Andrew Jacksons And The Battle Of New Orleans essays

Andrew Jacksons And The Battle Of New Orleans essays The Battle of New Orleans was one of the last remarkable conflicts in history. The last major land battle of the war was the war of 1812. The battle of New Orleans was fought after the treaty of peace ending the hostilities, was signed. The United states declared war on Great Britain in June of 1812. The war did not threaten Louisiana till the end of the war with the battle of New Orleans because most of the war had been fought on the border of Canada. The British force had more than 5,000 veterans, a little less than one half of them died at the battle of New Orleans. The Americans had about 5,700 men. Only a third of them even fired a shot during the action, but they only suffered 71 casualties. The American commander General Andrew Jackson became very famous from the victory at New Orleans. His winning eventually led to his becoming the seventh president of the United States and the founder of the modern Democratic political party. (Adams 109-110) Andrew was born at the South Carolina settlement of Waxhaw on March 15,1767. He became a orphan at the young age of fourteen. He and his two brothers, Hugh and Robert, lived with their aunt. He attended school for only a few years. All three brothers fought in the American revolution. Hugh was killed in 1779. Teen-aged Jackson and his older brother, Robert, fought side by side in many skirmishes against the British in South Carolina. After the battle of Hanging Rock the two boys were thrown into jail, where they both contracted small pox. Andrew was able to recover but Robert died. (Remini 1-6) After the Revolution Jackson lived in Charleston, South Carolina, and then moved to Salisbury, North Carolina where he began to study law. After studying law for two years he began his own practice in Martinsville, North Carolina, Shortly after he moved to Nashville Tennessee. There he met and married Rachel Donelson Robards. They had no children but he adopted Rachel's...

Turn Campus Leftovers Into Meals in College

Turn Campus Leftovers Into Meals in College Maybe you’ve heard of that University of Maryland student who noticed that his campus kitchen ends up with a lot of leftovers and decided to donate them to hungry families. The effort grew into a bigger project and he now runs a nonprofit called Food Recovery Network. Leftovers have a long history from charity to high cuisine. Did you know that a lot of famous national dishes emerged as a way to do something with leftovers? Pizza is said to have come about as a result of putting leftover ingredients on top of a baked bread base. Gazpacho, the cold Spanish soup is made from leftover stale bread and tomatoes. Bouillabaisse, the French fish soup was made of the leftover fish that the fisherman couldn’t sell at the market. Soups, stews, sandwiches, salads, omelets, casseroles and other yummy dishes can all be easily made from leftovers. Below, youll find some steps for you to make meals out of campus leftovers: First, you’ll need to get permission from your campus kitchen. Obviously, you can’t just walk in and start filling up some tupperwares with food. Approach the director of the campus kitchen and maybe a member of student affairs to coordinate how and when you’ll have access to campus leftovers. If there are no kitchen facilities in your dorm, you’ll need to get access to the campus kitchen facilities. Be patient, respectful and persistent. There’s really no good reason why good food should go to waste. There are basically three categories of leftovers: Leftover starches Leftover vegetables Leftover meat In the case of there being a lot of leftover starches such as bread, pasta, rice or potatoes, all you need to do is add some vegetables and/or meat to make a great meal. Likewise with the leftover vegetables and meat, you’ll just need to bulk up your leftovers by adding some starches. Find some examples below. Bread French onion soup a cheap and delicious meal. Some leftover bread, some onions and cheese is all you need to make this dish. Bread pudding beat some eggs, add some milk and cinnamon and bake for a fast, easy dessert. Sloppy Joes add some ground beef in tomato sauce for a simple Sloppy Joe. Pasta Add a can of tomato sauce and a tin of tuna for a quick and yummy tuna pasta dish. Or fry up some garlic for a quick aglio e olio. Add a can of peas and some cream and chop up some ham for a creamy option. Or bake your pasta with some cheese for a simple mac and cheese option. Rice Rice balls just combine the leftover rice with a little cheese, roll in breadcrumbs and deep fry them or bake them. Serve with hot sauce, ketchup, marinara sauce or your condiment of choice. Rice pudding make sure the rice doesn’t have salt in it first. Then just add milk or coconut milk, an egg, sugar, honey or another sweetener and cinnamon. Raisins are a popular addition, but totally optional. Stir fried rice this is the ultimate leftover dish. Throw some veggies (carrots, bell peppers, cabbage, spinach, onion, garlic and whatever else you have) and douse it with soy sauce. Add the rice and stir. Vegetables Vegetable soup a tablet of chicken or vegetable stock and some time are all you need to make this dish. Add rice, noodles or meat. Veggie omelet take those leftover veggies and tuck them into an omelet. Easy. You can also make Pasta Primavera by just adding pasta and some parmesan cheese. Chicken Chicken fried rice just bulk this one up with some rice and you’re golden. Chicken soup add some veggies, noodles or rice and some chicken stock. Chicken Caesar salad chop up the chicken and add it to your salad. The original Caesar salad is with Caesar dressing and romaine lettuce. Meat Shepherd’s Pie another legendary leftover’s dish, whip up some mash potatoes and layer the meat with some peas, carrots and onions under the mashed potatoes. Top with cheese and bake. Pasta Bolognese add some pasta, cream and tomato sauce to the leftover meat and enjoy this traditional Italian dish. Fish Fish chowder add some milk and some corn and carrots or potatoes and you’ve got yourself a lovely fish chowder. Shrimp salad top your salad with some shrimp salad, add dressing and enjoy! Or eat it on a sandwich. There are infinite ways to enjoy leftovers. What are your favorite leftover recipes?

