LEED Essay Example | Topics and Well Written Essays - 750 words

LEED - Essay Example LEED for new constructions addresses design and construction activities for new buildings and renovations; it helps lay a sustainable foundation for operation and maintenance practises after the completion of the building. In the existing buildings, LEED requires that they implement sustainable practises that will minimise negative impact on the environment. Such practises include water and power utilization, use of environment friendly materials for maintenance and adjustments, sustainable policies on buying and waste stream administration among others. LEED program for core and shell can be used where the developers have the control of the design and erection of the whole core and shell base structure but has no control of the internal tenant fittings. In commercial interiors, it mainly focuses on tenants who have leased some specific parts of the building to create working environment that is healthy, productive to work in and that does disturb the balance of environmental conditi ons thriving within the building. LEED for retail is concerned with the unique nature of the conditions needed for retail businesses; it uses the different needs for various retail businesses such as opening hours, parking needs, water and energy requirements among others. In view of this, LEED program provides two options for projects seeking certification; they include new construction and major renovation that addresses the details of construction or substantial renovations in retail buildings and commercial interior, which is concerned, with details about tenant space where the tenant is changing already existing fittings. In home construction, the LEED program is concerned with ensuring habitable conditions that provide maximum health benefits to the people living in the homes and at the same time making substantial savings on crucial resources such as fuel and water. LEED for Neighbourhood enlargement ensures that neighbourhoods, partial neighbourhoods or multiple neighbourhoo ds are constructed in a way that integrates ideologies of responsible expansion, urbanism and environment friendly construction into the initial nationalized scheme for neighbourhood plan. LEED for school was developed to address design and construction of K-12 schools; it is concerned with class acoustics, mould preclusion, major preparation and ecological site appraisal. Due to the specific needs of the health care environment, the LEED program for new construction would not be able to address all these needs therefore the need to have a program that was specifically designed for health care. This program is concerned with creating healthful, durable and affordable practises that are friendly to the environment and conducive for medical activities. The rating system consists of several credit categories that include the following: sustainable sites credit that encourage building strategies to minimise negative impact on the environment, water efficiency credits to encourage effici ency in water consumption, energy and atmosphere credits that encourage efficient energy performance (Cottrell, 2011). The credits also include material and resources credits that encourage use of sustainable building materials and indoor environmental air quality credits that promote better indoor air quality and access to light. The various credits have

Greek Mythology and Religion Essay Example for Free

Greek Mythology and Religion Essay Mythology is the study and interpretation of myth and the body of myths of a particular culture. Myth is a complex cultural phenomenon that can be approached from a number of viewpoints. In general, myth is a narrative that describes and portrays in symbolic language the origin of the basic elements and assumptions of a culture. Mythic narrative relates, for example, how the world began, how humans and animals were created, and how certain customs, gestures, or forms of human activities originated. Almost all cultures possess or at one time possessed and lived in terms of myths. Myths differ from fairy tales in that they refer to a time that is different from ordinary. The time sequence of myth is extraordinary- an other time the time before the conventional world came into being. Because myths refer to an extraordinary time and place and to gods and other supernatural beings and processes, they have usually been seen as aspects of religion. Because of the inclusive nature of myth, however, it can illustrate many aspects of individual and cultural life. Meaning and interpretationFrom the beginnings of Western culture, myth has presented a problem of meaning and interpretation, and a history of controversy has gathered about both the value and the status of mythology. Myth, History, and ReasonIn the Greek heritage of the West, myth or mythos has always been in tension with reason or logos, which signified the sensible and analytic mode of arriving at a true account of reality. The Greek philosophers Xenophanes, Plato, and Aristotle, for example, exalted reason and made sarcastic criticisms of myth as a proper way of knowing reality. The distinctions between reason and myth and between myth and history, although essential, were never quite absolute. Aristotle concluded that in some of the early Greek creation myths, logos and mythos overlapped. Plato used myths as metaphors and also as literary devices in developing an argument. Western Mythical TraditionsThe debate over whether myth, reason, or history best expresses the meaning of the reality of the gods, humans, and nature has continued in Western culture as a legacy from its earliest traditions. Among these traditions were the myths of the Greeks. Adopted and assimilated by the Romans, they furnished literary, philosophical, and artistic inspiration to such later periods as the Renaissance and the romantic era. The pagan tribes of Europe furnished another body of tradition. After these tribes became part of Christendom, elements of their mythologies persisted as the folkloric substratum of various European cultures. Greek religion and mythology are supernatural beliefs and ritual observances of the ancient Greeks, commonly related to a diffuse and contradictory body of stories and legends. The most notable features of this religion were many gods having different personalities having human form and feelings, the absence of any established religious rules or authoritative revelation such as, for example, the Bible, the strong use of rituals, and the government almost completely subordinating the populations religious beliefs. Apart from the mystery cults, most of the early religions in Greece are not solemn or serious in nature nor do they contain the concepts of fanaticism or mystical inspiration, which were Asian beliefs and did not appear until the Hellenistic period (about 323-146 B.C. ). At its first appearance in classical literature, Greek mythology had already received its definitive form. Some divinities were either introduced or developed more fully at a later date, but in Homers Iliad and Odyssey the major Olympian gods appear in substantially the forms they retained until paganism ceased to exist. Homer usually is considered responsible for the highly developed personifications of the gods and the comparative rationalism that characterized Greek religious thought. In general Greek gods were divided into those of heaven, earth, and sea; frequently, however, the gods governing the earth and sea constituted a single category. Principal DivinitiesThe celestial gods were thought to dwell in the sky or on Mount Olympus in Thessaly. The Earth, or chthonic (Gr. chtho n, earth), deities were thought to dwell on or under the earth, and were closely associated with the heroes and the dead. The lines separating these divine orders were indefinite, and the deities of one order were often found in another. The gods were held to be immortal; yet they were also believed to have had a beginning. They were represented as exercising control over the world and the forces of nature. Ananke, the personification of necessity, however, limited this control, to which even the gods bowed. At the head of the divine hierarchy was Zeus, the spiritual father of gods and men. His wife was Hera, queen of heaven and guardian of the sanctity of marriage. Associated with them as the chief divinities of heaven were Hephaestus, god of fire and the patron of metalworkers; Athena, the virgin goddess of wisdom and war, preeminent as a civic goddess; Apollo, deity of light, poetry, and music, and his sister Artemis, goddess of wildlife and, later, of the moon; Ares, god of war, and his consort, Aphrodite, goddess of love; Hermes, the divine messenger, later, god of science and invention; and Hestia, goddess of the hearth and home. Around these greater gods and goddesses were grouped a host of lesser deities, some of whom enjoyed particular distinction in certain localities. Among them were Helios, the sun; Selene, the moon (before Artemis came into existence); the attendants of the Olympians, such as the Graces; the Muses; Iris, goddess of the rainbow; Hebe, goddess of youth and cupbearer of the gods; and Ganymede, the male counterpart of Hebe. Poseidon, the worship of whom was often accompanied by worship of his wife, Amphitrite, ruled the sea. Attending the sea gods were the Nereids, Tritons, and other minor sea deities. The chief earth deities were Hades, ruler of the underworld, and his wife, Persephone, the daughter of Demeter. Demeter herself was usually considered an Olympian, but since she was associated with producing grain and the knowledge of agriculture; she was more closely connected with the earth. Another Olympian whose functions were likewise of an earthly character was Dionysus, god of the grape and of wine. He was accompanied by satyrs, the horsetailed sylvan demigods; Sileni, the plump, bald vintage deities; and maenads, nymphs who celebrated the orgiastic rites of Dionysus. Also among the more important divinities of the Greek pantheon were Gaea, the earth mother; Asclepius, the god of healing; and Pan, the great Arcadian god of flocks, pastures, and forests. Invocation of the GodsThe ancient Greeks had a strong sense of weakness before the grand and terrifying powers of nature, and they acknowledged their dependence on the divine beings whom they believed those powers to be controlled. In general, the relations between gods and mortals were cordial, divine wrath being reserved for those who transgressed the limits assigned to human activities and who, by being proud, ambitious, or even by being too prosperous, provoked divine displeasure and brought upon themselves Nemesis, the personification of revengeful justice. The saying of the historian Herodotus, The god suffers none but himself to be proud sums up the main philosophy that influences all of classical Greek literature. The sense of human limitation was a basic feature of Greek religion; the gods, the sole source of the good or evil that fell upon mortals, were approached only by making sacrifices and giving thanks for past blessings or pleading for future favors. In front of many a street door stood a stone for Apollo Agyieus (Apollo of the Thoroughfare); in the courtyard was placed the altar of Zeus Herkeios (Zeus as the patron of family ties); at the hearth Hestia was worshiped; and bedchamber, kitchen, and storeroom each had its appropriate god. From birth to death the ancient Greek invoked the gods on every memorable occasion. Because the very existence of the government was believed to depend on divine favor, celebrations for the gods were held regularly under the supervision of high officials. Public gratitude was expressed for being unexpectedly delivered from evil happenings or for being unusually prosperous. Organization and BeliefsDespite its central position in both private and public life, Greek religion was notably lacking in an organized professional priesthood. At the sites of the mysteries, as at Eleusis, and the oracles, as at Delphi, the priests exercised great authority, but usually they were merely official representatives of the community, chosen as other officers were, or sometimes permitted to buy their position. Even when the office was hereditary or confined to a certain family, it was not regarded as conferring upon its possessor any particular knowledge of the will of the gods or any special power to constrain them. The Greeks saw no need for an intermediary between themselves and their gods. Greek ideas about the soul and the afterlife were indefinite, but it was apparently the popular belief that the soul survived the body. It either hovered about the tomb or departed to a region where it led a sad existence needing the offerings brought by relatives. The disembodied soul was also presumed to have the power of inflicting injury on the living, and proper funeral rites were held to ensure the peace and goodwill of the deceased. Within the framework of Greek worship of many gods are traces of the belief that all natural objects are endowed with spirits. Fetishism, the belief in the magical efficacy of objects employed as talismans against evil, was another feature of early Greek religion. Examples of fetishes are the sacred stones, sometimes regarded as images of specific deities, such as the pyramidal Zeus at Phlius or the rough stones called the Graces at the ruined city of Orchomenus in Boeotia. OriginsAncient Greek religion has  been the subject of speculation and research from classic times to the present. Herodotus believed that the rites of many of the gods had been derived from the Egyptians. Prodicus of Ceos (5th cent. B. C. ), a Sophist philosopher, seems to have taught that the gods were simply personifications of natural phenomena, such as the sun, moon, winds, and water. Euhemerus (370? -298 B. C. ), a historian of myths believed, and many other shared this belief, that myths were the distortions of history and that gods were the idealized heroes of the past. Modern etymology and anthropology research produced the theory that Greek religion resulted from a combination of Indo-European beliefs and ideas and customs native to the Mediterranean countries since the original inhabitants of those lands were conquered by Indo-European invaders. The basic elements of classical Greek religion were, in the Hellenistic and Roman periods, somewhat modified and supplemented by the influences of philosophy, Middle Eastern cults, and changes in popular belief (as shown, for instance, in the rise of the cult of Fortune, or Tyche). The main outlines of the official religion, however, remained unchanged. BibliographyAncient Myths, by Norma Lorre Goodrich Meridian Books (July 1994)The Greek Gods, by Bernard Evslin (August 1995)Greek Myths, by Olivia E. Coolidge (December 1949) Greek and Egyptian Mythologies, by Yves Bonnefoy (November 1992) Gods and Heroes; Story of Greek Mythology, by Michael Foss (September 1995) Funk and Wagnalls, New EncyclopediaMultipedia CD-ROM for windows.

