A Definite Difference Of Opinions Essays - Free Essays, Term Papers

A Definite Difference Of Opinions Essays - Free Essays, Term Papers A Definite Difference of Opinions During the development of the young country of the United States of America, everyone had the ability to include their opinions on any subject. But many times, only a few voices were actually listened to. In this case Thomas Jefferson, a Republican, and Alexander Hamilton, a Federalist, were two of the most prominent people in the production of this government. Although disagreement was very common with these two, their contradictions definitely attributed to the development of America. During the first term of presidency Alexander Hamilton had the advantage over Jefferson since he was a great ally with the president George Washington. At this time Hamilton was chosen as the Secretary of Treasury, which was an important job. Hamilton created financial plans that would supposedly clear the debt of the United States. During one situation, Hamilton produced a deal with Jefferson and his Republican friends that moved the nation?s capitol to Philadelphia. But that was one of the very few agreements between the two. One very popular debate occurred soon after the nation?s capitol moved. It is referred to as the debate between a "broad" and a "strict" construction of the new Constitution. Hamilton came up with a bank proposal that would produce banks around the country. Hamilton?s idea was to keep the current of commerce flowing, and to keep business leaders happy by building a bank capitol. Thomas Jefferson was in great opposition to this idea. He and his friends explained that they did not want a country fill with cities, mills, mines, and factories; they would much rather see the farming production prosper in this country. Jefferson and his colleagues had bent their ideas with the national and state debts, but in no way would they receive the bank proposal lying down. They complained that the Constitution did not give Congress power to build banks; therefore, they should not be permitted. Hamilton, on the hand, explained that the Constitution stated that the government would pr! oduce a proper way of managing money, which the bank was for. George Washington believed arguments by both Hamilton and Jefferson, but he decided to sign the bill. As a result, economy was greatly affected in America?s development. Another great disagreement between the two was the whole idea of foreign affairs. The Federalists, led by Hamilton, supposedly believed that they should have never broken from the great empire. In times of war they repeatedly showed favoritism to Great Britain, the supposed enemies. The Republicans, led by Jefferson and Madison, favored the country of France and the common citizens of the country. They influenced the common people of France to overthrow the French Nobility. A third difference of opinion centered around life styles of the American people. Basically Jefferson despised the idea of a New York City kind of country, he believed it would bring crime and other consequences. Jefferson wanted a more of a Wisconsin type of country, where everyone owned their own land and had their own type of freedom. Hamilton and the Federalists had totally different beliefs, wanting cities and factories in the country. After the election of John Adams in 1796 differences between the ideas of Jefferson and Hamilton grew larger. The acts produced by the Federalist party deeply troubled Jefferson and the Republicans. Although a little harsh, the Alien and Sedition Acts in 1798, produced a way for the Federalists to revolt against Republican opposition and to increase power for themselves. These acts did not permit anyone to criticize the government at all, through writing, or any other way. It also extended the time to become an American citizen, since the Federalists believed that most of the foreigners would become Republicans. This deeply troubled Jefferson and Madison, but they had to find a way to fight back for the Republicans. Jefferson reacted with the production of the Kentucky Resolutions, which permitted states the power to judge a bill or law, unconstitutional, or invalid. This allowed the states to control the laws that would circulate their area. This, and other reactions ! by the Republicans contradicted the acts produced by the Federalists and almost equalized power on both sides. As you can see, Alexander Hamilton and Thomas Jefferson argued about many subjects to

The Plays of Agatha Christie

The Plays of Agatha Christie Agatha Christie wrote more best-selling crime novels than any other writer. As if that weren’t enough, in the 1930s she began a â€Å"second career† as a record-breaking playwright. Here is a glimpse of the best mystery plays by the master plot-twister herself. Murder at the Vicarage Based on Agatha Christie’s novel, the play was adapted by Moie Charles and Barabra Toy. However, according to biographers, Christie assisted with the writing and attended many of the rehearsals. This mystery features the elderly heroine Miss Marple, a rather gossipy old woman with a knack for solving crimes. Many of the characters underestimate Miss Marple, believing her to be too confused for detective work. But it’s all a ruse – the ol’ gal is as sharp as a tack! Murder on the Nile This is my favorite of the Hercule Peroit mysteries. Peroit is a brilliant and often snooty Belgian detective who appeared in 33 Agatha Christie novels. The play takes place on board a palace steamer traveling down the exotic Nile River. The passenger roster contains vengeful ex-lovers, devious husbands, jewel thieves, and several soon-to-be corpses. Witness for the Prosecution One of the best courtroom dramas ever written, Agatha Christie’s play provides mystery, surprise, and a fascinating look at the British justice system. I remember watching the 1957 film version of Witness for the Prosecution starring Charles Laughton as the cunning barrister. I must have gasped three different times at each astounding twist in the plot! (And no, I don’t gasp easily.) And Then There Were None (or, Ten Little Indians) If you think the title â€Å"Ten Little Indians† is politically incorrect, then you’ll be aghast to discover the original title of this famous Agatha Christie play. Controversial titles aside, the plot of this mystery is marvelously sinister. Ten people with deep, dark pasts arrive at a wealthy estate hidden away on a remote island. One by one, the guests are picked off by an unknown murderer. For those of you who like their theater bloody, And Then There Were None has the highest body count of the Agatha Christie plays. The Mousetrap This Agatha Christie play has earned a spot in the Guinness Book of World Records. It is the longest running play in the history of theater. Since its initial run, The Mousetrap has been performed over 24,000 times. It premiered in 1952, transferred to several theaters without ending its run, and then found a seemingly permanent home at the St. Martin Theater. Two of the actors, David Raven and Mysie Monte, played the roles of Mrs. Boyle and Major Metcalf for over 11 years. At the end of each performance, the audience is asked to keep The Mousetrap a secret. Therefore, in honor of Agatha Christie’s mystery plays, I will remain silent about the plot. All I will say is that if you are ever in London and you want to watch a delightful, old-fashioned mystery, then you should definitely watch The Mousetrap.

Elementary Reading Article Example | Topics and Well Written Essays - 500 words

Elementary Reading - Article Example Three articles discuss this matter extensively. The first one is Susanne Lapps article entitled â€Å"Literacy and the English Language Learner,† which discusses different behaviors of English Language Learners (ELLs) inside the classroom. The second one is the article by Karen Cadiero-Kaplan, entitled â€Å"Literacy Ideologies: Critically Engaging the Language Arts Curriculum,† which discusses how, for whom, and for what purposes literacy is defined. The third article is written by Rebecca Wheeler and R. Swords and is entitled â€Å"Codeswitching: Tools of Language and Culture Transform the Dialectally Diverse Classroom†. It discusses the best way to teach Standard English to ELLs for classroom use without disregarding the fact that these individuals have a language that is correct in their own right. It is ironic how the world seems to clamor for diversity, yet fails to adapt to it in the most basic classroom setup --- interaction between teachers and students. These two images above directly show how respect for diversity should be supported. Classrooms nowadays are becoming more and more culturally diverse, thus, the need for a greater weight to be placed on a students individuality and background. The common points among the articles stressed in these images are: To answer these common points stated in the articles, it is good to understand that modifying classroom instruction and lecture content and style is essential in ensuring that native speakers, ELLs, and those that come in between, are provided with fair range of classroom experience that would benefit everyone (Lapp, 2010). Additionally, background of every student should be taken into consideration because it is possible that what is learning for Native American students may be different from what is learning for those of, for example, Arab immigrants. It is good to understand that literacy is set within the political boundaries of

Business Communication - Assignment 2 Essay Example | Topics and Well Written Essays - 2500 words