The Greatest Technological Advancement of the 20th Century essays

The Greatest Technological Advancement of the 20th Century essays I believe the greatest technological advancement in the 20th century is the internet. I think this for many reasons, for example: it links the world in a way that phones couldnt, it has information that is easy to access, and you can buy items at the last minute a lot faster than you could without the internet. I think the internet is the greatest technological advancement because it links the world in ways the phone couldnt. For example, many of my cousins live in India. It is very expensive to call them and talk for a long time but, thanks to the internet, we can talk online. Also, you can even see them with a web cam! I dont think that you could do that on a phone, but you can do that on the internet! Another reason why I believe the internet is the greatest technological advancement is because you can access information in the convenience of your own home. It is just like the library, but more updated information. When you go to the library, you sit there and take notes out of books. If they arent reference books, youll probably even check them out. Then, you lug them out to the car or maybe even walk home. By the time you get done, its too dark to go outside. With the internet you can get even more accurate information. Then, when you take notes you can organize them on the computer. My third and final reason why the internet is the greatest technological advancement is because you can buy stuff off the internet. There are many items you can buy on the internet. You can buy things for amusement like: movies, games, books, and you can download music. You can also buy items for travel like: plane tickets, train tickets, amusement park tickets, or even cruise tickets. With the internet, you can buy tickets at the last minute for cheaper rates. For example, if you wanted to go to California tomorrow, you could book your ticket on the internet for a cheaper. If you had to call th ...

What to Do if Your Laptop is Stolen in College

What to Do if Your Laptop is Stolen in College College is difficult enough without having to worry about things like computer theft. But if the unthinkable happens and someone does walk off with your computer, an already-busy college life can suddenly get a lot more difficult. So just what are your options? Find an Immediate, Short-term Solution Its not like a computer theft ever really happens at a good time, and yet a stolen laptop does seem to occur during the worst parts of the semester. Consequently, dont make things even more challenging for yourself by not setting up some kind of alternative solution as soon as possible. Ask if you can borrow your friends laptop for a little while; see where the nearest computer lab is (as well as what hours its open); check with campus offices, like the IT department, to see if they have any loaner laptops for students whove lost their computers or had them stolen. Let Your Professors and TAs Know If you have a major assignment, midterm, or exam coming up, zip a quick email to your professor (or, better yet, talk to them in person). Keep the drama to a minimum; youre just letting them know, not using the opportunity to present excuses. It takes less than a minute to send an email saying I just wanted to let you know my laptop was stolen yesterday. While Im working to find another solution, I did want to let you know that Im doing my best to stay on schedule with assignments and other computer-based work. Even if you dont end up needing an extension, its smart to be proactive in a situation where you might need a little help. Talk to the Campus or City Police If someone ran off with your laptop, they obviously took something of high value. Even if you think you have a 0% chance of getting your computer back, its still important to file some kind of report. You might need to show something to your professor, for example, to demonstrate that you really did lose all of your work 2 days before your final paper was due. If you or your parents file an insurance claim, you might also need proof of the theft; a police report can help substantiate your loss. Additionally, if your laptop is eventually found, having something official on file can help you get it back. Let the Staff Know If your laptop disappeared in a place like your residence hall, the campus coffee shop, or the library, let the staff know. You might feel like a dummy for leaving your computer unattended while you went to the bathroom or raided the vending machine, but you still should alert the staff. If your laptop was stolen off campus, let the staff of the store or facility know as well. Look Into Replacement Options True, youll probably need a new laptop of some sort. But before rushing out to buy one, see if the theft is covered under any kind of insurance policy. Did you purchase renters insurance, for example, when you moved into your off-campus apartment? Or does your parents homeowners policy cover theft in your residence hall? A few quick phone calls can possibly save you a lot of cash, so make the effort to investigate any insurance coverage you might have but didnt think about until now. Figure Out What Data Went Missing You might be so focused on losing things for your classes like your midterm papers and research that you forget about everything else on your machine. Identity theft, however, may be a major threat for you now. Did you have any banking information saved? What about automatic logins for things like email accounts, social networks, and online stores? If theres even the slightest hint that someone might have access to your personal data, call your bank(s) right away and place a fraud alert on your credit report. Find Another Long-term Solution Unfortunately, getting another laptop right away might not be a realistic option for you, logistically or financially. If youre now stuck without your own computer, spend some time trying to find a reasonable long-term solution. (Note: Always planning on borrowing your roommates computer will get really tricky really quickly.) Check out the computer labs on your campus; make sure you know their hours and plan in advance. See if and how you can reserve a computer in the library. Check with your campus IT department to see if they offer loaner machines or if, by chance, they have an old machine you can rent or borrow for the rest of the semester. Although theres nothing like having your old laptop back, with a little creative work you can find a solution that can carry you through.

