Understanding Case in English Grammar

Understanding Case in English Grammar So what is this thing called case in English, anyway? And why is it important? Being pretty clueless about this aspect of grammar is pretty common: When teachers or editors discuss the importance of getting  case  right in English grammar, quizzical looks from listeners are often the result. But not to worry. Heres a simple explanation: Basically, the concept of case in English is the grammatical relationship of nouns and pronouns to other words in a sentence. In English, nouns have only one case inflection: the possessive (or genitive). The case of nouns other than the possessive is sometimes called the common case. Common case nouns are the basic word, such as dog, cat, sunset or water. Pronouns have three case distinctions: Subjective (or nominative)Possessive (or genitive)Objective (or accusative) Examples and Observations on Case Sidney Greenbaum discusses this basic subject of English grammar in Case in The Oxford Companion to the English Language (1992). Potentially, countable nouns have four case forms: two singular (child, childs), two plural (children, childrens). In regular nouns, these manifest themselves only in writing, through the apostrophe ( girl, girls, girls, girls), since in speech three of the forms are identical. The genitive [or possessive] case is used in two contexts: dependently, before a noun ( This is Toms/his bat), and independently ( This bat is Toms/his). Most personal pronouns have different forms for the dependent and independent genitive: This is your bat and This bat is yours. The genitive case forms of personal pronouns are often called possessive pronouns. A few pronouns have three cases: subjective or nominative, objective or accusative, and genitive or possessive.Andrea Lunsford gives tips on editing for case in The St. Martins Handbook (2008). In compound structures, make su re pronouns are in the same case they would be in if used alone (Jake and she were living in Spain). When a pronoun follows than or as, complete the sentence mentally. If the pronoun is the subject of an unstated verb, it should be in the subjective case (I like her better than he [likes her]). If it is the object of an unstated verb, it should be in the objective case (I like her better than [I like] him.). Robert Lane Greene talks about the disappearance of case endings in English in his book You Are What You Speak   (2011). While the stickler might see the misuse and gradual disappearance of whom as proof that education and society have been flushed down the toilet, most linguists   even though they will almost certainly use whom in their written work themselves see the pronouns replacement with who as merely another step in Englishs gradual shedding of case endings. In the era of Beowulf, English nouns had endings that showed what role they played in the sentence, as Latin did. But nearly all of them disappeared by the time of Shakespeare, and a linguist would see the death of whom as simply the conclusion of the process.

Poems Read at Inauguration Ceremonies for US Presidents

Poems Read at Inauguration Ceremonies for US Presidents Poetry seems so natural an inclusion in public ceremony that you might be surprised to learn that it was nearly 200 years after the very first Presidential oath of office was taken by George Washington before a poet was included in the official inauguration proceedings. There are a couple of 19th-century poems historically associated with Presidential inaugurations in the archives of the Library of Congress, but neither was actually read during the swearing-in ceremony: â€Å"An Ode in Honor of the Inauguration of Buchanan Breckinridge, President and Vice President of the United States† by Col W. Emmons, printed on broadside in 1857.â€Å"An Inaugural Poem, Dedicated to Abraham Lincoln, of Illinois, and Andrew Johnson, of Tennessee,† from The Chronicle Junior, an inauguration program that was actually printed on a press in a wagon during Lincoln’s inaugural parade in 1865. The Introduction of Poetry in the Presidential Inauguration Robert Frost was the first poet invited to be part of the official swearing-in of an American president when John F. Kennedy took office in 1961. Frost actually wrote a new poem for the occasion, a fact that seems slightly odd considering his stated aversion to writing poems on commission. It was a not-terribly-good poem called â€Å"Dedication† that he intended as a preface to the older poem Kennedy had originally requested, but on Inauguration Day, circumstances intervened – the glare of bright sunlight off new snow, his faint typescript and the wind ruffling his pages and his white hair made it impossible for Frost to read the new poem, so he gave up the attempt and went directly into reciting Kennedy’s request without the preamble. â€Å"The Gift Outright† outlines the story of American independence in its 16 lines, in a triumphant, patriotic tone that brings to mind the 19th-century doctrine of manifest destiny and domination of the continent. As usual, Frost’s poem is aimed at a target less conventional than it first appears. â€Å"The land was ours before we were the land’s,† but we became Americans not by conquering this place, but by surrendering to it. We ourselves, the people of America, are the gift of the poem’s title, and â€Å"The deed of gift was many deeds of war.† At Kennedy’s request, Frost changed one word in the last line of the poem, to strengthen the certainty of its prediction for America’s future â€Å"Such as she was, such as she would become† became â€Å"Such as she was, such as she will become.† You can watch NBC News coverage of the entire 1961 inauguration ceremony at Hulu.com  if you’re willing to sit through ads inserted at 7- to 10-minute intervals in the hour-long video – Frost’s recitation is in the middle, immediately before Kennedy’s oath of office. The next president who included a poet in the proceedings surrounding his inauguration was Jimmy Carter in 1977, but the poem didn’t make it into the actual swearing-in ceremony. James Dickey read his poem â€Å"The Strength of Fields† at the Kennedy Center gala after Carter’s inauguration. It was another 16 years before poetry entered again into the official inauguration ceremony. That was in 1993, when Maya Angelou wrote and read â€Å"On the Pulse of Morning† for Bill Clinton’s first inauguration, her reading here on YouTube. Clinton also included a poet in his 1997 inaugural ceremony – Miller Williams contributed â€Å"Of History and Hope† that year. The tradition of presidential inauguration poems seems now to have settled in with Democratic presidents. Elizabeth Alexander was commissioned as inaugural poet for Barack Obama’s first inauguration in 2009. She wrote â€Å"Praise Song for the Day, Praise Song for Struggle† for the occasion, and her recitation is preserved on YouTube. For Obama’s second inauguration ceremony in 2013, Richard Blanco  was asked to submit three poems to the White House, which selected â€Å"One Today† for him to read following the President’s inaugural address. Blanco’s performance at the podium is also posted on YouTube.

Design Culture of china Research Proposal Example | Topics and Well Written Essays - 2500 words

Design Culture of china - Research Proposal Example The developments in the design culture of the nation have also reflected in its consumer culture too as many people are lured by the prospect of experiencing the grandeur and beauty of Chinese designs. Thus, this paper tries to throw light on the extraordinary moments in Chinese design and the rise of Chinas consumer society. There is truly a sense of design frenzy in China right now. The paper also seeks to explore how the new design explosion has drastically changed the major Chinese cities beyond all recognition in the last two decades. The changes foresee that there will be a time when everyone talks about things being designed in China, not just made in China. The designers included in China Design Now are pioneers for future generations who will bring Chinese design to an international audience. The paper also explores the origin and development of the design culture in the nation and it deals with all the major designers, architects and artists of the era and pinpoints the pec uliarities of their designs. Tracing back to the origin of designs in China, one understands that the nation has a unique and traditional fashion designing from its early history which was very much in tune with the customs and traditions of the early Chinese people. The nation maintains a long and rich tradition in clothing and fashion designing. The ancient Chinese clothing demonstrated both refinement and sophistication even during the Shang Dynasty from 16th to 11th B.C. Pien-fu, the chang-pao, and the shen-I are the thre dominant traditional Chinese clothing and each of them has strong roots in the tradition and customs that prevailed in the early Chinese civilization. The pien-fu is a â€Å"two-piece ceremonial costume of a tunic-like top extending to the knees and a skirt or trousers extending to the ankles† whereas the chang-pao is â€Å"a one-piece garment extending from the shoulders all the way to the heels† (The Culture of China: Living and

Wizard of oz and spirited away Essay Example | Topics and Well Written Essays - 750 words

