Term Paper Writing Just Do It

Term Paper Writing: Just Do It Every student has a problem of writing a term paper as they always put aside this kind of assignment and wait till the last moment to deal with it. Most of the time, students cannot work on their academic paper because of several reasons: lack of experience, missed lessons, unclear assignment or incapacity of an arrangement of working time (lack of skills of effective planning and balancing of activities). Notwithstanding all the obstacles, the one should not forget that this kind of assignment is a great part of their final grade that includes close reading, analyzing and developing of the strong arguments. Moreover, writing a term paper is a demanding process which requires comprehensive planning and extensive reading. Stuck on Your Term paper Check out these example term paper. The term paper writing process peculiarities The Season of Term Papers Generally, students are supposed to work on their academic research paper at the end of the year or course. This kind of assignment shows your achievements over the year, it reflects everything you have learned and accomplished during the course. Level of Difficulty Writing a term paper is not as simple as writing essays or response paper. It requires more sufficient data and reliable sources. Consequently, this process requires a lot more time and effort compared to the other types of academic research papers. What format to use Your college term paper should be properly referenced due to the required formatting style (APA, MLA, Harvard, Chicago). It is forbidden to provide references to nonexistent sources or authors and use fake facts as justification to your arguments and ideas. It can affect your total grade greatly.  In addition, you are supposed to use in-text citations respectively to the format. Do not forget to use quotation marks for direct quotation. Dont know how to format your paper? Get help from  APA research paper writing services. A question of uniqueness You are to follow zero-plagiarism policy. In other words, you cannot use works of the students from previous years or any other paper as it will be counted as cheating. You cannot simply copy the text or paraphrase someone’s ideas. Your task it to do your own research and come up with the compelling answers to the questions raised in the investigation based on sufficient data and reliable references. How to start Normally, writing begins with drafting of the term paper outline and developing of the main parts of the work. Once you have finished working on the draft, you can move to the close reading and highlighting the most sufficient parts of the books under investigation. At this stage students are to determine the angle of their research and form the strong thesis, which reflects the main idea of your term paper. What to avoid The commonly used mistakes are the abundance of colloquial words, contractions and unnecessary words. The students often misspell words or use punctuation marks that don’t correspond to the style. The academic paper should be devoid of the mistakes mentioned above. Consequently, term paper requires extensive proofreading. Do not forget that often online proofreading can be not as effective as reading through your paper over and over again. You can request homework help online At first sight, it seems a really demanding work to write an academic paper. It requires a great attention and a lot of time and effort. However, every problem has its solution. Have you ever heard about paper writing services? This is a special kind of service, which provides term paper help too. It is a fast and reliable way to get your assignment done. There is a plenty of writing services that can help you to write your assignment. Through years the name of the best paper writing service was earned by Edusson.com. The  Edusson Company delivers help and support to students around the world. It is a leading paper writing platform that has over 1000 academic experts always ready to give a hand and provide college help. Moreover, they can offer a personal approach to any kind of topic. Our website is user-friendly,  in a few  clicks you get the help of the best paper writers. On the homepage in the section â€Å"Services† you can find a â€Å"Write my paper† option, which will be the first step on your way to get the excellent grade. On the homepage you can also look through the topics, samples, how-to-write guides and other self-help resources.

Hadst thou groaned for him Maternity, Power, and History in Richard II - Literature Essay Samples

Richard II, like most of Shakespeares history plays (though, notably, unlike his comedies and tragedies), establishes a theatrical world dominated by men and masculinity. Female characters are few, and those that appear on the stage tend to say little and have less agency. But, as critic Graham Holderness notes, women may not be much in evidence in the play, but femininity is (173). Holderness article A Womans War: A Feminist Reading of Richard II attempts to reinsert femininity into history and historicity into feminist criticism, but his insightful argument does not examine fully enough the most powerful way in which femininity is in evidence in Richard II: in the imagery, metaphors, and explicit comments about motherhood, maternity, and childbirth that appear at various important moments throughout the play. Maternity not only reinserts femininity into the history play but indeed constructs femininity as the site of an uncanny, incomprehensible experience (of emotion, of power, of pain) that haunts both male and female characters and makes women far from a silent presence in Richard II. From John of Gaunts searing elegy to his threatened motherland to Queen Isabellas prophetic fantasy of the birth of sorrow to the Duchess Yorks impassioned plea on behalf of her traitorous son Aumerle, maternity, and the mother-child relationship, are represented as traumatic painful and ineffaceable sources of knowledge and power that resonate throughout not only individual life but (through metaphor and rhetoric) the life of the nation and, thus, in a sense, structure the way history is created and experienced within the play.Queen Isabella is certainly the most tragic female character in Richard II; for most of the play (most saliently in scene 2.1) she is, as Holderness notes, a virtually silent, self-effacing character, who is also ignored by everyone else in the room, virtually as an absence, a non-existence (170). When she speaks, her words often seem as vague and unfocused as the sense of sorrow that haunts her; entering the garden