Dilemma Essay Example | Topics and Well Written Essays - 500 words

Dilemma - Essay Example He should not receive anything of economic value other than those required or allowed by law because it might influence him in the discharge of his duties as a public official. His actions do not represent the greater good. He is the only one benefiting from the gifts that he receives. Locke would have addressed the problem of the Mayor by saying that he believes that there is no harm in accepting the gifts given to him. He will perceive the Mayor as one who has a conscience and will be guided by his sense of goodwill, so much so that he will not let the gifts affect the discharge of his duties. The answer of Locke differs from one’s opinions because one is more aware of the growing incidence of graft and corruption in government nowadays. One believes that the college instructor is pursuing her doctorate degree at the expense of the student’s learning. She is only concerned about her welfare and does not take into consideration what effect it has on the students. Her actions do not represent the greater good. As a professor, she has a responsibility to enrich and enhance the students’ learnings. She should at least exert an effort to improve her lectures and keep it updated. If Locke were to address this problem, he would say that it is but natural for the professor to act that way because each individual is driven by self-interest. Locke might say that the professor is just doing that because he is protecting his self-interest and that it does not do any harm to the students anyway. Locke’s ethics is different than mine because Locke seems to always look at the good side of every individual. He thinks that persons do not mean any harm to anybody. One considers the decision of Todd and Edna to have a child to solve their marital problems is the worst solution to their problem. Having a child will not solve Edna’s drinking problem and Todd’s employment problem. Edna’s drinking problem will have a bad effect on the baby. On

Research and Study Skills for Managers Essay Example | Topics and Well Written Essays - 2500 words

Research and Study Skills for Managers - Essay Example ad finished and our department submitted the proposal, along with a demo of the software application we had suggested as a strategy for overcoming the geographic factor in the outsourcer-outsourcee relationship. It was subsequently accepted by the organisation’s leadership and, in acknowledgement for our efforts, members of the department received rewards. The financial rewards we were given had been determined by our position and hence, within my department, I received the highest bonus. The financial differentiations, although standard practice in the company aroused the anger of one of my colleague, following which he lodged a complaint stating that he had carried much of the responsibilities which had been assigned to me in the design of the stated solution, in addition to which, he often has to step in and execute my departmental responsibilities. Following receipt of the complaint, the HR manager called me in. He informed me that, upon subtle investigation, he ha discovered that the complaints were baseless. He also advised me that there were two possible approaches to the problem at this stage. The first was for the HR department to step in and officially investigate the claim, following which the outcome f the investigation will determine actions to be taken against either my colleague or myself. The second option was for me to resolve this obviously personal problem on an intra-departmental level. After considering the two options, I decided that the second one was the better of the two. In the first place, this was a problem which was rooted in personality clashes and differences. In the second place, were it not resolved on an intra-departmental level, department cohesion and unity will be jeopardised and, naturally, so will the department’s ability to work as a tram. Thinking over this particular problem, I realised that the key to the solution lay in both my academic and experiential learning. The extent to which this realisation

Managment Development (Management) Research Proposal

Managment Development (Management) - Research Proposal Example Essentially benchmarking involves â€Å"carrying out an audit on two fronts† (Evans 138). One needs to identify current processes and practices in a business or organization and then probe their weaknesses. The next step involves identification of companies that have proved to be experts in a given field and then trying to match or even better their performance. The rationale behind benchmarking is that if you do not know what the best practices in the industry are, then chances of being the best are almost zero. It is also a tried and tested method of matching competitor strength and even eclipsing them in the market place. A good example where benchmarking has been used lately is in the field of mobile technology. Apple Inc caused a stir when it introduced the hugely popular touch screen phone the iPhone. Coupled with its top notch marketing strategy, the company easily set the benchmark in trendy mobile technology. Not to be outdone, rivals such as Nokia and Samsung used Apple’s touch technology to produce mobile phones which have gained a foothold in the market and proved to be worthy competitors. This proposal will therefore try to find out the extent to which benchmarking has been used as a strategy and with what success. A literature review will be conducted and appropriate recommendation given. According to Damelio, benchmarking is a â€Å"process and not an event† (71). It involves constantly looking outside the organization to learn the tricks of achieving excellence in an organization. In other words it is a learning experience and once the lesson is learnt then the process is applied in the company. The first step in the process of benchmarking involves a thorough understanding of the current norm of business and then analyzing the business practice of others who are considered the pace setters in the industry. The next step involves doing complete analysis of the variance

Cloud Gate by Mr. Anish Kapoor Essay Example | Topics and Well Written Essays - 500 words

Cloud Gate by Mr. Anish Kapoor - Essay Example The Artist has used stainless steel as the medium of art. The artist has welded up about 168 pieces of stainless steel to make on giant work of art. Stainless steel is an alloy of iron; which cannot be stained but it loses it color and shows finger prints. The chromium in mixed in the alloy to make hard oxide coating on the surface; without the coating it becomes rust liker regular steel. The substance is hard and can be molded into any shape. The piece of art is placed at one of the most prime locations of Chicago; the reflective exterior would mirror the Chicago skyline; whereas its oval shape would twist and distort the image which is reflected; whereas, if a visitor would walk, the surface acts looks like a mirror of any funhouse as it reshapes the images. The underneath of the sculptor act as an indention whose mirror surface would provide numerous reflections of the subject situated below them. Sculptor is a form of art that is to create representational or abstract form, which can be of any shape. These form of arts does not tell a story; and the diversity in art is bought by the material and shapes used. Art is in the mind; these are ideas which are interpreted and then designed. Sculptor art is the most difficult art form; and if we include the size they represent a high level of imaginations.