Wizard of oz and spirited away - Essay Example The Wizard of Oz is a tale about the negotiation of gender, race and identity in popular culture. Spirited Away is about a child’s transition from childhood to adulthood. Spirited Away is a film about a Japanese girl who moves to a new city with her parents. In this film, the young girl goes through stages of transition, which are accompanied by rites of passage. In her adventure through her new world, Chihiro becomes lost in a fantastical world. She meets odd creatures, which alternately hinder and help in her adventure. The film has numerous Shrine Shinto and folk perspectives, which are embedded in the Japanese cultural vocabulary of the film. The film is a representation of the Japanese culture. It has numerous instances that portray the Japanese Shrine Shinto and folk perspectives, which are embedded in its cultural vocabulary (Clews and Michael 187). Spirited Away centers on Chihiro and her journey through the world of spirits. During her journey, Chihiro becomes separated from her previous world. Her experiences in this world are comparable to the experiences of Dorothy in the Wizard of Oz because they represent a rite of passage to adulthood. The archetypical entrance of Chihiro into the spiritual world demarcated her status as an individual who is between childhood and adult hood. In addition to the rite of passage, Spirited Away also provides critical commentary of the Japanese society, in a similar fashion to the Wizard of Oz (Clews and Michael 188). The film focuses on critical cultural perspectives such as the dissolution of traditional cultures, generational conflicts and customs present in a globalized society. Like in Spirited Away, Dorothy, in the Wizard of Oz, lives in a fantastical world. She lives in the world of Oz, which is inhabited by witches. The world of Oz is facing a major conflict between the wicked witches and good withes. Unlike Chihiro, Dorothy is treated like a heroine because her

Demonstrate A Range Of Communication Essay Example for Free

Demonstrate A Range Of Communication Essay When meeting an individual patient’s communication needs, a range of methods must be used. On the ward I work on, patient A has a long history of putting this in her ears, because of this she has an impairment of her hearing. This impairment can affect her emotional wellbeing, she often becomes frustrated when be spoken to due to not being able to hear people clearly. To communicate with Patient A more effectively, I would take into consideration my positioning, making sure I am standing face on to her. From my experience I have found this alone works however I have considered using pictorial aids, referral to the GP for a hearing aid and written communication.

niels david bohr :: essays research papers

Niels Hedrik David Bohr Niels Hendrik David Bohr was one of the foremost scientists of the 20th century. The Nobel prizewinning physicist was known for his development of the theory of atomic fission that led to the development of the atomic bomb. He was born on Oct. 7, 1885, in Copenhagen, Denmark. His father, Christian, was a professor at the University of Copenhagen and his brother, Harold, was a great mathematician. Bohr and his family grew up in an atmosphere that helped the development of his knowledge. His father was largely responsible for awakening his interest in physics while, his mother came from a family well known in the field of education. After Gammelholm Grammar School in 1903, he entered Copenhagen University where He won a gold medal from the Royal Danish Academy of Sciences for his theoretical analysis of vibrations of water jets as a means of determining surface tension. He received his Master's degree from the University of Copenhagen in 1909 and his doctorate in 1911 with a thesis Studies on the electron theory of metals. Bohr went to England to study with Sir J.J. Thomson at Cambridge. He had intended to spend his entire study period in Cambridge but he did not get on well with Thomson so, after a meeti ng with Ernest Rutherford in Cambridge in December 1911, Bohr moved to Manchester in 1912. There he worked with Rutherford's group on the structure of the atom. Rutherford became Bohr's role model both for his personal and scientific qualities. Using quantum ideas due to Planck and Einstein, Bohr conjectured that an atom could exist only in a discrete set of stable energy states. Bohr won the Nobel piece prize for his theory of atomic structures. According to Microsoft Encarta His work drew on Rutherford’s nuclear model of the atom, in which the atom is seen as a compact nucleus surrounded by a swarm of much lighter electrons. He thought that electrons are arranged in definite shells, or quantum levels, at a big distance from the nucleus.