Business Communication - Assignment 2 - Essay Example The process also tends to be highly emphasised on the exchange of thoughts among parties by verbal as well as non-verbal means that could be beneficial for the organisation to a large extent (Means, 2009). However, in practicing effective business communication strategies, businesses in the global context have often been observed as facing problems due to extensive influences of globalisation in terms of cross-cultural language barriers and distinctiveness. It has been observed in this regard that inadequate understanding among employees regarding the cross-cultural influences during their operations can further lead to various issues in terms of ethical concerns and misinterpretation of the communicated message. Inappropriate cross cultural training of employees can also influence poor performances, poor productivity, greater employee turnover and conflicts within the internal business environment of an organisation. Additionally, misinterpretation in business communication can be observed when the employees are unable to identify the organisational process thoroughly through which the objectives can be achieved (Genc, 2010). The influence of culture on consumer behaviour is found to gain greater attentiveness within the context of contemporary marketing and within disciplines related to consumer behaviour theories as well as practices in the national and in the global arenas. It has often been observed in this regard that consumer behaviour is principally emphasised on the decision making of individuals in the cultural as well as social contexts. According to Farhangmehr & Shoham (2004), the impact of culture is dynamic and its divergences provide an adverse effect on the decision making process of a particular business organisation. From another perspective, it can be stated that influence of culture hypothesises

Turn On the People in Any Organization Essay Example for Free

Turn On the People in Any Organization Essay The pages of human history daubed in bloodshed on account t of World Wars I and II, war unleashed by Japan at Nanking, the Civil War of USA and many other small and big violent incidents ask the crying question. How to make this Planet Earth heaven-like? The answer is simple and direct. Eyes full of understanding, heart full of love and the life that refuses conflicts- these alone are enough! Most of the violence is for monetary gains, acquisition of territory, and to feed vanity. The materialistic civilization, the industrial and internet revolutions, have unleashed a new war, without actually declaring it. This relentless war is fought on day to day basis in the stock exchanges. Each Nation wants to become economically powerful and prevent others from becoming powerful! â€Å"Today, man is being destroyed by the inner conviction of uselessness and no amount of economic growth can compensate for this loss. † How long can we confront Nature to achieve better standards of living and better standards of life? Reconciliation with the eternal principles of Nature is the need of the hour to achieve genuine peace and prosperity and we need to learn a lot from the Plant and Animal Kingdom. If they can live in accordance with their own Nature in a peaceful manner, why can’t the human beings? Gung-ho is the Chinese language phrase. It is derived from gongye hezuoshe, which means industrial worker’s co-operative. Karl Marx must be shifting in his grave with the mention of this word. Such co-operatives were established for the benefit of workers by Rewi Alley and his team. State who the animal characters of the book are, and why they are important: The three animal characters mentioned refer to three Native American lessons. Champions of commerce and industrial magnates have accepted the supremacy of computer applications, and perhaps have come to the conclusion that this is the only path for economic ascendancy. For such individuals this book has something special and novel. The lessons for organizational turnaround are: The Spirit of the Squirrel, the lesson is one of the powers of worthwhile work. The Way of the Beaver, the lesson is accomplished through empowerment. The Gift of the Goose, the lesson is the exponential factor of motivation. Continuous application, relentless efforts is the key to success. They say, ‘have a will to grow and grow you will! ’ Apply each creature to a management situation; Any management situation, there is one permanent, irrevocable relationship. It is between one human being to another human being. Give respect and take respect—very simple! When you use the best adjectives you can form a wonderful sentence. Similarly, happy, motivated, empowered and encouraged members, who work with the sense of responsibility, can bring nothing but cheer to the financial results of a company. Leadership should score over management; the end-results will be precedent-shattering. â€Å"The Gift of the Goose† is the factor in motivation for an employee who finds himself in a discouraging situation and feels trapped. I know an instance of a bank accountant sending the recovery notice to a dairy unit owner who had lost his two cows that died under mysterious circumstances and he was unable to pay the loan installments. Selling milk of the cows was his only source income. From where would the poor man repay the loan? When this incident came to the notice of the Senior Manager of the Bank, he advised the accountant to give him further loan for buying four cows. He would maintain himself with the profit from the milk from two cows and with the other portion of the profit he would repay the loan amount of the bank! The right decision at the right time, saved the borrower from ruin, and the Banks loan was also repaid fully. Explain what you have learned from each character: Work is worship is not mere the spiritual quote; its practical utility is great. The beauty of the work done with sincerity and dedication is something special. For the best output, basic conditions need to be created for the employees to become basically sound and industrious. When there is a free working environment, when restrictions are less, and one has freedom to take decisions, the results would be encouraging. Those who work only commit mistakes. One who walks will at times stumble. Positive attitude and right frame of mind are the fundamentals to get the results. This is the sum and substance of the messages of the Squirrel, the Beaver and the Goose. Specifically, the principle involved in the example of Squirrel, is that even the small and insignificant looking beings make the difference in the world by their active presence. One needs to cultivate the habit of making the world a better place. We need to have common goals and shared ideals. The Beaver principle is, give the workers the long rope, within the well-defined boundaries. Let them work in a free atmosphere; let them not feel suffocated under the pressure of repeated orders, modifications and revised orders. Teach them to control themselves. The Goose principle, is let good work be appreciated, even the mild rebuke needs to be on an encouraging note. Trust them, and they will give better results. Console them, instead of questioning them. Congratulate them at the earliest opportunity. Choose one or more traits that you would like to emulate, and explain why you feel that way; The Spirit of the Squirrel, the lesson is one of the powers of worthwhile work. The three core ideas of Gung Ho are simple yet profound! : Worthwhile work guided by goals and values; putting workers in control of their production; and cheering one another on. What you do is no doubt important; but how you do, what you do is more important. I like this trait immensely, as it the only way to carry out duties and responsibilities in a peaceful manner. They say, â€Å"It is better to deserve without receiving, than to receive without deserving. † Participation in action is always better than renunciation of action. The modern combustible younger generation wishes to have proof for everything and will not accept anything, unless convinced about it scientifically. Well, here is the proof for the assured reward for productivity. –every action, has the reaction and the intensity of reaction is in proportion to the intensity of the action. Over which there is no dispute between the scientists and the spiritualists. One of the rare agreements between the two contending forces; the two opposing forces; the forces that do not see eye to eye with other! This is the solid foundation on which one needs to base one’s understanding, as one is bound to get rewards for one’s loyalty and hard work. Its timing is not the domain of the human being. Right things will happen at the right time and this need not be doubted at all. Gung-Ho approach solidifies such a belief. What changes would you like to see in your own life after reading this book? One of the important guidelines that I got from this book is about interaction with the people; how important it is in day to day disposition in life. Doing appropriate things at the appropriate time, gives positive results. How disciplined and regular are the animals in doing their duty ordained to them by Nature. They never falter. They never disobey the rules. Their food habit is disciplined. They won’t harm anyone without reason. Their traits are decided and certain. I need to learn much by observing the nature of the animals. I need to perform my duty to the best of my ability and judgment, not because someone is telling me, not because my boss is ordering, but because, but only because, to live by hard work is the correct way of life. Another important change in my life is that I begin to love animals and birds, take interest to study their nature, read books on them, and wonder what an important role Nature has provided for them in the beautification and maintenance of flora and fauna around us. Talk about what you liked or did not like about the book. The book is very helpful in creating a work and management culture of excellence. It provides elucidation of notable points to the leaders to increase their knowledge, skills and motivation. It tells that sharing of information is the road to prosperity. It assists in front-line decision making. Productivity is the top concern in any commercial or industrial establishment. And you have to create conditions for its willing acceptance of that expected productivity in the workplace. The employees can build an organization; just as sometimes it is claimed that the employees can break it. Every employer wishes to have the builder. An inspired employee is an asset to any organization in the ultra-competitive business world of the modern day. The traditional concept that the customer is king is assuming new dimensions. How to secure unflinching loyalty for products and how to retain the employees in top gear, as for productivity and the latent creative joy! Gung Ho has solid answers for such situations. This not the book to read and keep aside! It is the reference book, and as one faces different situations in life, the practical examples given will be beneficial to find an appropriate solution. The authors have developed a pleasant way of telling about the leadership qualities and management principles through the example of animals and birds. The principles elucidated in this book can be applied for small as well as big businesses. The book concretely tells how a business establishment on the verge of failure was converted into a success empire. References: Blanchard, Ken: Book: Gung Ho! Turn On the People in Any Organization. Hardcover: 256 pages Publisher: William Morrow; 1 edition (October 8, 1997) Language: English ISBN-10: 068815428X ISBN-13: 978-0688154288

