Coca - Cola Case Study Example | Topics and Well Written Essays - 1250 words

Coca - Cola - Case Study Example While the company is actively using sponsorship as a marketing and promotion tool, the Coca-Cola’s market capitalization has decreased significantly after the death of its CEO, Roberto Coizueta in 1997. While in 2014 market capitalization of the Coca-Cola Company is 183, 99 billion dollars, the Coca-Cola Company has weaker financial position than it had 17 years ago. These values indicate that Coca-Cola Company is an organization aiming to maintain leadership position and also is striving to â€Å"shape a better future† (The Coca-Cola Company, n.d., n.p.). Collaboration value means that the company is focused on people and teamwork. By combining efforts and human resources the company leverages collective genius (The Coca-Cola Company, n.d., n.p.). The company is also promoting the corporate spirit and passion among its employees to the brand. The value of diversity stresses that the company is operating globally, and diversity at workplace and diversity of brands are two integral parts of the business. Also, the value of quality reveals that the company focuses not only on production of high quality products, but also on everything they do. Coca-Cola Company is involved in sponsorship of mega sports events such as the Olympic Games, The Rugby World Cup, the NFL, the Tour de France or Formula 1 for a quite long period of time (Nufer & Buhler 2010). Global sports events such as the Olympics and Rugby World attract people from all over the world and generate the target audience, which Coca-Cola Company is trying to reach, and establish in the minds of these people association of the sport event with the brand of the company (Nufer & Buhler 2010).Therefore, the company uses such events as marketing tools which enable it to improve the image and increase awareness of the company (Nufer & Buhler 2010). Sponsoring of big and attractive sporting events enables Coca-Cola to minimize

Single Parent Households and Crime Essay Example for Free

Single Parent Households and Crime Essay People claimed that growing up in a fatherless or motherless home was the major cause of child poverty, delinquency, and school failure, while others denied that single parenthood had any harmful effects. And some objected even to discussing the topic for fear of stigmatizing single mothers or fathers and their children. Not talking about single parenthood is scarcely an option. More than half of the children born in 1994 will spend some or all of their childhood with only one parent, typically their mother. If current patterns hold, they will likely experience higher rates of poverty, school failure, and other problems as they grow up. The long-range consequences could have enormous implications. (Article/consequences-single-motherhood familyinequality.wordpress) But what exactly are the consequences how large and concentrated among what groups? Do they depend on whether a single mother is widowed, divorced, or never married? Does public support for single mothers inadvertently increase the number of women who get divorced or choose to have a baby on their own? Children who grow up with only one of their biological parents (nearly always the mother) are disadvantaged across a broad array of outcomes. They are twice as likely to drop out of high school, 2.5 times as likely to become teen mothers, and 1.4 times as likely to be idle out of school and out of work as children who grow up with both parents. Children in one-parent families also have lower grade point averages, lower college aspirations, and poorer attendance records. As adults, they have higher rates of divorce. These patterns persist even after adjusting for differences in race, parents education, number of siblings, and residential location. (Article/consequences-single-motherhood familyinequality.wordpress) The evidence, however, does not show that family disruption is the principal cause of high school failure, poverty, and delinquency. While 19 percent of all children drop out of high school, the dropout rate for children in two-parent families is 13 percent. Thus, the dropout rate would be only 33 percent lower if all families had two parents and the children currently living with a single parent had the same dropout rates as children living with two parents a highly improbable assumption. (Article/consequences-single-motherhood familyinequality.wordpress ) Family disruption also undermines childrens access to community resources or what sociologist James Coleman calls social capital. Divorce and remarriage often precipitate moves out of a community, disrupting childrens relationships with peers, teachers, and other adults. During middle childhood and early adolescence, a child in a stable family experiences, on average, 1.4 moves. The average child in a single-parent family experiences 2.7 moves; in a stepfamily, the average child experiences 3.4 moves. (ejournal.narotama.ac.id/files/DeMuthandBrownJRCD) So all this information provided, I agree that children growing in a single parent household, and a child having family disruptions, does impact delinquency within in juveniles I’m not saying it’s a 100% guarantee a child will fall into delinquency because of one parent households, I’m just agreeing that the possibility is a higher risk.

Gender Equality In Sports :: Women Sport

Gender in sports has been a controversial issue ever since sports were invented. In the early years, sports were played only by the men, and the women were to sit on the sidelines and watch. This was another area of life exemplifying the sexism of people in which women were not allowed to do something that men could. However, over the last century in particular, things have begun to change. Women are being allowed to participate now, including professional leagues such as the Women’s National Basketball Association, and the Ladies Professional Golf Association. Women in sports, especially softball and basketball, have become a big-time business. World War II is when the basis of women’s professional sports began. While the men were overseas fighting the war against the Nazis and Germans, the women entertained the people who stayed back by playing baseball. Recently a major issue for women in sports is female coaches and their salaries. The salaries of the male coaches in athletics have continuously been on the rise. And on top of that, the male coaches make 159% of the money that female coaches make. Female participation in College athletics are also on the rise. However, the majority of funding in colleges goes into the men's athletic programs. Another issue of women in sports was the health risk to the women who compete. The recommendations of the scientists state that involvement in sports and other such physical activity reduces the likelihood of developing a number of life-threatening health conditions. Involvement in cooperative and competitive activities can improve a woman’s social outlook, sense of competence and emotional control.

Do you think that Mary Tudor deserved her title “Bloody Mary”?

History has not been kind to Mary Tudor. Compared to what followed, her reign seems like a brief but misguided attempt to hold back England's inevitable transformation to Protestantism. Compared to what came before, her regime looks like the regressive episode of a hysterical woman. Considered on its own terms, however, the regime appears much more complex, leading contributors to this volume of essays to reach far different conclusions about her reign: reestablishing traditional religion in England was an enormous undertaking that required rebuilding the Marian Church from the bottom up.Moreover, given more time it might have succeeded. Finally, as these essays continually remind us, concepts differentiating Catholicism from Protestantism — ideas taken for granted today — were still being sorted out during this period. David Loades's introduction begins the volume by surveying the disturbance in religion during Mary's lifetime. He links the spread of humanism and class ical scholarship to a substantial portion of this disturbance because it created an educated populace capable of raising questions about religious practices for which the traditional Church had no answers.Mary herself received a first-rate humanistic education and contemporaries even considered her well-educated. Loades suggests that, instead of unquestioningly embracing the tenants of the traditional Catholic faith, Mary was a â€Å"conservative humanist with an extremely insular point of view† (18). Nevertheless, her humanistic training did not extend to her devotion to the sacrament of the altar and her uncritical acceptance of the doctrine of transubstantiation. Ultimately, her uncompromising position on the latter would cause the downfall of many.After this introduction, the first section of the volume, entitled â€Å"The Process,† explores obstacles confronting the restoration of Catholicism in England, beginning with David Loades's examination of the degraded st ate of the episcopacy upon Mary's accession, and her administration's attempts to restore it. Next, Claire Cross discusses Marian efforts to enact Catholic reforms in those strongholds of Protestant dissent, the English universities. The queen's decision to restore a community of monks at Westminster is the subject of a study by C.S. Knighton, who includes a detailed appendix identifying members of this community.In the section's last essay, Ralph Houlbrooke argues that swift acquiescence by one of Norwich's leading evangelical ministers, and the diligence of clergy and Church courts in upholding the Marian restoration, helped Norwich avoid large-scale persecution. Essays in the volume's second section, â€Å"Cardinal Pole,† focus on his role in reestablishing the legitimacy of the restored Church. Thomas F.Mayer begins with an analysis of various court documents, and concludes that even though Paul IV had apparently revoked Pole's legatine office, the matter remained unsettl ed, and Pole probably continued to function in that capacity until the end of Mary's reign. In the following chapter, Pole's 1557 St. Andrew's Day sermon provides evidence for Eamon Duffy's defense of the cardinal's record — not only as an outspoken advocate for the importance of preaching, but also as a hard-nosed realist confronting an entire population of apostatized Londoners.In the final essay of this section, John Edwards reveals that, unlike English documents, records from the Spanish and Roman Inquisitions indicate greater Spanish involvement in the restoration of English Catholicism than has been previously recognized. The subject of the final section of this book, â€Å"The Culture,† undertakes issues regarding the Marian Church and its people. Lucy Wooding's essay considers how the multiple layers of symbolism found in the Mass provided a wide focal point for popular piety in the restored Church.In his essay on the theological works of Thomas Watson, William Wizeman, S. J. , discusses Marian efforts to reeducate worshipers who, after a generation of religious turmoil, were unfamiliar with even the basic tenets of Catholicism. In the following chapter, Gary G. Gibbs reconsiders the eyewitness evidence provided by one Henry Machyn, Merchant Taylor of London, concluding that the Marian regime had indeed connected with enough loyal subjects to provide the queen with an effective base of power