Armed forces Essay

This section provides information on the soldiers, sailors and airman who gained, maintained and then lost an empire. It must be remembered that the vast majority of the empire’s military manpower was recruited from outside the mother country. It is interesting to note that some of the fiercest resistors to the British went on to become the staunchest allies and defenders of her empire; Highlanders, Sikhs and Gurkhas are perhaps the best examples of this phenomena. The military history of the empire is rich in colour and variety but is also inevitably linked to the darker and more sinister side of the empire through conquest, pacification and destruction. The tentacles of the military spread throughout the empire and beyond, the armed forces were not only the conquerors and defenders of the empire but also provided the garrisons that policed the vast expanses of territory and enabled communication over the vast distances involved. The military was very much the most important institution of the empire. Land forces Infantry The years around 1783 were tumultuous ones for the army and things were about to become even more difficult in the near future. The Army was coming to the end of its actions in the 13 colonies. Political and military defeat hung heavily over Britain at the time. The army had borne the brunt of the unsuccessful campaign and so were associated with the failure. Life was to become even more dangerous and precarious for the British army as it become embroiled in the highly difficult task of containing the expansion of Revolutionary and then Napoleonic France. The army would therefore be forced to expand to an unusually large size and would be strained to its limits. The prominent role played by the British army in ultimately defeating Napoleon would restore its pride and prestige both at home and overseas. In the period following victory in 1815, the British army was regarded as the fire brigade of the Empire – being sent to wherever there were disturbances or problems. It would become involved in countless small wars in far flung corners of the globe, most of which would be successful endeavours. However, the army would be sorely tested by the events of the Crimean war and the Indian mutiny. The problems encountered in these actions provided the rationale for the Cardwell army reforms which were implemented progressively from the late 1860’s to the early 1880’s. The numbering system used by the British army in order to determine precedence was first used in 1751. The year 1782 is interesting because it is the first time that many of these regiments were associated with a specific local area. Theoretically, this was to be where their depot was to be based and their recruiting to take place. However, constant strategical and manpower needs meant that these regiments could be posted anywhere and were keen to take recruits from wherever they could find them. In this period of history, the numbers were the more important of the designations and would be used on a day to day basis. However, the territorial titles would later form the basis of the next major overhaul of the regimental system almost exactly 100 years later: the Cardwell Army reforms. Foot guards Number Title 1st The First Regiment of Foot Guards 2nd The Second (Cold stream) Regiment of Foot Guards 3rd His Majesties Third Regiment of Foot Guards Cavalry First troop of life guards Badge Nicknames The Bangers Lumpers The Cheesemongers The Fly-slicers The Piccadilly Butchers The Roast and Boiled The Ticky Tins The Tin Bellies The Patent Safeties Motto Honi soit qui mal y pense Evil be to him who evil thinks Regimental Marches Millanollo (Quick) Val Hamm The Life Guards Slow March (Slow) Regimental Anniversary Waterloo Day 18th June Colonels 1660 – 1788 Soldiers 1660 – 1788 Successor Units 1st Life Guards (1660 – 1788) The Life Guards (1922 – ) Suggested Reading History of the Household Cavalry by Sir George Arthur (Constable: 1909, 1926: 3 vols) The Story of the First Life Guards (Harrap: 1922) Historical Record of the Life Guards (London: Clowes: 1836) Regimental Museum Household Cavalry Museum Combermere Barracks Windsor More go to http://www.btinternet.com/~britishempire/empire/forces/armyunits/britishcavalry/1sttroopofhorseguards.html Artillery Horse artillery Battery Sergeant-Major The other picture of the Battery Sergeant-major is a coloured engraving from a photo. He has gold braiding. The back end of a 12-pounder is accurately shown. Officer 1890 The Officer is in full dress on his charger. Sergeants with 12 Pounder The Sergeants are in various forms of dress. The one in the forground is in full dress or parade dress, the others are in different combinations of working dress. Mounted SergeantThe gold cord braiding on his jacket indicates that he is a Sergeant. F Battery in Second Afghan War Science and technology Transport Railways The nineteenth century saw many technological changes, but none of them were to have as wide repurcussions as the invention of the train. The power of steam had been known for some time but applying this power to moving heavy goods and people over long distances was one application that would have profound consequences and serve the British and their Empire for well over a hundred years. It was George Stephenson who realised the full power and potential of the steam engine when he designed a machine that could take advantage of narrow copper tubes which could be heated to create the all important steam power. The Rocket was the first such steam engine to take advantage of this new technology as it operated between Liverpool and Manchester from 1830. However, technical change was to become rapid and the train was to change its appearance and technical specifications again and again. Inevitably, it was the mother country that first saw her landscape transformed by this new invention. Navvies from Ireland, Scotland and the North of England scarred the landscape with viaducts, bridges and tunnels in the pursuit of the smooth gradients that trains required to travel at their most efficient level. They were paid a pittance for excruciating and dangerous work. In many ways, these navvies represented one of the largest migrations of Imperial settlers as they moved over from Ireland or as they followed the train tracks around the country and ended up settling in the last place they found work. In 1847 there were a quarter of a million navvies digging and blasting their way over the British landscape, their travels are one of the lesser documented migrations of history. However, the job they did is still plain to see in the British landscape some 150 years later and will be for many more years to come. The amount of track laid in Britain increased from only 500 miles in 1838 to over 8,000 by 1855. This expansion of track also brought down the cost of travel so that all but the poorest could afford to travel by train. In the stagecoach days, a ticket from London to Manchester and back would have cost à ¯Ã‚ ¿Ã‚ ½3 10s but by 1851 the train fare for this same journey was only 5s (a seventh of the stagecoach fare) for a far quicker and more comfortable journey. Of course, the expansion of the railways didn’t just rest on the invention of the steam train. Iron was needed for the rails and its mass production helped to reduce the costs to the railway industry. In addition, iron girders and glass were used to construct magnificent looking railway stations. Even older industries, like stonemasonry were given a new lease of life as vast quantities of stone and rock were needed for sleepers, bridges and stations. The railway age was an enormous boost to the economy of Britain, and would provide the country with one of the most efficient infrastructures for the remainder of the century. It wouldn’t take colonial administrators long to see the benefits that such an infrastructure could bring to the colonies they were in charge of. Particularly, as some of these colonies could be immense in size and with little existing infrastructure. Horses and ships had provided the most efficient means of transport to date, but ships obviously couldn’t reach the interior and horses could not match the speed and power of this latest invention. The old established colonies like India, leapt at the railway opportunities and built a railway structure that would even rival the mother country’s in scope and scale. They were often financed by British industrialists keen to move the primary and secondary products of India to the ports ready to be exported to Britain and her factories. Cotton, spices and teas would all provide the economic model for railway building that would later be copied in other colonies by other crops and industries; rubber in Malaysia, coffee i n South America, grains in Canada and livestock in Australia and New Zealand. In some colonies, railways were used more as the initial spur to encourage colonisation of an area. In Africa, railways were built to provide an infrastructure that would lure white colonists into an area in order to farm the area and turn it into a profitable colony. South Africa, Rhodesia and Kenya all wanted to increase their white population and increase the economic activity of their lands and all spent copious amounts of money and effort into building railways in what were very often inhospitable areas to European settlers. They all had varying degrees of success, but were built nonetheless. Indeed, one of the burning issues of late nineteenth century was Cecil Rhodes’ burning ambition to build a Cape to Cairo railway line that passed through British territory all the way. And this dream, although not realised by a train network, certainly influenced a great deal of Central African colonisation during the period. Another spur to the railway building in the nineteenth century was the British army. They too, quickly identified the advantages in being able to move troops and supplies around in a quick and efficient manner. The army would often try to influence local colonial administrators and get them to build railway lines to places which had little business or economic rationale. Alternatively, the army would build its own railway lines in areas they felt were necessary. In the case of Kitchener’s Sudan campaign in the late 1890’s, the army travelled down the Nile slowly but surely, not just out of tactical considerations, but because they were building a railway line as they travelled. In fact, this railway line is still in use as Sudan’s major railway line over a hundred years after it was built by the British army. Likewise in the Boer war, the British army came to depend on the strategic advantages of the railway network, but would also be exposed to the vulnerability of this network as the Boers transformed themselves into a guerilla army and destroyed bridges and lines at will. Despite this costly lesson, the British army maintained its respect and use of trains for many more years to come. Railways transformed the Empire in many ways, it increased business activity and allowed businesses to flourish in areas that previously would have been impossible to make a living in. It allowed officials to move rapidly over the areas that they governed. It allowed troops to be dispatched over great distances in short periods of time, indeed this speed of response removed much of the burden of having to station so many troops in a colony in the first place. Populations could benefit from access to cheaper goods as the factories of Europe could unleash their products to the far flung corners of the empire: tinned goods, newspapers, boot polish and toys