Democracy Versus Totalitarianism in George Orwells 1984 Essays

Democracy Versus Totalitarianism in George Orwell's 1984 Winston Smith lived in a world of lies, chaos, and disorder. His uniform was shabby and living space cold and dirty. Changing the past to suit the present was his job where he worked, the Ministry of Truth. One day, he encountered a beautiful young woman of about 26 years of age and instantly fell in love. Little did he know that she would be the one who would end his life. He dreams of sleeping with her but fears that he would be captured by the Thought Police because sex is illegal. During the Two Minutes Hate - a time when members of Ingsoc come together to despise Emmanuel Goldstein, a man who supported freedom and rights - the woman passes a note to Winston. It says for him to meet her in the forest where they can talk. They meet and make love, a feeling he misses since he divorced his wife. Also, doing this act means that he can accept thoughtcrime which is punishable by death. After this, Winston moves into an apartment and the woman, whose name the reader learns is Julia, acc ompanies him. Thinking they are safe from the Thought Police, they commit many different thoughtcrimes. Unfortunately, their renter betrays them and bugs were placed in the room that noted their every move. Julia is taken away and doesn't appear again until the last pages of the book. Winston is taken to jail where he is brainwashed through torture into accepting the ideas of Big Brother, an imaginary leader of the country Oceania. The conflict presented in 1984 is between democracy and totalitarianism. The reader can see Winston's desire for democracy as he writes in his journal and intimately associates with Julia, both of which are illegal in Oceania. Evidence of totalitarianism is se... ...is on page 228, "Two and two make five." This line represents a philosophical point I strictly believe; people who have power, rule over those who do not. I think it is part of nature that this happens. Intelligence, strength, cunning, size, and boisterousness, among other qualities, can single out an individual and make he/she powerful. Those who are powerful can usually survive the best. I would definitely recommend this book to anyone . . . period. It shows how important human qualities are to be human and what can happen when we are not in control of our own lives. This book is not suspenseful but horrifying in a non-gruesome way. It is not a true story in any manner but the reader can pick out certain things that are apparent in our society. Notes 1. The edition of 1984 that I read was the Signet Classic edition, copyright 1981, by New American Library.

Native American/European Slave Trade Essay

A North American conception of slavery often begins and ends with the forced captivity of Africans. However, slave trading took root in many parts of the world over centuries. In particular, the eras of exploration and colonialism brought the institution of slavery to the forefront of world culture. As Europeans arrived in the Americas in increasing numbers, they found themselves sharing one surprising commonality with their Native American adversaries: the use of human captives for personal and cultural advantage. Brett Rushforth’s â€Å"A little flesh we offer you: the origins of Indian slavery in New France† and James Brooks’ â€Å"This evil extends especially†¦ to the feminine sex† examine the Euro-Native slave trade within the context of two vastly different colonial cultures, Canada (New France) and New Mexico. What common features united these two institutions, and what features differed them? Further, what social and historical factors account for those similarities and differences? Foremost, the New France and New Mexican institutions shared a general outcome in their slave trades: â€Å"cross-cultural negotiation† (Brooks, 281) and the creation of â€Å"mutually intelligible symbols through which cultural values, interests and needs could be defined† (Brooks 281). Indian tribes occupying New France territories (such as the Iroquois and the Ottawa) held a long tradition of utilizing captives as symbolic forces of peace. Warring tribes would offer captured humans as a show of good faith toward their adversaries. The captives served numerous roles: replacing fallen tribesmen (in everything from name to manner), representing retribution for injured tribes, stimulating population growth, and— most importantly—securing alliances with other tribes. When European colonialists arrived seeking Native American trade and military assistance, the New France tribes considered captive offerings to be the ultimate sign of respect and comrade-ship in dealing with their new visitors. In fact, one Sioux chief pronounced the following after offering his European visitors a captive slave: â€Å"No longer regard us as Sioux, but as Frenchmen† (Rushforth, 789). Once the French realized the power of slaves in fostering alliances with the natives, they were able to build some formidable allegiances. Likewise, New Mexican Europeans created strong bonds with local Pueblo, Navajo, and Apache tribes through captive trading. Captive Spaniards and Indians often performed important social functions within their new homes. (Women were the ideal captive candidates for both New Mexico and New France, due to their reproductive capacities). Standard-bearers such as Maria Rosa Villalpando and Juana Hurtado Galvan demonstrated the importance of the captive within New Mexican culture. Both women served as interpreters and emissaries amongst their former and current tribes, and both secured prominent positions within their captive homes. The captured women of New Mexican society also fulfilled important economic roles within the larger society, contributing especially to hide-tanning and other trading enterprises. Similarly, captives in New France worked as domestics, farm hands, dock loaders, and at other semi-skilled jobs. While both New France and New Mexican colonialists both eventually accepted the institution of slavery (with averages of five and fifteen percent for their respective slave populations), they shared an initial reluctance to engage in the practice. For the Frenchmen, slavery was an institution forbidden by their own government. Therefore, they approached any attempted slave trades with the natives with reluctance or even hostility. However, an incident involving Daniel Dulhur (in which a refusal of bartered captives resulted in a near-catastrophic isolation of Indian tribes) crystallized the importance of alliance-making captives for the French. This consideration, combined with â€Å"laborers [which were] scarce and extraordinarily expensive in Canada†(Rushforth, 801), coerced the French government to legalize Indian slave trading in the colonies. Conversely, the New Mexico colonialists were somewhat quicker to engage in slave trading as a means to â€Å"redeem indigenous captives† (Brooks, 281) and â€Å"baptize them into the Catholic faith† (Brooks, 282). They even offered captives the opportunity to become citizens after twenty years of service. Soon, New Mexico villagers would further realize the ability of slave trading to â€Å"foster mutual exchanges with a minimal loss of life† (Brooks, 292). Both societies would soon engage in trade fairs and bartering as if the practices were second nature: â€Å"two good horses and some trifles† for an â€Å"Indian girl twelve to twenty years old† (Brooks, 282). The results of EuroNative trading systems up North and down South differed markedly, with respect to both the slaves themselves and larger society. Captives in New Mexico generally boasted a much more peaceful existence than their New France counterparts. While New France slaves could do little to raise their station in life, New Mexico captives often enjoyed increases in freedom and circumstances (although they shared the stigma of coercive sexual practices with New France female captives). Many female captives, for instance, were able to eventually purchase lands from their captors. The children of said captives also enjoyed full citizenship within their societies (the â€Å"hope† counteracting the â€Å"shame† (Brooks, 296) of sexual coercion), a luxury not afforded to the mixed-bloods of New France. New France slaves were viewed more as objects (whether they were objects of trade or objects of allegiance): â€Å"Here is a little flesh we offer you† (Rushforth, 794). Meanwhile, New Mexico captives were often adopted by their captive families, securing protection and affection from their new families. In fact, many captives chose willingly to â€Å"remain in their host societies throughout their lifetimes† (Brooks, 284), even when they were afforded a chance at freedom. One captive woman even refused a one thousand dollar ransom for her return. On the other hand, New France captives were the constant subject of derogatory terms and â€Å"a life of consistent, coerced, and degraded labor† (Rushforth, 780). In a larger context, systems of slave trading brought derision and division to both New Mexico and New France, albeit with different outcomes. For its part, New Mexico slave trading intensified the caste-like division between mestizos and genizaros and espanoles. Women often feared a return to their previous homes in part due to a belief that they would be ridiculed and outcast by pure Spaniards. Class consciousness did increase in relation to the rising mestizo population, as did the relationship between New Mexico villagers and Native Americans. Santa Fe administrators blamed the rising rebelliousness of the villagers on â€Å"bad upbringing†¦. from†¦the proximity and trade of the barbarous tribes† (Brooks, 293). The emerging alliance between villagers and Native Americans peaked with a joint siege and execution of Santa Fe officials in 1837, when the natives and villagers made â€Å"the same cause†¦. and same interests† (Brooks, 294). However, the â€Å"mixed-bloods† of New Mexico soon found their unique identity and place within larger American culture. In New France, the outcome of the slave trade was more subtle, as chattel slavery gradually emerged as the new trend, thus leading to a system which â€Å"rewarded brutality with valuable goods† (Rushforth, 808). In an ironic twist, the slave system which once served as a â€Å"partial defeat of France’s power over its Indian neighbors† (Rushforth, 808) transformed into an institution where French colonialists â€Å"redirected their impulse for control and domination onto distant Indian nations† (Rushforth, 808). Why did slave trading in New Mexico have a slightly more positive outcome than in New France? For one, New Mexico tribes and societies were â€Å"enhanced by traditions of matri- lineality and social mobility† (Brooks, 287), which put the primarily female captives in a much more secure position within their new homes. The importance of women in the textile culture of the natives automatically raised the status of all women, including the captives. Even captive men could make themselves useful, performing tasks such as gun repairing and saddle-making. The New Mexico captives simply had more opportunity, â€Å"negotiating narrow fields of agency with noteworthy skill† (Brooks, 284). More importantly, the resulting generation of mixed bloods which sprung from slave trading found themselves in a unique position of power, as their manpower and negotiating capabilities proved in high demand for colonialist forces. This new generation carved a niche and an identity for themselves which endures to this day, as evidenced by the musings of one descendent: â€Å"We have relatives in the Pueblos, and out there, in Oklahoma† (Brooks, 301). Within the conflict, the New Mexicans found coexistence—a principle which New France (and its more oppressive slavery practices) could never quite accomplish. References Brooks, J. F. (1996). This evil extends especially†¦ to the feminine sex: negotiating captivity in the New Mexico borderlands. Feminist Studies 22(2), 279-301. Rushforth, B. (2003). A little flesh we offer you: the origins of Indian slavery in New France. William and Mary Quarterly 60(4), 777-808.