This is Not the Perfect College Admissions Essay :: College Admissions Essays

This is Not the Perfect College Admissions Essay Choose the day, Choose the sign of the day. The day’s divinity, the first thing I see, a crazy world that beckons me. As I stand forth today in my infancy, I wish to seek— seek the knowledge which I must find for I must be in control of thee. The power to control oneself and the ones beside me, For if I not have the ultimate control rival that of Satan. This is the apocalypse. Apocalypse not of the world but that of my world, my inner feelings my dreams, my ambitions. Ambition, Greed, Envy, Anger and Arrogance are the most powerful emotions known to man. They were prevalent with the stone age man and they will remain as long as man continues to exist. They are experienced by the psychopath to the holy Pope himself. I have unfortunately or fortunately, encountered all. Ambition . . . will I stop at nothing to achieve my ambition, my goals, my sole purpose of existence? Ethics and morals might stand between me and ambition but what am I to do? When you’re three you’re taught to distinguish right from wrong, but who are they to make that distinction? You’re tutored morals yet you’re not told of stronger emotions that question the bounds of morality. Does greed have anything to do with ambition? Greed is ambition, ambition is greed. Ambition helps to create a sense of worth, the want to do better than the one beside you. The need, the greed to do better than the one before you. Greed is good, greed is right , greed works. Greed for knowledge, life, power, money, helps to create a balance between the strong and the weak. A wise man once said: "Envy is the greatest sin." This wise man was a fool. He failed to acknowledge that it is envy which helps a man pursue greater goals. It is due to the fact that another man, a mere mortal as compared to the strong man has surpassed him and he rightfully wants his place back. Progress in society is a result of man’s greed, ambition and the most inconspicuous of them all, envy. Anger is an emotion when controlled helps to get in touch with inner feelings. It channels the mind, clears ambiguous thoughts and helps focus on a clear objective.