could all be moved at a fraction of the cost from previous days. The people themselves could move around the empire whether for business or for pleasure; families could be reunited more regularly, farmers could travel longer distances to get their products to market, businessmen could entertain clients from further afield. Even within relatively short distances and in crowded areas people wanted to enjoy the benefits of the train system. Therefore, in London, one of the more interesting railway innovations was devised in the 1860’s; the underground system, or the tube. Using Victorian ingenuity and technical engineering expertise an elaborate underground system of trains was built that would be envied and copied by Metropolises the world over. And again, it reinvigorated the economic life of the City of London and allowed for yet another relocation of businesses and housing for the masses of that city. The advantages of the railways were apparent to virtually everyone. These were the days when progress was seen as a universal good and the railways were a prime example of this beneficent progress. Ships England was a small island nation off the coast of the very powerful and dynamic continent of Europe proper. There were three options open to the English ruling classes. First of all, she could immerse herself into European politics and economics. However, the competition on this front was particularly fierce; French, Italians, Austrians and a myriad of other powerful nations would ensure that England would only be one player in a field of many. Besides, wars and religion made dabbling in this arena a very expensive one. Second, she could turn in on herself and try to stay aloof from the goings on of the world. This strategy suited the Japanese in their dealings with their continental rivals. However the English were already keen traders and had acquired tastes and business practices that made this option an unpalatble one. Her third choice was to turn to the opportunities offered by the rest of the world. And it is because she chose this path that first England, and then Britain, tu rned herself into the preeminent maritime nation of Europe and indeed the world. England’s rise as a maritime nation started with the reign of King Henry VIII. His ambitions were guided more to Europe, but he did manage to lay down financial and military foundations that would be taken advantage of by his successors. The Mary Rose is testimony to the size and power that the King sought to develop. He wanted a navy to project his power and influence onto the European political scene. Unfortunately, his plans and schemes were not fully realized during his reign. However, his treasury was full, the ports were protected by new castles and coastal defences and he had started a naval tradition that would bequeath valuable skills and experience to later generations of sea goers. By the time Queen Elizabeth came to the throne, the most powerful maritime nations were Spain and Portugal. These nations had encouraged explorers to find new, exciting and highly profitable trade routes. However, there were deep religious and philosophical divisions between these Catholic nations and the Protestant English. Queen Elizabeth had no love for these religious and economic rivals and basically sanctioned piracy on the high seas as a means of prosecuting war against the Catholic monarchies. Chief amongst her officially sanctioned privateers were Sir Francis Drake and Sir John Hawkins. These, and other sailors, wreaked havoc with Spanish and Portugese trade routes to the East Indies and particularly to the New World. The Caribbean became particularly notorious for rampant piracy. This rivalry turned into something of a naval arms race as the Spanish and English tried to outdo each other in terms of offensive power or in terms of speed to escape potential privateers. Military and commercial ships of both nations would benefit from new technologies, techniques and skills. The naval rivalry between these two nations would reach a head in 1588 with the Spanish Armada. This Spanish attempt to stamp out her English rivals was a gamble that did not pay off. Bad weather and English seamanship saw that the Armada failed in its bid to land an army on English soil. More importantly, the destruction of much of the Armada left the English mariners in a very powerful position and particularly in the Caribbean and in the New World. In the East Indies with its spice trade, the English still had to deal with the Portugese and the Dutch as serious competitors. But with the removal of the Spanish, the English were free to develop an unprecedentedly successful economic venture. There were two main commercial activities that allowed the English to maximise there maritime advantage: Sugar and Slavery. In fact, these were two complemantary activities that would work very closely together. Slaves were needed to tend and harvest the sugar crops of the New World. The same ships that transported these slaves could then be loaded up with sugar and brought back to Europe. With the advent of industrialisation in Britain, the third leg of this trip could also be made profitable. Cheap manufactured goods were taken from Liverpool and Bristol to West Africa and exchanged their for slaves, the slaves were exchanged for sugar in the Caribbean, and the sugar would finally be sold in Europe at a huge profit. The profits involved meant that few people overly concerned by any humanitarian or ethical issues. Indeed, the economic success of this trade would mean that even more time, money and skills were ploughed into the British commercial and Royal Navies. The more and better the British ships became the more she took the world’s trade and the faster she developed into the world’s preeminent naval power. By the mid to end of the eighteenth century, the British could claim to have the largest and most successful naval forces in the world: Both militarily and commercially. By this time, naval traditions, experience and expertise had been fully augmented by advances in science and the latest industrial products and techniques. British ships were familiar sites to ports and coastal regions the world over. However, two events would test this faith and confidence in the maritime forces of the nation. Soon, the British would realise that although they were a match for any nation on even terms, a combination of forces might lead to her undoing. The first test of this theory was the American War of Independence. French and Spanish involvement in supplying and maintaining the insurrection. Combine this with Royal Naval ships and sailors fighting on the side of the colonists and the British could see that they were not as invincible as they would have liked to have believed. However, the real test of the strength and importance of the Naval forces of Britain was to come with the rise of Napoleon on the European continent. A brilliant tactician and strategist, Napoleon swept most of Europe before him. As he took effective control over these powers he also took control of their navies. The British tried their best to thwart these plans with some success in Holland and especially Denmark. However, the Spanish and French fleets combined again to form a most formidable force. Unlike the days of the American War of Independence, it was clear that the only way the British could dispense with the threat of Napoleon was to confront and defeat this Navy in an open battle. The stakes for the island nation had not been higher since the days of Drake and the Spanish Armada. Fortunately for the British, a new hero rose to the hour. Admiral Nelson successfully defeated the combined fleet at the Battle of Trafalgar. He paid for this victory with his life, but he laid down a sense of security for the island nation that would remain intact for another century. Although disappointments and setbacks did occur, most notab ly in the War of 1812-14, essentially the Royal Navy returned to being the preeminent maritime nation. Indeed, the only serious threat to the Royal and Merchant Navies were the sailors, captains and admirals themselves. Complacency and a lack of serious rivals meant that the British maritime forces lay essentially unchanged for most of the nineteenth century. Half a century after the death of Nelson and the Royal Navy had barely changed at all; even the ships were the same. The only serious innovation that made serious inroads into these traditions was the advent of steam. Even then, the Admiralty were reluctant converts to this latest technology and pined for the days of sail. It would be left to commercial forces and entrepreneurs to explore and develop this means of power. The most important name associated with these developments is that of Isambard Kingdom Brunel. This man built the first steamship to cross the Atlantic: the Great Western. The first ocean screw steamer: the Great Britain. And what for 40 years would be the largest ship ever built: the Great Eastern. And although these ships were not the greatest of commercial triumphs the combination of ingenuity, expertise and industrial technology would mean that Britain would remain at the forefront of maritime power for some time to come. Steam power would open up other avenues for exploration that had previously been difficult if not impossible for mariners to pursue. The ability to power a vessel upstream would mean that many of the world’s rivers could be opened up to European explorers and traders. This would allow for new parts of the world to be explored and new commerical and political relationships to be established. Africa would see this technology employed along its many rivers. Indeed, steamships would even be taken overland to operate on the great lakes of the African interior. One side effect of the introduction of steampower was that coaling stations would become a strategic necessity to the Royal and Merchant Navies. All of a sudden, the Royal Navy became concerned at the placement of Naval bases particularly with regards to how far a ship could steam before it needed refuelling. This new strategic thinking would be augmented and amended by the opening of the Suez Canal in 1869. The world was becoming a smaller place at a rapid rate and maritime necessities would be prime in consideration for much of the Imperial expansion of the day. Cash crops would be the new cash cows that provided the financial impetus for maritime ventures at the Imperial level. Tea, cotton, rubber, even opium would all take their turn in providing the imperatives and returns in investing in Britain’s maritime fleets. Combine these financial considerations with regular British trade patterns with Europe, Latin America and the United states and the fact that populations were willing and able to move about the planet in unprecedented numbers and the importance of ships and maritime policy to the British Empire is easy to comprehend. The next challenge to British supremacy of the waves was to be by the Germans. By the end of the nineteenth and the beginning of the twentieth centuries European and imperial rivalries combined to form ominous and powerful blocks of nations. On one side lay the French and Russians, on the other the Germans, Italians and Austrians. Britain tried to remain aloof for as long as possible, but when the Germans declared that they wanted a Navy that was the equal of the Royal Navy, the gauntlet had been laid and the British joined with the French and Russians. A naval arms race between the British and Germans was proving costly to both countries, it didn’t help matters when one of Britain’s own innovations