Education foundation Essay

Christian missionaries played a vital role in the introduction and development of Western education in Kenya. These missionaries began their activities here in the second half of the 19th Century. Although their main aim in coming to Africa was to Christianize a ‘dark and savage’ continent, the provision of rudimentary education was found inevitable. Missionaries had found out that, by having the ability to read the Bible and the hymn book, the early convert would be a valuable asset in getting more of one’s neighbours to Christianity. It would then appear, the role of Christian missionaries in providing western education to Africans was not by design but accidental. Should this assumption be correct, the entire phenomenon of western education as introduced and provided by Christian missionaries was flawed. In that case, they were to offer an improper education for as long as they were in control all by themselves. From 1895 Kenya became a colonial enclave of Britain up to 1920. Kenya was referred to as the East Africa Protectorate. The construction of a railway line from Mombasa in 1895 to Kisumu in 1901 was a boom for both missionary and colonial government activities. Missionaries were able to spread out faster by opening more centres in the interior. On the other hand, the colonial administration was able to pacify resistant African groups. Regrettably for indigenous people too, the railway line also saw the in-flaw of European settlers and Asian groups. These aliens were to change the development of events to the disadvantage of Kenyan locals. Missionary spread out Inspired by the desire to embrace as many adherents as they could, Protestant and Roman Catholic missionaries moved to almost all accessible and habitable regions in Kenya. The Church Missionary Society (CMS) led in this ambitious crusade. From 1844 John Ludwig Krapf of CMS began to explore the East African Coast and was joined in 1846 by Johan Rebman. They established their first mission station at RabaiMpya, among the Rabai people, near Mombasa. Later the CMS operated a station in Taita in 1895. Other CMS  centres were started in the following places: Kahuruko (1901); Weithaga (1903); Kahuhia (1906); Mahiga (1908); Embu (1910) etc. A branch of the CMS also entered Western Kenya from Uganda and in 1903 had set up a mission station at Maseno. Holy Ghost Fathers set in at Mombasa in 1890 and a year later was also stationed at Bura. They got themselves a station in Nairobi in 1899. Their counterparts, the Consolata Fathers opened stations at Kiambu (1902), Limuru (1903) and Mang’u (1906). Roman Catholics also entered Kenya from Uganda and soon established centres at Kisumu (1903) and later at Mumias and Kakamega. Other missionary groups that were pivotal in the spread to various parts of the country were: Evangelical Lutheran Mission of Leipzig (from Germany); African Inland Mission; church of Scotland; Friends African Mission (Quakers); Church of God Mission, the Nilotic Independent Mission, the Seventh Day Adventists and the Presbyterian Church of East Africa. Although with other unbecoming consequences for indigenous people the multiplicity of Christian church denominations stirred a rivalry that became a catalyst in the spread of churches and schools. Every other group scrambled for a sphere of influence. On the whole, by 1920 Christian missionary groups had ‘stuck out their necks’ as important players in the spread of western influences among indigenous people. By 1918, there were 16 missionary bodies active in the country. Roman Catholics and CMS had the largest proportion of schools for Africans. Between them, they controlled 46 station schools and 261 village schools. Mission Education Basically, the purpose behind the establishment of mission stations and schools was to spread Christianity. The provision of education for other ends was therefore secondary to missionaries. Education was only used as a facility for evangelisation. The curriculum of mission schools was largely religious. Out of this experience, these schools have been referred to as prayer houses. These institutions only taught Christianity. While strongly inclined to offering religious education, a number of factors forced mission schools to include other curricula. First, Africans strongly resented religious education. In a number of cases, students staged strikes and demonstrations to demand for a more secure curriculum. Boys in Mumias at the Mill Hill Fathers schools staged a strike in 1912. Second, the colonial government urged the missions to include industrial education in their curricula. Third, the circumstantial imperatives of the day necessitated the inclusion of other courses such as industrial education. Missionaries, as well as the colonial administration needed skilled labour to construct buildings, make furniture inter alia. Religious education alone could not produce such manpower. Out of this development therefore, although mission education was largely basic, it had to offer the 3Rs, religious education and industrial training. The method of instruction was by rote learning. Learners were supposed to memorize and recite whatever they were taught. Missionaries, above all, offered an education that was elementary and designed to keep Africans in their subordinate place i. e. being servants of Europeans. Their educational orientation, in general emphasized the spiritual value of hard work and the principles of evangelical Christianity with an aim of producing hard working Christians. There were two types of schools. There was the village/bush/out-schools. These were feeder schools to the second type – the central mission school. Village schools offered very rudimentary education. They were under the direction of African catechists. On the other hand, central schools were intended to offer additional curricula. In this case, vocational training in teaching and nursing etc abounded. Vocational training was largely a preserve of the bright students. All said of mission education, by 1920, though many learning institutions had been established; only a handful would pass the litmus test for quality. In the western part of Kenya, only three centres and developed substantial primary school programmes. These were mission schools at Kaimosi, Maseno and Yala. The same were true of central Kenya with centres at Kabete, Kahuhia, Kikuyu, Tumutumu, Kabaa and Nyeri as main contenders. At the coast full-fledged primary school courses which other elementary schools of the time were not offering. This education did not go beyond six years. The recipients of such a number of years were very few. Whatever missionary activity in education this time, it should be understood that a number of factors influence their orientation, working and results/outcomes. For instance, due to misconceptions by European anthropologists of the nature of Africans, missionaries were prejudiced in their interaction with Africans. Africans suffered in this interaction and so did their education. Africans were of three categories: stupid, average and intelligent. On the part of missionaries, a majority of them were not professional educators and therefore they tried out what they did not know. A look at the curricula during their training reveals no does of professional training in teaching whatsoever (Anderson, 1970: 25). Besides, in their bid to expand educational activities they were always curtailed by meagre financial resources. More-so, the colonial government’s policy dictated certain centres that they could hardly achieve and, in the course of ‘playing the tune of the caller’, stumbled. Regrettably for Africans, they were the ones who received all the results of these missionary education mishaps. The lessons learnt by Africans from this unfortunate state of their education were to be instrumental in advocating for schools of their own, if not government-managed, from the 1920s onwards. THE ROLE OF GOVERNMENT IN THE ESTABLISHMENT AND DEVELOPMENT OF WESTERN EDUCATION IN COLONIAL KENYA UPTO 1920 Between 1895 and 1911, the involvement of the colonial government in the establishment and development of educational opportunities for the indigenous Kenyans was minimal. At this time, the government was more concerned with the pacification of the ethnic groups and inculcating in them a proper respect for the European interpretation of law and order. However, when the colonial administration got involved in education, this sector was seen as a potential source of a better and more efficient labour force. In this official thinking, through education Kenya would move fast into becoming self-sufficient. The government also wanted indigenous people to be given an education that would help it put into operation its doctrine of indirect rule through chiefs and headmen. These needs of the colonial administration for African education did concur with those of the Europeans settler community. The settlers needed an enlightened labour force that was capable of taking instructions both as house servants and farm workers. But more significantly, settlers relied on both the missionaries and colonial government for African educational development to offer the ‘right’ kind of education, whereas the colonial government was to control its level. Educational progress during the early period of colonial rule was directed more by the force of circumstances rather than be deliberate and well developed policy. In many cases, the policy that was laid down failed to meet practical needs. More often, policy was frustrated by the conflicting interests of the administrators, the settlers, the missionaries and with time, African interests. One can then observe if the development of African education in colonial Kenya, it was an unending struggle between conflicting interest groups. The first worthy involvement by the colonial government in educational development was in 1911. A department of education was set up with a Director, James R. Orr, at its helm. The Director was charged with the responsibility of the formulation of educational policy, its implementation and administration in general. The creation of this department followed a report on education in the East African Protectorate produced in 1909 by Prof. Nelson Frazer, a seasoned Briton on educational matters in India. He had been appointed as Educational Advisor to the British colonial enclaves of East Africa by the colonial office in London. With such an official capacity, Frazer’s report was taken seriously and its proposals followed. One of the lasting legacies of the Frazer Report was the recommendation that education in Kenya be developed along racial lines. African education rested at the bottom of a hierarchy that saw Arab/Asian and European education take prominence in that ascending order. This bottom position  meant that little could be achieved for indigenous Kenyans in terms of educational development. Indeed, throughout the colonial period, African education was treated as an education for the third class citizens. Frazer’s report also encouraged the teaching of technical/industrial education in African school to the chagrin of Africans who saw this as a play to keep them out of mainstream social, economic and political development. But for Frazer, such as education would help the government get more Africans with appropriate technical skills and thereby replace the expensive Asian artisans. Above all, technical education for many Africans was hoped to foster economic development fir the colony. It would then become self-sufficient. The colonial governments thrust into educational development can also be seen in the system of grants to mission schools that offered industrial education. Through the Department of Education, the government gave out grants on the basis of results. In other words, the more the candidates and the better their results in industrial subjects, the more certain a school would be of a government grant. Although for some time this measure was resisted by the missionaries, claiming that the government was overstretching its jurisdiction and that this education was costly, by 1912 industrial training in basic skills in smithing, carpentry, agriculture and even typing had started in many schools. Although the third way in which the colonial government got involved in educational development failed disastrously in its experimental schools at Kitui in 1909 for sons of chiefs and headmen, in 1913 the first official government African school was set up in Machakos. This was a central technical/teacher training school around which a system of village schools developed. The latter served as feeder schools to the former. With the progress of time, into the last half of the 2nd decade of the 20th Century, the government found it imperative to constitute an educational commission. This commission was to collect and collate the various views of the stakeholders on African education. Under the chairmanship of J. W. Barth, the Education commission of East Africa Protectorate of 1918 was required to, among other terms, â€Å"inquire into and report o the extent to which education should immediately be introduced among the native population throughout the protectorate. The report of the 1919 on African education did not offer anything to be applauded by Africans. It was observed that African education continue to emphasize technical/industrial training. This education had also to be religious/Christian but significantly, missionaries were to continue as the main providers of African education. Settler opinion was strongly opposed to the use of English in African schools. On the whole, these recommendations by the Report having been accepted by the colonial government clearly demonstrated where its learning was on the direction that African educations to follow. In general, we can observe, by the close of 1920, the colonial government had become yet another match-maker in the game of African education. Through the Department of Education and subsequently the outcome of the Education commission of 1918, the administration had begun to lay down policy guidelines on which future developments were to be aligned. Note that, this commission was the very first official organ that sought comprehensive information from people on the development of western education in colonial Kenya since 1895. Together with the Frazer Report of 1909, they formed the basis of education until 1949 when the Beecher Report was issued. AFRICAN INITIATIVES IN EDUCATIONAL DEVELOPMENT IN COLONIAL KENYA Indigenous Kenyans were actively involved in the development of their education during the colonial period. This participation was inevitable given the racial differentiation in educational development recommended by the Fraser Report of 1909. Although Africans began their own initiatives in the development of education as early as 1910, large scale developments were noticeable from the 1930s onwards. African initiatives in the development of their education can be distinguished in two separate approaches. There was the African independent schools movement and the Local Native Councils school movement. Though, by Kenya’s independence, the independent schools had been closed down for political reasons. As part of the African initiatives in the development of education, they had proved a notable success. In many ways, African initiatives in educational development had compelled the colonial administrative to give African education substantial attention. Independent School Movement The origins of the AIS movement began in 1910. This followed the breakaway by African Christians from missionary control. John Owalo, an adherent of various missionary groups in Nyanza and an experienced CMS school teacher, formed the LUO NOMIYA MISSION in 1910. Later on, this mission built churches and schools free from European missionary control. African independent schools movement was more pronounced in Central Kenya. This movement took root in the 1930s. An association KISA was formed in 1934 to run schools. A splinter group, KKEA, emerged soon thereafter and was more conservative and did not favour links with the colonial government. In essence, the AIS movement in