with her attendants and asking What sport shall we devise here in this garden/To drive away the heavy tough of care (3.4.1-2), then stubbornly refusing every sport, the Queen seems silly and childlike if not altogether mad, a pathetic Ophelia-like creature addled by grief. The Queens speech in 2.2, though, is both eloquent and thematically significant, and its engagement with the issue of maternity is fascinating. Haunted by a sadness that has no obvious cause, the Queen says that Yet again, methinks,/Some unborn sorrow, ripe in fortunes womb/Is coming towards me, and my inward soul/With nothing trembles. At something it grieves/More than with parting from my lord the king (2.1.9-13). Queen Isabellas voice is not only melancholy but prophetic; with what might be somewhat crudely called a particularly feminine kind of knowledge (insight denied to, or ignored by, men), she anticipates the plays impending tragedy and puts the fall of a King a moment of national, historic crisis into the language of pregnancy and maternity, envisioning a fortune that might be broadly defined as the narrative shape of history or of the play as a pregnant woman, a mother.Refusing Bushys reassurance that Tis nothing but conceit, my gracious lady (2.2.33), the historically childless Isabella (Holderness 177) continues to imagine herself as involved, in a complicated fashion, in the birth of tragedy. Holderness claims that Isabella naturally uses the imagery of pregnancy and birth, but displaces such possibilities from her own body, envisaging the birth of nothing but misfortune (176). I am not convinced, however, that Isabellas rhetoric is so far removed from her body: nothing was a commonly recognized Elizabethan euphemism for vagina, and the Queens repeated use of the word (my inward soul/with nothing trembles [2.2.12]; As, though on thinking on no thought I think,/Makes me with heavy nothing faint and shrink [2 .2.31-32]; Tis nothing less/For nothing hath begot my something grief,/Or something hath the nothing that I grieve [2.1.34-37]) in speeches that deal explicitly with pregnancy and childbirth suggest that this meaning is being consciously referenced here. The female genitals, literally the site of reproduction and birth, metaphorically (and through worldplay) become the site of premonition and tragedy; Isabella implies, in fact, that her portentous melancholy is a fatherless child, a pure product only of the female genitals: Conceit is still derived/From some forefather grief. Mine is not so,/For nothing hath begot my something grief (2.2.34-36). Her next line Or something hath the nothing that I grieve (2.2.37) might be read as mourning the loss of that moment of purity or as claiming further agency for the female body, the location of a physicalized, embodied knowledge (and thus power) derived from the experience of maternity, one that becomes more closely tied to Isabellas own body when she says So, Green, thou art the midwife to my woe,/Bolingbroke my sorrows dismal heir./Now hath my soul brought forth her prodigy;/And I, a gasping new-delivered mother,/Have woe to woe, sorrow to sorrow joined (2.1.62-66). The female experience of the traumatic pain of childbirth as the prodigy or monstrous omen (which is, of course, now justified and proved not nothing at all) is transmitted through Isabellas soul and conflated with her body or genitals becomes explicitly tied to the workings of the state and of history: not only are Isabellas personal woe and sorrow joined to those of England, but it is through the womans suffering that the sufferings of the King and the nation are both dramatically anticipated and rhetorically represented.The plays most explicit representation of the power of motherhood is its last: against the wishes of her husband, who turns against their son Aumerle for his treasonous plot, the Duchess of York begs King Henry for pardon on behalf of her son. Holderness argues that, in contrast to the Queen and the Duchess of Gloucester, the Duchess of York offers what is in effect a contrasting success-story, precisely because she accepts and embraces the subjected and marginal role of womenthe prospect of losing her son would rob her of her very existence (178), exemplifying Holderness thesis that womens identities in the play are constituted solely through their relationships to men, that their only function in this masculine world is that of bearing sons for their powerful husbands (177). Holderness reads the Duchess passionate plea for her son, first to her husband and then against that husbands will to the King as yet one more example of female subjugation to male power, finding in her begging on her knees to the King and her self-effacing appeal to paternal pride (He is as like thee as a man may be,/Not like to me, or any of my kin [5.2.108-109]) evidence that to save her son the Duchess is not only prepared to humi liate herselfbut even to sacrifice from her boy the personal traces of her maternal inheritance (178).I would propose that the Duchess of Yorks scenes with her husband and with King Henry display a much more profound engagement with issues of gender, maternity, paternity, and power than Holderness gives them credit for. To begin with, the Duchess of York does, as Holderness acknowledges, represent a contrasting success-story in that she succeeds in bending the will of the king to save the life of her son; perhaps she does so through a kind of subjugation For ever will I walk upon my knees/And never see day that the happy sees,/Till thou give joy/By pardoning Rutland, my transgressing boy (5.3.94-97) but it is a subjugation so literal as to seem highly self-conscious: this is a woman who, in perhaps inappropriate post-feminist terms, knows what she wants and what she has to do to get it, even especially if that means a performative reenactment of the rhetoric and structures of pa triarchy. Brilliantly manipulating those structures, the Duchess begs the king to Say pardon first, and afterwards stand up./And if I were thy nurse, thy tongue to teach,/Pardon should be the first word of they speech//Say pardon king; let pity teach thee how./The word is short, but not so short as sweet;/No word like pardon for kings mouths so meet (5.3.112-118). On her knees, she subtly inverts power structures not through nearly forcing the king to say pardon through her insistent, rhythmic, alliterative speech, but suggesting that the figure of the nurse (whom for the sake of this argument I would conflate with that of the mother as women charged with the responsibilities of child-rearing, though it is worth noting that historically the nurse