Black People Essay Example for Free

Black People Essay Tar Baby Toni Morrison’s novel might for some be a novel of cultural awakening. One also might at their first reading and perhaps also by reading the different studies made on Tar Baby, restricted to an interpretation that sees Jadine, Morrison’s protagonist, as woman who has, consciously or unconsciously, lost her â€Å"ancient properties† (305) and internalized the values of a white culture. Jadine has totally disconnected herself from her racial identity and cultural heritage. This reading is supported by the fact that Jadine has got her education in Europe with the financial assistance of Valerian Street (her aunt’s and uncle’s employer). Paraphrasing Marylyn sanders Mobley – the characterization of the protagonist, Jadine, draws attention to a fundamental problem as one that Morrison wants to affirm the self-reliance and freedom of a black woman who makes choices for her own life on her own terms. She also seeks to point out the dangers that can happen to the totally self-reliant if there is no historical connection. While the conflict in Tar Baby is undoubtedly â€Å"between assimilation and cultural nationalism represented by the sealskin coat Ryk has given her and the pie table† (Rayson, 94), the limiting categories which Jadine is continually forced into do not come from the white characters but primarily from the black community in which she finds herself because she (Jadine) has embraced white stereotypes along with white culture. While Valerian is portrayed as the traditional master-figure in the novel, it is actually Son, Sydney and Ondine, and the folk past represented by the different women in different places that try to conquer and dominate Jadine, who retain and represent their culture in the very colour of their skin. On the other hand, one could argue that it is as a result of Jadine’s university education in Europe and her career that further draws her away from her culture and identity and therefore (paraphrasing Mobley in Toni Morrison critical perspectives past and present) contributes significantly to the emotional and spiritual uncertainty that plague her as well as the many different roles that are imposed upon her by her aunt and uncle as well as the ‘society’ that caused her to seek upward social mobility. Sydney and Ondine, Jadine’s uncle and aunt in the novel can be seen as representative of one of the tar pits for Jadine. They do not accept all black people equal in the community in which they live because they employ racial hierarchies. Ondine sees herself as the only woman in the house (209), while Sydney notes more than twice that he is a Philadelphia Negro, â€Å"the proudest people in the race† (61). They seem to have a clear vision of what they want for Jadine their niece. As the story progresses, though, it becomes clearer that it is not actually a question of what they want for Jadine but what they want of her or expect her to do. In addition to them wanting Jadine to provide them safety and credit for their race, Ondine admits by the end of the novel, â€Å"maybe I just wanted her to feel sorry for us [ ] and that’s a lowdown wish if I ever had one† (282). Jadine understands that Sydney and Ondine â€Å"had gotten Valerian to pay her tuition while they sent her the rest† (49) and Ondine keeps reminding that she â€Å"would have stood on her feet all day all night to put Jadine through that school† (193). Ondine sees Jadine as her â€Å"crown† (282), and she and Sydney are continually â€Å"boasting† (49) about Jadine’s success to the point that Margaret calls Ondine â€Å"Mother Superior† (84). In return, they seem to want Jadine to offer them safety for the rest of their lives as Ondine claims that â€Å"Nothing can happen to us as long as she’s here† (102). They are not comfortable with the idea of Jadine marrying Ryk, who is â€Å"white but European which was not as bad as white and American† (48), but they are terrified of her running off with a â€Å"no-count Negro† (193) like Son. Although their views on racial hierarchies seem to alter from time to time, on the outside they seem to want what is best for Jadine. Jadine refute Ondine’s views of black womanhood when she tells her some of the things that are expected of her from society Jadine tells Ondine that: â€Å"I don’t want to learn how to be the kind of woman you’re talking about because I don’t want to be that kind of woman† (282). This, according to Rayson (1998), might be interpreted as Jadine’s â€Å"rejecting the roles of mother, daughter, and woman to stay the tar baby† (Rayson, 95), however it marks her becoming aware of what kind of woman she is by the end of the novel. Jadine‘s inclination toward upward social mobility leads to her separation from the Afro-American roots and the tar quality that Morrison advocates. This kind of flaw in Jadine effectively disqualifies her as a black woman capable of nurturing a family and by large the community. Jadine‘s perception of an ancestral relationship from which she is estranged occurs when she sees an African woman in a Parisian bakery. When she is celebrating her success as model evidenced in her appearance on the cover of Elle, Jadine becomes nervous or perhaps uncomfortable by the African woman in yellow attire. She triggers an identity crisis in Jadine at the moment when she should have felt more secure with her professional achievement assured by beauty and education. In his African woman, Jadine catches a glimpse of beauty, a womanliness, an innate elegance, a nurturer, an authenticity that she had never known before: ? That woman‘s woman – that mother/sister/she/; that unphotographable beauty? (p. 43). By calling the African woman ? that mother/sister/she,? J. Deswal (online source â€Å"Tar Baby- Shodhganga) claims that â€Å"Morrison presents a threefold definition of womanhood which can thrive within the confines of family and community only. The three eggs she balances effortlessly in her ? tar-black fingers? (p. 44) appear to Jadine as if the woman were boasting of her own easy acceptance of womanhood†. Wendy Harding and Jacky Martin in A World of Difference: An Inter-cultural Study of Toni Morrison explain the importance of the African woman‘s presence as such: â€Å"Whereas Jadine has just been rewarded for her conformity to Western ideals of feminity, the African