this region spread fast resulting in the establishment of many schools. By 1939 these schools had a pupil population of 29, 964. In fact, by 1952 when the AIS were all closed down, their number was about 200 with a learner population of over 40,000. The epitome of the African independent school movement can be discerned in the establishment of Githunguri Teachers College in 1939. This shows that the movement had itself well entrenched that it was able to train its own teachers among other concerns. It is important to note that, the AIS movement was motivated largely by African aspirations on what type of education they thought appropriate. Africans also clamoured for freedom of choice and preservation of their cultural value. European missionary education was largely religious and vocational. Yet Africans wanted academic education. European missionaries wanted Africans to discard their traditions and this was unacceptable rightfully, to traditional African elders despite the fact that some had been converted to Christianity. Note also that, the African Independent Schools did not necessarily abandon the curriculum existing in the other schools. From 1936 these schools accepted to follow government curriculum. They only tried to fill in gaps. In fact the Government allowed AIS teachers to train at missions and government training institutions. Local Native Councils Schools African initiatives in educational development also received a boost with the establishment of the Local Native Councils in 1924. These councils were empowered among other activities to vote funds for educational purposes at elementary and primary school levels. A door had therefore been opened, so it seemed, for Africans to direct the course of their development in education. The colonial administration guided the LNCs in their endeavour to promote African educational opportunities. The LNCs were required to collect up-to 200,000/= to put up a school and have a further 26,000/= for the institution’s annual maintenance. The LNCs were also advised to refer to the intended institutions as Government African Schools (GAS). The 1930s saw many of the LNCs establish their schools. Kakamega GAS enrolled its first pupils in 1932. Kagumo GAS followed in 1933 and Kisii GAS in 1935. Note that these schools were intended to offer primary ‘C’ level of education i. e. standard IV to VI when they started. However, they had to lower their requirements due to unavailability of candidates. Although the Government desired that the curriculum for these schools emphasize industrial/vocational education, Africans generally supported literary and higher education for their children. Indeed, given the power of the African voice, the 1935 African Primary School syllabus de-emphasized technical/vocational education. African’s seriousness in the development of these schools is clearly seen in the fact that the three K schools were full primary institutions by 1938 i. e.offered PS Exam at end of standard VI. In 1946 they had grown into junior secondary schools. Before 1963, Kakamega and Kisii were preparing students for the Higher School Certificate Examination i. e. the basic university entry requirement at the time. The role of the LNCs in the advancement of African education during the colonial epoch was very prominent. Statistics show that these schools quickly outpaced the mission schools in examination results. For example, in the 1939 PS Examination, Kakamega alone had 8 passes compared to 4 from all mission primary schools in North Nyanza. Kagumo had 15 passes compared to 10 from all mission schools in the region. Many LNCs got encouraged and established their own schools. By 1945 LNC schools were 66. These schools had better terms of service for teachers than most mission schools. Conclusion From these two examples of African initiatives in the development of education in colonial Kenya, we can appropriately claim that Africans played an important role in promoting education. Africans, in the context of political, social and economic imperatives of that period, knew what type of education was necessary. Essentially it is their effort that compelled the colonial administration to institute appropriate regulations for the education sector. By the time of independence, indigenous Kenyans had vividly known the role of western education in their progress. They had also seen what results emerged from collective effort. Indeed through the AIS and LNC schools, the roots of the ‘Harambee movement’ in the development of the nation had found their depth. TECHNICAL/VOCATIONAL EDUCATION IN COLONIAL KENYA Introduction Technical or vocational education can be defined in various ways. UNESCO (1984) defines this education as one that involves, â€Å"in addition to general education, the study of technologies and related sciences and the acquisition of practice, skills and the knowledge relating to occupations in various sectors of economic and social life†. Omulando and Shiundu (1992) define technical education as â€Å"instruction in any subject which leads to production in industry, agriculture, trade and commerce†. Whatever definition, any reference to this type of education essentially connotes instruction in subjects that are largely practice/manual, outdoor, equipment-intensive, etc. In Kenya’s main-stream, education today includes subjects such as – Art and Crafts, Home Science, Agriculture, Business Education and Industrial Education. In the classification of the present 8-4-4 education system for the secondary school cycle, these subjects are in groups IV and V. In group IV are Home Science, Art, Agriculture, Electricity, Woodwork, Metal work, Building and Construction, Power Mechanics and Drawing and Design. Group V subjects include: Music, French, German, Arabic, Accounting, Commerce, Typing and Economics. Origins From the onset of Western education in Kenya, technical education was conceived and designed as the most suitable education for the indigenous people. A manual-based education for Africans was deemed appropriate due to a number of reasons. Among these reasons were the following: 1. Africans were of a low human species with a level of learning remarkably different from and inferior to that of the average European. In this case, Africans were well suited to menial and tedious occupations such as farming and unskilled labour provided that they could be taught to overcome their natural laziness. 2. Technical education as seen by the European Settlers would go along way in getting a critical mass of indigenous people with appropriate artisan skills that would render the hiring of the expensive Asian artisans redundant. On the part of Christian Missionaries, such an education for the Africans would lead to their self-sufficiency at the mission centres. 3. Non-academic education for Africans was found most suitable for it would make them passive and thereby being non-rebellious. Literary education offered elsewhere in British colonies had resulted in ‘unfortunate’ experiences for the colonists and this did not need to be repeated. Development Concerted effort by the colonial government to entrench technical education in African schools was begun shortly after 1911. Experimental grants were offered to some mission schools for the teaching of technical/vocational subjects. These grants-in-aid were given on the basis of student results. Through this effort by 1912, industrial training in basic skills such as smithing, carpentry, agriculture and typing had begun to take shape. The colonial government in 1913 set up her first African school at Machakos to offer both industrial and teacher training. The emphasis on technical/industrial education for indigenous people in Kenya received a major boost from the Phelps-Stokes Commission of 1924. This was an education commission set forth by the Colonial Office in London. Although largely reiterating the recommendations of the 1919 Education Commission of the East African Protectorate, the Phelps-Stokes Commission urged that education be adapted to the needs of the individual and the community. It believed that industrial training must provide the basis of African education in Kenya. For a people who were primarily land cultivators and animal keepers, agricultural education was considered an integral component of industrial/ vocational/ technical education. The colonial government found it prudent to establish more schools for Africans with an industrial/technical/vocational bias in this period. Some of the schools established included the Native Industrial Depot – Kabete (1924), Jeanes School – Kabete (1925), Coast Technical School – Waa (1921), Government School – Kapsabet (1925) and Maasai School – Kajiado (1926). Apart from the Jeanes School and Native Industrial Depot both at Kabete, the rest of the schools offered industrial education suited to their location. For example, the Maasai school at Narok emphasized more of animal husbandry and animal skin curing. More-so, the Kabete educational institutions offered technical education to people/learners who already had had exposure to technical education elsewhere. These institutions offered training on a national level. The curriculum of technical education in colonial Kenya, for Africans, was very simplistic. This was largely for reasons alluded to earlier. At the Jeanes school for instance, male teachers were taught songs, Swahili, Physical training and games, Religious and moral education, simple hygiene and sanitation, first-aid on fractures, cuts, burns, dysentery, pneumonia, plague and malaria, simple agriculture including ploughing, curing of animal skins and hides, the silk industry, black-smithing and tin-smithing. In essence, these courses were deemed basic for Africans’ sustenance. No provision was made for thorough in-depth study of the subjects. Although steps were put in place to emphasize technical education in African schools, by 1940 no commendable large-scale progress was in sight. In the case of Agriculture education, for example, whereas a committee in 1928 is on record to have recommended that agriculture be made compulsory and examinable in all rural schools of all grades, nothing was put to practice in this regard by 1940. Instead of Agriculture, Nature study took over as a school subject. This take-over meant that agricultural skills were only to be demonstrated in the school garden. Agriculture thus became non-compulsory in African schools. The Beecher Report (1949), otherwise referred to as the African Education Commission, decried/lambasted the minimal developments realized in technical education. One of the weaknesses noted was teachers’ lack of conviction and knowledge or training to facilitate the inculcation of the right attitude in students towards technical education. Most significant about the Report was its recommendation that, at primary school level due to the tender ages of the learners, no formal agricultural education be taught. Instead, schools were to encourage in learners a correct attitude towards agricultural labour and an appreciation of the significance of land. In order for technical education to thrive, the Report recommended, inter alia, constant supervision of the teachers’ attitude and encouragement of resolute partnership between schools and the relevant administrative departments. Although graduates of this education made an impact in their communities, on the whole, African did not receive this type of education with open arms. Political, educational and socio-economic reasons contributed to this cold  reception. Africans felt that it was a European ploy to teach them practical subjects so that they could remain inferior and their subordinates. This education as seen as mediocre and it hampered African political advancement. It is important to note that, in Asian and European schools in the colony no kind of technical education offered in African schools was taught. This difference concretized the African suspicion of the type of education given to them. Educationally, technical education failed since the syllabus lacked flexibility. More often, the syllabi made little provision for regional variations and thereby some programmes virtually failed. The co-operation sought between departments of Agriculture, Veterinary and Education was inadequate and sometimes contradictory. For example, visits by Agricultural Officers to schools hardly materialized. School calendar was sometimes not in consonance with peak times of agricultural activity. Education officers on their part sometimes lacked the necessary knowledge and even for the specialists they had little or no interest. Teachers often used extra work on the farm or in the workshop as a form of punishment. Some subjects, particularly Agriculture and Carpentry were not examinable at primary school level. This did not motivate learners to show seriousness. Furthermore, in cases where technical subjects failed to feature at secondary school level, learners hardly wanted to study them at the lower level. Technical education also failed due to what African viewed as proper education. Basically, Africans only saw academic education as the epitome of their children going to school. This meant that, nobody was enthusiastic about the success of technical education. Schooling was only meaningful if learners gained literary academic education. Socio-economic problems also hampered the success of technical education. It was not easy to acquire funds for purchase of farm and workshop equipment, leave alone acquiring farming land for schools. Since many schools did not receive government grants, they had to rely on local communities for their day-to-day running. However, the envisaged assistance was hard to come by particularly when the projects were for technical education. Parents decried the inclusion of this education in the curriculum and therefore could hardly contribute money to schools for their development. The colonial government’s policy on the growing of cash crops also served as an impediment to the flourishing of vocational education. Africans were not allowed to grow cash crops. Being allowed to grow subsistence crops alone could not easily lead to the much-needed economic empowerment for Africans. In such a situation, Africans saw no need of giving agricultural educational any seriousness. The lack of demand for people with industrial education skills in the labour market also went along way in curtailing the success of technical education. At this moment, white-collar jobs were more appealing. To secure such opportunities one needed to have had academic education. This scenario quickly reflected itself in learners’ choices of schools subjects. Technical subjects were rarely their priority. From the foregoing, technical/vocational education had very minimal chances for success. As political independence drew nearer in the early 1960s, more emphasis in education shifted towards academic education. Technical and vocational education only got prominence sometime into the independence era. This was mainly after 1970. Post-primary and secondary school and technical institutions sprouted in various parts of the country. Among these institutions were Village Youth Polytechnics and Institutes of Science and Technology. Technical/vocational education today is offered in a myriad of institutions ranging from those in mainstream education system to those organized by government ministries, churches and other NGOs. Conclusion Technical/vocational/industrial education in Kenya was originally conceived as an education of the social inferiors. This conception for a long time guided the development of this education. Policy stipulations for this education were founded on misconceptions. Besides, there was an unrealistic design for this education’s development. Out of this disposition, learners as well as teachers hardly gave the subject serious attention. This scenario meant that even after fifty years or more in operation, little meaningful results had been realized by 1963. The climax of this failure neglect can be discerned in the fact that, technical education was almost entirely disregarded in the education system conceived of immediately after Kenya’s independence.