is even more marginalized than the mother) is invested with the power, through teaching, of controlling what men say, of controlling the inheritance of language, of deciding what words are for kings mouths so meet. This strange female autho rity over language is also suggested in Mowbrays lament over his banishment: The language I have learnt these forty years,/My native English, now I must forgo/I am too old to fawn upon a nurse,/Too far in years to be a pupil now (1.3.159-171). Leaving his motherland and without access to a new source of maternal teaching, Mowbray conceives of himself as robbed of the power of speech, radically disassociated from language itself. The Duchess inversion remains ambivalent and the triumph incomplete, since the oppressive workings of patriarchy cannot be denied both in society and in language itself (the speech being taught by the nurse is an inherently masculinist one), but the moment is nonetheless a profound one: the scene, I would argue, suggests that even when most fully entrenched within patriarchal domination (in what Holderness calls an embrace and I would call a performative and thus destabilizing enactment), the woman, as the figure charged with the responsibility of passing l anguage on to (male) children, exerts a kind of control over that very language and thus over its uses.In the scene prior to her appeal to the King, the Duchess refuses to indict her son for his participation in the treasonous conspiracy though her husband orders her to do so, disavowing fatherly affection and accusing his wife of overly emotional feminine weakness: Thou fond mad woman,/Wilt thou conceal this dark conspiracy/Away, fond woman! Were he twenty times/My son, I would appeach him (5.2.95-102). The Duchess argues eloquently for the placement of familial bonds over political loyalties (a vexed issue throughout the play, as evidenced by the bond of blood shared by Richard and Bolingbroke that torments both men) and for the supremacy of maternal experience: Hadst thou groaned for/him/As I have done, though wouldst be more pitiful (5.2.103). Holdnerness recognizes that here the Duchess does at least suggest that femininity may have its own peculiar experiences and values, in s ome ways quite separate from the world of masculine ideology (178) but, again, I would argue that the Duchess words suggest something more meaningful than that: the traumatically painful ordeal of childbirth (the Duchess term groan, which in Shakespearean usage often directly or indirectly references the pains of labor, resonates throughout the play, as in Richards potentially transgendering injunction to the Queen: Go, count thy way with sighs; I mine with groans//Twice for one stop Ill groan, the way being short [5.1.88-91]), an ordeal that at once ruptures and strengthens the primal bond between mother and child, gives the woman access to a realm of physical and psychic experience not only separate from the world of masculine ideology, not only at odds with it, but exerting an uncanny power over it while remaining incomprehensible to it. Though tied to Linda Bambers psychoanalytic concept of feminine Otherness, female principle apart from history (quoted in Holderness 167), this evocation of maternal experience claims authority and power not only against history but within it or even over it: the profound original bond between mother and child, the traumatic (because painful and ineffaceable) ordeal of childbirth, alters the shape of history (or history as written within the history play). His words come from his mouth, ours from our breast (5.2.102) the Duchess says of her husband to the King, claiming once again the primal authority and uncanny knowledge of maternity and locating it, like Isabellas prophecy does, in the body (specifically the breast, the sons first source of food), in a place beyond and deeper than language but also (recall the image of the nurse) exerting control over language and over action. The scene of Oedipal struggle is played out between father and son but, as the King himself (symbolically the ultimate Father) cedes to the demands of the Duchess, it is the Mother who triumphs.Mothers are, of course, intimately tied to nations in the (largely masculinist) rhetoric of patriotic sentiment, as the term motherland and the traditional gendering of countries as female makes clear. The rhetoric of England-as-mother occurs throughout Richard II: Then Englands ground, farewell; sweet soil, adieu,/My mother, and my nurse, that bears me yet! (1.4.306-309) says the banished Bolingbroke, and King Richard speaks of our peace, which in our countrys cradle/Draws the sweet infant breath of gentle sleep (1.3.132-133), conceiving of the political situation (our peace) and thus, in a sense, of history as the child sleeping in the mother-countrys cradle. Most significant, of course, is the famous speech in which John of Gaunt laments the state of his beloved nation, his motherland: This blessed plot, this earth, this realm, this England,/This nurse, this teeming womb of royal kings,/Feared by their breed and famous by their birth,/Renownd for their deeds as far from home,/For Christian service and true chivalry,/As is the sepul cher in stubborn Jewry/Of the worlds ransom, blessed Marys son (2.1.50-56). Holderness argues: In Gaunts feudal and aristocratic perspective, women appear as the passive vehicles by means of which the patriarchal seed is procreatedEven the femininity of his metaphorical England is ultimately spurious, since that maternal symbol is so completely a construction of the kings and warriors who have served their country (185). Yes, but: I would suggest that my analysis of the other moments of intersection of maternity and politics in the play might allow a re-reading of Gaunts speech and of how the sentiment expressed within it functions in the play. Though his perspective is undoubtedly feudal and aristocratic and steeped in the rhetoric and ideology of patriarchy, I would propose that considerably more agency can be granted to the abstract femininity represented here by England than Holderness allows; as he acknowledges, You cannot really talk about nurses, and wombs, and birth, and bre eding, without bringing into play a feminine dimension of meaning[that] proves remarkably hard to expel (174). England is represented as both mother and nurse, both woman who gives birth and woman who breeds and teaches (the parallel structure of likes 51-52 emphasizes this point), and as a teeming womb (a woman before birth) filled with unborn children, unachieved potential, unlived history. The womb, as in Queen Isabellas speech, is