nearly bankrupted the nation. The development of the Battleship Dreadnought in 1906 kept the British at the front of Naval technology but at the cost of making their entire existing fleet obsolescent. The Germans would easily be able to catch up to the British with this new technology and, if it hadn’t been for competing claims on the German military budget, might have succeeded in doing so. As it was, during The Great War, the British were just able to keep ahead of the Germans and successfully bottled them up in their Baltic ports for most of the war. However, another military development would provide fresh worries and portents enough for the British. The submarine did not effect the war as much as their German commanders had hoped, but their potential for disrupting existing Naval balances of power were clear to all. These concerns would be played out at a much more lethal level during the next war. Meanwhile, the interwar period saw cutbacks to both the Royal and Merchant Navies. With little appetite left for armed forces, British politicians cut back defence expenditure on all of the services. The Royal Navy was no exception. These cutbacks came just as new maritime rivals could be seen on the horizon. During The Great War, the Americans had turned their massive industrial might to outfitting her armed forces in a very short period of time. At the same time, the Japanese had been left unchallenged to develop in the Pacific Ocean. When the war ended they quickly sought to establish some kind of parity with the Royal Navy; the result was the Washington conference. This conference established the so called 5:5:3 ratios for capital ships. America and Britain were to be equal in size and number of ships whilst the Japan maintained 60% of these numbers. The effect of the conference was that Britain, for the first time since Drake, admitted that she would only be the equal of another power. No longer would she aim to be the preeminent naval power. In reality, she had also given the Japanese a local superiority in the Pacific region. A superiority the Japanese would use to dismember much of the British Asian Empire. The Second World War was to put Britain in as much, if not more, peril than in the first. Her naval commanders rightly identified submarine warfare as being the biggest threat the island nation. The Royal and Merchant Navies took horrendous losses as these commanders developed ways of dealing with this silent menace. Convoys and ASDIC did most to redress this balance. But it was a long, hard fight and one that left Britain militarily and economically exhausted by the end of the war. Britain would never reclaim its former maritime glory. The United States and Soviet Navies would eclipse the Royal Navy in size, technology and power. Aircraft carriers, nuclear submarines and the rise of Air Power in general would mean that the strategic balance had been tipped forever. Withdrawal from Empire speeded up this process even more, bases in the Far East, South East Asia, the Middle East and even the Mediterranean seemed like expensive anachronisms that no longer served any purpose. At a commercial level, the rise of air transport killed off much of the passenger business of the shipping lines. Also, new trade patterns were established as Imperial trade was replaced by much shorter European destinations. The fall from grace of the British naval heritage is only so precipitate when you realise how long and how deep that tradition has been the lifeblood of the nation. Generations of citizens grew up with the unquestioning belief that Britannia Ruled the Waves. Now that she is a middle ranking European nation, it is not hard to see why so many people lament the passing of an era and why it inspires so many more to be fascinated and interested in this area of British history. Communications The telegraph system was one of the technological wonders of the nineteenth century. It transformed communications in a profound way and helped to give the British Army a technological superiority over most of her competitors. Its invention was a product of the enthusiasm and skill of industrial revolutionary Britain. William Fothergill Cooke and Charles Wheatstone, a scientist and an entrepreneur, teamed up to forge a devastatingly effective alliance that combined the savvy of both individuals to produce the ‘needle telegraph’. Wheatstone came up with the technological aspect whilst the Cooke had the foresight to approach the railway companies in order to run their lines along side the railway tracks. On 25 July 1837 the first experimental line with the new telegraph was started. The Great Western Railway Company connected the stations Euston Square and Camden Town over a distance of 2.4 kilometres. It was an outstanding success that not only amazed Victorians but displayed obvious applications for its use. When it was used to broadcast such news as the birth of Queen Victoria’s second son, or to catch a murderer who had attempted an escape by train, its acceptance and usefulness was plain for all to see. In fact, the only problem with this initial invention was that it the code to transmit messages was rather cumbersome – and in fact only twenty letters were used of the alphabet. Credit for the simplification of the both the hardware and code was to cross the Atlantic to a certain Samuel Morse. Samuel Morse had a mission in life. A devout Christian, his world had turned upside down when he missed the funeral of his wife due to a message being delivered late. He never wanted anyone to go through the pain that he had endured and so set about perfecting an easy to use message system. His revolution centred around the idea of sending pulses of electricity of two fixed lengths – dots and dashes. The subsequent morse code was so much easier to for all to master. He too saw the logic in following the railroad lines and telegraph poles continued their close relationships to the railway lines that were gradually spreading out over the continents of the world. Of course, there were larger scale boundaries that also needed crossing. Crossing the Atlantic Ocean with a submarine telegraph line was one of the holy grails of Victorian technological advances. So much so that Sirus Field, a very rich American businessman, personally financed the hiring of two warships, one American and one British (USS Buchanan and HMS Victoria), to simply start in the middle of the Atlantic Ocean and pull the wire to the opposing sides of the Atlantic. After a couple of attempts, they did indeed manage to succeed in their endeavour. The President of the United States and Queen Victoria managed to exchange pleasantries across all those thousands of miles. Unfortunately, the line only worked for just over two weeks. The Victorian scientists had not anticipated the high voltages that were required to send messages across those thousands of miles. The cable simply burnt out. It would be seven years before the line was reconnected. The problem being that the new, low voltage, well insulated wires were just too thick for any ship to be able to carry. Until, that was, the SS Great Eastern was launched. This was a behemoth of a ship that dwarfed all other ships by its size and speed. In 1866 she easily connected the two continents together. Submarine telegraph lines were now spreading across the world as the British government realised the full potential for governing and communicating with its far flung empire. By 1890, of the inhabited British territories, only Fiji, British Honduras, Tobago, the Falkland Islands, Turks Islands and New Guinea had no cable at all. The importance that Britain personally invested in this world wide infrastructure is borne out by the statistic that by 1914, 75% of all the world’s submarine lines were held by the British. Indeed, within hours of the outbreak of the First World War, the first action taken by any of the British and Imperial Forces around the world was actually taken in Melbourne in Australia. A German merchant ship was fired on by coastal batteries as she attempted to leave port. The fact that this took place on the exact opposite side of the world illustrates how much smaller the empire had become with the advent of telegraphy. Before the advent of this technology, the British government had had to entrust a great deal of local powers to its representatives across the world. When it took three months for a message to travel from a colony back to the capital, waiting for a reply was a luxury that frequently could not be tolerated. The man on the spot was a very powerful figure indeed. With the advent of the telegraph, London could have virtually instantaneous contact with the capitals of her colonies and dominions and conduct business from afar. Cables Being Laid in Canada The value of Britain’s world wide telegraphic system actually contributed to Britain’s strategic worries. The cables were kept in British colonies or under British controlled seas as much as possible, but this was not always avoidable. Whenever this occurred the British worried about interceptions of messages or of cutting the link altogether. For example, the link to Australia passed over Dutch Java, the South American cable ran through Portugese Madeira, but probably the biggest headache of all to Britain’s strategic thinkers was the cable that ran from London to Calcutta. In fact, there were three such cables. One ran from Lowestoft to Germany, through Russia, Persia and in to India. Apart from the strategic nightmares of this essential line of communication was the fact that the Germans and Russians were in a position to keep the costs of using this cable artificially high. The second cable was not much better. It ran across Europe to Constantinople, across Turkey to the Persian Gulf and then by cable to Karachi. Little reliance could be placed on the Ottoman empire. The third cable ran from London to Gibraltar to Malta, Egypt to Aden and then on to Bombay. This looked secure enough, but still relied on using Spanish relay stations to boost the signals. Besides, it was generally more economic to send the messages up over France from Malta. To add to the strategic difficulties the vagaries of the currents and weather caused yet further headaches. Storms, winds, silt, even fishermen could all accidentally disrupt the sending of messages. Combined with the distances involved, it is little wonder the tariffs could be so high. 4 shillings per word to India, and 6s. 9d. to Australia. And yet, the British were convinced that the value of the system was worth the price. All over the world, Englishmen were employed laying or maintaining cables or operating booster stations along the line. The cable manager often became a key member of society for the further flung outposts of imperial society. In Australia, Alice Springs actually came to life as the central station for the overland 2000 mile Telegraph line stretching from Adelaide to the North. These 36,000 telegraph poles were built years before any road or railway line crossed the continent. And it could be dangerous too. In 1874, two cable men were speared to death by Aborig ines. The laying and maintaining of this enormous network must rank as one of the most important achievements of the British Empire. It’s scope and utility is hard to imagine in a world where instantaneous communications are taken for granted. Before the invention of the Telegraph the speed of communication had changed little since the time of the Romans. Within thirty years of the first twitchings of Cook’s and Wheatstone’s needle telegraph, the world had been made substantially smaller.