woman suggests a more powerful version of black womanhood. Like some fertility goddess, she holds in her hand the secret of life. She is the mother of the world in whose black hands whiteness appears as something as easily crushed as cared for (71). When Jadine measures herself by the idea of black womanhood that she sees in the African woman the insecurities of her rootless condition surface in her mind. The women in yellow makes Jadine confront her female role and her sexuality†. Jadine sees ? something in her eyes so powerful? (p. 42) that she follows the woman out of the store. The writers also claim that â€Å"As a symbol of repudiation of Jadine‘s westernized lifestyle, the African woman ? looks right at Jadine? (p. 43) and spits on the pavement†. Jadine hates the woman for her spitting, but what she cannot do is escape feeling ? lonely in a way; lonely and inauthentic? as she tells the readers on page 45. When the sense of self is based on the denial of one‘s ethnic roots, one is certain to experience mental chaos and alienation. So, the woman‘s insult to Jadine had the powerful effect of challenging Jadine‘s choices: her white boyfriend, her girlfriends in New York, her parties, her picture on the cover of Elle and the way she lived her life. One can say that it is as a result of the African woman that Jadine desided to visit her aunt and uncle on the island. Jadine is confused and even questions her plans to marry Ryk, her white boyfriend: I wonder if the person he wants to marry is me or a black girl? And if it isn‘t me he wants, but any black girl who looks like me, talks and acts like me, what will happen when he finds out that I hate ear hoops, that I don‘t have to straighten my hair, that Mingus puts me to sleep, that sometimes I want to get out of my skin and be only the person inside – not American – not black – just me? (p. 45) It is through Son, however, that Morrison offers Jadine the ultimate opportunity to ‘redeem’ herself to her heritage, adapt it and revive her womanhood. Son picks up from where the African woman left off in a sense by making Jadine confront her inauthenticity. Jadine and Son enjoys their stay in New York because it is the place where Jadine feels at ease. She feels loved and safe: ? He ‘unorphaned’ her completely and gave her a brand-new childhood? (p. 231). In turn, Son is encouraged by her need and by his apparent ability to redefine Jadine culturally and emotionally. Son insists that he and Jadine goes to Eloe his hometown where Jadine will see how Son is rooted in family and cultural heritage. He attempts to rescue Jadine from her ignorance and disdain for her cultural heritage, trying in a sense to mould Jadine into the image of his black female ancestors. Son assumes that a relationship with Jadine will mean that they will have children together. He presses claims for family and community: ? He smiled at the vigour of his own heartbeat at the thought of her having his baby? (p. 220). Thus, he wants Jadine to love the nurturing aspects of home and fraternity. He is fed on dreams of his community women. The dreams of ? yellow houses with white doors? and ? fat black ladies in white dresses minding the pie table? (p. 119) are nourishment to Son. Sandra Pouchet Paquet (The ancestors as foundation in their eyes were watching god and tar baby) observes: ? In Son‘s dreams of Eloe, the African-American male ego is restored in a community of black man at the center of a black community. But however appreciative Son is of the beauty, the strength, and the toughness of black women; his vision is of male dominance; of the black women as handmaiden? (511). The image feminity that Son cherishes – of the black woman taking passive role as a nurturer of the hearth – is flagrantly opposite to Jadine‘s perception of the modern black woman. This terrifies Jadine and narrows the possibility of their forming a family. The modern, educated black woman seems to snivel at the aspects of traditional female- specific role as the nurturer of hearth and home. Decadent white values and life style thwart the black woman’s vital roles of building families and raising children. The modern black woman cannot be a complete human being, for she allows her education to keep her career separate from her nurturing role. The black woman is increasingly becoming able to define her own status and to be economically independent. She tries to seek equality in her relationship with men. Robert Staples gives an insight into the faltering dynamics of modern couples: ? What was once a viable institution because women were a subservient group has lost its value for some people in these days of women‘s liberation. The stability of marriage was contingent on the woman accepting her place in the home and not creating dissension by challenging the male‘s prerogatives? (125). The black woman‘s intrinsic quality of ? accepting her place in the home? is Morrison‘s tar quality. However, in advocating the tar quality Morrison does not admonish the educational and professional accomplishments of the black woman. In fact, the black woman is expected to achieve a balance between her roles in the domestic and professional fields. â€Å"It is the historical ability of black women to keep their families and careers together. In an era where both the black male and female seek to fulfill individual desires, relationships falter and, consequently, the prospects of the propagation of a family are not too bright. Jadine‘s tar quality is submerged by the white-like urge for freedom and self-actualization. As a result, she finds the conventions of black womanhood antithetical to her own value system†. At Eloe, Jadine is determined to resist rigid male-female role categorization. Jadine cannot ? understand (or accept) her being shunted off with Ellen and the children while the men grouped on the porch and after a greeting, ignored her? (p. 248). While at Eloe, Jadine is provided with yet another chance to attain certain qualities that is for black women. She is accustomed to living an upper-class white lifestyle so she finds the people of Eloe limited and backward. Their stifling little shacks are more foreign to her than the hotel-like splendor of Valerian‘s mansion. She stays in Aunt Rosa‘s house where she feels claustrophobically enclosed in a dark, windowless room. She feels ? she might as well have been in a cave, a grave, the dark womb of the earth, suffocating with the sound of plant life moving, but deprived of its sight? (p. 254). It is in this very room where Jadine and Son were having sex that she had a second awakening vision, which is more frightening than the one she had in Paris about the African Woman. Here, Older, black, fruitful and nurturing women – her own dead mother, her Aunt Ondine, Son‘s dead wife, the African woman in yellow and other black women of her past – become a threatening part of Jadine‘s dreams: I have breasts too,‘ she said or thought or willed, I have breasts too. ‘ But they didn‘t believe her. They just held their own higher and pushed their own farther out and looked at her,? (p. 261) and ? the night women were not merely against her not merely looking superior over their sagging breasts and folded stomachs, they seemed somehow in agreement with each other about her, and were all determined to punish her for having neglected her cultural heritage. They wanted to bind the person she had become and choke it with their breasts. The night women? accuse Jadine for trading the ? ancient properties? (p. 308) of being a daughter, mother, and a woman for her upward mobility and self-enhancement. All these women are punishing Jadine for her refusal to define herself in relation to family, historical tradition and culture. As they ‘brandish’ their breasts before her eyes, they mock and insult her with their feminity. Jadine finds these women backward and sees no self-fulfilling value in the roles that they serve. However, she is constantly haunted by dreams of the black female image that she seems to have lost throughout life. Ondine express shame and disappointment over her lack of concern for her family, the African woman, at the Parisian bakery, spits at her in disgust and the night women, in the vision at Eloe taunt her with their nurturing breasts. Having refuted her own black culture and heritage, Jadine face the consequence of a divided consciousness and a mental death. Her decision to end the love affair with Son— ? I can‘t let you hurt me again? (p. 274) is an evidence of her shunning womanhood and losing her Afro- American roots as she chooses Ryk her white boyfriend over Son who refused to become the person or image that Jadine wants him to be . Jadine is compelled to make her choice and she decides that it is in Paris, away from Son, where there are prospects of financial success and personal independence. She doesn‘t want what Son and Eloe have to offer: To settle for wifely competence when she could be a beauty queen or to settle for fertility rather than originality and nurturing instead of building? (p. 271). Jadine makes it clear to the reader that she is self-sufficient and independent of men, family and community.

Robert E. Lee Essay -- essays research papers

The battle of Gettysburg was fought on July 1 through July 3, 1863, considered by most military historians the turning point in the American Civil War (Johnson 84). The Battle of Gettysburg was a decisive engagement in that it arrested the Confederates’ second and last major invasion of the North, destroyed their offensive strategy, and forced them to fight a defensive war in which the slowness of their manufacturing capacity and transportation facilities doomed them to defeat (McPherson 25).   Ã‚  Ã‚  Ã‚  Ã‚  The Army of the Potomac, under the Union general George Gordon Meade, numbered about 85,000; the Confederate army, under General Robert E. Lee, numbered about 75,000 (Johnson 90). After the Battle of Chancellorsville on May 2 to 4, an important victory for the Confederates, Lee divided his army into three corps, commanded by three lieutenant generals: James Longstreet, Richard Stoddert Ewell, and Ambrose Powell Hill (Johnson 91). Lee then formulated a plan for invading Pennsylvania, hoping to avert another federal offensive in Virginia and planning to fight if he could get the federal army into a vulnerable position; he also hoped that the invasion might increase Northern war-weariness and lead the North to recognize the independence of the Confederate States of America (Johnson 85). In pursuit of this plan, Lee crossed the Blue Ridge Mountains, proceeded up the Shenandoah Valley, and, crossing Maryland, entered Pennsylvania (Clark 86). Upon learning federal troops were north of the Potomac, Lee decided to concentrate his whole army at Gettysburg (Clark 86). On June 30, Confederate troops from General Hill’s corps, on their way to Gettysburg, saw federal troops that Meade had moved down to intercept the Confederate army (McPherson 102). The Battle began on July 1 outside of Gettysburg with an encounter between Hill’s advance brigades and the federal cavalry division commanded by Major General John Buford, supported by infantry under Major General John Fulton Reynolds (McPherson 103). Hill encountered stubborn resistance, and the fighting was undecided until Ewell arrived from the north in the afternoon. The Confederates pushed against General Oliver Howard’s corps and forced the federal troops to retreat from their forward positions to Culp’s Hill and Cemetery Ridge, southeast of Gettysb... ... captured or missing (Johnson 91).   Ã‚  Ã‚  Ã‚  Ã‚  Lee retreated west and southwest through Hagerstown, Maryland and into Virginia. Imboden’s wagon train, composing of wagons and ambulances, stretched for over 17 miles (Johnson 190). Meade considered pursuit, but determined that the defensive nature of the Appalachian passes prohibited full pursuit (Johnson 191). Meade did harass Lee’s retreat, which resulted in minor skirmishes and capture of various Confederate units, but did not materialize (Johnson 191). Meade’s decision not to pursue Lee angered Lincoln, who expected a decisive victory (Johnson 192). Also, the lack of vigorous pursuit showed Meade as being too cautious. Lee hurting from Gettysburg, was forced to return to Virginia. The war was far from over and lasted another 2 years (Johnson 192).   Ã‚  Ã‚  Ã‚  Ã‚  The Gettysburg Address, a famous speech, was delivered later that year by United States president Abraham Lincoln on November 19, 1863, at Gettysburg, Pennsylvania (McPherson 192). He presented it in dedication of the Gettysburg National Cemetery honoring those who died in the Civil War Battle of Gettysburg.