Forward the Foundation Chapter 6

15 Cleon was no longer quite the handsome young monarch that his holographs portrayed. Perhaps he still was-in the holographs-but his mirror told a different story. His most recent birthday had been celebrated with the usual pomp and ritual, but it was his fortieth just the same. The Emperor could find nothing wrong with being forty. His health was perfect. He had gained a little weight but not much. His face would perhaps look older, if it were not for the microadjustments that were made periodically and that gave him a slightly enameled look. He had been on the throne for eighteen years-already one of the longer reigns of the century-and he felt there was nothing that might necessarily keep him from reigning another forty years and perhaps having the longest reign in Imperial history as a result. Cleon looked at the mirror again and thought he looked a bit better if he did not actualize the third dimension. Now take Demerzel-faithful, reliable, necessary, unbearable Demerzel. No change in him. He maintained his appearance and, as far as Cleon knew, there had been no microadjustments, either. Of course, Demerzel was so close-mouthed about everything. And he had never been young. There had been no young look about him when he first served Cleon's father and Cleon had been the boyish Prince Imperial. And there was no young look about him now. Was it better to have looked old at the start and to avoid change afterward? Change! It reminded him that he had called Demerzel in for a purpose and not just so that he might stand there while the Emperor ruminated. Demerzel would take too much Imperial rumination as a sign of old age. â€Å"Demerzel,† he said. â€Å"Sire?† â€Å"This fellow Joranum. I tire of hearing of him.† â€Å"There is no reason you should hear of him, Sire. He is one of those phenomena that are thrown to the surface of the news for a while and then disappears.† â€Å"But he doesn't disappear.† â€Å"Sometimes it takes a while, Sire.† â€Å"What do you think of him, Demerzel?† â€Å"He is dangerous but has a certain popularity. It is the popularity that increases the danger.† â€Å"If you find him dangerous and if I find him annoying, why must we wait? Can't he simply be imprisoned or executed or something?† â€Å"The political situation on Trantor, Sire, is delicate-â€Å" â€Å"It is always delicate. When have you told me that it is anything but delicate?† â€Å"We live in delicate times, Sire. It would be useless to move strongly against him if that would but exacerbate the danger.† â€Å"I don't like it. I may not be widely read-an Emperor doesn't have the time to be widely read-but I know my Imperial history, at any rate. There have been a number of cases of these populists, as they are called, that have seized power in the last couple of centuries. In every case, they reduced the reigning Emperor to a mere figurehead. I do not wish to be a figurehead, Demerzel.† â€Å"It is unthinkable that you would be, Sire.† â€Å"It won't be unthinkable if you do nothing.† â€Å"I am attempting to take measures, Sire, but cautious ones.† â€Å"There's one fellow, at least, who isn't cautious. A month or so ago, a University professor-a professor-stopped a potential Joranumite riot single-handedly. He stepped right in and put a stop to it.† â€Å"So he did, Sire. How did you come to hear of it?† â€Å"Because he is a certain professor in whom I am interested. How is it that you didn't speak to me of this?† Demerzel said, almost obsequiously, â€Å"Would it be right for me to trouble you with every insignificant detail that crosses my desk?† â€Å"Insignificant? This man who took action was Hari Seldon.† â€Å"That was, indeed, his name.† â€Å"And the name was a familiar one. Did he not present a paper, some years ago, at the last Decennial Convention that interested us?† â€Å"Yes, Sire.† Cleon looked pleased. â€Å"As you see, I do have a memory. I need not depend on my staff for everything. I interviewed this Seldon fellow on the matter of his paper, did I not?† â€Å"Your memory is indeed flawless, Sire.† â€Å"What happened to his idea? It was a fortune-telling device. My flawless memory does not bring to mind what he called it.† â€Å"Psychohistory, Sire. It was not precisely a fortune-telling device but a theory as to ways of predicting general trends in future human history.† â€Å"And what happened to it?† â€Å"Nothing, Sire. As I explained at the time, the idea turned out to be wholly impractical. It was a colorful idea but a useless one.† â€Å"Yet he is capable of taking action to stop a potential riot. Would he have dared do this if he didn't know in advance he would succeed? Isn't that evidence that this-what?-psychohistory is working?† â€Å"It is merely evidence that Hari Seldon is foolhardy, Sire. Even if the psychohistoric theory were practical, it would not have been able to yield results involving a single person or a single action.† â€Å"You're not the mathematician, Demerzel. He is. I think it is time I questioned him again. After all, it is not long before the Decennial Convention is upon us once more.† â€Å"It would be a useless-â€Å" â€Å"Demerzel, I desire it. See to it.† â€Å"Yes, Sire.† 16 Raych was listening with an agonized impatience that he was trying not to show. He was sitting in an improvised cell, deep in the warrens of Billibotton, having been accompanied through alleys he no longer remembered. (He, who in the old days could have threaded those same alleys unerringly and lost any pursuer.) The man with him, clad in the green of the Joranumite Guard, was either a missionary, a brainwasher, or a kind of theologian-manque. At any rate, he had announced his name to be Sander Nee and he was delivering a long message in a thick Dahlite accent that he had clearly learned by heart. â€Å"If the people of Dahl want to enjoy equality, they must show themselves worthy of it. Good rule, quiet behavior, seemly pleasures are all requirements. Aggressiveness and the bearing of knives are the accusations others make against us to justify their intolerance. We must be clean in word and-â€Å" Raych broke in. â€Å"I agree with you, Guardsman Nee, every word. But I must see Mr. Joranum.† Slowly the guardsman shook his head. â€Å"You can't ‘less you got some appointment, some permission.† â€Å"Look, I'm the son of an important professor at Streeling University, a mathematics professor.† â€Å"Don't know no professor. I thought you said you was from Dahl.† â€Å"Of course I am. Can't you tell the way I talk?† â€Å"And you got an old man who's a professor at a big University? That don't sound likely.† â€Å"Well, he's my foster father.† The guardsman absorbed that and shook his head. â€Å"You know anyone in Dahl?† â€Å"There's Mother Rittah. She'll know me.† (She had been very old when she had known him. She might be senile by now-or dead.) â€Å"Never heard of her.† (Who else? He had never known anyone likely to penetrate the dim consciousness of this man facing him. His best friend had been another youngster named Smoodgie-or at least that was the only name he knew him by. Even in his desperation, Raych could not see himself saying: â€Å"Do you know someone my age named Smoodgie?†) Finally he said, â€Å"There's Yugo Amaryl.† A dim spark seemed to light Nee's eyes. â€Å"Who?† â€Å"Yugo Amaryl,† said Raych eagerly. â€Å"He works for my foster father at the University.† â€Å"He a Dahlite, too? Everyone at the University Dahlites?† â€Å"Just he and I. He was a heatsinker.† â€Å"What's he doing at the University?† â€Å"My father took him out of the heatsinks eight years ago.† â€Å"Well-I'll send someone.† Raych had to wait. Even if he escaped, where would he go in the intricate alleyways of Billibotton without being picked up instantly? Twenty minutes passed before Nee returned with the corporal who had arrested Raych in the first place. Raych felt a little hope; the corporal, at least, might conceivably have some brains. The corporal said, â€Å"Who is this Dahlite you know?† â€Å"Yugo Amaryl, Corporal, a heatsinker who my father found here in Dahl eight years ago and took to Streeling University with him.† â€Å"Why did he do that?† â€Å"My father thought Yugo could do more important things than heatsink, Corporal.† â€Å"Like what?† â€Å"Mathematics. He-â€Å" The corporal held up his hand. â€Å"What heatsink did he work in?† Raych thought for a moment. â€Å"I was only a kid then, but it was at C-2, I think.† â€Å"Close enough. C-3.† â€Å"Then you know about him, Corporal?† â€Å"Not personally, but the story is famous in the heatsinks and I've worked there, too. And maybe that's how you've heard of it. Have you any evidence that you really know Yugo Amaryl?