Gandhi, King and Mandela: What Made Non-Violence Work?

All through history governments and empires have been overthrown or defeated primarily by the violence of those who oppose them. This violence was usually successful however, there have been several situations, when violence failed, that protesters have had to turn to other methods. Non-violent protesting never seemed to be the right course of action until the ideology of Mohandas Gandhi spread and influenced successful protests across the world. Non-violent methods were successfully used, most notably, by Mohandas Gandhi, Martin Luther King, Jr., and Nelson Mandela. Mohandas Gandhi’s methods not only led to India’s independence from Britain but also had victories over racial discrimination in South Africa. Gandhi saw, upon his return to India from South Africa, that Britain had run India’s people into poverty and subordination. Indians were not allowed to manufacture or own their own salt. This affected the poor population most because of how often they used salt. Gandhi began by writing to the English Governor in India describing his plan to â€Å"convert the British people through nonviolence and [to] make them see the wrong they have done to India† (Document 1). He felt that the â€Å"British rule [was] a curse†. Even though Gandhi spent a total of 2.338 days in prison, he â€Å"did not feel the slightest hesitation in entering the prisoner’s box† (Doc. 7). People followed Gandhi in his protests and many followed him into jail feeling â€Å"firm in [their] resolution of passing [their] terms in jail in perfect happiness and peace† (Doc. 7). While he was in jail, Mme. Naidu, an Indian poetess, filled in his position in leading protests. She encouraged the protesters by reiterating that â€Å"[they] must not use any violence†¦ [they would] be beaten but [they] must not resist†¦not even raise a hand to ward off blows† (Doc. 4). The author felt that â€Å"the western mind finds it difficult to grasp the idea of nonresistance†, but this was not the case. Just 25 years later Martin Luther King, Jr. found his own kind of victory using Gandhi’s techniques. King began his career of peaceful protests as a follower, not a leader. In 1960, he â€Å"toke part in the lunch counter sit-ins† in order to â€Å"bring the whole issue of racial injustice under the scrutiny of the conscience of Atlanta† (Doc 2). King hoped to help not just the African-American population but the white population as well. By 1963, King had been chosen as head of the Southern Christian Leadership Conference which sought to aid in the efforts to put an end to segregation. He accepted â€Å"volunteers to serve in [their] non-violent army† knowing that they would have to â€Å"accept and endure violence without retaliating† (Doc. 5). Their will to fight was from â€Å"the conviction that [they] were right†. King’s followers were so empowered that, for their participation in the Montgomery bus boycott, â€Å"people had rushed down to get arrested†¦ [they] were now proud to be arrested for the cause of freedom† (Doc. 8). King got white and blacks to work together for the â€Å"March on Washington for Jobs and Freedom† (Doc. 11). He wanted them to ‘b able to sit down together at a table of brotherhood†. Nelson Mandela used the same â€Å"Gandhian principles of nonviolence†¦that seeks to conquer through conversion† (Doc. 3). He lived under the strict laws of apartheid that separated the white Dutchmen from the native African population. In similar circumstances as M.L. King, Mandela supported the same acts of nonviolence in order to gain rights for South Africans. He knew that â€Å"attempts at violence†¦would be devastatingly crushed† under the power of the state. At his protests in Johannesburg in 1952, he knew that â€Å"the authorities would seek to intimidate, imprison, and perhaps attack [them]† (Doc. 6) however, like Gandhi, he encouraged the volunteers not to retaliate. Mandela spent 26 years and 8 months in jail as punishment for his protesting however, he felt that â€Å"no sacrifice was too great in the struggle for freedom† (Doc. 9). He spent time in jail with other protesters that all felt that â€Å"whatever sentences [they] received, even the death sentence†¦ [their] deaths would not be in vain† (Doc. 9). Freedom for the South African people from apartheid finally came in 1993. To Mandela this was not just the freedom of his people but â€Å"the freedom of all people, black and white† (Doc. 12). â€Å"South Africa’s New Democracy† rose after years of continuous nonviolence from the populace. Gandhi, King, and Mandela each fought for their causes with a method that was very rarely used but even less rarely successful. Their efforts at peaceful protest without retaliation to attacks were successful in overthrowing trans-continental rule and ending segregation of races. Gandhi transformed the idea of non-violence into a way to fight for freedom and justice which would ultimately end in success and peace.

Biology Ecosystem an Ecosystem Essay

Biology Ecosystem an Ecosystem Essay Biology: Ecosystem an Ecosystem Essay Ecosystem An ecosystem includes all of the living things (plants, animals and organisms) in a given area, interacting with each other, and also with their non-living environments (weather, earth, sun, soil, climate, atmosphere).In an ecosystem, each organism has its’ own role to play. Usually, biotic members of an ecosystem, together with their abiotic factors depend on each other. This means the absence of one member, or one abiotic factor can affect all parties of the ecosystem. A new organism or physical factor, can distort the natural balance of the interaction and potentially harm or destroy the ecosystem. As ecosystems are defined by the network of interactions among organisms, and between organisms and their environment, they can be of any size but usually encompass specific, limited spaces. Biomes Biomes are very large areas on the earth’s surface, with animals and plants adapting to their environment. Biomes are often defined by abiotic factors such as climate, relief, geology, soils and vegetation. A biome is NOT an ecosystem. If you take a closer look, you will notice that different plants or animals in a biome have similar adaptations that make it possible for them to exist in that area. There are many major biomes on earth. Different Types of Biome:- 1. Desert:-The Sahara Desert is the world’s largest desert, located in North Africa. Very hot and dry with very little rain. 2. Tropical Forests:- Found near the equator in Central and South America, parts of Africa and Asia. Hot, humid with equatorial climate and biggest biodiversity. Almost half of the world’s species (plants and animals) live there. The trees are mostly hardwood. 3. Savannah:- Found in Central Africa (Kenya, Zambia, Tanzania), northern Australia and central South America (Venezuela and Brazil). Hot and dry, mainly grass, scrub and occasional trees. This biome has two distinct seasons - a dry season and a rainy season. During the dry season the vegetation dies and re-appears rapidly during the rainy season. 4. Mediterranean:-Found in Mediterranean Sea, near Cape Town in South Africa and Melbourne in Australia. The climate of this biome is not too hot or cold. 5. Temperate Grasslands:- Mainly found in the Puszta in Hungary, the Veldt in South Africa, the Pampas in Argentina and the Prairies in the USA. Many grass and trees with little large bushes. Climates are temperate continental with mild weather and moderate rainfall. 6. Temperate deciduous Forest:- Found usually across Europe and USA contain trees that lose their leaves. These have a temperate maritime climate, usually with mild and wet weather. 7. Coniferous: Found in Scandinavia, Russia and Canada. Have Evergreen trees, cool climate with moderate rainfall. 8. Mountain:-These areas can be very cold at night and during winter. Trees usually do not grow at higher levels. About 80 per cent of our planet's fresh water originates in the mountains. 9. Tundra:- Surrounds the North and South poles. Extremely cold climate, temperatures often reaching about -50Â °F in the winter, supporting only a few plants and animals. Tundra covers about one-fifth of the Earth's land surface. Food Chains All living things need to feed to get energy to grow, move and reproduce. But what do these living things feed on? Smaller insects feed on green plants, and bigger animals feed on smaller ones and so on. This feeding relationship in an ecosystem is called a food chain. Food

Diante Hardy Hardy 1 Essays (455 words) - Bartleby, The Scrivener

Diante Hardy Hardy 1 Essays (455 words) - Bartleby, The Scrivener Diante Hardy Hardy 1 Mr.Nerney AP English 9 November 2016 Bartleby is a strange guy. The narrator refers to Bartleby as a "pale" man in Bartleby the Scrivener . Bartleby is a scrivener; he does his job well, hardly ever stops working and he gets things done quickly and efficiently. However, he is a man of few words. In fact he is a man of one phrase: "I would prefer not to." He says this to anything that is requested of him other than to copy documents. He actually outright refuses to do anything else that his boss asks him to do. What is to be said or done about the many "Bartleby's" of the world? They come in many shapes and sizes and are misunderstood and boggled about for different reasons. They all trigger a sense of softhearted humanity in all they touch. The narrator of the story is the boss of Bartleby and yet his employer just cannot seem to get angry. Bartleby simply states that he would rather not perform his instructed duties. He does not say in vain but in a sadness of some sort. There is something about Bartleby that calms the reader yet makes them slightly angry over Bartleby's stubbornness. The narrator felt calm but also confused by Bartleby's way of going about things. Although the narrator, an attorney, employed quite a strange few of scriveners to work underneath him, Bartleby was by far the most different out of the whole group. For each time an employer requested for him to examine a copied paper, Bartleby would reply, "I would prefer not to" and proceed with what he was doing at the moment. "I looked at him steadfastly. His face was leanly composed; his gray eyes dimly calm. Not a wrinkle of agitation rippled him. Had there been at least uneasiness, anger, impatience or impertinence in his mannerhad there been anything ordinarily human about him, doubtless I should have violently dismissed him from the premises." This shows the significance that Bartleby holds, in the way of him making another human think and act. "I would prefer not to" is always Bartleby's reply. The narrator did beyond what most good-hearted people would have done for Bartleb y and finally, he said, "I think he is a little deranged." Humanity affected Bartleby and the narrator. Bartleby handled dead letters and he must have seen humanity and inhumanity with those letters. Those letters left Bartleby dead inside and let nothing after matter to him anymore. He may as well preferred not to live, and the attorney who tried to make Ba rtleby human again was too late. Something so simple and innocent turned out so sad and unclear.