rhetorically imagined as a vessel of kings and of history, but not only as a passive vehicle. As we have seen, the figure of the Mother (and of the Motherland) retains a kind of control, even if it is a control planted firmly within patriarchal structures, over the actions, words, and thoughts of the sons the warriors, the knights, the kings who create history. This is why the image of a womans body a womb is so appropriate in the middle of a movingly patriotic monologue and at the same time so jarring: the authority granted by maternity, the knowl edge/power of the womb, the insertion of female meaning into male speech (and male history), is deeply troubled and ambivalent but like the relationship of mother to son inexorable.In Richard II, the incomprehensible (to men) physical and psychic pains of pregnancy and childbirth, the traumatically disrupted but never fully shattered primal bond of child to mother, the authority of mother/nurse to teach language to the son and thus to in a sense control the way that knowledge is transmitted, grant to women an uncanny, ambivalent, but surprisingly strong control over the way that history is structured and spoken about. History, or at least history as dramatized and given narrative arc within the history play, can be envisaged as a kind of endless Oedipal battle between Father and Sons, as an older king (and generation) is deposed by a younger one. King Henry is haunted at the end by guilt over his historically ordained murder of the father-figure King Richard: Lords, I protest my s oul is full of woe/That blood should sprinkle me to make me grow (5.6.45-46). As in every Oedipal battle, though, the figure of the Mother looms large, and this is no exception: in Isabellas prophetic knowledge, in the Duchess of Gloucesters linguistic power, in John of Gaunts patriotic rhetoric, maternity exerts its uncanny force within history.Works CitedHolderness, Graham. A Womans War: A Feminist Reading of Richard II. Shakespeare Left and Right. Ed. Ivo Kamps. New York: Routledge.Shakespeare, William. The Tragedy of King Richard the Second. New York: Penguin Books, 2000.

Corporate Finance The Objectives Of Corporate Financial...

Introduction Every decision that a business makes has financial implications, and any decision made which in turn affects the finances of a business is a corporate finance decision. In broad terms, everything that a business does fits under the rubric of corporate finance. Each and every business, whether it be small or large, public or private, must make investment and key financing decisions (Damodaran, 1996). The objective of all businesses in corporate finance is to maximise value within the business. In this paper, aspects of corporate financial planning including the objectives of corporate financial planning, the benefits that arise from its introduction to a business will be outlined in order to give the best strategy to advise this moderately sized but rapidly growing business. Any problems that arise from any practical method of Corporate Financial planning which are introduced will be analysed and solutions to overcome these problems will be discussed. Shareholders’ wealth maxim isation is the primary objective of a company and certain strategies are implemented to achieve this objective and they will be analysed. Financial planning or Budgeting is also key to the success of any business and this will also be looked at in terms of understanding how to consult and improve this privately owned company. Objectives Maximisation of long-term shareholders’ wealth The objective of every business is to maximise its value. The value of the business is determined byShow MoreRelatedBrief Introduction Overview of McGraw Hills 9th Edition of Fundamentals of Corporate Finance655 Words   |  3 PagesReview Fundamentals of Corporate Finance – Ross, Westerfield, Jordan McGraw Hill Education (India), 2012, 878 Pp 9th edition ISBN: 13:978-1-25-9027628 Kumar Ratnesh* About Authors Stephen A. Ross is the Franco Modigliant Professor of Finance Economics at the Sloan School of management, Massachusetts Institute of Technology. Randolph W. Westerfield is Dean Emeritus of the University of Southern California’s Marshall school of Business. Bradford D. Jordan is Professor of Finance Holder of the RichardRead MoreFunctions of Management Paper1472 Words   |  6 Pagesaccomplishing a goal. Management often encompasses the deployment and manipulation of human resources, financial resources, technological resources, and natural resources. Management can also refer to the person or people who perform the act(s) of management. Management operates through various functions, often classified as planning, organizing, leading/motivating and controlling. - Planning: deciding what needs to happen in the future (today, next week, next month, next year, over the nextRead MoreSyllabus: Corporate Finance and Business Journal/newspaper Article1123 Words   |  5 PagesBUSI K4003 Corporate Finance Syllabus Summer 2012, (Summer Q) Instructor: Brendan Mallee bm2115@columbia.edu Class Time/Location: July 2nd – August 8th MW 6:10-9:30pm / Hamilton Hall 516 Course Description: This course examines important issues in corporate finance from the perspective of financial managers who are responsible for making significant investment and financing decisions. The course is designed to develop critical corporate finance skills including: financial statementRead MoreUniversity of Phoenix Corporate Finance Syllabus1329 Words   |  6 Pages| Syllabus School of Business FIN/571 Version 5 Corporate Finance | Copyright  © 2011, 2010, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course applies corporate finance concepts to make management decisions. Students learn methods to evaluate financial alternatives and create financial plans. Other topics include cash flows, business valuation, working capital, capital budgets, and long-term financing. Policies Faculty and students/learnersRead MoreWalmart Case Study1730 Words   |  7 Pagesconsumer knowledge, financial and technological expertise, and CEO experience (Nadler et al. 30). Walmart’s board members have extensive experience in accounting, investing, technology, strategy, law, and international business. Many members are former CEOs who have experience in major corporations including Yahoo!, Instagram, and KPMG. Every member is also a board member of another company. This allows them to draw on experience from different situations that they have faced (Corporate Governance).Read MorePlanning Objectives And Objectives Of An Organization Essay1298 Words   |  6 PagesPlanning Before the