Usmle Step 2 Ck Review Notes

J 1 J Premenopausal Pelvic mass ?-hCG test + Sono: simple cyst + Sono: complex/solid + Acute severe pain  © Elmar P. Sakala, MD, MPH J J (c) Elmar P. Sakala, MD MPH (2011) 2 CV disease & Hormone Therapy J Recommendations: HT (E+P) 2003 Critique of WHI study  © Elmar P. Sakala, MD, MPH  © Elmar P. Sakala, MD, MPH (c) Elmar P. Sakala, MD MPH (2011) 3 Menopause WHI â€Å"WINDOW of OPPORTUNITY† Critical period for maximum response to HT 10 yrs too Late!! Start HT here  © Elmar P. Sakala, MD, MPH Nonoral Options in Hormone Therapy, OBG Management supplement to November 2004 Not Here Natural HistoryTreatment Non-contraceptive Benefits Steroid Contraception Progestin Progestin Progestin Hysterectomy v Dysmenorrhea v DUB v PID v Ectopic preg suppress PG release stabilizes endometrium thickens cervical mucus thickens cervical mucus TAH, BSO  © Elmar P. Sakala, MD, MPH  © Elmar P. Sakala, MD, MPH (c) Elmar P. Sakala, MD MPH (2011) 4 Metabolic Effects Steroid contraception He althy lipid profile (^ HDL, v LDL) Oral Contraceptives Risk of CANCER Estrogen mediated THROMBOSIS ^ venous & arterial v Endometrial ^ Cervical = ^ Breast Ovarian Unhealthy lipid profile (v HDL, ^ LDL)Progestin mediated  © Elmar P. Sakala, MD, MPH Contraception Review Intrauterine Contraception Steroid Contraception  © Elmar P. Sakala, MD, MPH (August, 2011)  © Elmar P. Sakala, MD, MPH (c) Elmar P. Sakala, MD MPH (2011) 5 Contraceptive Failure Rates Reversible Methods Basic Principles of Contraception Avoid contraindications  © Elmar P. Sakala, MD, MPH  © Elmar P. Sakala, MD, MPH Basic Principles of Contraception Avoid contraindications FEW Complic Completed childbearing Sterlization  © Elmar P. Sakala, MD, MPH (c) Elmar P. Sakala, MD MPH (2011) 6 FEMALE – Next step in management? -hCG ? -hCG ? -hCG ? -hCG PREGNANCY – Next step in management? OB sono OB Sono OB Sono OB SONO J J (c) Elmar P. Sakala, MD MPH (2011) 7 Pathophysiology J F E T U S Vol of RBC need ed: varies from 0. 1mL to 450 mL M O M J Mechanism of FHR Decelerations HEAD Compression Compression CORD PLACENTAL Insufficiency  © Elmar P. Sakala, MD, MPH (c) Elmar P. Sakala, MD MPH (2011) 8 Fetal Fibronectin â€Å"Trophoblast Glue† Matrix that bonds Trophoblast to Decidua Predictor of Preterm Delivery  © Elmar P. Sakala, MD, MPH Cervical Length Vaginal Sonogram Saggital Image Normal: > 25 mm 1 3 4 (c) Elmar P. Sakala, MD MPH (2011) 9 Described in notes p. 44 Agent TOCOLYTIC agents Side Effects Contraindications J MgSO4 ? -Adrenergic Agonists Ca++ channel blockers PG synthetase inhibitors Muscle weakness Renal insuffic Respiratory depression Myasthenia gravis Pulmonary edema v? BP, tachycardia, ^ glucose, v K+, Pulmonary edema Tachycardia, v BP Myocardial depression Cardiac disease Diabetes Uncontrolled ^T4 Cardiac disease Hypotension Oligohydram, Gestational age IU closure PDA, Necrotiz enterocolitis > 32 weeks J (c) Elmar P. Sakala, MD MPH (2011) 10

Biography Georges Louis Leclerc, Comte de Buffon

Georges Louis Leclerc was born on September 7, 1707, to Benjamin Francois Leclerc and Anne Cristine Marlin in Montbard, France. He was the eldest of five children born to the couple. Leclerc began his formal studies at the age of ten at the Jesuit College of Gordans in Dijon, France. He went on to study law at the University of Dijon in 1723 at the request of his socially influential father. However, his talent and love for mathematics pulled him to the University of Angers in 1728 where he created the binomial theorem. Unfortunately, he was expelled from the University in 1730 for being involved in a duel. Personal Life The Leclerc family was very rich and influential in the country of France. His mother inherited a large sum of money and an estate called Buffon when Georges Louis was ten. He began using the name Georges Louis Leclerc de Buffon at that time. His mother died shortly after he left the University and left all of her inheritance to Georges Louis. His father protested, but Georges Louis moved back to the family home in Montbard and was eventually made a count. He was then known as Comte de Buffon. In 1752, Buffon married a much younger woman named Franà §oise de Saint-Belin-Malain. They had one son before she passed away at an early age. When he was older, their son was sent by Buffon on an exploration trip with Jean Baptiste Lamarck. Unfortunately, the boy was not interested in nature like his father and ended up just floating through life on his fathers money until he was beheaded in the guillotine during the French Revolution. Biography Beyond Buffons contributions to the field of mathematics with his writings on probability, number theory, and calculus, he also wrote extensively on the origins of the Universe and the beginnings of life on Earth. While most of his work was influenced by Isaac Newton, he stressed that things like planets were not created by God, but rather through natural events. Much like his theory on the origin of the Universe, the Comte de Buffon believed that the origin of life on Earth was also the result of natural phenomena. He worked hard to create his idea that life came from a heated oily substance that created organic matter fit the known laws of the Universe. Buffon published a 36 volume work entitled Histoire naturelle, gà ©nà ©rale et particulià ¨re. Its assertion that life came from natural events rather than by God angered religious leaders. He continued to publish the works without changes. Within his writings, the Comte de Buffon