Good vs Evil in Dr Jekyll and Mr Hyde Research Paper

Good vs Evil in Dr Jekyll and Mr Hyde - Research Paper Example Great people are involved in bad things this is the fact of live, yet this does not make them evil (Stevenson pp 28-75). Using the central characters and the key theme of the duplicity of mankind Louis Stevenson strategically clears the air on the broad theme of good and evil in the book. By use of the character of Dr. Jekyll, the author explains ‘good’. Mr. Utterson who is a lawyer based in London also an old friend of Dr. Jekyll; he has the quality of being loyal to his friends and also concerned about Henry Dr. Jekyll. With this loyalty, he asks him about his pal Mr. Hyde whom he had left his luggage in his will (Cresser N.P). "You know I never approved of it," said the doctor. Mr. Utterson believes that the doctor bed them by lies possession to a man whom he meet but rather than being annoyed. Dr. Jekyll he shows concern like a true loyal friend would have, from Mr. Utterson view he explain and also offer an honest and fair narrative role though this can be ironical for it is directly intertwined to his profession of a lawyer (Dury pp 2-4). Dr. Jekyll and Mr. Hyde are depicted as an examination of the duality of human nature. This is expressing in the revelation that, Mr. Hyde is Dr. Jekyll only transformed into a personification of Dr. Jekyll characteristics. In the pursuit if his scientific experiments and validating his work, Dr. Jekyll claims â€Å"man is not truly one, but truly two† therefore according to Dr. Jekyll’s opinion, every soul contains elements of both good and evil but is evil inside of him. As a highly respected member of the society and also an honorable Victorian gentleman, Dr. Jekyll cannot fulfill his evil desires. To satisfy and also separate the two parts he has to work to come up with a way to alienate it from his soul free his evil characteristic (Linehan pp 46). Dr. Jekyll can be considered as a complete composite because he has a mixture of good and

First Eclogue of Vrigil Essay Example for Free

First Eclogue of Vrigil Essay The first eclogue was written between 42 and 39 B.C.E. Two of the eclogues which are the 1 and 9 belong to the pastoral poetry. This eclogue is a 12 verses dialogue between 2 herdsmen: Meliboeus and Tityrus. The first eclogue is based on a personal experience. Virgil and his family had been evicted and this memory appears in the personality of Meliboeus. But the family got their rights back because of Octavianus and the personality of Tityrus reflects Virgil’s gratefulness. 1st stanza(Meliboeus): * it is a complaint * he called himself a kind of exile * he knew that his fortune is worse than Tityrus’s * he had to leave his â€Å"sweet fields† 2nd stanza(Tityrus): * the God is the one who can help * he helped him too 3rd stanza(Meliboeus): * Meliboeus is not jealous of Tityrus * he started to complain about his past * he asked a question about the God who was mentioned by Tityrus 4th stanza(Tityrus): * he praised Rome with the cypress-comparison * Rome is the King of cities for him 5th stanza(Meliboeus): * this is a question * why Tityrus wanted to go Rome 6th stanza(Tityrus): * freedom is an important thing for Tityrus * he wasn’t free with Galatea * Galatea is a mythological person who symbolises the social problems * in the mythology she was in love and she was killed by a jealous women. * Amaryllis symbolises the present who is his new love 7th stanza(Meliboeus): * he refers to Tityrus’s happy life 8th stanza(Tityrus): * maybe he mentioned the God who helped him 9th stanza(Meliboeus): * he said that Tityrus kept his field * it refers to Tityrus’s loyalty about his home * In spite of the social problems he didn’t leave his homeland 10th stanza(Tityrus): * he would never leave his home 11th stanza(Meliboeus): * Meliboeus wanted to find a new home 12th stanza(Tityrus): * Tityrus offers food and place to sleep to Meliboeus To sum up: Tityrus ‘s personality reflects the loyalty about his homeland. He tries to convince Meliboeous of this loyalty because he can’t ignore the problems of their home.