Speech Language Pathology Research

Speech Language Pathology Research Language and speech are some of the most important human characteristics that differentiate people from other living organisms. Unfortunately, there are sometimes developmental abnormalities that cause children to have significant problems in recognizing and using language and speaking.Advertising We will write a custom critical writing sample on Speech Language Pathology Research specifically for you for only $16.05 $11/page Learn More An article titled â€Å"The Efficacy of Fast ForWord Language Intervention in School-Age Children with Language Impairment: A Randomized Controlled Trial† talks about the research that was produced to aid this problem, and what sort of outcomes came to be. The article describes several possible treatments and then, analyzes their effectiveness and longevity. There were four conditions set up: 1-Fast ForWord Language (FFW-L), 2-academic enrichment (AE), 3-computer-asssited language intervention (CALI), 4-individual lang uage intervention (ILI). All the methods had the same amount of repetitions and hours. All had a significant influence on the skills and learning, but FFW-L and CALI were most effective and earned higher scores in the follow up testing (Gillam et al., 2008). The article discusses outcomes, methods used and randomization. Most importantly, how children responded to a specific study is an appropriate start for future research. The rationale for conducting such a study is rather necessary to evolve the offered treatment and properly diagnose the condition. The interactions that a child experiences are much more influential at a younger age, so the intervention must be offered early. The article fails to mention that children are more observant than adults, and are mostly watching and making conclusions in their learning process. Thus, adults play a significant role in the way children perceive and use speech and language. The repetition of behaviors and mimicking are observed in many i nstances. Evidence from an experimental study has shown improvement, but it is not related to other instances in life. How well children write, use their imagination, crafts and regular behavior are not implemented into the study. It is possible that at some moments children might have a better predisposition or ability to speak, than at others. This might be related to the mood or attitude towards a specific situation or a general physical condition. In order to properly study the effectiveness of the research and improvement methods, many more aspects of the individual characteristics and social life must be taken into consideration.Advertising Looking for critical writing on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Control group and conditions were rather reliable. The fact that examiners were blindfolded excluded some form of bias and implication of the results. But nonetheless, the process of generalizing sp ecific rules and schemes from the observed behavior and conditions present in a test setting is questionable. In order to learn, a person must acquire knowledge about a certain concept and thus, develop a response to adequately deal with a situation. Recognition and cognitive processing of information is learned through participation in various activities, and the more social interaction there is, the better a child will adjust to the environment. As such, the rate of progress for a child in a test setting, home setting or social situation, as well as school, will be different. Randomization was varied according to the schools and assignments to a particular group and test setting. This is rather effective, as there were children who were placed into an examination directly, and those who were assigned randomly (Gillam et al., 2008). This allowed seeing the difference in the results according to the learning rate and retention. But, the unique nature of children had to be taken into account. Children will often have more connection with children of their own age, as they are able to relate to common themes. To make the study even more random, there must have been different settings with both adults and children. Some tests could even be conducted by older children or those who have the ability to participate in the study, but are of the same age. The measures were valid and reliable only to the study and conditions that were present in this particular examination. The repetition of the study and the examination of children within the 6 month period are not as reliable because the circumstances within that amount of time are not taken into consideration. Some children might have been resting more; there could have been extensive amounts of practice and study, as well as unnoticeable stimuli, such as parent’s affection, the influence of peers or environmental factors. There is no doubt that the study can be the basis for further research, but careful exam ination of a number of other factors must be conducted. The reported effect size varied according to each individual study. Posttest was highest for ILI and FFW-L treatments, whereas after 6 months, AE was highest with 1.34 and lowest for FFW-L with 0.93. Backward masking was the highest for CALI-post test 0.71 and 6 months at 1.14. Token test had FFW-L as most effective. And blending words show very close result with FFW-L being the highest at 0.79 and AE the lowest at -0.11 posttest, and 0.46 in 6 months (Gillam et al., 2008).Advertising We will write a custom critical writing sample on Speech Language Pathology Research specifically for you for only $16.05 $11/page Learn More The findings were important on both social and personal level. As this is a problem that can be improved, awareness and proper programs must be set in place to permit children to learn and adapt to their issue and the surrounding conditions. This type of research is aimed to underst and how the human brain works, and how people can help themselves in becoming more educated and skilled. Reference Gillam et al. (2008). The Efficacy of Fast ForWord Language Intervention in School-Age Children with Language Impairment: A Randomized Controlled Trial. Journal of Speech, Language, and Hearing Research. 51, 97-119.

James Longstreet - Civil War General

James Longstreet - Civil War General James Longstreet - Early Life Career: James Longstreet was born on January 8, 1821 in southwest South Carolina. The son of James and Mary Ann Longstreet, he spent his early years on the familys plantation in northeast Georgia. During this time, his father nicknamed him Peter due to his solid, rock-like character. This stuck and for much of his life he was known as Old Pete. When Longstreet was nine, his father decided that his son should follow a military career and sent him to live with relatives in Augusta to obtain a better education. Attending Richmond County Academy, he first attempted to gain admission to West Point in 1837. James Longstreet - West Point: This failed and he was forced to wait until 1838 when a relative, Representative Reuben Chapman of Alabama, obtained an appointment for him. A poor student, Longstreet was also disciplinary problem while at the academy. Graduating in 1842, he ranked 54th in a class of 56. Despite this, he was well-liked by the other cadets and was friends with future adversaries and subordinates such as Ulysses S. Grant, George H. Thomas, John Bell Hood, and George Pickett. Departing West Point, Longstreet was commissioned as a brevet second lieutenant and assigned the 4th US Infantry at Jefferson Barracks, MO. James Longstreet - Mexican-American War: While there, Longstreet met Maria Louisa Garland whom he would marry in 1848. With the outbreak of the Mexican-American War, he was called to action and came ashore near Veracruz with the 8th US Infantry in March 1847. Part of Major General Winfield Scotts army, he served in the siege of Veracruz and the advance inland. In the course of the fighting, he received brevet promotions to captain and major for his actions at Contreras, Churubusco, and Molino del Rey. During the assault on Mexico City, he was wounded in the leg at the Battle of Chapultepec while carrying the regimental colors. Recovering from his wound, he spent the years after the war stationed in Texas with time at Forts Martin Scott and Bliss. While there he served as the paymaster for the 8th Infantry and conducted routine patrols on the frontier. Though tension between the states was building, Longstreet was not a avid secessionist, though he was a proponent of the doctrine of states rights. With the outbreak of the Civil War, Longstreet elected to cast his lot with the South. Though he was born in South Carolina and was raised in Georgia, he offered his services to Alabama as that state had sponsored his admission to West Point. James Longstreet - Early Days of the Civil War: Resigning from the US Army he was quickly commissioned as a lieutenant colonel in the Confederate Army. Traveling to Richmond, VA, he met with President Jefferson Davis who informed him that had been appointed a brigadier general. Assigned to General P.G.T. Beauregards army at Manassas, he was given command of a brigade of Virginia troops. After working hard to train his men, he repelled a Union force at Blackburns Ford on July 18. Though the brigade was on the field during the First Battle of Bull Run, it played little role. In the wake of the fighting, Longstreet was irate that the Union troops were not pursued. Promoted to major general on October 7, he was soon given command of a division in the new Army of Northern Virginia. As he prepared his men for the coming years campaigning, Longstreet suffered a severe personal tragedy in January 1862 when two of his children died from scarlet fever. Previously an outgoing individual, Longstreet became more withdrawn and somber. With the beginning of Major General George B. McClellans Peninsula Campaign in April, Longstreet turned in a series of inconsistent performances. Though effective at Yorktown and Williamsburg, his men caused confusion during the fighting at Seven Pines. James Longstreet - Fighting with Lee: With the ascent of General Robert E. Lee to army command, Longstreets role increased dramatically. When Lee opened the Seven Days Battles in late June, Longstreet effectively commanded half the army and did well at Gaines Mill and Glendale. The remainder of the campaign saw him firmly cement himself as one of Lees chief lieutenants along with Major General Thomas Stonewall Jackson. With the threat on the Peninsula contained, Lee dispatched Jackson north with the Left Wing of the army to deal with Major General John Popes Army of Virginia.Longstreet and Lee followed with the Right Wing and joined Jackson on August 29 as he was fighting the Second Battle of Manassas. The next day, Longstreets men delivered a massive flank attack which shattered the Union left and drove Popes army from the field. With Pope defeated, Lee moved to invade Maryland with McClellan in pursuit. On September 14, Longstreet fought a holding action at South Mountain, before delivering a strong defensive performan ce at Antietam three days later. An astute observer, Longstreet came to grasp that the weapons technology available gave a distinct advantage to the defender. In the wake of the campaign, Longstreet was promoted to lieutenant general and given command of the newly-designated First Corps. That December, he put his defensive theory into practice when his command repulsed numerous Union assaults against Maryes Heights during the Battle of Fredericksburg. In the spring of 1863, Longstreet and part of his corps were detached to Suffolk, VA to collect supplies and defend against Union threats to the coast. As a result, he missed the Battle of Chancellorsville. James Longstreet - Gettysburg the West: Meeting with Lee in mid-May, Longstreet advocated for sending to his corps west to Tennessee where Union troops were winning key victories. This was denied and instead his men moved north as part Lees invasion of Pennsylvania. This campaign culminated with the Battle of Gettysburg on July 1-3. In the course of the fighting, he was tasked with turning the Union left on July 2 which he failed to do. His actions that day and the next when was charged with overseeing the disastrous Picketts Charge led many Southern apologists to blame him for the defeat. In August, he renewed his efforts to have his men transferred west. With General Braxton Braggs army under heavy pressure, this request was approved by Davis and Lee. Arriving during the early stages of the Battle of Chickamauga in late September, Longstreets men proved decisive and gave the Army of Tennessee one its few victories of the war. Clashing with Bragg, Longstreet was ordered to conduct a campaign against Union troops at Knoxville later that fall. This proved a failure and his men rejoined Lees army in the spring. James Longstreet - Final Campaigns: Returning to a familiar role, he led the First Corps in a key counterattack at the Battle of the Wilderness on May 6, 1864. While the attack proved critical in turning back Union forces, he was badly wounded the right shoulder by friendly fire. Missing the remainder of the Overland Campaign, he rejoined the army in October and was placed in command of the Richmond defenses during the Siege of Petersburg. With the fall of Petersburg in early April 1865, he retreated west with Lee to Appomattox where he surrendered with the rest of the army. James Longstreet - Later Life: Following the war, Longstreet settled in New Orleans and worked in several business enterprises. He earned the ire of other Southern leaders when he endorsed his old friend Grant for president in 1868 and became a Republican. Though this conversion earned him several civil service jobs, including US Ambassador to the Ottoman Empire, it made him a target of Lost Cause advocates, such as Jubal Early, who publically blamed him for the loss at Gettysburg. Though Longstreet responded to these charges in his own memoirs, the damage was done and the attacks continued until his death. Longstreet died on January 2, 1904 at Gainesville, GA and was buried at Alta Vista Cemetery. Selected Sources HistoryNet: James Longstreet Civil War: James Longstreet