Beowulf – Critical Review

I believe Beowulf was written with an Anglo-Saxon foundation, but there was an attempt at relating Christian beliefs to the Anglo-Saxon ways. The main character of the poem, Beowulf, is portrayed as an Anglo-Saxon warrior. Beowulf's values and the way that other characters in the poem acted were also primarily Anglo-Saxon. The traditions of Beowulf's people support the Anglo-Saxons in several ways throughout the poem. On the other hand, there are many instances in the poem where it is easy to recognize the Christian themes that were included. Beowulf is a great Anglo-Saxon hero in the poem and possesses several unexplained supernatural powers. From this, you can only assume that he is above humans and â€Å"normal† people. One explanation for Beowulf's strength is that the Anglo-Saxon writer is relating Beowulf directly to the Great White Bear of the North, which is an Anglo-Saxon myth. Several details support this, including the breakdown of Beowulf's name into the root language. â€Å"Beo†, meaning bee, and â€Å"-wulf† meaning enemy support this because the â€Å"enemy† of the â€Å"bee† is the bear. Knew at once that nowhere on earth had he met a man whose hands were harder; his mind flooded with fear-but nothing could take his talons and himself from that tight hard grip. â€Å"(Beowulf pp. 46-47, ll. 751-755) This quote from the poem is referring to when Beowulf fought Grendel in Herot, and he holds Grendel in what seems like a â€Å"bear† hug, which supports Beowulf being the Great White Bear of the North. When Beowulf travels to Grendel's home at the bottom of the lake he acts in a very Anglo-Saxon way. After killing Grendel and his mother, he decapitated Grendel and brought his head as a souvenir to Herot. This action is very contradictory to Christian ways, but would be a normal act for an Anglo-Saxon warrior in war. In Beowulf's war against the Franks in which he was the only survivor he supported Anglo-Saxon ways. â€Å"He had killed no less than thirty of the enemy in hand-to-hand conflict, one of them, the Frankish champion Daeghrefn, he slew with his bare hands. The poet informs us further that Beowulf was the only man on his side to survive the battle. His own triumph over the enemy was so complete that, though his fellows all lay dead, he held the field alone and stripped from the bodies of the thirty men he had slain the armor to which his victory over them gave him honorable title. â€Å"(Malone p. 144) Beowulf acted as an Anglo-Saxon warrior in the way that they were very materialistic, and taking the armor and leaving one's friends behind would be common in war. All the ways Beowulf acts in war situations throughout the poem are Anglo-Saxon and the author meant to portray him in this way. Beowulf's values in the poem and also the way in which the dragon and Grendel's mom act reflect Anglo-Saxon attitudes. Prior to his death, Beowulf asked for a large tower to made on the coast so that people would never forget him after his death. â€Å"Wiglaf, go, quickly, find the dragon's treasure: we've taken its life but its gold is ours, too. Hurry, bring me ancient silver, precious jewels, shining armor and gems, before I die. Death will be softer, leaving life and this people I've ruled so long, if I look at this last of all prizes. â€Å"(Beowulf p. 108 ll. 744-2751) Here Beowulf asks Wiglaf to bring treasure before his death, which shows Beowulf's materialistic views. This supports the theory that Beowulf performed all of his actions for fame and glory, not charity. Performing these actions for fame does not support Christian values at all and is more evidence on how Beowulf is primarily an Anglo-Saxon character. The dragon that Beowulf battles in the end of the poem shares with Grendel's mom the fact that they both were getting revenge on their enemies. Each character was violated in one way or another, the dragon getting his gold cup stolen and Grendel's mom defending her son. According to Anglo-Saxon beliefs revenge is tolerable, and because neither of these characters acted first in battle, they were justified. However, if one were to look at Christian beliefs, revenge is not tolerable and neither the dragon or Grendel's mom would be justified in their violent acts of revenge. Beowulf does have an attitude that differs between Christina values and Anglo-Saxon values. Depending on the situation, Beowulf will express one or the other. â€Å"Yet he makes Beowulf an admirable Christian except when Christianity and the warrior code conflict. Then Christianity comes off a poor second-as it did with most Anglo-Saxons. â€Å"(â€Å"Chapter 4-The Anglo-Saxon View† p. 33) This is an example of the order that Beowulf's priorities were set and also how his community influenced him to lean more towards the ways of Anglo-Saxons. The way the poem begins and ends with pagan funerals supports the poem being more Anglo-Saxon than it does Christian. â€Å"There can be no doubt that Beowulf's cremation is a pagan rite. Unless Beowulf is a good deal older than most scholars believe, the funeral is a traditional archaism. (â€Å"The Anglo-Saxon View† p. 33) The funeral in the beginning of the poem was for the Danes' great king, Shild. The funeral at the end of the poem was held for Beowulf, the great king of the Geats. Each of these kings was buried with gold or had a monument built to be remembered by, which were traditions of the Anglo-Saxons. King Shild was brought much treasure to his death, â€Å"Next to that noble corpse they heaped up treasures, jeweled helmets, hooked swords and coats of mail, armor carried from the end of the earth. â€Å"(Beowulf p. 24 ll. 6-39) Beowulf was cremated at the end of the poem, surrounded by war gear, â€Å"A huge heap of wood was ready, hung around with helmets, and battle shields, and shining mail shirts, all as Beowulf had asked. â€Å"(Beowulf p. 120 ll. 3137-3140) The poem ends in a tragedy, Beowulf dies and his men mourn him. This contradicts Christianity because according to the Bible, Jesus died, and then rose again to look over all mankind. These two stories are not parallel and this rejects the idea that the poem is primarily Christian. Beowulf is a warrior who dies as an Anglo-Saxon hero, but there is no evidence to show that he dies as a Christian hero. Despite all of the evidence that the poem is totally Anglo-Saxon, there is a good deal of Christian references in the poem. There are many lines and situations that can be interpreted as Christian. â€Å"Our Holy Father has sent him as a sign of His grace, a mark of His favor, to help us defeat Grendel and end that terror. â€Å"(Beowulf p. 35 ll. 381-384) This is a very blatant reference to the Anglo-Saxons referring to the Christian God as their own. â€Å"There is no doubt whatever that the Beowulf-poet has gone out of his way to exclude all the old pagan gods from an active place in his poem. The one referred to throughout by Hrothgar and Beowulf alike is the one, providential God of the Christians. â€Å"(McNamee p. 332) Another event in the poem that could be interpreted as Christian is when Beowulf travels to the lake of Grendel. Many symbols can be found here, such as the lake being hell, and after Beowulf kills Grendel's mother it seems as though Heaven shines upon him. â€Å"Her body fell to the floor, lifeless, the sword was wet with her blood, and Beowulf rejoiced at the sight. The brilliant light shone, suddenly, as though burning in that hall, and as bright as Heaven's own candle, lit in the sky. (Beowulf p. 72 ll. 1567-1573) Another example of Christianity in the poem is the reason for Grendel terrorizing the Danes. He is not necessarily evil, but Grendel could actually be seen as a monster sent by God. â€Å"And, assuming a little different position, one notes that Grendel is the agent, not the enemy of God; he was sent to punish the Danes and the poet was only adding his touch of cunning subtlety when he said Godes yrre baer [he bore God's anger]. â€Å"(Baum p. 358) This author is writing that Grendel is not evil, but he is actually good and was meant to torture the Danes for their behavior. The many references to Christianity express the author's inner Christianity and I believe that he was an Anglo-Saxon man originally, who was either converting to Christianity or was a converted Christian who was trying to promote Christianity by relating it to Anglo-Saxon ways. Overall Beowulf is a poem that can be interpreted in so many ways, and the author left that up to his readers. I have come to believe that the poem is primarily an Anglo-Saxon one, but I do not deny the idea that Christian vales, themes, and ways were added or included.