Analysis Of Indira Gandhis Leadership Style Politics Essay

Analysis Of Indira Gandhis Leadership Style Politics Essay Indira Gandhi-one of the first female prime ministers in the world (preceded only by Sirimavo Bandaranaike who became prime minister of Sri Lanka in 1960), as well as the longest serving prime minister of India, the most populous democracy in the world-was an ideal candidate for this assignment. An exceedingly complex individual, Indira Gandhi was frequently perceived as a shy, aloof young woman. And yet her behavior as Prime Minister was engaged and aggressive, climaxing in her declaration of a State of Emergency in 1975. Born into Indias most prominent political family in 1917, Indira Nehru was immersed in politics from an early age. Stepping into the void left by her mothers untimely death in 1936, as a young woman she became her fathers hostess, a role that expanded into confidant and advisor over the ensuing years. After her fathers death in 1964, she accepted a minor portfolio in the Shastri government. Lal Bahadur Shastris subsequent death, two years later, made her the compromise choice of the ruling Congress Party hierarchy for the post of the prime minister, since she was thought to harbour no political ambitions of her own. Over the next 11 years, she proved to be a formidable political leader, consolidating her control over the party and the country, winning the 1971 war with Pakistan that saw the creation of Bangladesh, and declaring a State of Emergency in 1975. This latter action, a culmination of bitter relations with the opposition, led to her political defeat in the 1977 elections. Out of power for the next three years, she returned triumphantly in 1980, and ruled India with an increased determination to maintain herself in office. Not above manipulating communal grievances to stay in power, ironically she, herself, eventually fell victim of one of these crises. In 1984, she was assassinated by her own bodyguards, members of the Sikh community, thus ending a remarkable political career. Leadership Style: A New Synthesis While every scholar seems to have his or her own definition of leadership style, the underlying concepts appear to be similar-how the leader carries out the responsibilities of his or her office; more specifically, the leaders work habits, and how they relate to those around them. After reviewing various studies of presidential leadership style Hermann and Preston (1994) distilled five common leadership style variables involvement in the policymaking process, willingness to tolerate conflict, motivation for leading, and preferred strategies for resolving conflict. Kaarbo (1997, pp. 561-563) adopted and modified these five variables and added two variables from the literature on organizational leadership style-relations with members of the cabinet and task orientation. This study adapted five of the variables (motivation for leading, task orien- tation, cabinet management strategy, information management strategy, and rela- tions with the party) developed by Hermann and Preston (1980) and Kaarbo (1997, pp. 561-563), and added another five variables that examine the prime ministers relations with personnel, opposition parties, the media, and the public, and his/her investment in job performance. These have been grouped into three spheres of activity: first, the leader and his/her motivation, task orientation, and investment in job performance; second, the leader and the executive-cabinet and information management strategies; and third, the leader and relations with other personnel, caucus, the party, the opposition, and the media. Leadership Style of Indira Gandhi This section examines the empirical evidence of Gandhis leadership style: motivation for leading; task orientation; investment in job performance; management style, both with the cabinet and in the realm of information gathering; and her interpersonal relations with her associates, the caucus, the extra-parliamentary party, the opposition, the media, and the public. Results showed that she was motivated primarily by pragmatism and power, focusing on goals rather than process. With her cabinet, she functioned largely as an advocate for her goals and preferred to rely on independent sources of information. In her dealings with personnel, the party caucus, the extra-parliamentary party organization and the opposition parties, she was largely demanding, domineering, competitive, controlling, and oppositional. She was capable of being both accessible and friendly to the media as well as being hostile and closed, depending on the time period. It was only with the public that Indira demonst rated a consistent pattern or openness and warmth. Motivation The first leadership style variable centers around the question of a prime ministers motivation for leading. A survey of the literature has suggested that a variety of needs and incentives induce individuals to assume leadership positions in politics (see Kaarbo Hermann, 1998, pp. 251-252). The leader may be motivated by pragmatism (a belief in an obligation to the party to shape government policies along incremental lines); by personal validation (the wish to be popular and to be accepted); by an ideological agenda (a coherent system of political beliefs that shapes government policy); or a desire for power (dominance and control). In the area of motivation, it can be observed that notwithstanding a brief flirtation with socialism, Indira Gandhi was a decidedly non-ideological leader. Investment in Job Performance The amount of energy and time that a prime minister brings to the office is another variable of leadership style (Barber, 1972/1992). It demonstrates whether the leader places limits on the extent of the commitment to the office or whether there is a tireless outpouring of energy. Prime ministers may be interested primarily in the process of government, the building of concurrence, and the development of good relations among the members of cabinet, or they may be more goal oriented, focusing on specific ends and their implementation. Indira Gandhi was heavily involved in her role as Prime Minister. Politics took over her life as she travelled extensively crisscrossing India with extraordinary energy (Gupte, 1992, p. 331). A 16-hour or longer working day was the norm with very little time for family, friends, or relaxation (Frank, 2001, p. 355). Task Orientation The way in which the prime minister organizes the composition of and manages the decision-making process within the cabinet is another facet of leadership style. How are policy dilemmas resolved? To what extent is there involvement in the policy process? Who becomes part of the locus of decision making is also something the prime minister decides. In these activities, the prime ministers style may run the gamut from being largely uninvolved, to a consensus builder, to an arbitrator, and finally, to a strong advocate The empirical evidence indicates that Indira Gandhi was overwhelmingly concerned about task implementation and little concerned with the issue of building concurrence among her cabinet. Rather, she treated many of her cabinet colleagues as potential challengers, and if any grew too powerful, she saw to it that their powers were curbed, even if it meant dismissing capable individuals. Cabinet Management Although information in a cabinet setting is usually channelled through the various ministries, prime ministers will differ as to how they choose to review such information and how they relate to their close advisers. The same, of course, is true for presidents in a presidential system (George, 1980, 1988; George George, 1998; Hermann, 1978, 1987; Hermann Preston, 1995; Kaarbo, 1997). They may want all the facts about the problem or situation and do the interpretation themselves, or they may only be interested in seeing summaries and policy options. Of interest here is how much input the prime minister wants into the way problems and issues are framed and get onto the agenda. Strategy Indira Gandhis dealings with her cabinet demonstrated overwhelmingly that her preferred role was to act as an advocate, rather than a consensus builder, or arbitrator between various government ministers. But advocacy only partly captures the extent to which she dominated her colleagues; she dismissed those who might have challenged her and placed her favourites in senior government posts. Her advocacy was, in fact, an authoritative, peremptory exercise of power. Information Management Strategy In managing the flow of information that comes to the office, does the prime minister use a system of individuals to filter information and minimize direct involvement, or is close scrutiny more likely? Closely related is the question on which the prime minister relies for information. Does the prime minister prefer to receive policy relevant data from his cabinet and senior civil servants, or is there a reliance on other sources? As part of her overall activist