† â€Å"Look. Let me tell you what I'd like to do. I'm going to write down my name on a piece of paper and my father's name. Then I'm going to write down one word. Get in touch-any way you want-with some official in Mr. Joranum's group-Mr. Joranum will be here in Dahl tomorrow-and just read him my name, my father's name, and the one word. If nothing happens, then I'll stay here till I rot, I suppose, but I don't think that will happen. In fact, I'm sure that they will get me out of here in three seconds and that you'll get a promotion for passing along the information. If you refuse to do this, when they find out I am here-and they will-you will be in the deepest possible trouble. After all, if you know that Yugo Amaryl went off with a big-shot mathematician, just tell yourself that same big-shot mathematician is my father. His name is Hari Seldon.† The corporal's face showed clearly that the name was not unknown to him. He said, â€Å"What's the one word you're going to write down?† â€Å"Psychohistory.† The corporal frowned. â€Å"What's that?† â€Å"That doesn't matter. Just pass it along and see what happens.† The corporal handed him a small sheet of paper, torn out of a notebook. â€Å"All right. Write it down and we'll see what happens.† Raych realized that he was trembling. He wanted very much to know what would happen. It depended entirely on who it was that the corporal would talk to and what magic the word would carry with it. 17 Hari Seldon watched the raindrops form on the wraparound windows of the Imperial ground-car and a sense of nostalgia stabbed at him unbearably. It was only the second time in his eight years on Trantor that he had been ordered to visit the Emperor in the only open land on the planet-and both times the weather had been bad. The first time, shortly after he had arrived on Trantor, the bad weather had merely irritated him. He had found no novelty in it. His home world of Helicon had its share of storms, after all, particularly in the area where he had been brought up. But now he had lived for eight years in make-believe weather, in which storms consisted of computerized cloudiness at random intervals, with regular light rains during the sleeping hours. Raging winds were replaced by zephyrs and there were no extremes of heat and cold-merely little changes that made you unzip the front of your shirt once in a while or throw on a light jacket. And he had heard complaints about even so mild a deviation. But now Hari was seeing real rain coming down drearily from a cold sky-and he had not seen such a thing in years-and he loved it; that was the thing. It reminded him of Helicon, of his youth, of relatively carefree days, and he wondered if he might persuade the driver to take the long way to the Palace. Impossible! The Emperor wanted to see him and it was a long enough trip by ground-car, even if one went in a straight line with no interfering traffic. The Emperor, of course, would not wait. It was a different Cleon from the one Seldon had seen eight years before. He had put on about ten pounds and there was a sulkiness about his face. Yet the skin around his eyes and cheeks looked pinched and Hari recognized the results of one too many microadjustments. In a way, Seldon felt sorry for Cleon-for all his might and Imperial sway, the Emperor was powerless against the passage of time. Once again Cleon met Hari Seldon alone-in the same lavishly furnished room of their first encounter. As was the custom, Seldon waited to be addressed. After briefly assessing Seldon's appearance, the Emperor said in an ordinary voice, â€Å"Glad to see you, Professor. Let us dispense with formalities, as we did on the former occasion on which I met you.† â€Å"Yes, Sire,† said Seldon stiffly. It was not always safe to be informal, merely because the Emperor ordered you to be so in an effusive moment. Cleon gestured imperceptibly and at once the room came alive with automation as the table set itself and dishes began to appear. Seldon, confused, could not follow the details. The Emperor said casually, â€Å"You will dine with me, Seldon?† It had the formal intonation of a question but the force, somehow, of an order. â€Å"I would be honored, Sire,† said Seldon. He looked around cautiously. He knew very well that one did not (or, at any rate, should not) ask questions of the Emperor, but he saw no way out of it. He said, rather quietly, trying to make it not sound like a question, â€Å"The First Minister will not dine with us?† â€Å"He will not,† said Cleon. â€Å"He has other tasks at this moment and I wish, in any case, to speak to you privately.† They ate quietly for a while, Cleon gazing at him fixedly and Seldon smiling tentatively. Cleon had no reputation for cruelty or even for irresponsibility, but he could, in theory, have Seldon arrested on some vague charge and, if the Emperor wished to exert his influence, the case might never come to trial. It was always best to avoid notice and at the moment Seldon couldn't manage it. Surely it had been worse eight years ago, when he had been brought to the Palace under armed guard. This fact did not make Seldon feel relieved, however. Then Cleon spoke. â€Å"Seldon† he said. â€Å"The First Minister is of great use to me, yet I feel that, at times, people may think I do not have a mind of my own. Do you think that?† â€Å"Never, Sire,† said Seldon calmly. No use protesting too much. â€Å"I don't believe you. However, I do have a mind of my own and I recall that when you first came to Trantor you had this psychohistory thing you were playing with.† â€Å"I'm sure you also remember, Sire,† said Seldon softly, â€Å"that I explained at the time it was a mathematical theory without practical application.† â€Å"So you said. Do you still say so?† â€Å"Yes, Sire.† â€Å"Have you been working on it since?† â€Å"On occasion I toy with it, but it comes to nothing. Chaos unfortunately interferes and predictability is not-â€Å" The Emperor interrupted. â€Å"There is a specific problem I wish you to tackle. Do help yourself to the dessert, Seldon. It is very good.† â€Å"What is the problem, Sire?† â€Å"This man Joranum. Demerzel tells me-oh, so politely-that I cannot arrest this man and I cannot use armed force to crush his followers. He says it will simply make the situation worse.† â€Å"If the First Minister says so, I presume it is so.† â€Å"But I do not want this man Joranum†¦ At any rate, I will not be his puppet. Demerzel does nothing.† â€Å"I am sure that he is doing what he can, Sire.† â€Å"If he is working to alleviate the problem, he certainly is not keeping me informed.† â€Å"That may be, Sire, out of a natural desire to keep you above the fray. The First Minister may feel that if Joranum should-if he should-â€Å" â€Å"Take over,† said Cleon with a tone of infinite distaste. â€Å"Yes, Sire. It would not be wise to have it appear that you were personally opposed to him. You must remain untouched for the sake of the stability of the Empire.† â€Å"I would much rather assure the stability of the Empire without Joranum. What do you suggest, Seldon?† â€Å"I, Sire?† â€Å"You, Seldon,† said Cleon impatiently. â€Å"Let me say that I don't believe you when you say that psychohistory is just a game. Demerzel stays friendly with you. Do you think I am such an idiot as not to know that? He expects something from you. He expects psychohistory from you and since I am no fool, I expect it, too. Seldon, are you for Joranum? The truth!† â€Å"No, Sire, I am not for him. I consider him an utter danger to the Empire.† â€Å"Very well, I believe you. You stopped a potential Joranumite riot at your University grounds single-handedly, I understand.† â€Å"It was pure impulse on my part, Sire.† â€Å"Tell that to fools, not to me. You had worked it out by psychohistory.† â€Å"Sire!† â€Å"Don't protest. What are you doing about Joranum? You must be doing something if you are on the side of the Empire.† â€Å"Sire,† said Seldon cautiously, uncertain as to how much the Emperor knew. â€Å"I have sent my son to meet with Joranum in the Dahl Sector.† â€Å"Why?† â€Å"My son is a Dahlite-and shrewd. He may discover something of use to us.† â€Å"May?† â€Å"Only may, Sire.† â€Å"You'll keep me informed?† â€Å"Yes, Sire.† â€Å"And, Seldon, do not tell me that psychohistory is just a game, that it does not exist. I do not want to hear that. I expect you to do something about Joranum. What it might be, I can't say, but you must do something. I will not have it otherwise. You may go.† Seldon returned to Streeling University in a far darker mood than when he had left. Cleon had sounded as though he would not accept failure. It all depended on Raych now.