Lines and Slopes ACT Math Geometry Review and Practice

Lines and Slopes ACT Math Geometry Review and Practice SAT / ACT Prep Online Guides and Tips You’ve dealt with the basics of coordinate geometry and points (and if you haven’t already, you may want to take a minute to refresh yourself) and now it’s time to look at the ins and outs of lines and slopes on the coordinate plane. This will be your complete guide to lines and slopeswhat slopes mean, how to find them, and how to solve the many types of slope and line equation questions you’ll see on the ACT. What are Lines and Slopes? If you’ve gone through the guide on coordinate geometry, then you know that coordinate geometry takes place in the space where the $x$-axis and the $y$-axis meet. Any point on this space is given a coordinate point, written as $(x, y)$, that indicates exactly where the point is along each axis. A line (or line segment) is a marker that is completely straight (meaning it has no curvature). It is made up of a series of points and and connects them together. A slope is how we measure the slant/steepness of a line. A slope is found by finding the change in distance along the y axis over the change in distance along the x axis. You have probably heard how to find a slope by finding the "rise over run." This means exactly the same thingchange in $y$ over change in $x$. $${\change \in y}/{\change \in x}$$ Let's look at an example: Say we are given this graph and asked to find the slope of the line. We must see how both the rise and the run change. To do this, we must first mark points along the line to in order to compare them to one another. We can also make life easier on ourselves by marking and comparing integer coordinates (places where the line hits at a corner of $x$ and $y$ measurements.) Now we have marked our coordinate points. We can see that our line hits at exactly: $(-3, 5)$, $(1, 0)$, and $(5, -5)$. In order to find the slope of the line, we can simply trace our points to one another and count. We've highlighted in red the path from one coordinate point to the next. You can see that the slope falls (has a negative "rise") of 5. This means the rise will be -5. The slope also moves positively (to the right) 4. Thus, the run will be +4. This means our slope is: $-{5/4}$ Properties of Slopes A slope can either be positive or negative. A positive slope rises from left to right. A negative slope falls from left to right. A straight line has a slope of zero. It will be defined by one axis only. $x = 3$ $y = 3$ The steeper the line, the larger the slope. The blue line is steepest, with a slope of $3/2$. The red line is shallower, with a slope of $2/5$ Now that we've gone through our definitions, let us take a look at our slope formulas. Line and Slope Formulas Finding the Slope $${y_2 - y_1}/{x_2 - x_1}$$ In order to find the slope of a line that connects two points, you must find the change in the y-values over the change in the x-values. Note: It does not matter which points you assign as $(x_1, y_1)$ and $(x_2, y_2)$, so long as you keep them consistent. Find the slope of the line with coordinates at (-1, 0) and (1, 3). Now, we already know how to count to find our slope, so let us use our equation this time. ${y_2 - y_1}/{x_2 - x_1}$ Let us assign the coordinate (-1, 0) as $(x_1, y_1)$ and (1, 3) as $(x_2, y_2)$. $(3 - 0)/(1 - -1)$ $3/2$ We have found the slope of the line. Now let's demonstrate why the equation still works had we switched which coordinate points were $(x_1, y_1)$ and which were $(x_2, y_2)$. This time, coordinates (-1, 0) will be our $(x_2, y_2)$ and coordinates (1, 3) will be our $(x_1, y_1)$. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - 3)/(-1 - 1)$ ${-3}/{-2}$ $3/2$ As you can see, we get the answer $3/2$ as the slope of our line either way. The Equation of a Line $$y = mx + b$$ This is called the â€Å"equation of a line,† also known as an line written in "slope-intercept form." It tells us exactly how a line is positioned along the x and y axis as well as how steep it is. This is the most important formula you’ll need when it comes to lines and slopes, so let’s break it into its individual parts. $y$ is your $y$-coordinate value for any particular value of $x$. $x$ is your $x$-coordinate value for any particular value of $y$. $m$ is the measure of your slope. $b$ is the $y$-intercept value of your line. This means that it is the value along the $y$-axis that the line hits (remember, a straight line will only hit each axis a maximum of one time). For this line, we can see that the y-intercept is 3. We can also count our slope out or use two sets of coordinate points (for example, $(-3, 1)$ and $(0, 3)$) to find our slope of $2/3$. So when we put that together, we can find the equation of our line at: $y = mx + b$ $y = {2/3}x + 3$ Remember: always re-write any line equations you are given into this form! The test will often try to trip you up by presenting you with a line NOT in proper form and then ask you for the slope or y-intercept. This is to test you on how well you're paying attention and get people who are going too quickly through the test to make a mistake. What is the slope of the line $3x + 12y = 24$? First, let us re-write our problem into proper form: $y = mx + b$ $3x + 12y = 24$ $12y = -3x + 24$ $y = -{3/12}x + 24/12$ $y = -{1/4}x + 2$ The slope of the line is $-{1/4}x$ Now let’s look at a problem that puts both formulas to work. For some real number A, the graph of the line $y=(A+1)x +8$ in the standard $(x,y)$ coordinate plane passes through $(2,6)$. What is the slope of this line? A. -4B. -3C. -1D. 3E. 7 In order to find the slope of a line, we need two sets of coordinates so that we can compare the changes in both $x$ and $y$. We are given one set of coordinates at $(2, 6)$ and we can find the other by using the $y$-intercept. The $b$ in the equation is the y-intercept (in other words, the point at the graph where the line hits the y-axis at $x = 0$). This means that, for the above equation, we also have a set of coordinates at $(0, 8)$. Now, let’s use both sets of coordinates- $(2, 6)$ and $(0, 8)$- to find the slope of the line: ${y_2 - y_1}/{x_2 - x_1}$ $(8 - 6)/(0 - 2)$ $-{2/2}$ $-1$ So the slope of the line is -1. Our final answer is C, -1. (Note: don’t let yourself get tricked into trying to find $A$! It can become instinct when working through a standardized test to try to find the variables, but this question only asked for the slope. Always pay close attention to what is being asked of you.) Perpendicular Lines Two lines that meet at right angles are called â€Å"perpendicular.† Perpendicular lines will always have slopes that are negative reciprocals of one another. This means that you must reverse both the sign of the slope as well as the fraction. For example, if a two lines are perpendicular to one another and one has a slope of 4 (in other words, $4/1$), the other line will have a slope of $-{1/4}$. Parallel Lines Two lines that will never meet (no matter how infinitely long they extend) are said to be parallel. This means that they are continuously equidistant from one another. Parallel lines have the same slope. You can see why this makes sense, since the rise over run will always have to be the same in order to ensure that the lines will never touch. No matter how far they extend, these lines will never intersect. What is the slope of any line parallel to the line $8x+9y=3$ in the standard $(x,y)$ coordinate plane? F. -8G. $-{8/9}$H. $8/3$J. 3K. 8 First, let us re-write our equation into proper slope-intercept equation form. $8x + 9y = 3$ $9y = -8x + 3$ $y = -{8/9} + 1/3$ Now, we can identify our slope as $-{8/9}$. We also know that parallel lines have identical slopes. So all lines parallel to this one will have the slope of $-{8/9}$. Our final answer is G, $-{8/9}$. A...valiant attempt to be parallel. Typical Line and Slope Questions Most line and slope questions on the ACT are quite basic at their core. You’ll generally see two to three questions on slopes per test and almost all of them will simply ask you to find the slope of a line when given coordinate points or intercepts. The test may attempt to complicate the question by using other shapes or figures, but the questions always boil down to these simple concepts. Just remember to re-write any given equations into the proper slope-intercept form and keep in mind your rules for finding slopes (as well as your rules for parallel or perpendicular lines), and you’ll be able to solve these types of problems easily. What is the slope of the line through $(5,-2)$ and $(6,7)$ in the standard $(x,y)$ coordinate plane? F. $9$G. $5$H. $-5$J. $5/11$K. $-{5/11}$ We have two sets of coordinates, which is all we need in order to find the slope of the line which connects them. So let us plug these coordinates into our slope equation: ${y_2 - y_1}/{x_2 - x_1}$ $(7 - 2)/(6 - -5)$ $5/11$ Our final answer is J, $5/11$ Despite the fact that we are now working with figures, the principle behind the problem remains the samewe are given a set of coordinate points and we must find their slope. From C to D, we have coordinates (9, 4) and (12, 1). So let us plug these numbers into our slope formula: ${y_2 - y_1}/{x_2 - x_1}$ $(1 - 4)/(12 - 9)$ $-3/3$ $-1$ Our final answer is B, $-1$. As you can see, there is not a lot of variation in ACT question on slopes. So long as you keep track of the coordinates you’ve assigned as $(x_1, y_1)$ and $(x_2, y_2)$, and you make sure to keep track of your negatives and positives, these questions should be fairly straightforward. How to Solve a Line and Slope Problem As you go through your line and slope problems, keep in mind these tips: #1: Always rearrange your equation into $y = mx + b$ If you are given an equation of a line on the test, it will often be in improper form (for example: $10y + 15x = 20$). If you are going too quickly through the test or if you forget to rearrange the given equation into proper slope-intercept form, you will misidentify the slope and/or the y-intercept of the line. So always remember to rearrange your equation into proper form as your first step. $10y + 15x = 20$ = $y = -{3/2}x + 2$ #2: Remember your $\rise/\run$ Our brains are used to doing things "in order," so it can be easy to make a mistake and try to find the change in $x$ before finding the change in $y$. Keep careful track of your variables in order to reduce careless mistakes like this. Remember the mantra of "rise over run" and this will help you always know to find your change in $y$ (vertical distance) over your change in $x$ (horizontal distance). #3: Make your own graph and/or count to find your slope Because the slope is always "rise over run," you can always find the slope with a graph, whether you are provided with one or if you have to make your own. This will help you better visualize the problem and avoid errors. If you forget your formulas (or simply don't want to use them), simply draw your own graph and count how the line rises (or falls). Next, trace its "run." By doing this, you will always find your slope. Now let's put your newfound knowledge to the test! Test Your Knowledge Now that we’ve walked through the typical slope questions you’ll see on the test (and the few basics you’ll need to solve them, let’s look at a few real ACT math examples: 1. 2. Which of the following is the slope of a line parallel to the line $y={2/3}x-4$ in the standard $(x,y)$ coordinate plane? A. $-4$B. $-{3/2}$C. $2$D. $3/2$E. $2/3$ 3. When graphed in the standard $(x,y)$ coordinate plane, the lines $x=-3$ and $y=x-3$ intersect at what point? A. $(0,0)$B. $(0,-3)$C. $(-3,0)$D. $(-3,-3)$E. $(-3,-6)$ Answers: D, E, E Answer Explanations: 1. You can solve this problem in one of two waysby counting directly on the graph, or by solving for the changes in $x$ and $y$ algebraically. Let’s look at both methods. Method 1- Graph Counting The question was generous in that it provided us with a clearly marked graph. We also know that our slope is $-{2/3}$, which means that we must either move down 2 and over 3 to the right, or up 2 and over 3 to the left to keep our movement across a negative slope line consistent. If you use this criteria to count along the graph, you will find that you hit no marked points by counting up 2 and over 3 to the left, but you will hit D when you go down 2 and over 3 to the right. So our final answer is D. Method 2- Algebra Alternatively, you can always use your slope formula to find the missing coordinate points. If we start with our coordinate points of $(2, 5)$ and our slope of $-{2/3}$, we can find our next two coordinate points by counting finding the changes in our $x$ and $y$. Our first coordinate point of $(2, 5)$ has a $y$ value of 5. We know, based on the slope of the line that the change in $y$ is +/- 2. So our next coordinate point must have a $y$ value of either: $5 + 2 = 7$ Or $5 - 2 = 3$ This means we can eliminate answer choices B and C. Now we can do the same for our x-coordinate value. We begin with $(2, 5)$, so our $x$ value is 2. Because the line has a slope of $-{2/3}$, our x-coordinate change at a rate of +/- 3. This means our next x-coordinate values must be either: $2 + 3 = 5$ Or $2 - 3 = -1$ Now, we must put this information together. Because our slope is negative, it means that whatever change one coordinate undergoes, the other coordinate must undergo the opposite. So if we are adding the change in $y$, we must then subtract our change in $x$ (or vice versa). This means that our coordinate points will either be $(5, 3)$ or $(-1, 7)$. (Why? Because 5 comes from adding our change in $x$ and 3 comes from subtracting our change in $y$, and -1 comes from subtracting our change in $x$ and 7 comes from adding our change in $y$.) The only coordinates that match are at D, $(5, 3)$. Our final answer is D. 2. This question is simple so long as we remember that parallel lines have the same slopes and we know how to identify the slope of an equation of a line. Our line is already written in proper slope-intercept form, so we can simply say that the line $y = {2/3}x - 4$ has a slope of $2/3$, which means that any parallel line will also have a slope of $2/3$. Our final answer is E, $2/3$ 3. This question may seem confusing if you’ve never seen anything like it before. It is however, a combination of a simple replacement in addition to coordinate points. We are given that $x = -3$ and $y = x - 3$, so let us replace our $x$ value in the second equation to find a numerical answer for $y$. $y = x - 3$ $y = -3 - 3$ $y = -6$ Which means that the two lines will intersect at $(-3, -6)$. Our final answer is E, $(-3, -6)$. A good test deserves a good break, don't you think? The Take-Aways Though the ACT may present you with slightly different variations on questions about lines and slopes, these types of questions will always boil down to a few key concepts. Once you've gotten the hang of finding slopes, you'll be able to breeze through these questions in no time. Make sure to keep track of your negatives and positives and remember your formulas, and you’ll be able to take on these kinds of questions with greater ease than ever before. What’s Next? Whew! You may know all you need to for ACT coordinate geometry, but there is so much more to learn! Check out our ACT Math tab to see all our individual guides to ACT math topics, including trigonometry, solid geometry, advanced integers, and more. Think you might need a tutor? Take a look at how to find the right math tutor for your needs and budget. Running out of time on ACT math? Check out how to buy yourself more time on ACT math and complete your section on time. Looking to get a perfect score? Our guide to getting a 36 on ACT math will help you iron out those problem areas and set you on the path to perfection. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Future Planning Research Paper Example | Topics and Well Written Essays - 1000 words