stance as Prime Minister, Indira Gandhi demonstrated a high degree of involvement in the management of information, prefer- ring to search out what she wanted to know, rather than waiting for it to be presented to her. Relations with Personnel The final cluster of leadership style variables focuses on the prime ministers interpersonal relations with those with whom he/she works, i.e., state-level., governmental officials, members of the judiciary, etc., with his or her own party, with the opposition, the media, and the public. The prime minister interacts with a number of individuals on a daily basis. The extent of the involvement may be high or low; stylistically it may encompass patterns ranging from solicitous, to polite, attention seeking, demanding, and even exploitative. With both the caucus and the extra-parliamentary party organization, the prime minister may behave cooperatively or be competitive or combative and overbearing. Since conflict is a very pervasive element in cabinet life, especially in highly factional single party cabinets and in coalition cabinets (see t Hart, 1994), the management of party relations by a prime minister is extremely important. Indira Gandhis dealings with her aides, advisers, and members of other branches of government were coded for the degree of involvement and the type of behavior exhibited. Relations with other stakeholders Analysts have also focused on how the leader carries out or implements decisions, the way in which the leader mobilizes, orchestrates, and consolidates support for his or her policy decisions (Renshon, 1996a, 1996b). Does the prime minister attempt to sell policies by going beyond the party and parliament to appeal to the public at large? Does he or she try to educate or manipulate the public? Or does the leader display little direct engagement with the public, preferring government officials to articulate and defend government policy? Those prime ministers who focus on policy achievements are more likely to use the office of the prime minister as a bully pulpit, while those who stress the policy process will be less inclined to try to generate additional support among the attendant public. I . Party Caucus and Extra-Parliamentary Party Organization Indira Gandhis relationship with the party caucus-and more particularly her cabinet colleagues-was overwhelmingly contentious from 1966 until 1970. From 1970 on, as power shifted from the Cabinet to the Prime Ministers Secretariat, her relations with the party caucus became manipulative/exploitative. Later, power would shift even more to the Prime Ministers house next door (Frank, 2001, p. 354). The party caucus and the cabinet increasingly assumed a rubber stamp function and the cabinet no longer operated as a center of policy making. Indiras relations with the party organization largely mirrored those with the party caucus. Given the nature of her competitive and controlling relationships with both her caucus and the Congress party organization, it is hardly surprising that Gandhi would manifest the same type of behavior with the various opposition parties. Born into Indias most prominent political family in 1917, Indira Nehru was immersed in politics from an early age. Stepping into the void left by her mothers untimely death in 1936, as a young woman she became her fathers hostess, a role that expanded into confidant and advisor over the ensuing years. After her fathers death in 1964, she accepted a minor portfolio in the Shastri government. Lal Bahadur Shastris subsequent death, two years later, made her the compromise choice of the ruling Congress Party hierarchy for the post of the prime minister, since she was thought to harbour no political ambitions of her own. Over the next 11 years, she proved to be a formidable political leader, consolidating her control over the party and the country, winning the 1971 war with Pakistan that saw the creation of Bangladesh, and declaring a State of Emergency in 1975. This latter action, a culmination of bitter relations with the opposition, led to her political defeat in the 1977 elections. Out of power for the next three years, she returned triumphantly in 1980, and ruled India with an increased determination to maintain herself in office. Not above manipulating communal grievances to stay in power, ironically she, herself, eventually fell victim of one of these crises. In 1984, she was assassinated by her own bodyguards, members of the Sikh community, thus ending a remarkable political career. Born into Indias most prominent political family in 1917, Indira Nehru was immersed in politics from an early age. Stepping into the void left by her mothers untimely death in 1936, as a young woman she became her fathers hostess, a role that expanded into confidant and advisor over the ensuing years. After her fathers death in 1964, she accepted a minor portfolio in the Shastri government. Lal Bahadur Shastris subsequent death, two years later, made her the compromise choice of the ruling Congress Party hierarchy for the post of the prime minister, since she was thought to harbour no political ambitions of her own. Over the next 11 years, she proved to be a formidable political leader, consolidating her control over the party and the country, winning the 1971 war with Pakistan that saw the creation of Bangladesh, and declaring a State of Emergency in 1975. This latter action, a culmination of bitter relations with the opposition, led to her political defeat in the 1977 elections. Out of power for the next three years, she returned triumphantly in 1980, and ruled India with an increased determination to maintain herself in office. Not above manipulating communal grievances to stay in power, ironically she, herself, eventually fell victim of one of these crises. In 1984, she was assassinated by her own bodyguards, members of the Sikh community, thus ending a remarkable political career. II. Media and Public Lastly, in relations with the media, the prime minister may be accessible and informative or inaccessible and hostile. Prime ministers who emphasize the implementation of significant policy changes are more likely to generate greater opposition, which in turn will be reflected in some parts of the media, than those who are more concerned with maintaining the political process with incremental changes. In the face of hostility on the part of the media, the Prime Minister is more likely to become less accessible and more hostile. Gandhis relations with the media vacillated between being accessible, informative, and friendly to being uninformative, inaccessible, and unfriendly after the imposition of Emergency Rule in 1975. However, in her relations with the public, Indira Gandhis leadership style was extremely open. The Indian crowds seemed to energize her, and she felt a special bond with the Indian masses who loved the combination of her aristocratic background and her simple down-to-earth manner. Over the next 11 years, she proved to be a formidable political leader, consolidating her control over the party and the country, winning the 1971 war with Pakistan that saw the creation of Bangladesh, and declaring a State of Emergency in 1975. This latter action, a culmination of bitter relations with the opposition, led to her political defeat in the 1977 elections. Out of power for the next three years, she returned triumphantly in 1980, and ruled India with an increased determination to maintain herself in office. Not above manipulating communal grievances to stay in power, ironically she, herself, eventually fell victim of one of these crises. In 1984, she was assassinated by her own bodyguards, members of the Sikh community, thus ending a remarkable political career. Conclusion Analysis shows Indira Gandhi as strongly goal-oriented, tireless in the exercise of her job, an advocate within her cabinet with a preference for receiving information from independent sources. As well, the type of involvement she exhibited with associates, the caucus, the party organization, and the opposition, which was largely competitive and controlling, also fitted expectations for the Ambitious, Controlling, and Contentious leader. Indira Gandhis leadership behavior in the selected categories revealed that her leadership style patterns strongly indicate toward her Ambitious, Dominant, and Contentious personality as well as Reticent, Retiring, and Aggrieved personality patterns. Although, Indira Gandhi demonstrated some Reticent personality traits when she assumed the office of the Prime Minister, the demands of the job and the initial hostility she encountered from the Congress elites-the Syndicate-seem to have galvanized the Ambitious, Dominant, and Contentious dimensions of her personality into action. Compensatory narcissism allowed Indira to appeal over the heads of the Syndicate and establish a strongly personal and very effective relationship with the masses that bolstered her self-esteem and fueled this aspect of her personality.