Free sample - Discussion Board 2 Homosexuality. translation missing

Discussion Board 2 Homosexuality. Discussion Board 2 HomosexualityIntroduction Homosexuality has become a very controversial issue in the past few months. Homosexuality has been defined as sexual behavior, attraction and intimacy among people of the same sex more so people of the male gender. It has to do with experience on sexual, romantic and affection attraction. The society has two views on homosexuality. There are people who look at homosexuality as aberration. That it is a disorder which is a pathological behavior. There is another opposing group of people that see homosexuality as a normal deviation in the human condition.   They say that it is determined before birth and that it is natural and normal for those that are thus oriented. This two opposing sides has had a major fight as to whether the condition should be allowed by the society or not. This paper explains why it should not be encouraged in the society. Discussion The question then is: How is homosexual harmful to the society and to individuals? Is homosexual beneficial to the society in any way? Homosexuality has had both advantages and disadvantages. However the advantages are only for those practicing it whiles the disadvantages have impacted both those who practice it and the rest of the people in the society. Most negative effects of homosexuality has been blamed on the society`s unwillingness to support gay relationships. However even if the society had agreed to support them the negative effects would have been worse because many would commit themselves openly to homosexuality aggravating the situation (Clinard and Meier, 2007). Statistics from a research carried out by Kinsey study indicated that homosexual men are likely to commit suicide six times more than heterosexual men. The rate of promiscuity displayed by heterosexual men are very high for instance 75 percent of the respondents admitted that half of those they had sex with were complete strangers. This exposes them to sexually transmitted diseases. Anal sex is a common practice among the gay people. This causes serious physical injuries because it destroys internal tissues and weakens the anal sphincter resulting to serious medical issues. People in homosexual relationships cannot have children except only if they look for partners who are not of their sex. Thus these relationships do not contribute in any way in providing for the society`s next generations and more so they are short lived. They do not have a complementary aspect that is healthy for individuals, children and the society at large. These individuals put the society at pains treating the illnesses they get especially their family members. Heir family members are disturbed both psychologically and financially. Most people in the society who argue for homosexuality and participate in it are positive about it more on the sexual attachment and satisfaction that they obtain from it. They actually know that the practice cannot bear them children nor fulfill their emotional need. In fact this is why those who practice homosexuality do not have long term relationships. This is because they move from one relationship to another because they are interested in the physical gain and satisfaction they get from it as opposed to emotional satisfaction. They know that the practice is more likely to get them infected with sexually transmitted diseases (Stewart, 2003). The question most homosexuals want addressed is why the society will not accept them the same way it accepts the heterosexual people. The question the heterosexual group asks is why the gays cannot stop that practice yet it is harmful not only for them but for the entire society and how homosexuality can be an in born condition yet it was unheard of in the early years. Conclusion These questions can be addressed by consulting the medical and psychological practitioners. It will be important if people understand that the negative aspects of homosexuality outweigh the positive aspects and that the male and female genders are in this world to complement each other. Therefore people should avoid homosexuality as much as possible and embrace heterosexuality which is advantageous. References Stewart, C. (2003). Gay and Lesbian Issues .Oxford: ABC-CLIO. Clinard, B.M. Meier, F.R. (2007). Sociology of Deviant Behavior. 13th ed. London: Cengage Learning.

Business Ethics Essay Example | Topics and Well Written Essays - 1750 words - 9

Business Ethics - Essay Example A wrong action results in unhappiness in any or all affected by the case including the decision maker. Utilitarianism will give the argument that an unethical action will result in the pain or unhappiness to the decision maker or other parties involved in the action while a right action is aimed at ensuring all are happy and no one is pained by the decision. The strengths of utilitarianism include being simple and straightforward in decision-making through analyzing if any decision will result in unhappiness and pain and concluding that the action is unethical. Utilitarianism has ethical principles that are easily applicable in the society. Deontology: the decision on the ethicality of an action is based on the moral rules that guide certain actions in the society. Deontology considers a right action as one that follows the moral rules, and subjectivity is not allowed by the decision maker (Boylan, 2014). A wrong is one that goes against moral values and each person in the society consider the action morally wrong. Deontologists would give the argument that right motivations behind a certain action is moral and the decision maker should not consider the consequences of their action but the moral rules guiding the behavior on certain actions to determine their rightness or wrongness. Deontology’s strengths include considerations on friends, family, moral standing in the society, relatives, and all affected by the case. The other strength is that deontology allow better performance o one’s duties and accordance to moral obligation in the society. Ethical Intuitionism: this theory based on the use of intuition and intuitive awareness to realize moral beliefs that a person has to use these moral beliefs as a guide on wrongness and rightness of a course of action. Ethical intuitionists would argue that a choice must be based on the moral beliefs of a person on the rightness of the action. The strengths of ethical intuitionism include

Companies Conflict Resolution in Focus group Essay

Companies Conflict Resolution in Focus group - Essay Example External conflicts comprise of situations and issues seemingly created by others and which threaten personal and professional goals and desires of a person. It is often observed that poor communication among the workers and administrators lead to conflicting situations. â€Å"If resolution to a conflict is to end properly, it must begin properly – by negotiating a solvable problem. Therefore, the act of successful conflict resolution begins with the way the problem is examined† (Erickson). Thus, the best way to tackle workplace conflicts is to provide a neutral platform to the involved parties and thrash out the differences with a mediator with clear intention of solving it. The mediator is a person who facilitates easy communication between two warring groups or individuals with a well planned strategy. These facilitators are experts who specialize in human psychology with good listening power. They are assertive without being aggressive and confront the problems with an open mind which inspires confidence of the individuals involved. They provide an atmosphere that eases tension among the participants and promotes a proactive session where people can put forward their opinions without the threat of a backlash. These mediators often believe in forming focus groups of individuals followed by an interactive session among the group members with the facilitator subtly guiding the group towards resolution of the dispute or conflict and help generate as many different ideas and opinions as possible within a given time schedule. The mediators or moderators are helped by assistant moderator who takes notes and runs the recording of the discussion. Focus group is characterized by its homogeneity with relatively small number of people (normally from 8 to 12 persons) each of who are encouraged to voice their opinions. Main objective of the formation of the group is to go deep into the problem and

How do we . each of us, for ourselves and for others . make meaning Research Paper

How do we . each of us, for ourselves and for others . make meaning How do we make sense of 'it all' - Research Paper Example Language is the most prominent way of making meaning, although this does not mean that the illiterate, blind, deaf, mute, and others who cannot speak, read, or write cannot make meaning. Meaning is not limited to the written or verbal language systems. This paper analyzes what meaning is and where it comes from and why. Although people can generate meaning without language, the system of language and the openness of arts and performance allow people to think about meaning in both traditional and nontraditional means that can affect their meaning-making practices and that of their audiences too. Meaning is defined through several approaches. The first group of theories focuses on the â€Å"referential† or â€Å"denotational† meaning of meaning (Chierchia and McConnell-Ginet 53). They stress that meaning is the â€Å"aboutness† of the words, where meaning refers to the connection between words and objects, based on what a group or society asserted that they mean (C hierchia and McConnell-Ginet 53). Studying meaning requires examining the relationships between words and their signified objects, which are the concerns of philosophical and mathematical logic (Chierchia and McConnell-Ginet 53). The second group of theories on meaning can be called â€Å"psychologistic† or â€Å"mentalistic† because they are â€Å"inward looking† (Chierchia and McConnell-Ginet 53). ... The third group of theories is characterized as â€Å"social† or â€Å"pragmatic† because communication is perceived as a social activity and so meaning is socially made and used (Chierchia and McConnell-Ginet 54). These theories provide a full meaning of meaning because meaning has dimensions of representation, denotation, and pragmatism (Chierchia and McConnell-Ginet 54). For the purposes of this paper, meaning intersects its representational, denotative, and pragmatic dimensions and functions. Meaning is about what the word means based on what society in general agrees it is, what other symbols it can be connected to, and its actual uses in lived individual and collective lives. Language is the dominant way of making meaning. People make meaning by using language to think about meaning. Kafka’s novel, The Trial, involves making meaning of his experience through language. He strives to understand the origins of the charges against him through the language syste m that he knows. Nevertheless, because of lack of information, he cannot derive meaning from his predicament. He is being punished for something that is meaningless to him, but meaningful to his judges. Another example is making meaning through reflection and analysis. When reading and analyzing something to find its meaning, students use language to brainstorm ideas and to come up with a thesis. Their language gives them the words and mechanics that help them express their thoughts about the text being examined. Aside from the general process of making meaning, language is used in its denotative form to understand meaning. The word â€Å"sad† is about feeling the opposite of happy, at least in the denotative sense. Happiness is about a state of joy or pleasure,