was the first to study what is now known as biogeography. He had noticed on his travels that even though various places had similar environments, they all had similar, but unique, wildlife that lived in them. He hypothesized that these species had changed, for better or for worse, as time had passed. Buffon even briefly considered the similarities between man and apes, but eventually rejected the idea that they were related. Georges Louis Leclerc, Comte de Buffon influenced Charles Darwin and Alfred Russel Wallaces ideas of Natural Selection. He incorporated ideas of lost species that Darwin studied and related to fossils. Biogeography is now often used as a form of evidence for the existence of evolution. Without his observations and early hypotheses, this field may not have gained traction within the scientific community. However, not everyone was a fan of Georges Louis Leclerc, Comte de Buffon. Besides the Church, many of his contemporaries were not impressed with his brilliance like many scholars were. Buffons assertion that North America and its life were inferior to Europe enraged Thomas Jefferson. It took the hunting of a moose in New Hampshire for Buffon to retract his comments.

American Reaction to the French Revolution

The French Revolution began in 1789 with the storming of the Bastille on July 14th. From 1790 to 1794, the revolutionaries grew  increasingly radical. Americans were at first enthusiastic in support of the revolution. However, over time divisions of opinion became apparent between federalists and anti-federalists. Divide Between Federalists and Anti-Federalists The anti-federalists in America  led by figures such as Thomas Jefferson were in favor of supporting the revolutionaries in France. They thought the French were imitating the American colonists in their desire for freedom. There was a hope that the French  would win a greater degree of autonomy that resulted in the new Constitution and its strong federal government in the United States. Many anti-federalists rejoiced in every revolutionary victory as news of it reached America. Fashions changed to reflect republican dress in France. The Federalists were not sympathetic to the French Revolution, led by figures such as Alexander Hamilton.  The Hamiltonians  feared mob rule. They were  afraid of egalitarian ideas causing further upheaval at home. European Reaction In Europe, rulers were not necessarily that bothered by what was happening in France at first. However, as the gospel of democracy spread, Austria grew afraid. By 1792, France had declared war on Austria wanting to ensure that it would not try to invade. In addition, revolutionaries wanted to spread their own beliefs to other European countries. As France began to win victories beginning with the Battle of Valmy in September, England and Spain got concerned. Then on January 21, 1793, King Louis XVI was executed. France became emboldened and declared war on England. Thus American could no longer sit back but if they wanted to continue to trade with England and/or France. It had to claim sides or remain neutral. President George Washington chose the course of neutrality, but this would be a difficult tightrope for America to walk. Citizen  Genà ªt In 1792, the French appointed  Edmond-Charles Genà ªt, also known as Citizen  Genà ªt, as the Minister to the United States. There was some question on whether he should be formally received by the US  government. Jefferson felt that  America should support the Revolution which would mean publicly acknowledging  Genà ªt as the legitimate minister to France. Hamilton was against receiving him. Despite Washingtons ties to Hamilton and the Federalists, he decided to receive him. Washington eventually ordered that  Genà ªt be censured and later recalled by France when it was discovered that he had been commissioning privateers to fight for France in its war against Great Britain. Washington had to deal with their previously agreed upon Treaty of Alliance with France that had been signed during the American Revolution. Because of its own claims for neutrality, America could not close its ports to France without appearing to side with Britain. Therefore, even though France was taking advantage of the situation by using American ports to help fight its war against Britain, America was in a difficult place. The Supreme Court eventually helped provide a partial solution by preventing the French from arming privateers in American ports. After this proclamation, it was found that Citizen  Genà ªt had a French-sponsored warship armed and sail from Philadelphia. Washington demanded that he be recalled to France. However, this and other issues with the French fighting the British under the American flag led to increased issues and confrontations with the British. Washington sent John Jay to find a diplomatic solution to the issues with Great Britain. However, the resulting Jays Treaty was quite weak and widely derided. It required the British to abandon forts they still occupied on Americas western frontier. It also created a trading agreement between the two nations. However, it had to give up the idea of freedom of the seas. It also did nothing to stop impressment where the British could force American citizens on captured sailing vessels into service on their own ships. Aftermath In the end, the French Revolution brought the issues of neutrality and how America would deal with belligerent European countries. It also brought unresolved issues with Great Britain to the forefront. Finally, it showed a great divide in the way that federalists and anti-federalists felt about France and Great Britain.