Free Henry IV Essays: Falstaff and King Henry :: Henry IV Henry V Essays

Henry IV - Falstaff and King Henry    Throughout the play Henry IV : Part I,there are many similarities between characters. Two that seem particularly alike are Falstaff and King Henry. Their common traits are demonstrated by Shakespeare in many subtle and not-so-subtle ways. While Falstaff seems   to be able to accept himself for what he is, the King appears to be tied up in his image as a great ruler, and thus will never admit to being anything less than great.      Ã‚   The characters of Falstaff and the King at first seem to be diametrically opposed opposites in terms of personality, yet they share many common traits. Falstaff is a thief; he admits to being a robber of purses, and, in fact, is pursued by the Sheriff at one point. The king is also a thief; instead of robbing purses from travellers, he stole an entire empire from Richard II, whom he also had murdered. In their ways of dealing with people, especially under uncomfortable circumstances, the two also behave in like ways. It is well known that Falstaff often works his way out of unpleasant situations using only his wit. The King is continuously modifying his behavior to suit the occasion, such as when he is dealing with Hotspur and the opposing Vassals and when he deals with Hal at the royal court. Both Falstaff and the King live,to a great extent, by the sharpness of their minds: Falstaff as a criminal, and the King as a politician. Another similar facet of these two characters is their view of bravery. Both the King and Falstaff subscribe to the theory that it is better to avoid danger and thus avoid the possibility of harm than to takerisks. Falstaff does this on several occasions,such as when he played dead during the battle to avoid injury. At this same battle, the King employed similar tactics, when he had many of his men disguised to look like him and thus him hard to find. It is in these ways that Falstaff and the King are alike; it would appear that their only real differences are in how they see themselves. A politician and a thief can be said to have many things in common.

Janies Wardrobe in Their Eyes Were Watching God :: essays research papers

In Their Eyes Were Watching God Janie goes through several marriages in her journey to seek love. As Janie's husbands change so does her wardrobe. Janie's different marriages are symbolized by her very different wardrobes. Janie's first marriage was to Logan Killicks when she was just a young girl at the age of seventeen. Janie?s wardrobe mainly consisted of aprons and work clothes. Logan was very demanding and controlling over Janie, he made her work in the field and cook all day. Most of her time was spent cooking and she almost always wore her apron. ?That made her feel the apron tied around her waist. She untied it and flung it on a low bush beside the road an walked on(page 32). Janie threw off her apron while she was leaving Logan, symbolizing how she was no longer under his control and she was now back on her journey for love. Jody Starks was Janie?s second husband and was even more controlling over Janie than Logan. Janie usually wore very nice designer dresses because Joe was the mayor of Eatonville and felt that the mayor?s wife had to wear the best. The dresses symbolize the control and arrogance of Joe, because he forced Janie to wear things she was not comfortable in just to show off their money. Joe also made Janie wear head rags to cover her hair after an incident in the store. ?This business of the head-rag irked her endlessly. But Jody was set on it. Her hair was NOT going to show in the store.? (page 55). The head rags symbolize not only the control of Janie like in her first marriage but it also shows the jealousy Jody has towards his wife and other men. Once Janie was an older woman in her forties she finally found the love of her life Tea Cakes. Tea Cakes soon became her third husband and has no comparison with the other two marriages. While married to Tea cakes Janie wore whatever she wanted because he was not controlling over her like in either of her other two marriages. Janie usually would wear overalls like Tea Cakes symbolizing how free and not under control she was. ?They don?t need to worry about me and my overhalls long as Ah still got nine hundred dollars in de bank. Tea Cake got me into wearing?