preparation of any budgets or other budgeting related activities can be undertaken, one first needs to plan. Planning is defined as the process of stating the direction and financial objectives of an institution. Planning comprises of two main components, which include strategic and annual planning. The annual plan provides the high value targets, necessary for guiding the budget. The strategic plan comprises the overall long-term institutional goals and objectives, which areRead MoreDetermining the Organization Chart of a Typical Organization769 Words   |  3 PagesOrganization chart of finance function in a typical organization is determined by each individual company, basically the size of the organization either big or small. The finance department in each typical company consist of chief financial officer (CFO), vice president, one or more accountants and a budget analyst. The head of the finance department is the chief financial officer or better known as CFO whom is also at the top of the organizational chart in finance department. Apart from being aRead MoreHalifax - Performance of Branch 54461675 Words   |  7 PagesMarkets, Finance and Accounting, and Information, which are associated with the Halifax’s Balanced Scorecard quadrants and theory ‘Z’. The main concerns were HR management and Information flow, although all perspectives had areas to improve. It was concluded that working with the current manager, building on his experience should improve the branches performance and build it to excel. Primary recommendations were to give the branch manager formal training and to link the BSC to corporate strategyRead MoreMy Personal Learning Experience Of Corporate Finance And Investments Module Essay1202 Words   |  5 PagesThe following self-assessment essay will be a brief analysis of my personal learning experience of Corporate Finance and Investments module, and a brief description of my development planning. This essay includes four paths, therefore, I shall explain my motivation of studying particularly this module, my strengths and weaknesses, critical and analytical learning, as well as my future career expectations. 1.1 Motivation As stated by the business dictionary, ‘’Motivation is leaded by internal andRead MoreIntroduction of Finance Industry1451 Words   |  6 Pagesother part of the financial services industry. Jobs in banking can be exciting and offer excellent opportunities to learn about business, interact with people and build up a clientele. Today s commercial banks are more diverse than ever. You ll find a tremendous range of opportunities in commercial banking, starting at the branch level where you might start out as a teller to a wide variety of other services such as leasing, credit card banking, international finance and trade credit. If

The Novel The Song Oceans By Hillsong Essay

â€Å"You call me out upon the waters, The great unknown where feet may fail, And there I find You in the mystery, In oceans deep, My faith will stand.† In the song â€Å"Oceans† by Hillsong, people sing about God calling them out into the great unknown of life. Like in the song, God calls every one of his children in the great unknown of our lives. However, for God, it is not the great unknown. He has a plan for our lives, and he presents our plans to us through callings. First off, when people start to look for their calling, they need to look at their identities. As Christians, we know our identities are in Christ, but do we act like our identities are in Christ. Most of the time, Christians only act out their faiths on Sundays. Go to church, sing in the choir, give a weekly offering, and then leave the Christly identity at the door so they can go caught the Vikings play on the television. I ask you this: is that living out your identity in Christ? While reading the book Vivid: Deepening Your Colors written by Syd Hielema and Aaron Baart, I found a passage that speaks volumes in the way of identity: â€Å"There’s an old legend that when Michelangelo had finished sculpting his masterpiece David, he said, ‘when I began working on this slab of marble, I didn’t see a slab but I saw David waiting inside it, and all I had to do was remove everything that was not David.’ That’s how the Father, Son, and Spirit see us too. In some ways we’re like a slab of marble, and the Father looks

A Debate On Owning A Gun - 1516 Words

Owning a Gun Owning a gun is a highly debated topic in America. There are citizens who believe that only law enforcement and military should own guns. However, other Americans believe that guns are a constitutional right to own arms. Important questions in this debate include: why do Americans own guns, should firearms be allowed to hunt, is the second amendment still important today, and owning a gun is dangerous to people, so why get one? Americans should own guns. If not, the repercussions of unarmed citizens would be devastating to the freedoms of the United States. All of these questions asked are an integral part of the gun debate that has been a part of the American culture since the founding. Yet, guns are necessary tools to†¦show more content†¦American citizens owning guns help keep their liberties from being taken away from them by an intrusive government. Another reason for owning a gun, as an American citizen, is the bonding as a family while hunting. Hunting is a way for fa milies to get away from the stresses of life and electricity, and back to nature. Firearms are an important part of hunting. There are several positive reasons for hunting.. Hunting has been a traditional source of food for humans since the beginning of man. Hunting also provides skins for cloths and leathers that colder regions use to keep warm or for trade. Big game animals can yield enough meat to last a family for months. Many contemporary families use hunting as a way to visit nature and spend time with one another. Entire families vacation and go hunting to get away from the stresses of urban life. Along with family bonding, another positive of hunting with guns is the revenue generated from issued hunting licenses. A hunting license is sold to a hunter before they can go out to hunt. The state and the city both make money from licenses and game tags. Hunting and fishing, according to North Carolina’s Wildlife Commission yields, â€Å"$3.3 Billion positive impact TO N.C. Economy, $2.4 Billion - Fishing and hunting, 335,000 Hunters, 1,525,000 Anglers, $930 Million - Wildlife watching and 2.4 Million Wildlife watchers† (Heinonen). The findings of the North Carolina Wildlife Commission

The Usefulness of the Analogy Between Society and a...