Who governs the schools

Who governs the schools Introduction Education is closely linked to politics because its roots are wide and it affects every facet of the society. Academic freedom has not been defined by the U.S. constitution. However, the federal and the state courts have addressed this issue, and it is strongly protected (Wilson, DiIulio and Bose 4).Advertising We will write a custom essay sample on Who governs the schools? specifically for you for only $16.05 $11/page Learn More Formal education cannot be compared with any other factor in governance because it experiences minimal changes regardless of whether it is in private or public institutions. It acts as an instrument in the establishing the broader social order for those people who wish to experience change or even safeguard their status quo. In the United States, formal education has been changing over the last decades and the current education system is different from the one that was practiced early in the 20th century. K-12 operates in about fifty states, with five million employees and students exceeding 48 million. This system is very costly and takes close to 2 billion dollars daily. This is not standardized because it is very reliable on the political dynamics. Thus, it is bound to change very often. Schools and colleges are subjects of the increased politicization, glacial pace to change, and these institutions change and the changes are expected even in the future (Guthrie 1-2). Attention has also shifted to the post-secondary educational institutions to use these institutions as significant features in the political landscape. A lot of research has been done to establish how the economy can be preserved while offering quality education. Student financial aid is one of the tools that have been used in this process. There are concerns as to whether the lower schools have received adequate attention (Guthrie 3). This paper discusses about the governance of schools and the politics that accompany this proces s. Dynamics experienced in politics are significant in the quality of education offered in the society. The federal and State governments have overpowered the traditional, local system of school governance. Education efficiency In the U.S., education is an individual states responsibility. States have focused their attention on the outcome that they are likely to gain from the education systems that they establish (Adams and Rick, 2-5). The states embrace the outcomes to provide favorable processes to each district.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The school managers, teachers, as well as students are involved in the process of making the procedures to ensure that the standards are followed. Each state balances its own local judgments with those of the state. This has prompted the authorities into taking this as an opportunity to introduce reforms and transformation s. Challenges are experienced in establishing whether the resources employed are utilized to the maximum. Policy makers have a keen interest in the assessment of educational systems efficiency. In the current systems, the spending levels have been expressed as per each pupils expense. This system is inefficient because it keeps rising as there is no proper, direct measure of what schools accomplish as defined by the outcomes achieved. It does not offer solutions as to how schools can change their mode of operation over time to meet the desired outcomes. Lack of proper planning for the gradual changes has made it difficult to establish policies that would provide for clear gains in the education system. Other key social goals have been undermined in the process. They include fairness and the freedom to choose the best system by institutions. Transformation is influenced by the dynamic political structures, and this should not be the case. The change should be initiated based on the o utcomes achieved and the expected results (Adams and Rick, 7). Each decade holds a unique plan, and this is determined by the leaders in power during a given period. For instance, George W. Bushs election victory was attributed to his education plan. However, any negative changes that may arise as a result of this plan may not be blamed on the president. The public can only complain about the issues arising like the meddling by the federal government and insufficient funding. In such a scenario, feedback and change implementation cannot be effectively assigned to ensure that an improvement is made (Epstein 3). Criticism of schools and blame will continue to persist as long as new governors and presidents develop new varying resolutions every decade. Such proposals can only last for the duration that they are in power. With this arrangement, planning for the education system has become political. It triggers applause and is a tool for winning votes.Advertising We will write a custom essay sample on Who governs the schools? specifically for you for only $16.05 $11/page Learn More In the end, there is no risk attached to the planned resolutions if they fail because the governors and presidents do not have direct control over the implementation of the policies. The chief state school officers run the state education departments. They report to the state boards of education, and not the governors. This has led to the confusion and poor accountability that has been experienced in the education system. Making the political figures fully in charge of these systems can be a positive move towards an efficient education system. A separate education government is not effective if these figures are not held accountable for the outcome experienced from the resolutions that they establish. The challenges experienced are as a result of dominance by the political figures in the education system. The irony is that they dominate the education policies a nd leave the accountability to everyone else (Epstein 4-5). Direct political control promises greater visibility and accountability that will see the academic results improve. The management of programs that come before and after schools will also be effective. Challenges experienced in the school environment like teenage pregnancies among other social ills can be controlled effectively. Thus, the education system improves with the effective implementation of the policies. However, the main challenge is holding the mayors, governors, and the presidents accountable for the results achieved. Although the policies can be enacted and implemented in one term of office, the probability of evaluating the policies in the same term is nil. Thus, it is impossible to determine the efficiency of the policies given that there is no guarantee for another term in office (Epstein 5). Inadequate knowledge and technical properties do not mean that the education system is unpredictable or unmanageable . It only calls for great care in the implementation and exercise of these efforts to ensure that the current educational systems are efficient. The data and feedback assessed should be assessed and analyzed to determine the changes that can be established despite the accountability challenges that exist (Monk 22). The role of Political leaders in the educational systems The issue of accountability has triggered a new interest in the education systems as education politics have become a new reality (Sunderman 226). For the Mayors, there has been an increasing need to link the schools with other city services such as health and housing.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More This would make the mayors realize and plan for the future of their cities with education in mind. Since the education system is not an independent concept, other factors can be used to determine the faith of the public in the educational plans. The mayors can play major roles in the back office roles of the education system, support charter schools by proposing for new ones, or convert the public schools that have a record of failure. They can also facilitate the use of schools to reach the community for other services like health and day care among other community activities. This is a way of maximizing resources all year round, and the mayors also get a chance to add value to urban real estate. Such involvement by mayors gives the parents confidence in public schools and may save them the expenses associated with the private institutions (Cooper, James and Lance 24). The education system goals can be narrowed down to reach each student and widen the coverage in the society. The N o Child Left Behind Act (NCLB) that was re authorized in 2007 is an example of efforts by the government to promote a fair distribution of resources. Funding decisions are associated with a lot of controversy, and there is a need to reconsider some of the policy options. For instance, states that failed to focus on the fiscal side did not succeed in reducing the resource gap between the neediest districts and their affluent counterparts. This raised the issue of whether the federal government can clear the resource gap or not. This is only possible if a systematic examination is adopted within the country to meet its 2014 goal of educating every child. Politics that are based on accountability have been facilitated by the expansion issue in education. In this program, the political leaders such as the governors and the mayors are the key players. The high courts are also part of this plan that works at ensuring that leaders are accountable for the plans and policies that they put in place. Increasing accountability among the political leaders helps in addressing the issue of income and racial disparity. It also solves the tension that exists between social redistribution and the decentralized governance. Accountability discourages the political figures from establishing risky policies. It also builds a commitment towards the inter-governmental system (Cooper, James and Lance 28). Political Dynamics Evident in the Education system Dating back to the mid-1980s, the education policy has experienced many dynamics. With the K-12 education system, there has been changes in curriculum and the standards of performance. There have been new assessment and accountability regimes adopted, as well as new and attractive programs for teachers in terms of performance and pay. These have contributed to the rise and fall of numerous, systematic reform efforts. The same dynamics have also been experienced in higher education in terms of financing. There has been a decline in the public investment, as far as higher education is concerned. This has played a role in the performance and accountability reforms. The focus is not only on the inputs, but also the outcomes achieved. However, concerns have been raised as to why states have embarked on policy changes. The education policy change significance in the US may have been contributed by social, economical, and political differences that exist. However, this is not well linked to the assessment of the input and output assessment that has been done. External factors seem to play a bigger role in the education system. It poses a risk that this trend will continue in the future if a systematic approach is not adopted (Cooper, James and Lance 30). A continuous evaluation program involving political leaders has to be implemented for proper governance. Micro level systems, which are influenced by the existing political powers, should be dropped to adopt a systematic approach that involves all the stakeholders in d ecision makers. This will serve the interests of the general public, as well as the governments interests (Cooper, James and Lance 31). Good governance should involve maximum state, and local discretion to promote investment by educators and systems that offer support in return. Lack of this exercise constrains the government in terms of enforcement or promotion of enhanced educational practice with positive results. Another requirement for meeting the NLCB goal is the need for highly qualified teachers. While the governments argue that there is enough supply of qualified teachers, low income schools have suffered high teacher turnover rates. This puts the low income schools in a disadvantaged position when compared to the affluent schools. If the states could focus on the neediest districts in fund allocation, then there is a probability that the teachers would be attracted to stay in the neediest schools through the provision of incentives and other attractive packages. Such a str ategy would help in closing the resource and the achievement gap that exists between these districts (Epstein 9-10). Finance equalization has not been achieved in most of the states as a result of the poor approach given by the federal policy makers. The neediest students have not gotten the chance to access the much needed access to quality education. Most of the funds end up in the schools where students are already doing well, and this keeps them ahead of the needy students. The federal government should give an approach whereby funds are allocated according to each districts needs. Funds have also been allocated to public schools to cater for students who fail to progress academically for two consecutive years. There is also a prospect that the same should be applied in the private schools. However, this should be used as a strategy to help public schools gain preference. The choice between the private and public schools has been promoted by supporting the public schools. It pro vides competition that is meant to increase the efficiency in schools. This has resulted in conformity rather than choice because rewards and punishments only attract students because of the financial support and not a choice (Espain 11). School boards have lost power over the governance of schools to the federal government. In the past, American education was rooted in the local policy, management and financial control that are traditions, which are closely linked to the political culture. This has changed since 2000, and a majority of the Americans wants Washington to reduce its influence over the education system. It is feared that the NCLB program will change that and expand the federal power. The country is struggling with which way to go. This is about whether the country should be centralized or whether federal control should reign with reduced discretion by the policy makers. The current democratically governed education system is slowly overpowering the traditional, local s ystems. This is evident in the way higher authorities have lost confidence in the local decision makers. There is also a strong rivalry among states as governors want to use education just like tax breaks and other lures in an effort to attract business and employment. They use school funding to enhance equity and minimize property tax spending. The federal government is also focusing on centralizing more authority than it decentralizes (Epstein 15-16). The federal government could concentrate on civil rights and financing while the local political focus on the redistribution of these resources. This way, the educational needs of the society would be met efficiently (Sunderman 226-228). Conclusion The political dynamics experienced in the recent past have contributed to the increased federal power over the traditional, local school governance. The educational resolutions have been used by the political figures as a means to gain political preference. This has moved power from the ed ucational school boards to the federal and state governments who cannot account for policies that they put in place. It has resulted in unequal distribution of resources especially in the needy districts. To ensure that the current trend benefits the American society academically, accountability among the political leaders should be increased. This will ensure that once policies are enacted, they are assessed and evaluated to gain the desired results. This can also be used as a means to establish changes that need to be established to improve the education system. Since politics have a lot of influence on the educational systems, the federal governments should work closely with the school boards in order to have direct control over the policies introduced. This will promote efficiency and a quality education system. Adams, Jacob E. and Ginsberg Rick. Education Reform Overview, Reports of Historical Significance. 2012. Web. Cooper, Bruce S., C.G. James and D.F. Lance. Handbook of E ducation Politics and Policy. New York: Taylor and Francis, 2008. Print. Epstein, Noel. Whos in Charge Here?: The Tangled Web of School Governance and Policy. Washington. Brookings institution press, 2004. Print. Guthrie, James W. United States Educational Policy The Basics of Educational Policy, The Pressure for Reform in American Education, Defining Policy. 2012. Web. Monk, David H. Efficiency in Education The Choice of Outcomes, The Choice of Inputs, The Transformation Process and Implications for Policy. 2012. Web. Sunderman, Gail L. â€Å" Evidence of the Impact of School Reform on Systems Governance and Educational Beureaucrcies in the United States.† Review of Research in Education 34.1 (2006): 226-253. Print. Wilson, James Q, John J. DiIulio, and Meenekshi Bose. American Government: Institutions Policies. Boston, MA: Wadsworth/Cengage Learning, 2013. Print.