Referent and Expert Power

CNUR 833 Week 9 discussion question Summary Outline: Leadership Read the following chapter : Robbins, S. P. , Coulter, M. & Langton, M. (2009). Management (9th Canadian ed. ). Toronto: Pearson Prentice Hall. Chapter 12 Review Week 9 Presentation (Found in Course Materials under Weekly Presentations) Focus on the following elements: 1. How leaders and managers differ. LEADERS †¢ Develop vision and long term objectives, plans strategy and tactics †¢ Exhibits leading Beauvoir. Acts to bring change in others congruent with long term objectives †¢ Innovates for the entire organization †¢ Asks what and why to change standard practice †¢ creates vision and meaning for the organization †¢ uses transformational influence: induces change in values, attitudes, behaviour using personal examples and expertise †¢ uses empowering strategies to make followers internalize values †¢ status quo challenger and change creator MANAGERS engages in day to day care taker activities, maintain and allocate resources †¢ exhibits supervisory behaviour : acts to make others maintain standard job behaviour †¢ administers subsystems within organizations †¢ asks how and when to engage in standard practice †¢ uses transactional influence: induces compliance in manifest behaviour using rewards, sanctions and formal authority †¢ relies on control strategies to get thing done by subordinates †¢ status quo supporter and stabilizer 2. How various theories improve our understanding of leadership? Trait theories- early research unable to find the difference leaders from non- leaders †¢ Later research on the leadership process identified 7 traits associated with successful leadership- drive, the desire to lead, honesty and integrity, self-confidence, intelligence, job-relevant knowledge, and extraversion †¢ Behavioural theories identified 3 leadership styles- 1. autocratic style- centralized authority, low participation 2. democratic style-involvement, high participation, feedback 3. laissez-faire style- hands -off management Leader behaviour Research findings mixed results- †¢ no specific style was consistently better for producing better performance †¢ employees were more satisfied under a democratic leader than an autocratic leader 4. How managers use power and trust to enhance leadership. For manager to lead, manger should have the leadership skill to empower and influence the team or individual to achieve organizational goals by building trust and using power effectively. There are 5 sources of leader power identified: POWER 1. Legitimate power and authority are the same. Leader in position power also likely to have reward and coercive power 2. Coercive power-leaders have the ability to punish or control e. g. employee’s suspension and demotion or assign unpleasant or desirable work to the workers. Followers react to the power out of fear and consequences for not compliance 3. Reward power- give positive benefits and rewards including anything that another person values e. g. money, favourable performance appraisals, promotions, interesting work assignments, friendly colleagues, and preferred work shifts or sales territories. . Expert power- influence based on expertise, special skills, or knowledge. Managers depend on employees’ expert to achieve the organization’s goals due to jobs have become more specialized. 5. Referent power-based on desirable resources or personal traits. Develop out of admiration of another and a desire to be like that person by modelling behaviour and attitudes after the individual DEVELOPING TRUST AND CR EDIBILITY TRUST include 5 dimensions 1. integrity- honesty and truthfulness 2. competence- technical and interpersonal knowledge and skills 3. onsistency- reliability, predictability, and good judgement in handling situation 4. loyalty- willingness to protect a person, physically and emotionally 5. openness- willingness to share ideas and information freely †¢ Honesty is the most important characteristic of admired leader †¢ Credible leaders are competent and inspiring †¢ Able to communicate effectively their confidence and competence and inspiration †¢ Trust and integrity are interrelated and interchangeable Post your views one the 2 discussion questions in the discussion threads. . Describe the differences between a transactional leader and a transformational leader. †¢ Transactional leaders is more of management leadership style by telling what they wanted the employees to do and give clear structure and expectation to their followers what is expected and required to do the job with full responsibility †¢ Reward for success of compliances and effort and punishment for failure to motivate employees to achieve short term goal and not long-term goal by increase their performance or productivity. Followers are expected to do the job as an order whether or not there are resources or capability to do it. Employees obey to do the assignment by negotiating a contract with benefits and incentive. †¢ This leadership style has least interest in changing the working environment and ineffective in promoting job satisfaction. Transformation leadership †¢ Defined as charismatic leaders of change agents who have confidence and belief in themselves by developing vision and putting their passion and energy to take care of their subordinates to success. with clear vision and direction leaders will be able to inspire their followers to buy into it in order achieve their common goal for the organization †¢ Some of the characteristics of transformation leader are enthusiasm, active and good listener, visible, build trust, persistent, keep up the momentum by motivating and rallying their followers, show followers their behaviours and attitudes the way every ones else should behave, commitment, celebrate with success, †¢ This type of leadership enables the leaders to transform organization as they are people oriented and success comes first. Transformational Leaders also tend to see the big picture, but not the details, which could cause failure and also their followers are kept going and may also cause them to give up. References: Robbins, S. P. , Coulter, M. & Langton, M. (2009). Management (9th Canadian ed. ). Toronto: Pearson Prentice Hall. Transformation Leadership. Retrieved on 15-3-2010 from http://changingminds. org/disciplines/leadership/styles/transformational_leadership. htm 2. What types of power are available in your current nursing situation? Which types do you use most often and why? The types of powers most often used by nurses are expert power and referent power. This is because nurses have expert power as they possess skill and knowledge; professional specialized in nursing care that is relevant to the job or tasks. Public and patients look up on nurses for quality of care and health knowledge for their expertise. Thus nurses have the power to influence patients as well as team members by exhibiting trust, honesty, credibility, accountability and integrity. Nurses also have referent power being admired by patient, staff and students. Therefore those who admire nurses with referent power will be over power by the nurses and attempt to model behaviour and attitudes after them. This is because the followers believe the leader posses the quality that they would like to possess. Transactional Leadership 72 rate or flag this page By Edi Kurnik [pic][pic][pic][pic][pic][pic][pic][pic][pic][pic] [pic]A – Z of Leadership †¢ A – Z of Leadership How To Improve Your Leadership Skills By Using The Same Secrets Great Leaders Like Gandhi, Martin Luther King, and Alexander The Great Used To Inspire, Motivate and Persuade Virtually Anyone†¦ Related Hubs Leadership Styles †¢ Quotes on Leadership [pic][pic] [pic][pic][pic]Transactional Leadership Leadership style plays a crucial role in the development of an organization. Transactional leadership is of the leadership style that is often used by many companies. Transactional leadership believes that punishment and reward motivate people. This leadership also assumes that when people agree to do a particular assignment, a part of that agreement is that they give up all authority to their boss. The leader holds control and power over the subordinates. The main goal of the employee is to obey the orders of their managers. The idea is that when a subordinate takes up a job, he or she agrees to obey their manager totally. The ‘transaction' is the money or any other award that the company pays to its subordinates for their compliance and effort. The relationship between the subordinate and the leader becomes transactional. In transactional leadership the leader has the right to punish his or her subordinates if their performance is not according to the predetermined standard. Transactional leadership makes clear that what is equired and expected from their subordinates. It also mentions that subordinates will get award if they follow the orders seriously. Sometimes punishments are not mentioned but they are understood. In the early stages of transactional leadership, subordinate is in the process of negotiating the contract. The contract specifies fixed salary and the benefits that will be given to the subordinate. Rewards are g iven to subordinates for applied effort. Some organization use incentives to encourage their subordinates for greater productivity. Transactional leadership is a way of increasing the performance of its subordinates by giving them rewards. Transactional leadership is also called as ‘true leadership style as it focuses on short term goals instead of long term goals. In Transactional leadership, when the leader assigns work to its subordinates, then it is the responsibility of the subordinate to see that the assigned task is finished on time. If the assigned task is not completed on time or if something then punishment is given for their failure. But if they accomplish the task in time then the subordinates are given reward for successfully completing the task. Subordinates are also given award and praised for exceeding expectations. A subordinate whose performance is below expectation is punished and some action is taken to increase his or her performance. Transactional leadership has more of a ‘telling style'. Transactional leadership is based on the fact that reward or punishment is dependent on the performance. Even though researchers have highlighted its limitations, transactional leadership is still used by many employers. More and more companies are adopting transactional leadership to increase the performance of its employees. This approach is prevalent in real workplace. The main limitation of this leadership is that it assumes that people are largely motivated by simple rewards. Under transactional leadership, employees can't do much to improve job satisfaction. Transaction leadership has been ineffective in providing skilled employees to their organization. This style of leadership is least interested in changing the work environment. Experts do not recommend this approach. Transactional leadership focuses more on management of punishments and rewards. [pic]Rate it:   up   down Transactional Leadership Disciplines ; Leadership ; Leadership styles ; Transactional Leadership Assumptions | Style | Discussion  | See also Assumptions People are motivated by reward and punishment. Social systems work best with a clear chain of command. When people have agreed to do a job, a part of the deal is that they cede all authority to their manager. The prime purpose of a subordinate is to do what their manager tells them to do. Style The transactional leader works through creating clear structures whereby it is clear what is required of their subordinates, and the rewards that they get for following orders. Punishments are not always mentioned, but they are also well-understood and formal systems of discipline are usually in place. The early stage of Transactional Leadership is in negotiating the contract whereby the subordinate is given a salary and other benefits, and the company (and by implication the subordinate's manager) gets authority over the subordinate. When the Transactional Leader allocates work to a subordinate, they are considered to be fully responsible for it, whether or not they have the resources or capability to carry it out. When things go wrong, then the subordinate is considered to be personally at fault, and is punished for their failure (just as they are rewarded for succeeding). The transactional leader often uses management by exception, working on the principle that if something is operating to defined (and hence expected) performance then it does not need attention. Exceptions to expectation require praise and reward for exceeding expectation, whilst some kind of corrective action is applied for performance below expectation. Whereas Transformational Leadership has more of a ‘selling' style, Transactional Leadership, once the contract is in place, takes a ‘telling' style. Discussion Transactional leadership is based in contingency, in that reward or punishment is contingent upon performance. Despite much research that highlights its limitations, Transactional Leadership is still a popular approach with many managers. Indeed, in the Leadership vs. Management spectrum, it is very much towards the management end of the scale. The main limitation is the assumption of ‘rational man', a person who is largely motivated by money and simple reward, and hence whose behavior is predictable. The underlying psychology is Behaviorism, including the Classical Conditioning of Pavlov and Skinner's Operant Conditioning. These theories are largely based on controlled laboratory experiments (often with animals) and ignore complex emotional factors and social values. In practice, there is sufficient truth in Behaviorism to sustain Transactional approaches. This is reinforced by the supply-and-demand situation of much employment, coupled with the effects of deeper needs, as in Maslow's Hierarchy. When the demand for a skill outstrips the supply, then Transactional Leadership often is insufficient, and other approaches are more effective. See also Exchange principle, Transformational Leadership Transformational Leadership Disciplines > Leadership > Leadership styles > Transformational Leadership Assumptions | Style | Discussion  | See also Assumptions People will follow a person who inspires them. A person with vision and passion can achieve great things. The way to get things done is by injecting enthusiasm and energy. Style Working for a Transformational Leader can be a wonderful and uplifting experience. They put passion and energy into everything. They care about you and want you to succeed. Developing the vision Transformational Leadership starts with the development of a vision, a view of the future that will excite and convert potential followers. This vision may be developed by the leader, by the senior team or may emerge from a broad series of discussions. The important factor is the leader buys into it, hook, line and sinker. Selling the vision The next step, which in fact never stops, is to constantly sell the vision. This takes energy and commitment, as few people will immediately buy into a radical vision, and some will join the show much more slowly than others. The Transformational Leader thus takes every opportunity and will use whatever works to convince others to climb on board the bandwagon. In order to create followers, the Transformational Leader has to be very careful in creating trust, and their personal integrity is a critical part of the package that they are selling. In effect, they are selling themselves as well as the vision. Finding the way forwards In parallel with the selling activity is seeking the way forward. Some Transformational Leaders know the way, and simply want others to follow them. Others do not have a ready strategy, but will happily lead the exploration of possible routes to the promised land. The route forwards may not be obvious and may not be plotted in details, but with a clear vision, the direction will always be known. Thus finding the way forward can be an ongoing process of course correction, and the Transformational Leader will accept that there will be failures and blind canyons along the way. As long as they feel progress is being made, they will be happy. Leading the charge The final stage is to remain up-front and central during the action. Transformational Leaders are always visible and will stand up to be counted rather than hide behind their troops. They show by their attitudes and actions how everyone else should behave. They also make continued efforts to motivate and rally their followers, constantly doing the rounds, listening, soothing and enthusing. It is their unswerving commitment as much as anything else that keeps people going, particularly through the darker times when some may question whether the vision can ever be achieved. If the people do not believe that they can succeed, then their efforts will flag. The Transformational Leader seeks to infect and reinfect their followers with a high level of commitment to the vision. One of the methods the Transformational Leader uses to sustain motivation is in the use of ceremonies, rituals and other cultural symbolism. Small changes get big hurrahs, pumping up their significance as indicators of real progress. Overall, they balance their attention between action that creates progress and the mental state of their followers. Perhaps more than other approaches, they are people-oriented and believe that success comes first and last through deep and sustained commitment. Discussion Whilst the Transformational Leader seeks overtly to transform the organization, there is also a tacit promise to followers that they also will be transformed in some way, perhaps to be more like this amazing leader. In some respects, then, the followers are the product of the transformation. Transformational Leaders are often charismatic, but are not as narcissistic as pure Charismatic Leaders, who succeed through a belief in themselves rather than a belief in others. One of the traps of Transformational Leadership is that passion and confidence can easily be mistaken for truth and reality. Whilst it is true that great things have been achieved through enthusiastic leadership, it is also true that many passionate people have led the charge right over the cliff and into a bottomless chasm. Just because someone believes they are right, it does not mean they are right. Paradoxically, the energy that gets people going can also cause them to give up. Transformational Leaders often have large amounts of enthusiasm which, if relentlessly applied, can wear out their followers. Transformational Leaders also tend to see the big picture, but not the details, where the devil often lurks. If they do not have people to take care of this level of information, then they are usually doomed to fail. Finally, Transformational Leaders, by definition, seek to transform. When the organization does not need transforming and people are happy as they are, then such a leader will be frustrated. Like wartime leaders, however, given the right situation they come into their own and can be personally responsible for saving entire companies. See also Appeal principle, Bonding principle, Confidence principle, Pull, The Leadership Challenge Bass, B. M. (1985). Leadership and performance beyond expectation. New York: Free Press. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, (Winter): 19-31. Burns, J. M. (1978). Leadership. New York: Harper & Row