Future Planning - Research Paper Example   Future planning in the education sector can thus be summarized as the process of setting out in advance procedures, policies and set standards that enable the full attainment of the educational objectives. The future planning must be carried out in advance, identify the strategies and taking into consideration the level of expertise that is needed to implement the plan to completion (Fujimoto, 2012).Characteristics of future planningFuture planning has four major characteristics namely the primacy of planning, the future-oriented aspect, mission-oriented and being pervasive. The pervasive aspect of future planning is seen in the fact that it cuts across the various level of management as well as covering all the managerial functions (Selingo, 2013). This ensures that all the activities are undertaken so that no duty is left out unattended. The mission-oriented aspect of future planning is seen by the fact that it includes the mapping out process or the charting of the activities in a manner that assists in the satisfaction of human wants. It takes into consideration the past trends as well as the present happenings so that they can be used to accurately predict what is likely to happen in the future. The future can either be short-term or long-term depending on the sole objectives of the organization. Future planning structuresFuture planning in higher education institutions must take into consideration a number of issues that rotate around internal and external governance.   

Developing an evaluation plan Essay Example | Topics and Well Written Essays - 750 words

Developing an evaluation plan - Essay Example The survey will be done on the nurses before and after the initiation of the change as indicated; their perceptions and attitudes will be particularly studied. The perceptions and the attitudes of the patients will be also be surveyed. Another method that will be used to evaluate the plan is to compare the probability of cardiovascular risk among individuals who exercise and those who do not based on their age and gender. Variables to be used include staff perceptions and attitudes, and patient perceptions and attitudes. The tools that will be used to educate the project participants and assess the project outcomes include questionnaires, PowerPoint slides, surveys, teaching materials, posters, activity log and handouts. Survey uses a collection of predetermined questions concerning particular topics (in this case, exercise and the risk of cardiovascular disease) that the target audience answers. Activity log utilizes staff report of daily activities (Zarinpoush, 2006). Survey as an evaluation tool will especially be used for its ease of use and capacity to evaluate people’s attitudes toward the proposed propject. The survey will particularly be used to evaluate nurses and patients attitudes toward the proposed project. ... Based on the results, the necessary changes will be instituted. Disseminating Evidence Effective dissemination can be described as a way in which the recipients are engaged in a process such as one which requires increased awareness, commitment, action, and understanding. The most common ways of disseminating evidence include websites, direct mail, and newsletters. In this case, the evidence will be disseminated using methods such as websites, newsletters, reports, e-mail, workshops, briefings, and conferences. A briefing can permit the implementation plan manager to summarize the project’s work and update the stakeholders of its progress. The website permits easy access to the information concerning the project and can be easily updated. However, it is important that the target audience be informed of the presence of the project on the website so that they can gain interest to visit the site. Once the site has been accessed by the stakeholders, it is important to ensure that they constantly visit the site for more information (Harmsworth and Turpin, 2000). Conferences can disseminate the evidence very well but they can be time-consuming and costly if they are not planned well. Thus, it is important to plan early in advance for the conference. Unlike conferences, workshops usually target smaller groups of participants and they entail a higher or active level of engagement with the target audience (Harmsworth and Turpin, 2000). In a nutshell, dissemination of the evidence will be done using conferences, workshops, reports, emails, newsletters, briefings and websites. It is important to mention that the target audience (nurses and other stakeholders)

Reflection Essay Example | Topics and Well Written Essays - 250 words - 71

Reflection - Essay Example Mentorship will be the first developmental strategy and will be the primary strategy in my first year of development, and later a secondary strategy. Professional workshop will be my secondary strategy in my first and second year of development while academic learning will be my key strategy in my second year. I will evaluate my progress after the end of each development strategy and self-assessment and independent assessment by a human resource personnel will evaluate my mentorship and workshops’ outcomes while academic tests will evaluate my academic outcomes. Success in developing these skills will be of great value to a potential employer. With communication and interpersonal competencies, together with leadership and adaptability potentials, I shall be able to organize and coordinate activities in the employer’s business towards effective and efficient operations. Research and decision-making skills will also ensure sound decisions towards the employer’s interests. Developing these skills therefore promises my intra and interpersonal competencies for attaining objectives of a potential

Company Law Essay Example | Topics and Well Written Essays - 1750 words - 1

Company Law - Essay Example In recent years, UK government measures increasingly impinge on privacy. This was after the enactment of the Regulation of Investigatory Powers (RIP) Act of 2000 that has granted more powers to the UK government to intercept different kinds of information. The main reason for the enactment of the RIP Act was to ensure that security and law enforcement agencies in the UK had enough powers granted to them, so as to be able to do their jobs effectively, especially with the growth of new technologies that have raised security concerns. With this, it is clear that â€Å"the UK views cyber attacks against individuals and corporations as civil and criminal issues that can be handled accordingly.†4 However, the act has profound effects on organizations and investors associated with the UK. Consequently, there have been concerns raised over the regulation of such powers and the fact that most investors and shareholders would prefer to only have very little of their information intercep ted and disclosed. Regulation of Investigatory Powers (RIP) Act of 2000 This act incorporates monitoring and interception of communications. â€Å"RIP dictates that every electronic communication has to be sent to the Government Technical Assistance Center (GTAC).†5 In the case that a warrant for the disclosure of information is issued, the person whom protected material is addressed to is required to disclose the information. Investigatory powers covered by the act include the obtaining of communication data, the interception of communications, hidden surveillance in particular operations, intrusive surveillance, legal right to encrypted information, and the use of undercover officers, informants, and agents.6 Under the RIP Act of 2000, all Internet Service Providers are required to intercept all communications data created, sent, or transmitted through the United Kingdom’s networks, and route it to the Government Technical Assistance Center. The RIP Act 2000 supports tipping-off of employers and companies by employees. Upon request by the government of the UK, any company official is required to surrender any requested information, and the law bares him or her from informing anyone about such an action, including the security staff, senior management, and employers.7 There are punishments for those who violate tipping-off regulations by informing others that they have disclosed private information, and such offenders get up to five years imprisonment. International companies and stakeholders associated with the UK are very uncomfortable with this law, since they might operate assuming that they hold secure company information, while the UK may have gotten well aware about it through interception. Impacts of the Regulation of Investigatory Powers (RIP) Act of 2000 The United Kingdom’s RIP Act 2000 is a great invasion of privacy for different parties. This is because the act allows interception of internet communications, gives legal right s to access of encrypted information, and allows surveillance. Companies and individuals are required by the UK

Enterprenureship and venture creation Coursework

Enterprenureship and venture creation - Coursework Example This is essential because of the utilization of local skills to enhance development strategies within the society (Macko and Tadeusz, 2009 P.469). Andy Harsley was a risk taker because he initiated a business by investing in the reusable polythene band used for tying up bin bags, cables or saplings. He also possesses the characteristic of being an opportunist for the identification of the market gap in the polyurethane industry. As a result, in the opportunity phases, Harsley was capable to discover than polyethylene straps were lacking in the market for tying up items. During the start-up of his venture, Harsley possess the trait of being optimistic for he knew that the business could strive for greater heights. Q3. How did her identified skills/characteristics if any help Karen Lowthrop succeed and pursue her idea/vision? If you do not feel any entrepreneurial talent was exhibited, please make your argument accordingly Karen Lowthrop’s success to pursue her vision depended on her passion to conserve the environment. This skill was instrumental because it assisted her to be a social entrepreneur whose intention was geared towards helping the entire society. This is an entrepreneurial skill because it facilitated the creation of employment to others and sustained societal development. Entrepreneurial styles are numerous because people invest in different areas that require independent abilities and skills. This implies that the nature of the business shall determine the entrepreneurial style to adopt. An intrapreneur is a person who manages and utilizes resources within a large firm by not incurring risks related with those activities. They use the resources provided by an organization to generate creativity and enhance sustenance of the firm. In this regard, intrepreneurs are people who employ the resources of an organization to come up with entrepreneurial activities (Macko and Tadeusz, 2009 P.

Company Law Essay Example | Topics and Well Written Essays - 1750 words - 1

Company Law - Essay Example In recent years, UK government measures increasingly impinge on privacy. This was after the enactment of the Regulation of Investigatory Powers (RIP) Act of 2000 that has granted more powers to the UK government to intercept different kinds of information. The main reason for the enactment of the RIP Act was to ensure that security and law enforcement agencies in the UK had enough powers granted to them, so as to be able to do their jobs effectively, especially with the growth of new technologies that have raised security concerns. With this, it is clear that â€Å"the UK views cyber attacks against individuals and corporations as civil and criminal issues that can be handled accordingly.†4 However, the act has profound effects on organizations and investors associated with the UK. Consequently, there have been concerns raised over the regulation of such powers and the fact that most investors and shareholders would prefer to only have very little of their information intercep ted and disclosed. Regulation of Investigatory Powers (RIP) Act of 2000 This act incorporates monitoring and interception of communications. â€Å"RIP dictates that every electronic communication has to be sent to the Government Technical Assistance Center (GTAC).†5 In the case that a warrant for the disclosure of information is issued, the person whom protected material is addressed to is required to disclose the information. Investigatory powers covered by the act include the obtaining of communication data, the interception of communications, hidden surveillance in particular operations, intrusive surveillance, legal right to encrypted information, and the use of undercover officers, informants, and agents.6 Under the RIP Act of 2000, all Internet Service Providers are required to intercept all communications data created, sent, or transmitted through the United Kingdom’s networks, and route it to the Government Technical Assistance Center. The RIP Act 2000 supports tipping-off of employers and companies by employees. Upon request by the government of the UK, any company official is required to surrender any requested information, and the law bares him or her from informing anyone about such an action, including the security staff, senior management, and employers.7 There are punishments for those who violate tipping-off regulations by informing others that they have disclosed private information, and such offenders get up to five years imprisonment. International companies and stakeholders associated with the UK are very uncomfortable with this law, since they might operate assuming that they hold secure company information, while the UK may have gotten well aware about it through interception. Impacts of the Regulation of Investigatory Powers (RIP) Act of 2000 The United Kingdom’s RIP Act 2000 is a great invasion of privacy for different parties. This is because the act allows interception of internet communications, gives legal right s to access of encrypted information, and allows surveillance. Companies and individuals are required by the UK