Small Business Enterprise in the UK Assignment Example | Topics and Well Written Essays - 2750 words

Small Business Enterprise in the UK - Assignment Example Here I am comparing my industry with some of the industries who are in same business and equal size and doing business in the same geographical area. With that, I will be discussing various performance measures and their advantages and disadvantages. Our company is facing some issues regarding turn over and irregularity among the employees. Recruitment is also having some problem in the plant. Worried managers are trying to handle the situation strategically. Their main concern is a hierarchy of the organization. Our company’s hierarchy is a very tall one. A number of responder in a tall structure is lesser here. This results in better opportunities for the superiors to monitor and supervise the activities of the subordinates (courses.jonesinternational.edu, n.d., p.185). The employees of the organization played no role in designing and running the production lines. Also, the organization followed the Taylorist style of production which refers to the mass production system. Th e Taylorist production approach was established by F.W.Taylor, who gave birth to Scientific Management. His school of thoughts is termed as Taylorism. According to it anything can be learned and taught. This theory treats the humans like machines and proposed that for the achieving higher production the management must eliminate inefficiency from its functioning. However, this theory completely neglects the usual complications that happen within a normal human being (Boyd, n.d). Taylorist production style supports the assembly line system where each worker performs the same task repetitively. Here the concept of division of labor was given significance and people started getting experienced in a certain domain while the rest of the production system remained unknown to them. To maintain the distance between management and employees a strict policy is there. Repetition of the task makes employees bore. Quality fall as a result and management worried. Then employees get threatened or scolded and employee turnover rises. The theories which were employed to channelize the changes within the organization made the Hawk Car Company eliminate the tall hierarchical structure and instead of that, they introduced Adhocracy. The adhocracy structure is characterized by dynamic and organic units which have limited standardization and formalization and is inclined toward decentralized decision making. These units are associated with the least routine task and lower vertical differentiation which encourages greater responsiveness and flexibility among the employees (Robbins and Mathew, 2009, pp 199- 200). The management also took vital steps towards training the employees in such a manner so that they can gain knowledge about the entire production system. The workers were provided with the opportunity to grow in their position by better performance. The new management style took great care of the employee’s personal lives too and helped them in solving those to the pos sible extent.

The effect of a New Technology on Society, Education, Entertainment, Research Paper

The effect of a New Technology on Society, Education, Entertainment, Financial Interests - Research Paper Example To gain a thorough understanding of the effect that technology has we will look at the impact it has had on the social, educational, entertainment as well as financial spheres. As far as technology goes the impact that it has had on the society has been in phenomenal. Every aspect of life has been altered due to the impression made by technology. It not only affects people regardless of their ages worldwide but it also goes to reflect the novelty that the human mind is capable of. How the society is affected by the introduction of rapid technological innovations can be categorized by looking at the most altering technologies. The first of these is the internet technology. Gone are the times when people struggle to gain information and date in order to make critical decisions. The introduction of the internet fills that information gap providing consumers with a wealth of information to make smart and informed decisions. It provides a platform for students as well as teachers for cons ultation or referrals. The Internet provides a place for businesses as well as individuals to find the information that they need and the exchange of information a simplified process. Not only can through proper usage companies build themselves it can enable consumers to easily search for specific services tailor made for them (McGinn, 2001). Despite the ease of information and flexibility that is the result of the technological progress of the World Wide Web there are other negative implications that it has contributed to as far as the society is concerned. True that consumer can make better decisions resulting in an influx of products that are of higher quality and value. Also it has lead to the world moving towards a society where individuals everywhere are integrated and a lot more connected however there are harmful implications of this technology as well. The first of these is the availability of harmful and unhealthy material reliable online that is easy to access for everyon e regardless of age. There are then also individuals who publish harmful material on the internet and due to weak controls to censor children and adults alike have easy access. Internet crime, in terms of hacking, blackmailing and manipulation online is another negative implication due to the introduction of this technology. Cyber crime is now a threatening advent of the society on which is possible only due to the introduction of internet technology. The introduction of nano technology is also deep rooted as far as the restructuring of the society is concerned. It has impacted not only the area of human health, by the use of nanotechnology to treat diseases like cancer but also the way it can be used to dismantle cancer tumors. The health sector has made numerous advancements which have led to the treatment of diseases effectively and enhancing human health leading to higher life expectancy. In addition to the impact on the health sector, the electronics industry is also affected d ue to nanotechnology. This can be seen in the way the use of the nano, variable devices and applications can be built. A significant incorporation of this concept is used for combat as well as espionage for considerable improvements in military strength and defense. Energy technology is another category which has impacted the society and our way of living today. This can be seen by the introduction of solar, wind and hydrogen technology of the battery. These

Small Business Enterprise in the UK Assignment Example | Topics and Well Written Essays - 2750 words

Small Business Enterprise in the UK - Assignment Example Here I am comparing my industry with some of the industries who are in same business and equal size and doing business in the same geographical area. With that, I will be discussing various performance measures and their advantages and disadvantages. Our company is facing some issues regarding turn over and irregularity among the employees. Recruitment is also having some problem in the plant. Worried managers are trying to handle the situation strategically. Their main concern is a hierarchy of the organization. Our company’s hierarchy is a very tall one. A number of responder in a tall structure is lesser here. This results in better opportunities for the superiors to monitor and supervise the activities of the subordinates (courses.jonesinternational.edu, n.d., p.185). The employees of the organization played no role in designing and running the production lines. Also, the organization followed the Taylorist style of production which refers to the mass production system. Th e Taylorist production approach was established by F.W.Taylor, who gave birth to Scientific Management. His school of thoughts is termed as Taylorism. According to it anything can be learned and taught. This theory treats the humans like machines and proposed that for the achieving higher production the management must eliminate inefficiency from its functioning. However, this theory completely neglects the usual complications that happen within a normal human being (Boyd, n.d). Taylorist production style supports the assembly line system where each worker performs the same task repetitively. Here the concept of division of labor was given significance and people started getting experienced in a certain domain while the rest of the production system remained unknown to them. To maintain the distance between management and employees a strict policy is there. Repetition of the task makes employees bore. Quality fall as a result and management worried. Then employees get threatened or scolded and employee turnover rises. The theories which were employed to channelize the changes within the organization made the Hawk Car Company eliminate the tall hierarchical structure and instead of that, they introduced Adhocracy. The adhocracy structure is characterized by dynamic and organic units which have limited standardization and formalization and is inclined toward decentralized decision making. These units are associated with the least routine task and lower vertical differentiation which encourages greater responsiveness and flexibility among the employees (Robbins and Mathew, 2009, pp 199- 200). The management also took vital steps towards training the employees in such a manner so that they can gain knowledge about the entire production system. The workers were provided with the opportunity to grow in their position by better performance. The new management style took great care of the employee’s personal lives too and helped them in solving those to the pos sible extent.

Women's Rights Thesis Example | Topics and Well Written Essays - 250 words

Women's Rights - Thesis Example It further investigates how the modern day African societies reverse the effect of such retrogressive beliefs, which have contributed to the denial of human rights to women in the societies. In doing the research analyses a number of sources primary of which are films and videos obtained from you tube and other digital video disc formats. These videos depict the different forms of women maltreatments and the rights denial mechanisms that the African women face in their daily lives. Some of these videos show how the female genital mutilation a vice that have through time denied the African girl child equal academic opportunity since after the practice the young girls are immediately married off to elderly men (Ogundipe-Leslie 21). The research also uses secondary sources, which include books and newspaper articles, which recount the struggle of the African woman for liberty and equal opportunity in the society. These seek to depict the progresses made by different governments in the continent to level the playing ground for both sexes thus uplift the status of the girl child thus that of the African woman by extrapolation (Rwomire

Intention to Leave Among Private Sectors Workers in Malaysia Essay Example for Free