SAT Exact Start Time and End Time

SAT Exact Start Time and End Time SAT / ACT Prep Online Guides and Tips Timing is everything, especially when it comes to the SAT. Besides managing your time on eachsection of the test, you also have to plan your day around this long exam. Since latecomers won't be admitted to the testing room, when should you plan to arrive on test day? For that matter, what time can you breathe a sigh of relief and, all finished with the exam, head back home? This guide will go over the exact start and end times of the SAT so you can plan your schedule for that special SAT-urday. What Time Do You Need to Arrive for the SAT? The SAT is given on Saturday mornings (unless you request and are approved for an alternative testing date due to religious reasons). Doors close at 8:00AM, unless otherwise specified, so students should aim to be at the test center by 7:45AM at the latest. Some test locations, including your high school, will be holding multiple exams, like the GRE for graduate school. There might be a line of people waiting, and it could take some time to find your name on a list and locate your room. To be especially safe and get ahead of any lines, you sould aim to be there even earlier, like by 7:30AM. Apart from finding your assigned room and seat, you also may have to hang up your bag and/or coat somewhere outside of the testing room. What also takes time that morning is getting checked in with your admission ticket and ID. [Side note: make sure to hold onto your admission ticket, as you'll need it to fill out some personal information on your test!] Once you find your room and assigned seat, your proctor will give instructions and pass out the tests. You'll spend some time filling out your personal details on the test. All of this settling in takes about 30 minutes to an hour, so you'll start taking the SAT between 8:30AM and 9:00AM. Again, arrive by 7:45AM at the latest. No one will be admitted once testing has started. You'll be at your testing center for 45 minutes to an hour before you start in on your first section, which will be Reading on the redesigned test. After you begin between 8:30AM and 9:00AM, what time will you be all finished with the SAT? Will you look something like this? When Will You Be Finished With the SAT? The new SATis 3 hours long, or 3 hours and 50 minutes with the optional essay. Since you can decide whether or not to take the essay section on the redesigned SAT, your choice will determine your exact end time. Given this variation, let’s consider your end time on the SAT in two scenarios: first, without the essay, and second, with the essay. SAT End Time Without the Essay If you choose not to take the essay, then you’ll be finished about an hour earlier than students who elect to include this section. The SAT has a 65-minute Reading section, a 35-minute Writing and Language section, and two Math sections: 25 minutes (without calculator) and 55 minutes (with calculator). The sections on the SAT will be given in this same order - Reading, Writing, Math (no calculator), and Math (with calculator). You should get twoshort breaks of about five minutes each, one after the Reading section and the other between the two Math sections. While your total testing time will be 3 hours, your entire test-taking experience will look more like 3 hours and 10 minutes with the breaks. If you began your test between 8:30 and 9:00, then you'd be finished between 11:40AM and 12:10PM. At this point, you’re all donewith your SAT. Other students, though, may stay longer and move onto a fourth hour of testing if they're taking the essay. SAT End Time With the Essay Students who choose to take the SAT essay will get this section last, after Reading, Writing and Language, and both Math sections. The essay is 50 minutes long, and you’ll get a short break of five to ten minutes before you start writing. That means you can add 55 minutes to an hour to your end time. If you start taking the SAT (with the essay) between 8:30AM and 9:00AM, then you can expect to be finished sometime between 12:35PM and 1:10PM. A good estimate for your end time is around 1:00PM Apart from the amount of time it takes to get everyone checked in and ready to test, are there any variations in how long the SAT takes? Does the SAT Always Take the Same Amount of Time? Except for students with accommodations for extended time, the SAT should take the same amount of time in any testing center in the U.S. or internationally. The reality is that there can be some variation in terms of break time, with some proctors being more flexible and allowing between five and ten minutes. If there were any problems, such as distracting noise or a student being dismissed for cell phone use, this could also potentially cause a delay. Some students have reported that proctors skipped their breaks entirely, which isn't helpfulfor your pacing or for fairness across the board. You have the right to two 5-minute breaks (and a third before the essay), so you should speak up if you don't get your entitled break time. One recent incident involving an issue with timing was on the June 6th 2015 administration of the current version of the SAT. There was a misprint in the test booklet, resulting in some students receiving an extra five minutes on what should have been a 20 minute section. This was a huge problem that caused a lot of controversy and complaints, as an extra five minutes is a full 25% increase in time for some students and not others. Ultimately, the College Board still provided scores for students, but omitted that particular section, claiming that it could still provide accurate scores without it. Apart from this June 6th situation, which hopefully won’t repeat itself with the simplified format of the redesigned SAT, the SAT start and end time generally remain standard at around 3 (or 4) hours in all test centers. For the most part, you can be pretty confident about what your schedule will look like on test day. You can further take control of your morning by preparing everything you’ll need the day before. Armed and ready with No. 2 pencils. Planning for SAT Test Day Pack your bag with Number 2 pencils, a calculator, snacks, and a drink, and plan to arrive at your testing center between 7:30AM and 7:45 AM. You'll spend about an hour checking in, finding your room and assigned seat, and filling out personal details on the test before you actually begin taking it between 8:30AM and 9:00AM. To sustain your focus and energy over this four-hour period of test-taking, make sure to take advantage of breaks to move around, drink water, and have a snack. Look around the room or out the window, as staring up close at a test for so long can strain your eyes. Just moving and doing something else, even if it's just for a few minutes, will help re-energize you, clear your mind, and collect yourself before the next section. You'll be all finished with the SAT between 12:30PM and 1:00PM. Congratulate yourself for preparing for and taking this intense test, and enjoy the rest of your Saturday! What's Next? What SAT score should you be aiming for?What's a good SAT score?Find out more in our detailed guide. Feelingstressed about finishing all the questions in time? Learn and try out these best strategies to stop running out of time on Critical Reading and Math. Have youregistered for the SAT yet?If not, check out our step-by-step guide to SAT registration for everything you need to know. Disappointed with your scores? Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Judith Sargent Murray, Early Feminist and Writer