EXAMINING THE U.K EXPERIENCE OF NATIONALIZATION BETWEEN 1946 AND 1986 Essay

EXAMINING THE U.K EXPERIENCE OF NATIONALIZATION BETWEEN 1946 AND 1986 AND INDICATING WHAT FACTORS IGHT BE CONSIDERED AS RELEVANT WHEN MAKING A DECISION TO NATIO - Essay Example (Cairncross, 1986) The fragmented coal industries were nationalised and so were the railway, steel and telecommunication industries. Utilities were also nationalised by the Labour government. (Tomlinson, 1982; Durbin, 1985) The ideological basis for nationalisation in 1946 U.K. could be summed up in Attlee’s words: â€Å"a mixed economy developing toward socialism.... The doctrines of abundance, of full employment, and of social security require the transfer to public ownership of certain major economic forces and the planned control in the public interest of many other economic activities.† (quoted by Yergin and Stanislaw, 1998 p.27) Tomlinson (n.d.) on the other hand views the ideological basis for nationalisation in the UK as reflective of two different epochs – the 1930s-1940s reflecting the socialist planned economy paradigm, and the 1950s-1970s reflecting a social democratic economic paradigm. Thus, Attlee’s vision of nationalisation in the UK could be categorised under Tomlinson’s 1930s-1940s socialist ideological era. It was held that the fragmented nature of privately owned industries (like the coal industry which then provided about 90 per cent of the UK’s energy needs) were inefficient, had experienced under-investment, and lacked scale. (Hannah, 2004) Nationalisation was thus seen as a medium for pulling together resources and implementation of new technologies on a national scale for the functioning of industries. This, it was envisaged, would result in efficient running of industries culminating in the â€Å"achievement of the national objectives of economic development and growth, full employment, and justice and equality†. (Yergin and Stanislaw, 1998 p. 25; Robson, 1962) Nationalisation was thus also a means for salvaging a non-performing and failing private sector so as to harness resources for economic development. It can be argued that nationalisation became a

Factors affecting the resistance of a wire Essay Example for Free

Factors affecting the resistance of a wire Essay The graph is directly proportional (perfectly straight, through 0,0. ) There is definitely some relationship between length and resistance and there is very little chance that the points should be interpreted as a curve. I think that I can strongly conclude that increase in resistance is proportional to increase in length of wire. I would say that my graph supports this. I could use my results to conclude that the relationship is directly proportional. My conclusion can be backed up with scientific knowledge. Current is a free moving flow of electrons. Resistance reduces the flow of electrons. This resistance occurs when the electrons, that are attracted to the positive side of the cell, bump into the fixed lattice nuclei of the material that they are flowing through. This means the path of the electrons is erratic as they are changing direction. The more material there is for the electrons to flow through the more fixed lattice nuclei there are. More nuclei mean more bumping and therefore higher resistance. Increasing the length of a wire will increase the number of lattices. A larger number of lattices mean more for electrons to bump into and therefore more resistance. I could also conclude, though not as strongly, that when cross sectional area is increased resistance decreases. This means that thicker wire has less resistance than the thinner wire (Nichrome 28 the preliminary results, compared to Constantan 28) even when they were the same lengths. This would be because there is more space for the same amount of electrons to move in, so making the path of each electron less erratic. The less erratic the path the less resistance. The reason I cannot strongly conclude is that I only tried two different wire diameters. My results do not correspond exactly with my predictions, but they do match reasonably well. I predicted that the length would be directly proportional to the resistance, and I have found that this is so. Not all of my points were reasonably close to the best-fit line and I found that I had some anomalous results, e. g. at 40cm and 50cm, the points are quite far away from the points. This could be due to inaccuracy, or overheating of the wire. Then, at 60cm, the resistance increases dramatically and continues to rise quite steeply. From 60cm, I think I am able to say then only 90cm is an anomalous result. Evaluation I think that the experiment did not work very well. I say this because my graphs had some anomalous results and that my results did not support my predictions very well. I also think that my results were not reliable. My preliminary results did not give a graph of the same pattern as my proper results. I therefore would say that my results are not reproducible. If I were to do the experiment again I would just expand on what was already done. I would increase the range; the length of the wire, to say 2 meters or as high as was possible for the laboratory. I would also change the number of results for instance measuring voltage and current every 5-cm rather than every 10 cm. I would repeat results as much as possible, for instance 5 times rather than 3. I think that to say that my results are very anomalous would be untrue. Although none of the results are actually on the best-fit line, none are too far off, except for 40cm 50cm and 90cm. With all this taken into account, I would say that my results strongly support a firm conclusion. The reasons for this are that there are a reasonable amount of results taken over a suitable range and that the results have been repeated. The equipment that I used seemed suitable. The wire quite straight though not as straight as it could have been. The ammeters and voltmeters I used worked well and had good scales with easy to read markings. I would say that they gave accurate results. Also, I did not notice too much zero error on the meters (when the pointer did not go back to zero). There would be two pieces of alternative equipment that could be used. Firstly, the wire could be replaced with something thicker that would not bend as much and so would make for more reliable length measurements. Secondly, the ammeter and voltmeter could be replaced by digital versions. This would eliminate some human error as the mechanical ones that I used could be misread if looked at from an angle. Problems I had in procedure were the wire not being straight and temperature of the wire increasing. This meant the experiment was a fair test only to a certain extent. To change the non-straight wire problem I would rub it with a flat-sided object, such as a hard piece of wood. This would straighten out some of the bends. To stop temperature effecting earlier results so drastically I would take reading as quickly as possible. This would give the wire less chance to heat up. Further experiments that would extend this work could include varying cross-sectional surface area further (rather than only trying two) and seeing how different materials effect resistance. Voltage applied and insulating the wire could also be tried. Yael Levey 11JS Physics Coursework 26/04/07 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Is multicultural-nationalism possible?