The Usefulness of the Analogy Between Society and a Biological Organism One set of sociologist that use the Biological or Organic analogy of societies are the Functionalists. Functionalism first emerged in Europe in the 19th Century. The French sociologist Emile Durkheim was the most influential of all the early functionalists. The theory became the dominant theoretical perspective in the 1940s and 1950. The functionalist theory is that within society there are many small parts that have to work together to maintain the society. I will be assessing how useful this analogy is to show the likeness between society and a biological organism. The functionalists argue that†¦show more content†¦The functions of the various parts all contribute into the maintenance of the body to cause effect. In the functionalist view behaviour in society is structured. relationships between members of society are organized in terms of rules. Values provide the general guidelines for behaviour in society and norms and roles are derived from them. The functions of social institutions are to work in together to help society to work better together e.g. the function of the family is to socialize the children to behave in the manner that is accepted within that society. Growth Biological organisms develop through a life cycle and evolve into more complex forms. They do this by adapting and changing themselves to better suit their environment. Societies in ways do the same, by means of reproduction to grow and improving technology and knowledge to grow out from their boundaries. Equilibrium The concept in biology of Homeostasis where the body keeps its temperature at approximately 37 °c by means of releasing the hormone ADH and controlling the amount of water lost et cetera. Is used in relation in functionalism from where Parsons notion of fit where social arrangements adapt to changing condition much like how they grow from change. So in relation to the biological analogy the values can be seen as the skeletalShow MoreRelatedThe Importance of Demography to Development11868 Words   |  48 Pagesorganization, and functioning of human society; the science of the fundamental laws of social relationships, institutions, etc. It generally concerns itself with the social rules and processes that bind and separate people not only as individuals, but as members of associations, groups, and institutions, and includes the examination of the organization and development of human social life. The sociological field of interest ranges from the analysis of short contacts between anonymous individuals on the streetRead MoreEssay on Silent Spring - Rachel Carson30092 Words   |  121 Pagesthe rate of about five hundred a year, applied in massive quantities virtually everywhere, with disastrous short- and long-term consequences for both wildlife and humans. To convey the grave danger that these substances represent, she introduces an analogy that will resurface over and over in Silent Spr ing: pesticides are like atomic radiation invisible, with deadly effects that often manifest themselves only after a long delay. Chapter three identifies a small handful of qualities that make the newRead MorePsychology Workbook Essay22836 Words   |  92 PagesCollege Teaching. ___4__ Dr. Lopez calculated the correlation between his students rates of absence and their exam scores and found that the two variables were positively associated. __2___ Dr. Lopez planned to track students attendance and exam scores and to correlate these two variables at the end of the semester. ___5__ Dr. Lopez inferred that the data he collected supported his hypothesis regarding the relationship between attendance and exam scores. Objective I.3 Describe theRead MoreMy Son Christian By Mark Carrasco Essay11672 Words   |  47 Pagesthe ill-fated fig tree of Mark 11 alone, there by requiring no amount of Holiness to be manifested in the lives of â€Å"believers†. If marriage as defined by Christ - through his word - is disregarded and mocked then no amount of social reform can save society. Why do I say this? I say this because genuine pastors who follow the precepts of God, will refuse to wed homosexual couples. Those who do refuse will be accused of violating the civil right of same-sex couples and will more than likely be fined orRead More4g Communication22481 Words   |  90 Pages providing stable system performance and quality service. 4G doesn t just define a standard; it describes an environment where radio access methods will be able to interoperate to provide communications sessions that can seamlessly hand-off between them. More than any other technology, 4G will have a profound impact on the entire wirele ss landscape and the total value chain. This paper focuses on the vision of 4G and briefly explains the technologies and features of 4G. Introduction: Read MoreLogical Reasoning189930 Words   |  760 Pages........................................................................................ 427 Argument from Authority ............................................................................................................ 427 Argument from Analogy .............................................................................................................. 430 Induction from Past to Future (Prediction) ................................................................................ 434 AppealRead MoreExistentialism vs Essentialism23287 Words   |  94 Pagesor goal. In this sense, humans are free to choose their own destiny.   * is a philosophical term which asserts that there is a distinction between essential and non-essential (contingent or accidental) characteristics of an object. Essentialism assumes that objects have essences and that an object’s identity is its essence. Aristotle distinguished between an object’s essence and its existence. Its essence is â€Å"what a thing is.† Its essence is â€Å"that a thing is.† An object’s essence is the collectionRead MoreOrganisational Theory230255 Words   |  922 Pagesapplication and consideration of how managment practice is formed and shaped by ideas and concepts. The authors have brought their wealth of experience and understanding and provided the field with an imaginative resource to address the dynamics between theory and practice. Dr Susanne Tietze, Bradford University, UK The key to success for managers is not only to be result oriented but also to be wise in their decision making. This requires that they hav e a deeper than superficial understanding ofRead MoreLibrary Management204752 Words   |  820 PagesEmployees . . . . . . . . . . . . . . . . . . . . . . . . . . . . Table 16.2. Some Practical Tips for Managing Conflicts . . . . . . . . . . . . . . . . . . . . . . . . . Table 17.1. New Principles of Management. . . . . . . . Table 17.2. Differences between Teams and Groups Table 17.3. Useful Roles Played on Teams . . . . . . . . Table 20.1. Schein’s General Managerial Competence Anchor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 . . . . . 179 . . . . . 183 . . . . . 193 . . . .Read MoreStrategic Marketing Management337596 Words   |  1351 Pages11.8 11.9 11.10 11.11 11.12 11.13 Learning objectives Introduction The influence of market position on strategy Strategies for market leaders Marketing strategy and military analogies: lessons for market leaders Strategies for market challengers Strategies for market followers Strategies for market nichers Military analogies and competitive strategy: a brief summary The inevitability of strategic wear-out (or the law of marketing gravity and why dead cats only bounce once) The influence of product