Intention to Leave Among Private Sectors Workers in Malaysia Essay Although, there is no standard framework for understanding the employees turnover process as whole, a wide range of factors have been found to be useful in interpreting employee turnover (Kevin MM, 2004). High turnover rate at any organizations levels constitutes a waste of human resources (Newstorm, 1994). Manager of Human Resource Department need to pay more attention regarding this issues. They need to identify the main sources of employee turnover; is it because of the company’s management or the workers itself. Private sector workers change their job more frequent as compared to government servants. Job nature and working environment plays an important role in influencing employee’s intention to leave. Currently there are numbers of studies looking at the relationship between turnover intention and job satisfaction. However the findings are different between each other’s. So we tend to investigate what actually influence people intention to leave the organization. Instead to identify the relationship between job satisfaction with intention to leave we also investigate is there any relationships between demographic factors (age, year of service and education level) towards intention to leave. The main objective of this study is to examine the factors associated with intention to leave among private sector workers. The primary focus of this study is to identify the major factors related with the intention to leave. The factors may help the Human Resource Department to solve this employer issues by making some changes or improvement in the organization. In other point, this research can be used by others researcher in order to investigate this problem. Human Resource Department also can have the information regarding on what workers want totally. So, HR Department may choose the best strategies or solutions in order to reduce workers turnover rate. 1. 2 Problem Statement In the era of globalization, turnover is a persistent problem in organizations and it is common in every type and size of organization and at every organizational level. Staff turnover is a serious issue especially in the field of human resources management. It is very costly for an organizational and the cost is due to termination, advertising, recruitment, selection, and hiring (Abbasi, Hollman, K. W. , amp; Hayes, R. D. , 2008). It is simply said that the level of job satisfaction of an employee could decline when his or her colleague left the company. This is true because the remaining employees may have to take over the job responsibilities of the previous worker in the case that the management has not find any replacement yet. The workload could be doubled; the stress level might increase thus affecting health conditions and also job performance. It is widely believe that in today’s working environment, job satisfaction has been the main factor to retain employees from leaving an organization. Many research also found that when job satisfaction is achieved by each employees, it could increase the level of job commitment towards task given or in other words; reduce the number of intention to leave among workers. To find out whether it is true that job satisfaction has significant effect on intention to leave among private sector workers, questionnaires has been distributed to ask the respondents how they feel working with the current organization. The elements that we tried to focus on are towards job challenge, supervision, income, and promotion. Besides that we would like to see how demographic factors such as age, year of services and educational level could influence one’s decision to quit a job. 1. 3 Research Questions There are many studies on the relationship between turnover intention and job satisfaction but the results are difference between each other’s. So we tend to investigate what actually influence people intention to leave the organization frequently. The research question for this study has been identified as follows: 1. Do job satisfaction factors have relationship with intention to leave? 2. Do demographic factors (age, year of service and education level) have relationship with intention to leave? 3. Which variables (Job Challenge, Supervision, Income or Promotion) are the strongest factors that might influence intentions to leave? 1. 4 Research Objectives The main objective of this study is to examine the factors associated with intention to leave among private sector workers. Generally this study is intended to measure whether job satisfaction is related to intention to leave. Therefore in order to answer the research question above, the following research objectives were formulated. 1. To identify the relationship between job satisfaction and intention to leave among private sector workers. 2. Do demographic factors (age, years of service and education level have relationships with intention to leave. 3. Which variables strongly related with intention to leave? 1. 5 Significance of Study The primary focus of this study is to identify the major factors related with the intention to leave. The factors may help the Human Resource Department to solve this employer issues by making some changes or improvement of the organization. In other point, this research can be used by others researcher in order to investigate this problem. Human Resource Department also can have the information regarding on what workers want totally. So, HR Department may choose the best strategies or solutions in order to reduce workers turnover rate. 1. 6 Definition of Terms 1. 6. 1 Job Satisfaction According to (Graham, 1982) job satisfaction is a measurement of one’s total feelings and attitudes towards one’s job. Job satisfaction is the main predictor of turnover intention (Milkovich amp; Boudreau, 1997). While (Hoppock, 1935) defined job satisfactions as a combination of psychological, physiological and environmental circumstances. Job satisfaction is attributed not only to one but many factors and varies in its impact on individuals’ satisfaction with life because work varies in importance from individual to individual (Nash, 1985). (Wong, 1989) Who did a research on impact of job satisfaction on intention to change jobs among secondary school teachers in Hong Kong. (Wong, 1989) Find that when the teachers’ have low job satisfaction then they will have low commitment and productivity. So, before the things become worse, Human Resource Manager needs to overcome this situation to prevent company loss. They should alert as one of the major company’s success come from employees. 1. 6. 2 Intention to Leave According to (Noor amp; Maad, 2008) intentions to leave are positively related with actual leaving. Intention can be defines as the most immediate determinants of actual behavior and practical value as one people have actually implemented the behavior to quit (Ajzen amp; Fishbein, 1980). Intention to leave the organization has been studied over several decades which in turn contributed to the findings of the positive and negative aspects of turnover (Mossholder, Bedeian, Norris, Giles, amp; Feild, 1988). Managers and researchers consider turnover as a problem because of costs associated with it (Noor amp; Maad, 2008) and difficulties that organizations face in the recruitment and retention of proficient employees (Villanueva amp; Djurkovic, 2009) and (Igbaria amp; Greenhaus, 1992). CHAPTER 2 LITERATURE REVIEW 2. 0 Introduction Recent research identifies a number of factors that increase the vulnerability of the young, adolescent girls in particular, including orphan hood, migration, forced sexual initiation, and the effects of residence. . 1 Turnover Intention A turnover intention is defined as employees to leave the organization voluntarily without being force by the management. According to (Liu, Liu, J. X. , amp; Hu, J. , 2010), reputation on organization might reduce and damage when their turnover rate is shown upward rate beside that the cost for recruiting a new employee will involve cost to the organization and company expenses also increase. Besides that, cost of employees tu rnover are hard to measure but can be control by organization. In addition, higher rate of turnover will cause the organization lose the high degree of knowledge, skill and abilities. In addition, turnover intention is a problem that needs to be solved by human resources and organization management. The organization need to solve the problem of turnover as soon as possible because it may diminishes the organization knowledge capital and weakens its reputation. The better the person fit the organization will lead to higher satisfaction, the organizational commitment and rate of turnover intention will be lower. 2. 1. 1 Relationship between job satisfaction with intention to leave Different individual will have different job satisfaction of needs in their life. Job satisfaction can be described as to what extent to which people or individuals satisfaction or dissatisfaction in their job. Job satisfaction is a general or global affective reaction that individual hold about their jobs. Job satisfaction among workers can be increase and creates by the organization. Job satisfaction facets may be including co-workers, salary, job condition, supervision, nature of the work and can be benefit that the employee received during their operation. According to research done by (Saari amp; Judge, 2004) shown that dissatisfied employees are more likely to quit their job or be absent compare than satisfaction employees. Job satisfaction will influence the performance of the employees in the organization. Most of the dissatisfaction employees tend to shown withdrawal behavior such as lateness, absenteeism, moving to other department and worst they will turnover or make a decision to retire. In addition, the research suggests that job satisfaction does effect life satisfaction but life satisfaction also effects job satisfaction (Judge amp; Watanabe, 1994). Consistent relationship between job satisfactions with depression and influence the employees to let go the job. This research also concludes that organization had so much control on creating and increasing the job satisfaction among their employees. This is because job satisfaction is only a result of spillover of their life satisfaction but if the company less pay attention on low job satisfaction, the organization can see the effectiveness of job performance of the employees reduce and the lead to absent and quitting the job. Intention to leaving the organization is an emotional state and designated as the degree of likelihood an employee will remain employed with an organization (Currivan, 1999). The research is on intention to leave by employees analyzed that there is a causal relationship between job satisfaction and employee turnover and found an inverse relationship. In addition, a studies by (Joel, 2004) found that they is a relationship between job satisfactions with intention to leave but this is not a strong affect as economic condition reasons. Besides that, job satisfaction is a positive or negative attitude the employee has toward his or job or some specific aspect of the job. It is can be consider as internal state of mind of an individual. If the feeling of job satisfaction is positive or the respond is active, then the member is satisfied and vice versa ( Ying, Ching amp; Rong, 2009). Other research from (Pascal, 2011), shown that Job satisfaction fully mediated the relationship between perceived stressful work and intention to leave the employer. The results highlight the importance of employee job satisfaction in stressful environments. . 1. 2 Relationship between demographic factor with intention to leave In this study, we would like to determine relationship between demographic factors such as year of service, education level, age, and years of services and so on toward intention to leave the job. A research done by (Samad, 2006) founded that age, income and tenure of services by employees had a negative effect on turnover intention by employees. Empirical studies indicate that demographic variables are relevant with turnover intentions (William amp; Hazer, 1986). Age, income and tenure are identified as negatively related to turnover intentions although the effects of employee demographic variables on turnover intentions may differ in different international environment, empirical research in international context including in Malaysia is scanty. Some studies have found no significant relationship between gender and correctional turnover for example (Byrd, 2000). However, (Camp, 1994) found that female federal correctional employees were more likely to quit than were male staffs. This research was done for US employees. Furthermore, research done by (Eric, 2006) found that female employees had higher rate of intention to leave the organization compare than male employees. In contrast, research done by Aaron (1999) found that there is a weak relationship between tenure of service with intention to leave the organization. He found that, longer tenure of services of employees will get respect by others employees and normally known is senior but due to age and condition their intention to leave is low. CHAPTER 3 RESEARCH DESIGN AND METHOD 3. 0 Introduction The purpose of this chapter is to describe the research design and methodology used in this research. We will outline the research framework to provide a better understanding towards how the research is done and how the data is being analyzed. 4. 1 Research Framework and Hypotheses This research looks at the cause and effect of job satisfaction on intention to leave between employees in private organizations. Basically four criteria has been define to be the independent variables in this study; Job Challenge, Supervision, Income and Promotion. The second independent variable that has been concerned is the demographic characteristics which include age, year of services and education level of selected respondents. The dependent variables in this study would be employees’ intention to leave. This can be drawn as per Figure 1 below: INDEPENDENT VARIABLES Job Satisfaction * Job Challenge * Supervision * Income * Promotion * DEPENDENT VARIABLES Intention to Leave Demographic Characteristics * Age * Year of Services * Education Level Figure 1: Research Framework 3. 2 Hypothesis Statement Based on previous study, in order to explain the concept of these research three hypotheses has been outlined to be the antecedent of the statement: H1: There is significant relationship between job satisfaction and intention to leave H2: There is significant relationship between demographic factors and intention to leave H3: There is significant influence of job satisfaction factors to intention to leave H4: There is significant influence of demographic factors to intention to leave 3. 3 Research Design This research is intended to lo look at the relationship between Job Satisfaction and the Intention to leave by private sector workers.