Revised Curriculum for Project ALERT Essay examples

Adolescent drug use in America is a cause for concern. Drug use among adolescents contributes to deaths, traffic accidents, poor judgment, unsafe sexual behavior and other risky behaviors. According to the authors (2003), â€Å"drug prevention programs in schools are a critical element of the antidrug effort, yet only 9% of school districts are using programs whose effectiveness has been demonstrated through rigorous research (p.1830).† The US department of Education set one of the guidelines of its Safe and Drug-Free Schools and Communities Act program the implementation of only evidence-based prevention activities. They also labeled 7 drug prevention programs as exemplary, 5 of the programs included a school-based curriculum for middle†¦show more content†¦A video about former teenage smokers talking about their reasons why and how they quit smoking was included in the lesson. The alcohol use lesson included games, small group activities, and question-and-answer tec hniques specifically designed to help adolescents understand their own perceived susceptibility to the negative consequences associated with alcohol misuse and develop other choices to drinking. Parent and student activities included adolescent interviews with parents about their experiences with peer pressure, parent/child drug IQ test that measured knowledge about drugs and social influences to use them, and verbal reports about the consequences associated with drug use. Middle school students were given two questionnaires. The first questionnaire was administered in the 7th grade right before the 7th grade lessons were given (baseline measurement), and the second questionnaire was administered at the end of the 8th grade year after 8th grade lessons were given. To motivate student participation and to speak the truth, data collectors reassured students that their information would be kept anonymous and confidential. Alcohol, marijuana, and cigarettes questionnaires asked about frequent use within the past month, past year, and lifetime use. The questionnaire allowed the authors to evaluate the program effects on â€Å"ever,† â€Å"past month,† and â€Å"weekly† use. The authors used the prediction modelsShow MoreRelatedTDA 3.2 schools and organisation Essay examples3547 Words   |  15 Pagesin each country within the UK and is best on the concept of learning through play rather than more formal education Play has been show to be an important part for children learning. In Scotland the curriculum is focused around the document curriculum for excellent. This document concerns the curriculum for 3-4 years old and the early primary phase (primary 1) are presented as one level. 1.2 Explain the characteristics of the different types of schools in relation to educational stages and schoolsRead MoreA Year in the Life of an Elementary School: One Schools Experiences in Meeting New Mathematics Standards10127 Words   |  41 PagesMeeting New Mathematics Standards by Karen Dorgan — 2004 This qualitative research project studied the efforts of a small public elementary school over the course of 1 academic year to meet higher standards imposed by the state. The states department of education defined school success in terms of the percentage of students passing a set of multiple-choice, standardized tests in four core areas of the curriculum. The study looked particularly at strategies the school applied in an attempt to raiseRead MoreContex and Principles for Early Year Learning6109 Words   |  25 Pagesintegrated education and care framework for the Early Years and general childcare registers. The sufficiency, information and outcomes duties came into effect on 1 April 2008 and the remaining provisions came into effect from September 2008. The revised, simpler  framework for the EYFS was published on 27 March 2012, for implementation from 1 September 2012. This is an integral part of the Government’s wider vision for families in the foundation years. It demonstrates our commitment to freeingRead MoreNursing Research Utilization Project Proposal6157 Words   |  25 PagesNursing Research Utilization Project Proposal Abstract The issue of controlling and preventing hospital-acquired infections is a major problem in the Healthcare system. Most patients admitted to hospitals are at some risk of contracting a hospital-acquired infection (Paterson, 2012). Some patients are more vulnerable than others; these include the elderly, patients with defective immune systems, and premature babies. Hospital-acquired infections remain a major concern, and they can occurRead MoreTreatment For Adult Male Sex Offenders7321 Words   |  30 Pagesbe involved in a sexual relationship with him and that his involvement with the child will meet his adult emotional needs. The molester is usually not interested in hurting the child and wants the child to enjoy the experience. The molester often projects thoughts and feelings he wants the child to have about him onto the child. He interprets the child s positive responses to the grooming and manipulation as acceptance of his behavior and convinces himself that the abusive behavior is not hurtfulRead MoreEssay on Roles and Responsibilities3515 Words   |  15 Pagesenthusiastic †¢ has organised the session well †¢ has a feeling for the subject †¢ can  conceptualise the