Education and Perspectives

Question: Discuss about theEducation and Perspectives. Answer: Introduction Having some core values is always important for professionals as without core values it is tough to gain success in an organization. In the case of teaching, the importance of core values is higher than in other profession. Core values are some characteristics that will help a teacher to feel satisfied about his job or to provide proper education to the students in an appropriate manner. Currently, my core values that I think are extremely important as a teacher are equality and responsibility. Equality in teaching important as it will allow everyone to receive education in an equal manner. On the other hand, responsibility is also important as only a responsible teacher will be able to provide required education to his students. However, for me it is not possible to follow both the core values in the initial stage of my profession. Therefore, based on the arguments provided by Paulo Freire and John Dewey, I will find out which core value will important for me in this stage of my lif e. It is really important to find out the most important core value as it will not help me to p[perform my job properly but will also help me to develop my character and attitude towards my job. Paulo Freire was the Brazilian educationist and one of the most admired and dominant philosopher of that time. From the article of Paulo Freire it is clear that he has viewed education as a progressive and democratic force. He has always supported and promoted solidarity and equality in education. However till now, equality is yet not served in the field of education. In fact, equality is also not there in terms of wealth, political rights and social rights (Archer, 2017). He also argued that democracy needs freedom and this must be sought continuously. Inequality is when majority-rule is implemented in a place where minorities are present too. In this situation minority people are at disadvantage and sooner or later they will become oppressed. Slowly but steadily the majority people who are considered as oppressors will begin to develop structure that will only benefit them. According to Paulo Freire, this can be considered as violent structure. After he was jailed was moved to Boli via and then Chile, in the following years Paulo Freire started to work on adult education with the help of Institute of Agrarian Reform in Chile. On the other hand it is seen that there are five key dimensions of equality in educational system. Those key dimensions are resources, respect/recognition, love, care and solidarity. In this context of equality, equality of resources mean not just equality in palpable economic forms of capital such as income and wealth but in forms of social capital like family and social networks and in form of cultural capital such as educational testimonial (Archer, 2017). Love, care and solidarity are also important dimensions of equality in education. Being cared is an elementary requirement for mental and emotional well-being and for human growth generally. In the education system, it is tough to make sure that everyone is having required love, care and solidarity. However, it is possible to develop the educational system in a way that it can equall y share these things among the students and learners. In order to understand and tackle the problems related to adult literacy, he lived and worked in the slum areas of Recife. There again he was introduced by another inequality in the educational system as he found that adult women and men were not able to read and write in that area. Paulo Freire also argued against the traditional educational system and called it as a banking system. According to him, students were only the passive recipients of deposits from a teacher who knows it all. Paulo Freire strictly wanted to change that type of educational structure and proposed a consistent method of reflection and action. He also stated that learning is not about memorizing and repeating. Learning should be a method where emphasis will be given on reflecting critically on the method of reading and writing itself and the profound connotation of language. On the other hand, it is also important to understand the difference between equal ity and equity (Archer, 2017). Equality means every student will be treated similarly and will be provided with same amount and quality of education. On the other hand, equity means providing everything to the students that will help them to become successful (Archer, 2017). Paulo Freire has always advocated about equality in his quotes and articles. According to him, aim of equality is to promote fairness. However, he also mentioned that equality can only work when everyone will start from the same place and will have an aim to reach to a same place. However, Paulo Freire has mostly worked about the equality of the adults in the educational system. He understood that the systems are unfair and it is required to change them so that adults can be treated equally. While working on adult education with the Institute of Agrarian, his idea about the education system matured. At that time started to write about things tha3t became his seminal work, Pedagogy of Oppresses (1970). From that book it can be seen that Paulo Freire is hoping that adults will learn to perceive social, political and economic contradictions. He also hopes that those adults will also take action against these types of oppressive elements. Whatever, study he did or whatever he wrote in his book, he always put emphasis on equality in for the adults in the educational sector which is according to him very important. On the other hand, John Dewey has always supported the value of responsibility. He mentioned that it is not easy to become a teacher as in every step emotional challenges will be there. Besides, one will also be challenge intellectually and socially which