Germany Under Wilhelm II and Russia Under Nicholas II

Germany Under Wilhelm II and Russia Under Nicholas II Was the Russian state under Nicholas II more or less stable than the German  Reich under Wilhelm II? Seen from their end-points — for Russia, from the November 1917 Revolution, the abdication and execution of the Tsar, the bloodshed of millions; for Germany, from defeat and the humiliation of the Versailles Treaty — it is tempting to reply to the present question that Nicholas II and Wilhelm II left their countries in near equal depths of chaos, destruction, and disorder. Russia in 1918 witnessed the overthrow of a centuries-old monarchy, class-system and way of life, and found it replaced with a Bolshevik revolution, a wholly different power structure and system of governance  ­Ã¢â‚¬â€ and thus it is hard to imagine a more tumultuous reign than that presided over by Nicholas II. At the outset of his reign in 1894 he was undoubtedly confronted with the immense problem of effecting the vast reforms promised to ordinary Russians following the emancipation of the serfs, and it is likely that this awesome task would have resulted in tremendous instability for Russia no matter who she was ruled by. Nonetheless, Nicholas II and the various dumas he worked beside, undoubtedly exasperated and intensified the wave of potentially destabilizing forces facing Russia in these years. Nicholas II’s own temper and impatience led to the dissolution of two dumas and thus to prolonged political uncertainty for the country; the intransigence of certain conservative elements as well as the perceived weakness of several of his prime ministers further compounded this uncertainty. From 1900 onwards the various central institutions of Russian life — Church, monarchy, parliament — were eroded and exposed to ever greater change and danger — culminating in the carnage and collapse of 1917. In Germany there was no such perception of a gradual erosion of institutions and gathering crisis; rather she was shaken into disarray by the final four calamitous years of the Great War. Upon taking the throne in 1888, Wilhelm II found Germany in better con dition than Nicholas’ Russia; the euphoria and pride arising from national unification in 1870 flowed around Germany right until 1914 and 1915; her institutions were thought to be strong, stable and even invulnerable. Still, within four years of 1914, she had been visited by an equal if not greater destruction and instability than Russia. Russia was destitute in 1918, but at least she was victorious and could hope for some continuation of her cultural way of life. Germany however had been defeated and so was in 1918 the thrall of the victorious powers and so could be shaped and moulded be them as they pleased. The general levels of stability of Germany under Wilhelm II and Russia under Nicholas II can be partially measured by comparing the stability of their political institutions. In both instances (Nicholas’ relationship with the Duma and Wilhelm’s with the Reichstag), the story is one of the deterioration of the authority of the monarchy and its ceding of power to political or military bodies (1). Nicholas’ relationship with the dumas was antagonistic from the beginning of his reign in 1884. The First Duma, following the emancipation of the serfs in the 1870s, was composed of a majority of Kadets, and this composition necessarily led to a hostile reaction between the Kadets and the Tsar — something clearly leading to national internal instability (2). Nicholas II found his Prime Minister Sergei Witte competent and able and this relationship promised a dilution of the dispute between the Tsar and the Duma; nonetheless, this relationship began to wane when Nich olas’ wife, Alexandra, showed distrust of Witte, thus precipitating Nicholas’ dissolution of the First Duma (3). This dissolution was outwardly characterized by a friction of personality between Witte and Alexandra; inwardly, it pointed to the immense problems the Russian Prime Minister faced in implementing the promised political and social reforms. The extreme nature and proportions of these reforms, overturning centuries of Russian aristocratic government, would shake the stability of any country; in Russia the problem was compounded by its vast population and geography. Tsar Nicholas’ task of effecting political reform in Russia was thus in many ways more difficult than Wilhelm’s: for instance, Russia was decades behind Germany in its development and this led to greater instability in its pursuit of equality. Russians might have anticipated greater stability from the Second Duma; in reality it turned out to be as problem-plagued and ineffective as the First Duma — and eventually its ineffectiveness precipitated the great crisis and abdication of 1917 (4). The Prime Minister of the Second Duma, Pyotr Stolypin, perceiving these problems, dissolved the parliament, and sought to manipulate its electoral nature to possess a more conservative composition and thus for the new Duma to be controlled by the liberal-conservative Octobrist Party of Alexander Guchov (4). Despite his conservative leaning, Stolypin, like Witte before him, initially looked like he might effect some of the long-promised reforms; he planned, for instance, to provide loans to the lower classes to let them purchase land, and thus forge an agricultural class faithful to the Tsar (4). Had such plans succeeded then they would undoubtedly brought greater stability to the Russian state; in the event the opposite came about : Stolypin’s proposed reforms were opposed by ultra-conservatives close to the Tsar, and events reached a low when Stolypin was assassinated by Dmitry Bogov in Kiev in September 1911. All in all, the huge difficulties of effecting Russia’s urgently needed reforms proved too great for successive Russian prime ministers; these failures in turn led to a deterioration of the relationship between the Tsar and the Duma, and thus to profound political and social instability for the Russian state. The relationship between Wilhelm II and the Reichstag was similarly blighted, though this conflict and division was, in itself, less destabilizing than in Tsarist Russia (5). In Germany the Emperor’s dispute with the Reichstag and the instability it precipitated was the result of clash of personality: between his own and that of his Chancellor, the formidable Otto von Bismarck. At Wilhelm’s succession of the throne in June 1888 Germany was in a nervous euphoria about the unification that she had engendered in the previous decade; a great deal remained to be done, but Germany’s reforms had always been those concerning the of unification of its various states, and not the reformation of social classes as in Russia (6). Wilhelm II had no intention of being a passive or nominal monarch: he wanted to ‘rule as well as reign’ as one historian has put it (6). This intention antagonised Chancellor Bismarck, who cared for no interference from the monarch. This dispute finally led to Wilhelm II dismissing Bismarck in 1890, and thus, due to the monarch’s impatience and petulance, an abandonment of Bismarck’s prudent and wise policies for the government of Germany. Wilhelm installed Leo Graf von Caprivi, Prince Chlodwig zu Hohenlohe-Shillingsfurst, Prince Bernhard von Bulow, and Theobald von Bethmann-Hollweg as a series of successors to Bismarck; each of them being polar opposites to the former chancellor — they were rather obsequious puppets to the Kaiser’s will. Wilhelm’s decision to remove Bismarck had thus weakened Germany significantly and increased its vulnerability and instability; not only had the hero of unification been cruelly deposed, but his prodigious powers of statesmanship and the order those skills brought to Germany, had been replaced by those of the Kaiser: a man whose character was irascible and volatile and thus of the worst possible kind to handle the inflammable events that would pin nacle in 1914. The relative stability of Wilhelm’s Germany and Nicholas’ Russia may also be discussed in the context of their contribution to and handling of the Great War of 1914-1918. Anticipating somewhat the conclusion to this essay, the following may be said of the two monarchs respective attitudes to war and the instability these wrought: Nicholas II’s reign is characterized by reluctance to enter the conflict, Wilhelm’s by the precipitation of it. A historian might expect thus that Nicholas II, being more prudent and indisposed to war, might have thus secured greater internal stability for Russia than the bellicose Germany of Wilhelm, which one would have expected to suffer the vicissitudes and fluxes of war. Nonetheless, paradoxically, despite quite different attitudes to the conflict both Germany and Russia were to endure similar levels of turmoil and upheaval in its wake: Russia subjected to Revolution and anarchy and Germany the humiliation and disintegration of the Versailles Treaty. Wilhelm’s contribution to the instability of 1914-1918 can best be described in terms of his personal character: he did not avidly crave war — even once describing it as a ‘most unimaginable thing’ (7) — but rather aided it by his injudicious foreign policy decisions, blunders, and errors. Wilhelm II lent his authority and power to the German generals and to others who ardently sought the conflict. His minor precipitative blunders included his support for Germany’s massive increase in naval power, his telegram (8) that congratulated President Kruger for the success of the Jameson Raid against the British, and his July 1900 address encouraging German forces to support to Boxer Rebellion. Most disastrous and inflammatory of all was the Kaiser’s involvement in the Daily Telegraph Affair of 1908 (9). In this interview the Kaiser’s mistimed and inappropriate comments angered not only Britain, but also Japan, Russia, France and other c ounties also. In the years immediately preceding 1914 Bismarck conscientiously abandoned Bismarck’s former successful foreign policy of ostracizing France from the other major international powers and instead invoked sympathy for France by appearing to challenge her rule in Morocco. All in all, Bismarck’s personal leadership of Germany during the years 1900-1914, whether deliberately or unintentionally, did much to antagonise Germany’s international neighbours and so to eventually precipitate the profound instability that arose from World War I and its aftermath. Wilhelm’s naivety and impatience, coupled with the bellicosity of his generals, eroded many the positive reforms and strong institutions established by Bismarck during and after unification; this erosion left Germany improperly balanced and leaning precariously in the direction of crippling international warfare. But the instability that arose for Russia during and after the Great War was due not to Russia’s seeking such a conflict but from her fragmented and dithering response to it. Nicholas II was a main source of this indecision and his inadequate leadership, compounded by the largely failed implementation of reforms in previous years, led to the collapse of the monarchy and abdication of the Tsar, and thus a deeply distressing and turbulent period for Russia. In the wake of the assassination of Archduke Franz Ferdinand, by Gavrilo Princip of the Serbian Black Hand organization, Russia and the Tsar were forced into a very awkward position. Russia had for several years advocated support for the Pan-Slav movement and had signed treaties with Serbia guaranteeing her protection; on the other hand, as the Will Nicky correspondence (10) shows, Nicholas II sought to avoid war at all costs — fearing the devastation it would bring to himself and to the nation. In the event, Russia w as truly devastated by the war: her armies were destroyed en mass, the monarchy fell and millions of Russians died from fighting, disease, hunger and drought. The 1917 November Revolution led to civil war, further bloodshed, misery and suffering and to the installation of a wholly new political regime. A greater state of instability can hardly be imagined! In the final analysis, the question as to which of Tsar Nicholas II’s Russia and Willhelm II’s Germany knew greater stability depends upon whether a historian looks at these periods from their respective beginnings or their ends. The Germany that Wilhelm inherited in 1894 was certainly more stable than that received by Nicholas in 1884. But a powerful argument can be made to say that despite the turmoil of the Bolshevik Revolution, Russia was nonetheless possessed of greater stability than Germany. This argument is given strength if one looks at events after 1918: Communism gave Russia seventy years of stable government and administration — irregardless of whether one endorses such a governance or not; Germany, on the other hand, was to endure the vicissitudes of Weimar, ten years of the Nazi regime and finally the ultimate instability of World War II.   BIBLIOGRAPHY Academic Books, Journals Articles (1) Roberts, John. The Penguin History of the World. (3rd Ed.) Penguin, London,  2003, pp. 707-717. (2) Perry, John P Pleshakov, Constantine. The Flight of the Romanovs. Oxford  University Press, Oxford, 1999, pp. 209. (3) Alexandrov, Victor. The End of the Romanovs. London, 1966. (4) Pares, Bernard. The Fall of the Russian Monarchy. London, 1939, pp. 44-48.. (5) Van der Kiste, John. Kaiser Wilhelm II: Germany’s Last Emperor. Sutton  Publishing, Stroud, 1999, pp101-103. (6) Rohl, John C. G. The Kaiser’s Personal Monarchy, 1888-1900. Cambridge University Press, 2004, pp. 133. (7) Macdonogh, Giles. The Last Kaiser: The Life of Wilhelm II. St. Martin’s Press,  New York, 2001, pp. 301. (8) Massie, Robert K. Dreadnought: Britain, Germany and the Coming of the Great   War. New York, Random House, 1991, pp. 108. (9) The interview of the Emperor Wilhelm II on October 28, 1908. London Daily  Telegraph, October 28, 1908. (10) The Kaisers letters to the Tsar, copied from the government archives in Petrograd, and brought from Russia by Isaac Don Levine, ed., with an introduction by N.F. Grant. London, Hodder and Soughton Ltd, 1920