topic †¢ has empathy with the learners †¢ understands how people learn †¢ has skills in teaching and managing learning †¢ is alert to  context and ‘classroom’ events †¢ is teaching with their preferred teaching style †¢ has a wide range of skills in their teaching repertoire, including ‘questioning, listening, reinforcing, reacting, summarising and leadership’ (McCrorieRead MoreDiscuss the Importance of Non Verbal Communication to Education24125 Words   |  97 Pages * From the field * Partners * Topics * Newsroom * Events * Documents amp; publications * Photos * Videos * Jobs * Operations * Project cycle * Results-based country strategic opportunities programme (COSOP) * Projects by country * Projects by cofinanciers * Planned project activities * IFAD s development effectiveness * Performance-based allocation system * Supervision and implementation support * Result and impact managementRead MoreApa Writing Style and Mechanics7913 Words   |  32 Pagesentire document. The APA Sample Paper provided by the Center for Writing Excellence represents the consensus of several deans and other key academic officials within Apollo Group. The sample paper attempts to match APA style to the University s curriculum and academic services. Nevertheless, in advanced matters of style and formatting, differing interpretations of APA guidelines exist. While this sample paper is offered as a tool to help students with APA style, it is not a definitive or bindingRead MoreStudy Skills and Infomation Literacy for Students3860 Words   |  16 Pagespersonal and professional lives. These skills are the sole foundation of a good education. Good study skills will save their time and by that token they tend to have more time to spend with friends or doing other activities such as sports or service projects. Moreover, these will result in less stress because given any topic they will know how to approach learning the material. Likewise, information literacy too plays an important role in student’s success in learning. Information literacy is the abilityRead MoreRfp Requirement Specifications Sample15459 Words   |  62 Pages9 10. EXPERIENCE OF TENDERER 10 11. REFERENCE SITES 10 12. PROJECT MANAGEMENT 10 13. DESIGN OF APPLICATION SOFTWARE 12 14. DEVELOPMENT FACILITIES REQUIREMENTS 14 15. DOCUMENTATION 15 16. QUALITY ASSURANCE 18 17. TRAINING 19 18. CHANGE REQUEST 20 19. CONTENT MIGRATION 22 20. APPLICATION SOFTWARE MAINTENANCE 23 21. SUPPORT HOURS 26 22. PROBLEM ANALYSIS, RESOLUTION AND MANAGEMENT 27 23. PROJECT HAND-OVER 31 24. EXIT MANAGEMENT 31 25 SUBMISSION OF PROPOSAL

Leadership & Management Are Two Different Ways †Free Samples

Question: What Is The Two Different Ways Leadership Management? Answer: Introduction Leadership and management are two different ways of organising people in an organisation so that they can be effectively used to succeed in business relationships. Many scholars consider management to be a function which looks into the implementation of the processes and systems which have already been established and help the organisation to perform well. Leadership, on the other hand, is a function that is designed to take the organisation towards the future making use of the opportunities that arise in different situations and circumstances (Lunenburg, 2011). Leadership and the Role of Leaders in an Organisation Leadership is a multidimensional and complex phenomenon which can be considered behaviour, skill, responsibility, and a function of the management, ability, style, process, experience, an influencing relationship, a position of authority, and much more. However, two very vital characteristics of leadership are developing a vision for a purpose and the process of inspiring and influencing a group of people to develop a pathway which can help to achieve the vision (Chemers, 2014). The leaders in any organisation serve the role of a visionary and a person who is treated by the others as a role model. For effective leadership, a leader in any organisation must possess the technical expertise, human skills, and good conceptual skills which can help them to figure out the complexities of the business and the organisation. Leaders and leadership in an organisation focus more on inspiration and motivation. The job of a leader is to create a passion among the employees to follow the directives to achieving the vision, challenge the present status quo, and develop a willingness to take the necessary risks in trying to accomplish the vision (Rothaermel, 2015). Leadership in an organisation is more focused on achieving the long term goals as the decisions taken by leaders will have an impact on the business objectives, aims, and relationships that are developed by the organisation in the future. It is the task of the leaders to define the vision of the organisation and direct the employees to set the goals towards achieving that vision statement. Leadership is always looking to develop strategies that can inspire others to work zealously towards a common aim (Popovici, 2012). Management and the Role of Managers in an Organisation Management is a function which is based on achieving the short-term goals and dealing with the aspects of daily activities and functions. The primary function of management in the organisation is to exercise control over the work environment to ensure that the organisation as a whole is moving in the direction of achieving the organisations vision. The management of an organisation comprises the functions of effective