Cover Letter Mistakes 5 Words and Phrases to Delete from Your Cover Letter

Cover Letter Mistakes 5 Words and Phrases to Delete from Your Cover Letter Cover letters are not dead, and cover letter mistakes can still cost you a job to someone who does a better job in their letter. One easy way to write a strong cover letter is simply to avoid certain overused and ineffective words. Heres why you dont want to use 5 of these too-common words and phrases, and what some alternatives might be. Read till the end. I saved the best for last. 5 Cover Letter Mistakes to Avoid 1)   Using the word â€Å"hope.† Examples I hope to hear from you soon. OR I hope to be able to contribute my skills to ABC company. Why You Should Avoid this Cover Letter Mistake Hope springs eternal.  The company doesn’t care about your hopes and dreams.  They care about what you can do for them. Alternatives to Hope I look forward to speaking with you further regarding my qualifications. OR My ability to take clear, decisive action will allow me to make an impact at ABC company from day one. OK, now we’re talking! 2)   Saying you want to improve or hone your skills. Example I am excited to hone my programming skills at ABC company. Why You Should Avoid It Companies do not hire you in order to train you. They want someone who will make a contribution. Just like â€Å"Objective† statements stating what you want are no longer desirable on resumes, don’t tell a company in a cover letter what you want to get from them. Alternative to Avoid this Cover Letter Mistake I look forward to contributing my programming skills to the efforts of ABC company to make the web accessible to everyone. (No neediness here. So much better.) 3)   Saying you are â€Å"drawn† to a company. Example I am drawn to ABC company because of its outstanding reputation and high-quality service. Why You Should Avoid It You get drawn to a person across a crowded room.  Companies don’t care to hear that you are drawn to them.  And a bonus tip:  companies with outstanding reputations don’t need to be told that you want to work there because of their outstanding reputations. Who wouldn’t be drawn to those companies? Alternative for Drawn The relationship management skills I built while working in a state office are a match for ABC company’s commitment to outstanding customer service. (That’s so much better, isn’t it?) 4)   Talking about how you â€Å"feel.† Example I feel the relationship management skills I built while working in a state office are a match for ABC company’s commitment to outstanding customer service. Why You Should Avoid It Can you see how adding â€Å"I feel† at the beginning of this sentence killed it completely?  Tell a psychologist how you feel.  Tell a company what you can do for them.  If you must, use the word â€Å"believe† instead of â€Å"feel.†Ã‚  But see if you can avoid this type of language altogether. Alternative for Feel The relationship management skills I built while working in a state office are a match for ABC company’s commitment to outstanding customer service. 5)   Referring to â€Å"Your company.† The worst possible cover letter mistake is to write a generic cover letter. Never, ever, write a cover letter where you only refer to the name of the company when you say â€Å"I’m applying for a the position of X at ABC Company.† Use the name of the company multiple times throughout the letter. Don’t just use the name of the company. Tell them why you want to work specifically for them. Speak to their mission and values. Do you know someone who worked there? Have you used their products for 20 years? Don’t be afraid to get personal. That human touch could be the thing that gets you the job. Examples My father and greatest insurance mentor, J.B. Krankshaw, who was mentored by ABC Insurance founder L.B.J, had a phenomenal 40+-year record as an ABC Insurance agent. In my mind, Jimmy’s has differentiated itself, prompting me to become a full-fledged, app-carrying brand fan. I was one of their first consumers when they first opened in my town, and last year, I enthusiastically helped the XYZ Digital Marketing team win the Jimmy’s competition. Take these five tips to heart when you’re writing your next cover letter and you’ll avoid some common cover letter mistakes. Not only that, but I promise you that more creative and powerful language will show up, making your cover letter more effective than you ever thought it could be. Did you try it?   Share examples in the comments please! Are you struggling to craft a creatively worded cover letter that gets attention? Wed love to help! The Essay Expert offers entry-level, mid-level, and executive-level cover letter writing services.

General Electric Company Research Paper Example | Topics and Well Written Essays - 1750 words

General Electric Company - Research Paper Example In addition the modern management of the company has helped the business to diversify into other key areas citing opportunities thereby hinting on both growth and profitability through aiming at cost reduction ventures (GE, 2012). . Mission and Motto of the Company The mission and motto of General Electric is targeted at transforming the imaginative and potentially innovative ideas to help in the production of such products and services that would help in providing effective solutions to potential business problems merging both in the current and future era of the business happening in different countries round the globe (Cohen and Cohen, 2006, p.5). Significantly the company has also designed its tagline or slogan as â€Å"Imagination at Work† thereby reflecting on the large amount of innovative actions taken in the workplace to help in the production of effective new products aiming at meeting the needs of the consumer in a sustained fashion. The company making its activitie s based on the motto or slogan stated aims at creating difference of actions and thoughts while operating in the global landscape (GE-a, 2012). Attitude and Job Performance Issues of the People in General Electric The people absorbed as employees in General Electric are required to have attitudes that would help in fostering innovation and focusing on new types of business opportunities. Thereby the people are required to grow with the company harnessing the knowledge and technological resources in order to develop their individual capacity and potential. Further the concern also regards its employees to work in a culture based on integrity, trust and accountability both towards the concern and to the society at large (GE-b, 2012). In a recent issue in regards to job performance levels of the people in General Electric Company during the times of CEO, Jack Welch is that the former CEO advised the human resource managers of the firm to remove the employees from the company who would fall in the bottom 10 percent of the performance appraisal rating pyramid. Here, thus a forced distribution system in regards to the performance appraisal functions was carried out wherein the employees would be rated in regards to three categories like the upper crux of 20 percent, middle layer of 70 percent and the bottom layer of 10 percent. The final bottom layer was required by the company management to be devoid of any incentives or bonuses and finally removed from the company (Noe, Hollenbeck, Gerhart and Wright, 2006, p.282). Current Personnel Issues in General Electric In regards to current personal issues disturbing the work atmosphere of General Electric it is found that in New York the company management arrived at a confrontation with union workers pertaining to United Electricals. The issues ranged from not rendering effective sick leaves and benefits to the employees in addition to making the retirees get devoid of pension schemes and other medical care facilities. It is stated that a large number of workers joined the protests in New York City during 2011 protesting against the company’s policies in regards to sick leave that is reported not being employee friendly and stagnant for decades. The people protested that each year they work to render significant contributions to render both productivity and profitability to the firm. However in that the company takes