The Development of Racism Essay -- Slavery Racist Equality Segregation

The Development of Racism Slavery's twin legacies to the present are the social and economic inferiority it conferred upon blacks and the cultural racism it instilled in whites. Both continue to haunt our society. Therefore, treating slavery's enduring legacy is necessarily controversial. Unlike slavery, racism is not over yet. (Loewen 143) Racism can be defined as "any set of beliefs, which classifies humanity into distinct collectives, defined in terms of natural and/or cultural attributes, and ranks these attributes in a hierarchy of superiority and inferiority" (Blum 5). It can be directly linked to the past and still, centuries later, serves as a painful reminder that race continues to be one of the "sharpest and deepest divisions in American life" (Loewen 138). What were the causes of racism? How did it develop historically? In order to answer those complex questions, I plan to examine the conditions of America's history from colonialism to present day society. It was these conditions of America's past that promoted the development of racist practices and ideas that continue to be embraced by many to this day. The idea of superiority and inferiority of entire groups were largely the result of the encounters between the Europeans and the indigenous native peoples of the Americas. Christopher Columbus was one of the first individuals who played a chief role in the birth of both racism and slavery. Upon the so-called "discovery" of America, European self-consciousness rose to the point that Europeans began to notice the similarities between each other. "There were no 'white' people in Europe before 1492" (Loewen, 66). But after the beginning of transatlantic slave trade, Europeans began to "see 'white' ... ...mproved, especially as a result of the Civil Rights Movement, racial inequalities still remain; from income to IQ levels, to the number of the incarcerated and life expectancies. While Americans like to think of our country as the equal land of opportunity, clearly it is not. Racism continues to remain "our American Obsession" (Loewen 139). Works Cited Blum, Lawrence. I'm Not A Racist But: The Moral Quandary of Race. New York: Cornell University Press, 2002. 5 Chomsky, Noam. Understanding Power, The Indispensable Chromsky. Eds. Peter R. Mitchell and John Schoeffel. New York: New Press, 2002. 135. Loewen, James. Lies My Techer Told Me; Everything Your American History Textbook Got Wrong. New York: Simon & Schuster, 1995. 60-169. Zinn, Howard. A Peoples History of the United States. New York: HaperCollins Publisher Inc., 1999. 25-33.

Impact of Standardized Testing Essay

There is a vast literature available concerning African American male student accomplishment and its relation to the accomplishment gap occurrence (Perry, Stelle, & Hilliard, 2003; Thernstrom & Thernstrom, 2003; Hrabrowksi, 1998; Ogbu, 1998; Patterson, 2006; Polite & Davis, 2001; Duncan, 1999; Freeman, 1999). Researchers and media channels explain the causes of African Americans continuously staying behind their White partners. Several provide limited allegations concerning African American male student accomplishment from either a past, sociological, or monetary view when deciding school achievement or failure. On the contrary, sufficient notice has not been granted to experiential and mixed methodological styles for assisting in advancing the debate concerning the provision of efficient resolutions toward narrowing the achievement gap that exists between African American male learners and counteracting deficit-model styles. In â€Å"Educating African American Males: Voices from the Fields†, the author Fashola (2008) and some other important academician researchers tackle this matter. The book is segmented in eight chapters, locating itself in many thematic areas that include social, ethnic, and past matters; school reform; primary, middle and high school experiences; structural analysis of manliness; institutional types of prejudice; and extra-curricular activities which assist in the promotion of affirmative self-confidence and analytical skills for African American males. Altogether, the providers enunciate the requirement of novel styles by demanding the educational commune to shift beyond conventional means of accomplishment and to comprehend the importance of social, past, ethnic, behavioral, emotional, cognitive, and educational styles that add to the broadening of the achievement gap between African American males and their white partners. Cooper and Jordan (2003) tackle the issues of African American male student achievement and they do this by locating and investigating the past as well as the methodical impacts of prejudice and also by displaying the way institutionalized domination have a part to play in the broadening of the achievement gap. The authors assess the elements such as uncontrolled unemployment, poverty, and insufficient accessibility to health care as the possible elements of African American males not being franchised in the circumstance of school and community. The authors imply that an â€Å"intergenerational poverty† (p. 2) exists which disseminates a self-fulfilling prediction for several of African American males. Ogbu’s (1998) research allows for the contextualizing of such past injustices. It is implied that â€Å"the treatment of minorities in the wider society is reflected in their treatment in education† (p. 159). In his book Noguera (2003) assists in the contextualizing of few of the practical attitudes which are required for the comprehension of certain of the behavioral trends of African American males which have an impact on them in school. The author offers information and research which record the way they were marginalized and wronged by the schooling experiences in the capitalist educational frameworks. Text offers a qualitative study which looks for determining the part that educators have in the motivation of students; teachers can utilize this information to reassess and modify their educational and instructional practices and also to fulfill the requirements of African American males and at the same time provide with suitable scaffolding so as to assist the learners in meeting the academic standards. Along with this, Noguera also debates that the learners are to be taught and habituated so as to see that the academic institutions are advantageous to them and also that the anticipations for them are high. Noguera writes about the schooling experiences of African American males by assessing their accomplishment trends in public schools and tackling with their consequent detachment. He writes that Black males underperform on standardized tests and that they undergo much higher drop-out rates. Although Black males achieve much and their performance is good in the primary grades, they tend to underperform by the age of nine (Garibaldi, 1992). His recommendation is that the educators should be placing literary and language enrichment at the head of their instructional concerns. This is particularly important during their primary school times; supplementing with the talents allows for African American males to become self-sufficient, analytical thinking is principal for their general intellectual achievement or failure. Development of Problem An operational attitude to the tradition of schooling also offers a valuable contextual structure for the investigation of student â€Å"oppositionality† and â€Å"resistance† (Ogbu, 1998) as minor traditional features displayed by particular minority learners in reaction to their communal marginalization. The idea of identity and the way it is written either by a person or the community is made pertinent by the reactions of these marginalized learners and is a vital part of a sufficient hypothetical viewpoint on tradition. The academic achievement gap which is present between African American and White learners is a very urgent contest for the urban education in the United States in the present times. Generally, the rank and academic achievement of minority groups in science have been issues of concern in various areas (National Science Foundation, 1994; Atwater, 2000). In a wide-ranging assessment of the issues, Jencks and Phillips (1998) suggest that there should be an application of methodical and preserved research attempts targeted at investigating the causes for the low performance of particular minority groups. When discussing the achievement gap and displaying it as a challenge for the urban education, there has to be an emphasis placed on certain aspects of the urban schools which are responsible for the existent gap. In the United States, the fact that the majority of the Black students study in urban or inner city institutions is correct, and on the other hand White students normally study at suburban schools. It is possible that this factor is responsible for the achievement gap between the Blacks and the Whites and it provides with an urban/suburban aspect. Urban academic institutions are also different from the suburban ones in the accessibility of the study material and commune sources. Even though the fact that the suburban schools normally have much better sources in contrast to the urban schools is true, an exploration can be made in whether the resources that are accessible for the urban schools are utilized most advantageously so as to improve the student involvement and intellectual accomplishment. Even though standardized testing traditionally has been slackly connected to responsibility and student education, the association had been weak. The association between student education and high-stakes standardized testing became more distinct, and a rise in the utilization of the tests has reached classic magnitude following the introduction of the No Child Left Behind. The argument behind such a connection is that raised pressure to perform well on standardized tests, and also a series of incentives and penalties, will raise the student education and accomplishment. Impacts of such testing standards have broad results, not just on the current generation but also on the next generations of youth. Purpose of the Study The purpose of this study is to assess the impact that standardized testing has on African American male students. The study aims to display the issues connected with the impact of standardized testing on African American males. African American males face discrimination and due to that they do not perform as they should in their academics. Innumerable researches have been conducted to examine African American youths’ academic results. There is relative concentration with a stress on the achievement gap between African American youths generally and also that of other ethnic categories, like the Europeans and Asian Americans. Several conceptual structures have been offered which propose the achievement gap in educational results is the outcome of societal-level discrimination which afflicts African Americans (for example, Fordham & Ogbu, 1986; Ogbu, 1987, 1994; Steele, 1997). In reality, several of the studies record the negative impacts of such macro system-level elements on the encouragement and intellectual accomplishment of African American learners (Howard & Hammond, 1985; Ponterotto & Pedersen, 1993; Steele & Aronson, 1995). Nature of the Study Social research can be deductive or inductive and each is applied according to the research type. Deductive approach refers to particular information that has been gained from a general theory. Through the theory the researcher gets the foresights concerning the happening. Deductive research is termed as theory testing. In the case when a research initiates with a theory and is following the hypotheses that the researcher has set to test, the approach is deductive. Deductive reasoning sets to work moving from the more universal to the more precise. Induction is usually described as moving from the specific to the general. Observations are used for inductive approaches. Inductive reasoning moves from the more specific to a broader generalization and theory. In this case there is quite some uncertainty involved and the conclusions are based on theories.