will make him uncomfortable several times. According to him, normal people make assumptions about the nature of reality along with truth and knowledge. These types of beliefs are the part of ontology. As a teacher it is extremely important to influence the student (Dixon et al., 2004). Now, this includes the responsibility to properly make decisions about what is right and what is wrong along with what is t rue and what is false. Questions of axiology are concerned with ethics or concerned with things that decide right and wrong human behavior. Now in the profession of teaching, it is very important to have the core value of responsibility. In teaching, a teacher does also play different roles. He is responsible for becoming a mento r, helping hand, support and resource of a student. Students look up to teachers and most of the times they pattern their own behavior and work ethic to match the instructor. Therefore, it is seen that students tend to become like their teachers and mentors. That is why; it is the responsibility of the teachers to display a good side of their behavior and attitude so that students can learn those things. As mentioned by the department of education, there are some value based curriculums that are built upon the beliefs of the teachers. All of these beliefs and values were arrived through a broad consultation method (Dixon et al., 2004). These beliefs strongly state that humans want to learn and learners are unique. Besides, the learners decide their own learning styles. In order to properly execute the responsibilities of a teacher, it is important to follow some particular strategies and approaches. In the first place, it is important to have the basic knowledge and skills. Teachers must understand that they are the teaching technicians. One of the important roles of a teacher is to inculcate a narrow core of knowledge. They must also need to understand that the regional nature of knowledge is not acknowledged in the teaching profession. On the other hand, t h ere is another approach which can be called as skilled artisan approach. It shows that teaching is a skilled practical activity and it can be learn perfectly on the field. In this scenario, the complexity of professional knowledge is not recognized. Teachers can also easily copy the practices that are done in the past. Another approach is the professional competency standards approach that strictly states that teaching is an attempt to develop responsibility based on professional self-regulation. This approach is considered as the broader and more professional in orientation than the basic skills approach. On the other hand, this approach is also capable of covering wide range of knowledge, skills and di spositions that have been validated by practitioners of the classroom. The teachers also must understand in this profession, lists of standards remain fixed rather than dynamic and altering as circumstances change. In the article five curriculum orienta3tions are also mentioned by the author that includes development of cognitive process, personal relevance, academic rationalism, social adaption, and technology. With in development of cognitive methods, thinking skill is known as the central concern of the teacher. On the other hand, within personal relevance, belief is the central concern and is also the determinant of the requirements and interests of the students. Besides, social adaption values the dominance of the establishment of skills and values to assist efficient participation in community. On the other hand, social reconstruction values the establishment of critical reflection in regard to self and community in order to act. Last but not the least; technology also has its values. It values the application of a teacher-centered and outcome driven model. There is another standard approach which is known as the professional competence standards approach. In this approach, the teachers try to develop an external responsibility based on their profession and self-regulation. From this entire discussion, it is clear that John Dewey is strongly supporting the core value of responsibility for the teachers and has provided several numbers of approaches through which teachers can precisely understand their responsibilities (Dixon et al., 2004). As per previous results, the conception of teachers responsibilities include the following components which are a subject of responsibility, object of responsibility, addressee of responsibility, a judging or sanctioning instance, normative criterion of responsibility and a realm of responsibility and action. Here I am not going to argue that among the two core values which are equality and responsibility which one is m ore important. However, it is necessary to state that a teacher does not matter whether he has the core value for responsibility or not, must become responsible towards the students and the education he is providing to the students. If a teacher is not responsible towards the students, then he will not be able to deliver appropriate education to the students. On the other and, he will also not be able to gain satisfaction for what he is doing. If he cannot gain satisfaction from his profession, then slowly but steadily it will become a burden and sooner or later, that teacher will have to change his profession. In the end, it can be concluded that both equality and responsibility are the tow important core values that are required for a teacher. If I want to pursue my career as a teacher, it is paramount for me to have at least one or both the core values. In this essay, two articles are discussed where one is written by Paulo Freire and the other one is by John Dewey. Paulo focused on equality in the educational system and demanded that the current educational system must be changed and everyone should have t he equal right of having education. On the other hand, Dewey has focused on responsibility as according to him, teachers should be more responsible while doing his job (Dixon et al., 2004). I am going to start my career as a teacher and it is expected that I will be teaching mostly children. In the article of Paulo, he has mentioned about equality, however his study has focused on the education of the adults. Therefore, I think the theories and quotes of Paulo will not be able to help me. On the other hand, as I will have to develop my career as a teacher, I will have to show a sense of responsibility which will help the students and me. References Archer, D. (2017).Obituary: Paulo Freire.The Independent. Retrieved 20 April 2017, from https://www.independent.co.uk/news/people/obituary-paulo-freire-1261256.html Dixon, Ferguson, Hay, Moss White. (2004), Moving your story forward, in invitations inspirations condensed. Chap2. Pp 13-29.