Judith Sargent Murray, Early Feminist and Writer Judith Sargent Murray (May 1, 1751–July 6, 1820) was an early American feminist who wrote essays on  political, social, and religious themes. She was also a gifted poet and dramatist, and her letters, some recently discovered, give insight into her life during and after the American Revolution.  She is especially known for her essays about the American Revolution under the pseudonym The Gleaner and for her feminist essay, On the Equality of the Sexes.   Fast Facts: Judith Sargent Murray Known For: Early feminist essayist, poet, novelist, and dramatistBorn: May 1, 1751 in Gloucester, MassachusettsParents: Winthrop Sargent and Judith SaundersDied: July 6, 1820 in Natchez, MississippiEducation: Tutored at homePublished Works: On the Equality of the Sexes, Sketch of the Present Situation in America, Story of Margaretta, Virtue Triumphant, and The Traveller ReturnedSpouse(s): Captain John Stevens (m. 1769–1786); Rev. John Murray (m. 1788–1809).Children: With John Murray: George (1789) who died as an infant, and a daughter, Julia Maria Murray (1791–1822) Early Life Judith Sargent Murray was born Judith Sargent on May 1, 1751, in Gloucester, Massachusetts, to shipowner and merchant Captain Winthrop Sargent (1727–1793) and his wife Judith Saunders (1731–1793). She was the oldest of the eight Sargent children. At first, Judith was educated at home and learned basic reading and writing. Her brother Winthrop, who was intended to go to Harvard, received a more advanced education at home, but when their parents recognized Judiths exceptional abilities she was allowed to share Winthrops training in classical Greek and Latin. Winthrop went did go on to Harvard, and Judith later noted that she, being female, had no such possibilities. Her first marriage, on October 3, 1769, was to Captain John Stevens, a well-to-do sea captain and trader. They had no children but adopted two of her husbands nieces and one of her own, Polly Odell. Universalism In the 1770s, Judith Stevens turned away from the Calvinism of the Congregational church she was raised in and became involved in Universalism. Calvinists said that only believers could be saved, and nonbelievers were doomed. In contrast, Universalists believed that all human beings could be saved and all people were equal. The movement was brought to Massachusetts by Rev. John Murray, who arrived in Gloucester in 1774, and Judith and her families the Sargents and the Stevens converted to Universalism. Judith Sargent Stevens and John Murray began a long correspondence and respectful friendship: in this she defied custom, which suggested it was suspect for a married woman to correspond with a man who was unrelated to her. By 1775, the Stevens family had fallen into serious  financial difficulties when the American Revolution interfered with shipping and trade, difficulties that may have been heightened by Stevens mismanagement of finances. To help out, Judith began writing; her first poems were written in 1775. Judiths first essay was Desultory Thoughts upon the Utility of Encouraging a Degree of Self-Complacency, Especially in Female Bosoms, which was published in 1784 under the pseudonym Constancia in the Boston periodical, Gentleman and Ladys Town and Country Magazine.  In 1786, Captain Stevens, to avoid debtors prison and in hopes of turning his finances around, sailed to the West Indies, but he died there in 1786. After the death of Captain Stevens, the friendship between John Murray and Judith Stevens blossomed into courtship, and on October 6, 1788, they married.   Travel and a Widening Sphere Judith Sargent Murray accompanied her new husband on many of his preaching tours, and they counted among acquaintances and friends many early leaders of the United States, including John and Abigail Adams, Benjamin Franklins family, and Martha Custis Washington, with whom they sometimes stayed. Her letters describing these visits and her correspondence with friends and relatives are invaluable in understanding the daily life in the federal period of American history. Throughout this period, Judith Sargent Murray wrote poetry, essays, and drama: some biographers suggest the loss of her son in 1790 and her own survival of what would be called postpartum depression today spurred a burst of creativity. Her essay, On the Equality of the Sexes, written in 1779, was finally published in 1790. The essay challenges the prevailing theory that men and women are not intellectually equal, and among all of her writings, that essay established her as an early feminist theorist. She added a letter including her interpretation of the biblical Adam and Eve story, insisting that Eve was equal, if not superior, to Adam. Her daughter, Julia Maria Murray, was born in 1791. Essays and Drama In February, 1792, Murray began a series of essays for the Massachusetts Magazine titled The Gleaner (also her pseudonym), which focused on the politics of the new nation of America as well as religious and moral themes, including womens equality.  One of her common early topics was the importance of educating female children- Julia Maria was 6 months old when her mother began her column. Her novel, The Story of Margaretta, was written in a series among The Gleaner essays. It is the tale of a young woman who falls prey to a sinister lover and rejects him, and she is portrayed not as a fallen woman but rather as an intelligent heroine who is capable of forging an independent life for herself. The Murrays moved from Gloucester to Boston in 1793, where together they founded a Universalist congregation. Several of her writings reveal her role in shaping the tenets of Universalism, which was the first American religion to ordain women. Murray wrote drama first in response to a call for original work by American writers (also directed to her husband, John Murray), and though her plays did not find critical acclaim, they did achieve some popular success. Her first play was The Medium: or Virtue Triumphant, and it opened and quickly closed on the Boston stage. It was, however, the first play dramatized there by an American author. In 1798, Murray published a collection of her writings in three volumes as The Gleaner. She thereby became the first American woman to self-publish a book.  The books were sold on subscription, to help support the family.  John Adams and George Washington were among the subscribers.  In 1802 she helped to found a school for girls in Dorchester. Later Life and Death John Murray, whose health had been frail for some time, had a stroke in 1809 that paralyzed him for the rest of his life.  In 1812, her daughter Julia Maria married a wealthy Mississippian named Adam Louis Bingaman, whose family had contributed somewhat to his education while he lived with Judith and John Murray. By 1812, the Murrays were experiencing painful financial issues. Judith Murray edited and published John Murrays letters and sermons that same year, as Letters and Sketches of Sermons. John Murray died in 1815, and in 1816, Judith Sargent Murray published his autobiography, Records of the Life of the Rev. John Murray. In her last years, Judith Sargent Murray continued her correspondence with her family and friends; her daughter and husband supported her financially in her later life, and she moved to their home in Natchez, Mississippi in 1816. Judith Sargent Murray died on July 6, 1820, in Natchez at the age of 69. Legacy Judith Sargent Murray was largely forgotten as a writer until late in the 20th century. Alice Rossi resurrected On the Equality of the Sexes for a collection called The Feminist Papers  in 1974, bringing it to wider attention. In 1984, Unitarian Universalist minister, Gordon Gibson, found Judith Sargent Murrays letter books in Natchez, Mississippi- books into which she kept copies of her letters. (They are now in the Mississippi Archives.) She is the only woman from that period of time for whom we have such letter books, and these copies have allowed scholars to discover much about not only Judith Sargent Murrays life and ideas, but also about daily life in the time of the American Revolution and early Republic. In 1996, Bonnie Hurd Smith founded the Judith Sargent Murray Society to promote Judiths life and work. Smith provided useful suggestions for details in this profile, which also drew on other resources about Judith Sargent Murray. Sources Field, Vena Bernadette. Constantia: A Study of the Life and Works of Judith Sargent Murray, 1751-1920. Orono: University of Maine Studies, 2012.Harris, Sharon M., ed. Selected Writings of Judith Sargent Murray. New York: Oxford University Press, 1995.Murray, Judith Sargent [as Constancia]. The Gleaner: A Miscellaneous Production, Volumes 1–3. Boston: J. Thomas and E.T. Andrews, 1798.Rossi, Alice S., ed. The Feminist Papers: From Adams to de Beauvoir. Boston: Northeastern University Press, 1973.Smith, Bonnie Hurd. Judith Sargent Murray and the Emergence of an American Womens Literary Traditions. Farmington Hills, Michigan: Gale Researcher Guide, 2018.Kritzer, Amelia Howe. â€Å"Playing with Republican Motherhood: Self-Representation in Plays by Susanna Haswell Rowson and Judith Sargent Murray.† Early American Literature 31.2, 1996. 150–166.  Ã‚  Skemp, Sheila L. First Lady of Letters: Judith Sargent Murray and the Struggle for Female Independence. Philadelphia: University of Pennsylvania Press, 2009.

Synopsis Essay Example | Topics and Well Written Essays - 500 words - 1

Synopsis - Essay Example They are the young men and women who seek to know about their ancestors (Nelson 270).The audience can also be students of history who are seeking knowledge about the cultures and traditions of the Americans and the Metis. Moreover, the target audiences are the Metis, especially those challenged to integrate different parts of their lives. The essay highlights the relations between humans and nature. It talks of people from different ethnic backgrounds living and interacting together in different aspects of life. Consequently, it addresses the tapestry of lifestyle. According to the culture of Hindus and other religions, the writer reveals different values and importance of trees and the nature in general (Nadkarni 1). Finally, the essay advocates for the protection of trees or nature. The audience here is a panel of environmentalists. The writer argues out key reasons on why we need to embrace science and protect the environment especially trees. This is in connection to what environmentalists do. Spiritual leaders can also form the audience, since they need the information concerning their spiritual beliefs and nature. In this way, they can effectively pass the knowledge to the congregation. The essay talks about nature in terms of the soil, water, sun and vegetation (Bell). It starts from the early days when man was completely tied to nature. In connection to this, the black folks found hope and strength to live from the soil itself. Consequently, they used to farm during the colonial periods. Moreover, nature is depicted to bring out a sense of peace and harmony as is seen in the lives of country men who conserve nature and stick to farming. This is in contrast in the life experienced in the urban areas where nature has been compromised. The audience of this essay is the history students who need to know the capitalism of the white men on the lives of the black folks who