Is multicultural-nationalism possible? Introduction: Nations- states used to be the premier and most important form of human gathering, where this implies that this entity does have the necessary requirements of existence as a state such as (people, territory, sovereignty, etc) along with having just one nation within its territorial borders. This was later changed due to the influx of immigration all over the world where immigrants move between countries either because of wars or seeking employment and better economic conditions or any other necessitating reason. This phenomenon led to the situation we are facing recently that almost all states now are culturally or religiously or ethnically diverse. Popper states this in such a criticizing way, Principle of the national state is not only inapplicable†¦it is a myth†¦and utopian dream†¦. So, having multinational states became a fact that we have to deal with. The coinciding between the states borders and the inclusion of a nation is no longer the only form of countries. There are even cases when there are stateless nations. This made Connor observes that now we can almost find only seven nation-states remaining, he named them: the Netherlands, Denmark, Portugal, Japan, Luxembourg, Iceland and Norway. To be able to deal with such multinational states, we need to understand what both (multiculturalism and nationalism) mean. This will help us answer the main question of the paper; whether multicultural nationalism is applicable or not? Nationalism and multiculturalism: Nationalism is deeply related to nations, being the social phenomenon that refers to the unique relation between individuals and their homeland. Citizens identify with their nation through the commonalities they share (history, values, myths, identity, language, customs †¦etc). A central aspect of nationalism is that the individuals identity is being formulated through their membership to their society. Nationalism has different forms where Sweeney identifies four types: The Civic Nationalism which is a desirable form of nationalism since it focuses on the civic values that unites the citizens, it stresses on both the territorial and cultural bonds and thus manages to recognize the various ethnic communities. The Ethnic Nationalism whose focal point is the common descent. The State Nationalism which calls for the superiority and the dominance of the ethnicity of the majority and finally Multicultural Nationalism which is a new phenomenon arising form the era of globalization we are living in and the high degree of interdependence that we witness all over the globe. Usually, both (civic and state nationalisms) are referred to as top-down nationalism being directed by the state institutions, unlike the (ethnic nationalism) which depends upon the public, arising from the bottom to up. From Sweeneys famous typology, we can see how both the ethnic and state nationalisms are traditional forms of nationalism , unlike the other two types which are more modern and also similar in some aspects. Brown defines multicultural nationalism as, a vision of community which respects and promotes the cultural economy and status equality of its component ethnic group. This means it goes beyond the mere civic tolerance towards the different communities within the society, rather it respects them and is interested in such diversity. That is why I consider it wider than the civic nationalism since it encompasses it all; recognition of diversity, tolerance, respect and interest in promoting such diversity through different governmental and societal mechanisms. Generally, Nationalism is perceived as a positive movement which is needed to strengthen the loyalty of nationals towards their country, uniting them to fulfil the national interests. But with the rise of multinational states, whether due to the existence of minorities, immigrants or indigenous groups, this claim is being questioned. Nationalism is no longer merely perceived as a positive force, rather now it is a double sided force. Through observing history we notice how sometimes violent banal nationalist movements lead to bloody wars and confrontations between different national groups especially when each of them is promoting their nationalism or if there is a minority which is calling for self independence. This can be seen clearly in what used to happen between the Scottish and the British in the United Kingdom. Thus, a rationalization of nationalist sentiments is what is needed nowadays to strike a balance between the new phenomenon of multinational states. On the other side, Multiculturalism is not only a phenomenon; it is considered as both a descriptive demographic term to describe the existence of culturally different groups within a certain society; It refers to this feature of having multiple cultural and/or ethnic and/or religious backgrounds between the citizens, and it is also seen as a political concept to refer to the public policies adopted by a specific government to deal with the cultural diversity within its society where it calls for mutual respect and tolerance and acceptance for the diversity. As a public policy, multiculturalism first emerged in Canada to solve the problem between the French and the English divisions. Parekh succinctly describes what multiculturalism means in this quote; â€Å"Multiculturalism doesnt simply mean numerical plurality of different cultures, but rather a community which is creating, guaranteeing, encouraging spaces within which different communities are able to grow at their pace. At the same time it means creating a public space in which these communities are able to interact, enrich the existing culture and create a new consensual culture in which they recognize reflections of their own identity† Like nationalism, multiculturalism also has different types. Grillo distinguishes between two kinds: the weak multiculturalism and strong multiculturalism where the former exists when multiculturalism only prevails in the private sphere while in the public sphere all citizens are required to fully assimilate and get absorbed within the majoritarian culture and values forgetting about their own culture ,while the latter exits when cultural diversity is recognized both in the public and private spheres, allowing the immigrants and minorities to preserve their national identity while integrating with the whole society. Multiculturalism is considered an inescapable situation we have to deal with, bearing in mind that huge efforts should be exerted by the state and the wider society to ensure that the diversity within any one society leads to unity and exchange of benefits between cultures, rather than disintegration and ghettoization. From this, we can see how both nationalism and multiculturalism are desirable phenomena on condition that their limitations are avoided, promoting only their positive side. Is Multicultural Nationalism possible? An important question rises about whether nationalism can be multicultural or not? Can they both coexist together? Kernerman highlights that the main objective of multicultural nationalism is striking a balance between both the diversity and the unity of the state, so that state is able to preserve its national sentiments and identity while at the same time promoting diversity and multiculturalism. He believes that the main question to answer is; how are the various manifestations of diversity to be recognized and understood in relation to one another and to the political community? It is important to notice that we will focus in here on the multicultural state nationalism which tackles the way of dealing with the immigrants, accommodating them within the society while preserving the states original national identity. But, it is important to mention that on the other hand there is the multicultural sub- state nationalism which is concerned with the sub state nationalisms within countries. But, it is not the focus of this paper. To understand how multicultural state nationalism exists, it is important to examine the states response and its policies regarding immigrants and the relation between those immigrants and the society as a whole to discover the possibility of having strong common feelings uniting all the citizens no matter where they originally come from. Can a multicultural society achieve both integration of immigrants while achieving national unity and cohesion? The paradox of multicultural societies: Nationalism vs. Multiculturalism? A debatable issue always takes place in multicultural societies and that is how to achieve the states national unity? Some suggest equal treatment for all citizens regardless of their origin; religion or ethnicity and that citizenship should be difference blind, while others believe this is illogical, calling for the recognition of differences and even going further calling for the adoption of policies that reflect these differences. This second approach believes that this will be more integrative to immigrants fostering their sense of loyalty and belonging to the society. Due to this endless debate, we find that immigrants and minorities issues are gaining attention in states policies and debates, issues such as (minorities rights, immigrants representation, collective rights, states loyalty†¦etc). This increases the role of the state especially that such issues can not be left to the different communities within the society to resolve especially when each one of them will be aiming at deepening their national identity more than the others identities. This will lead to disunity and absence of common loyalty. That is why the state should be the main actor in the creation of a common identity that bonds all the citizens including the immigrants. This identity should be as inclusive as possible focusing more on civic symbols and signifiers rather than cultural and ethnic ones. Different states differ in the way they fulfil this role depending upon their histories, their legal frameworks, their national interests†¦etc. But, all states should ai m at ensuring that its national identity is preserved and not threatened by immigrants, rather is being inclusive for them. Parekh highlights an important equation that is needed to achieve this: â€Å"If immigrants are to make an emotional commitment to society, the latters view of its national identity needs to be inclusive and hospitable enough for them to identify with it. Its self understanding should take full account of their presence; its view of its history should include the story of their arrival, settlement and contributions; its official symbols should symbolize them as well, and not be allowed to become the monopoly of a section of it; its national events should recognize their presence and contributions and not become occasions to display the solidarity of the rest of society against them†. One of the best ways to achieve such equation is through the creation of a sense of common belonging between citizens. Such a process is double sided; it requires the efforts of both the immigrants from one side and the state along with the wider society form another side. Both should aim at fulfilling its duties so that its rights can be met by the other side. This is even formulated as one of the EU common basic principles of immigrants integration policy as follows: Integration is a dynamic, two-way process of mutual accommodation by all immigrants and residents of the Member States On the immigrants side, They do have the right to ask for certain claims from the government and even modifications within the polices of the governmental institutions so as to help them better integrate in the society but it is necessary for them to fulfill their obligations as citizens, being the only way they can secure that their rights will be met by the state. Since immigrants settled willingly in the host society, they are expected to be loyal and to abide by the laws and rules of this society, especially that it is the rights of the nationals to act upon the preservation of their own society where they lived their whole lives, offering sacrifices for maintaining its well being. Consequently, immigrants must prove they are loyal to the society, showing all signs of good faith. This comes in different forms; (respecting the constitution and laws, being productive workers to add economic value, interacting socially and politically with the wider society†¦etc). This will make the immigrants an inseparable necessary component within the host society being active loyal citizens. But still this does not require them breaking ties with their original homelands, but they just are expected to be committed to the well being of the host society. In return to this, the immigrants can claim some cultural rights from the host society, such as: Asking to be excluded from some laws that may be hindering some of their religious practices. The state needs to take such claims into consideration because it will show how the state respects the immigrants cultures even if their practices are differently perceived from the majority but still as long as they are not harmful for the wider society, they should be allowed to practice them. Calling for assistance to pursue some activities which help them get integrated within the society. Such as helping them acquire the cultural competence needed to adapt with the society (offering language classes, teaching them the societal life style, having publications about the societys traditions, customs and history†¦). Also, sometimes this assistance is needed to overcome disadvantages that prevent the immigrants from practicing some of their rights or daily life practices, either because they are discriminated against and in this case the state is required to fight this racism or because these practices or activities were designed in a way that only fits the majority without considering others. Immigrants can ask to be properly represented in the states institutions and governmental bodies so as to have voices that call for their rights and needs and to allocate them their shares of the public resources. Such a mechanism also helps greatly in fighting discrimination. Thos representatives can ask for some symbolic representation to the minorities such as national holiday or official name for the minority†¦etc. The state and the wider society on the other hand should be meeting the other side of the equation by helping the immigrants to integrate, taking all the measures that can help in this. From observation, we can notice that the states integration policies differed over time due to some changes that took place such as: The influx in immigration especially that the old assumption that their number will decreases or that they will dissolve in the society did not happen, on the contrary they are increasing steadily compared to the western societies birth rates, especially that these societies are facing an ageing problem. The increase in the immigrants consciousness about their rights due to the increase in the human rights organizations along with the democratic movements that make equality and justice basic priorities that can not be negotiated. Thus, this encourages minorities to have representatives calling for their needs and rights. Such changes increased the necessity to respect the minorities and immigrants rights and it added a burden over the states to meet their role in integrating the immigrants within their societies. Consequently, from the states side, there must be a commitment to help the immigrants integrate getting over any disadvantages they have (lack of knowledge about host society, being stereotyped†¦). The state needs to work on different levels to fulfill this role: The state needs to address the exclusion problems that face the immigrants who get discriminated against in many spheres of life especially economically and socially .The state must set penalties on discriminatory acts against immigrants being illegal, this will increase the immigrants loyalty to the state, being just to them, looking after their rights. But, if the state did not respond to discrimination taking place, the immigrants will feel inferior and more alienated which make them easily attracted by terrorist organizations. The state needs to adopt policies that help the immigrants get over any disadvantages they face due to their transitional positions as we stated earlier (language classes, citizenship classes, equal employment opportunities†¦etc).Such policies may be accused of being discriminatory, but actually they are not since the immigrants are usually the least advantaged category in any society. The state also shall make changes to the educational system so as to be more multicultural. This will help in creating attachments and a sense of belonging between the students and the citizens afterwards by fostering values such as tolerance, mutual respect and understanding, respect for diversityetc. These values are necessary in such multinational societies as it ensures that each community preserves its national culture and identity but still all communities will be sharing one common civic identity that tighten the relations between them for the good of the society. This shall be leading to active citizens who are both responsible and productive. Such multicultural education will be teaching the students about the relationship with The other. this learning process will enhance their critical thinking about themselves and the immigrants. They may include histories about how these minorities contributed to the host society or mentioning their major historical events and national h olidays. All this shall be implemented in a multicultural educational atmosphere where the administrators and teachers are all committed to promoting diversity and protecting the cultures of the students while fostering a common sense of identity. Also, the civil society does play a role in bringing together different communities together in shared activities and interests to increase their sense of having a civic common identity which transcends the ethnic and national differences, while everyone is still retaining its own national identity and culture. How to make these efforts work together while avoiding the critics stated against them? These are the efforts and roles that need to be pursued by the state, the immigrants and the civil society. Cooperating together to ensure the preservation of a common sense of identity along with the preservation of each ones national culture and identity, helps greatly in the success of the integration of the immigrants within the host society easily and quickly. It makes them integrated without being alienated or discriminated against. We find at the end by looking at different multicultural societies how all the communities are cooperating together having many shred interests and feeling a common sense of loyalty to the society, while at the same time they all feel both equal and different. This is the equation that need to be maintained; to assure that the national identity of the state (of the host society) is preserved while being inclusive to other different national communities through an over arching civic identity. These efforts sometimes are criticized by being discriminatory to nationals in favor of immigrants as stated earlier- but it is not, it just an engine for affirmative actions since the disadvantages faced by immigrants are much more than other citizens face. Also, some analysts think that such efforts are repressive imposing obligatory civic integration from above on the whole society. To avoid this we must ensure that the process of integration is smoothly undertaken , ensuring the help of all sectors of the society (civil society, citizens, local association, the government, the immigrants†¦etc) to assure the shared willingness of all to be one common whole, facing any disadvantages that may arise to achieve the common good for the whole state and the wider host society without threatening anyones culture or national identity, rather being more inclusive and more understandable to all differences while maintaining one common civic ground. An important mechanism that can be a safe guard that integration is not imposed rather is a natural flow of interaction between the different communities is through encouraging dialogues between these communities with their different cultural backgrounds both through their representatives and between normal citizens as well. This dialogue it will help them understands one another culture and creating more common grounds between them. On the other hand, it will be asserting every ones loyalty to his/her own national identity through critical analysis and constructive self criticisms. Such actions shall be ensuring on the long run that both the differences are understandably respected and that the states national identity is protected and even enriched through dialogue. Others believe that on the contrary, the states now are less willing to accept/ integrate immigrants rather they count on their immigration policies as a mechanism to lessen immigrants entrance. But this is exaggerating, where although it is true that some countries have every strict immigration policies but still others are moderate. Countries in general tend to refine the immigrants accepted to entry to ensure the success of its integration policies according to its societal framework. Such immigration policies try to make sure that immigrants will be an added value to the society not an economic burden and that they are willing to commit to be good citizens to ensure a peaceful multicultural society that both preserves it identity while respecting its diversity. But still an important basic rule should be taken into consideration, immigration policies ought to be seeking the national interests of the state as a priority and in applying such a vision, it can not be accused of intol erance or discrimination against prospective citizens as long as it is logical in its requirements and limits. By avoiding these limitations and consolidating all parties efforts, multiculturalism and state nationalism will be coexisting peacefully. Conclusion: As Brown believes that when a country adopts the ideology of a multicultural nationalism it means; the nation is viewed as a community bound by a commitment to the values of ethnic diversity and inter-ethnic equity An authentic multicultural state nationalism can flourish when both diversity and state national identity are being promoted and respected. Multicultural governance can achieve that with its focus on having a strong active citizenship along with a respected multicultural societal framework. Such multicultural authority not only protects diversity found within the society, rather it also works on flourishing it. In this way the citizens -including immigrants- can belong to the nation state as a whole while at the same time keeping their attachment to their cultural or ethnic community. Multicultural governance, with the different state policies that aim at integrating the immigrants and with the efforts of both the private and civil associations along with the commitment of the immigrants to be loyal integrated citizens, creates a society where cultural freedoms are protected and national state identity is also asserted. The state needs to put in mind while doing her national policie s that immigrants are citizens in training who need all the help and support to lead a good life in the host society where they can be active loyal citizens. It should be noticed by now how multiculturalism neither negates nor avoids nationalism rather it just implies a society with various internal micro nationalisms. That is why they can work together as long as the efforts undertaken are genuine seeking the creation of spaces where various cultures are respected without weakening the states national identity. Since multiculturalism goes beyond tolerance towards recognition of others, it entails the reassertion of all identities and cultures involved in such an interaction.