understanding of culture, management styles, and cultural orientations in the country of operation. A manager working in a firm that has employees from diverse cultures should develop prerequisite attributes that will help in meeting business objectives. These qualities include; quality control, interpersonal skills, communication skills, organizational skills among others (Von Bergen, Soper, & Parnell, 2005). Quality control involves measuring the variations of actual performance from the regular performance, identifies the causes of such deviations, and recommends appropriate measures (Lauring &