planning, efficient organising, leading, and managing the processes and procedures of the organisation and getting the desired results from the system and people. Management can be deemed to be more of an analysis which involves breaking down of the processes and procedures into workable tasks (Algahtani, 2014). The managers in an organisation carry out their assigned job role according to the guidelines laid down by the organisational framework. They derive their power to direct the subordinates from the position of authority that they hold. The main task of a manager is to ensure that the operations of an organisation are running smoothly and everyone in the company is contributing as per the job role assigned to them and working towards increasing the productivity of the organisation. A manager is more concerned with accomplishing the goals of the company by making the best use of the resources, processes, systems, procedures, and structure of the organisation. Manager acts more like a problem solver in the organisational tasks related to decision making, people management, time management, and other such functions (Lopez, 2014). Importance of Leaders and Managers in an Organisation Both leadership and management are complementary functions which are important in an organisational hierarchy in the business world. The managers and leaders in an organisation prepare for different situations and handle the problems in different manners. The managers deal with the complexities in work processes by setting the goals and targets, strategising the steps to accomplish the targets, and then allocating the resources for each step in the process. While leaders start the process of change by deciding the vision for the organisation and the mission that will give a direction to the strategies needed to achieve the vision (Ali, 2013). The managers work at developing the companys capacity by setting up the workflow processes, establishing the organisational structure, and assigning the corresponding responsibilities and roles to the employees for achieving the targets. The leaders, on the other hand, work at selecting the right people for the correct jobs, developing the skills and competencies of the employees, communicating the overall vision of the organisation to the employees, and aligning the personal goals of the employees with the organisational goals (Chemers, 2014). The managers have to monitor the actual results, identify the deviations, and take timely corrective action to keep the workflow smoothly running in the direction of achieving the assigned targets. The leaders work by inspiring and motivating people by touching upon the human values, needs, and emotions to keep the employees moving in a certain direction in spite of the various obstacles (Rothaermel, 2015). Conclusion It can be said that if an organisation has to be successful it needs a balance between the leadership and management practice. To ensure that the vision of a leader turns into a reality, the tasks and achievements of the managers in an organisation are very important. The objectives and goals achieved by a successful manager are the stepping stones to achieving the vision of the leaders within the stipulated period of time. An excellent leader without the management skills and a good manager without the requisite leadership skills will not be achieve satisfactory results in an organisation (Fitzsimons, 2017) References: Algahtani, A. (2014). Are leadership and management different? A review.Journal of management policies and practices,Volume 2, Issue 3, pp. 71-82. Retrieved from: https://jmppnet.com/journals/jmpp/Vol_2_No_3_September_2014/4.pdf Ali, A. (2013). How to differentiate between Leadershipand ManagementFunction in Organization: A Review of Scholarly Thoughts. International Journal of Economics, Business and Management Studies, Volume 2, Issue 1, pp. 38-44. Retrieved from: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2196836 Chemers, M. (2014).An integrative theory of leadership. Psychology Press. Retrieved from: https://books.google.co.in/books?hl=enlr=id=hAbsAgAAQBAJoi=fndpg=PP1dq=leadership+roles+%22theory+and+application+2014ots=XfiTyDoai1sig=jKexMBjtYs2rLO_78Pe8gUF0nI8#v=onepageq=leadership%20roles%20%22theory%20and%20application%202014f=false Fitzsimons, C. (2017, August 07). How leadership complements management. Retrieved from https://leadershipsculptor.com/how-leadership-complements-management/ Lopez, R. (2014). The relationship between leadership and management: Instructional approaches and its connections to organizational growth.Journal of Business Studies Quarterly,Volume 6, Issue 1, pp. 98-112. Retrieved from: https://search.proquest.com/openview/f0fc566b60bd130e5bb9b6f9bca31942/1?pq-origsite=gscholarcbl=1056382 Lunenburg, F. C. (2011). Leadership versus management: A key distinctionat least in theory.International Journal of Management, Business, and Administration,Volume 14, Issue 1, pp. 1-4.retrieved from: https://cs.anu.edu.au/courses/comp3120/local_docs/readings/Lunenburg_LeadershipVersusManagement.pdf Popovici, V. (2012). Similarities and differences between management and leadership.Annals-Economy Series,Volume 2, pp.126-135. Retrieved from: https://pdfs.semanticscholar.org/f5b7/23431b15cfcc69bef630298775476e360c9a.pdf Rothaermel, F. T. (2015).Strategic management. McGraw-Hill Education. Retrieved from: https://dspace.elib.ntt.edu.vn/dspace/bitstream/123456789/7607/1/Frank%20Rothaermel-Strategic%20Management.pdf