Brene Brown – the Power of Vulnerability

1. Summarize the â€Å"Ted† talk: Brene Brown, Ph. D. , LMSW, a self-purported â€Å"shame-and-vulnerability expert†, is a research professor at the University of Houston, Graduate College of Social Work. Focusing the last ten years of her studies on the topics of vulnerability, courage, authenticity, and shame, Brene Brown’s work has been featured on PBS, CNN, NPR, and most notably TED.In her TED talk, she shares the findings of her lengthy qualitative research, a massive collection of interviews including a colorful rendition of her own personal struggles, on the idea of human connection which she states â€Å"fundamentally expanded her perception† and has â€Å"changed the way she lives, loves, works and parents†. Her touching account of her personal struggles with this research centers around her views of vulnerability, which Brown summarizes as our â€Å"ability to empathize, belong, and love†.Brown digs even deeper into her exploration of shame and vulnerability, and how they act as obstacles in one's pursuit of true happiness. Brown draws together her ideas in a concept she labels â€Å"Wholeheartedness†, and illustrates her theory on how to engage in our lives from a place of authenticity and worthiness. 2. Identify the assumptions made by the speaker: To summarize her concept of â€Å"Wholeheartedness†, Brown begins her talk on the topic of ‘Connection’. We are hardwired to connect with others, it’s what gives purpose and meaning to our lives† explains Brown, that in order to allow connection to happen, â€Å"we have to allow ourselves to be seen as we are, not presenting only the parts we think others will like†. During Brown’s research on connection, she elaborated on the idea that we often fear being disconnected from others, which she describes as the meaning of ‘shame’. We often feel shame and fear when we feel that we may become disconnect ed from others.Brown decided to take a one-year detour from her research to explore â€Å"shame† in depth, unexpectedly resulting in six long years of what she quotes as â€Å"the most important things she has ever learned in the decade of her research†. Brown discovered thru her interviews that there were two distinct groups of individuals with only one variable separating the two groups: a sense of ‘Worthiness’, which she defines as â€Å"a strong sense of love and belonging†. Brown explains that the one thing that keeps us from connection is the fear that we are not worthy of connection.While digging deeper into the minds of those individuals whom had a strong sense of worthiness, what she found in common was their sense of ‘Courage’. Brown reveals her participants â€Å"had the courage to be imperfect, the compassion to be kind to themselves first and then to others,† further stating â€Å"they had a connection as result of authenticity, they were willing to let go of who they thought they should be in order to be who they were,† which she theorizes you absolutely have to do in order for connection to happen.Moving on to the group of participants who struggled with worthiness, Brown stumbles on the concept of ‘vulnerability’, which she describes as the core of shame and fear, and why we struggle with vulnerability. Having to see her own therapist to sort out her ideas on vulnerability, she explains that to be seen lets us build that connection with others which often means that we may find ourselves â€Å"excruciatingly  vulnerable†. â€Å"We live in a vulnerable world† states Brown, and in order to cope with these emotions, we numb ourselves†.Brown theorizes that by numbing everything, we feel miserable and look for purpose and meaning, we feel vulnerable and then reach for something to ease our discomfort, a quick-fix, such as alcohol, drugs, or even food. Bro wn’s assumptions are summarized in her overall theory of ‘Wholeheartedness’: We must have the courage to allow ourselves to be seen even if it means we are vulnerable. To do so allows us to have compassion to connect with ourselves and others. 3. Describe any evidence given to support these assumptions. Brown explains that there is evidence of her theory of vulnerability. We are the most in-debt, obese, addicted and medicated adult cohort in US history† states Brown. She summarizes this evidence with the statements that â€Å"we make the uncertain – certain†. â€Å"There is no discourse explains Brown, no discussion, just a right or wrong answer†, which she compares to what we see in current day religion and politics. She goes on to further explain that we not only â€Å"perfect and blame†, but that we also â€Å"pretend† that what we do does not have an affect or impact on others, both in our personal lives and even the c orporate world.This is evident by such dealings as the BP Oil Spill, the recent bail-outs, recalls on retail products, etc. She draws the association of how common shame is using her own experiences, and how it contributes to our anxiety and unhappiness which all to many of us attempt to suppress with the use of medication , food, drugs or alcohol to suppress these unwanted feelings. 4. Are there points of view not considered by the speaker? Explain. Although Brown’s assumptions of human’s need for connection, our fears of shame and vulnerability are legitimate, these assumptions are based on â€Å"surfacey† feelings.Brown does not consider variables outside of our control, variables such as life experience stemming perhaps from early childhood or adolescence, witnessing or partaking in traumatic events, or any other life experience that effectively molds these feelings of unworthiness. Brown herself instructs her own therapist not to dig into her own family lif e, no â€Å"childhood sh*t†, she just wanted to touch on the subject of vulnerability so that she could â€Å"personally and professionally understand† what makes us â€Å"worthy† of connection without digging below the surface.Opening up pandora’s box would most certainly result in much grittier results. 5. State your position or perspective on the topic. I genuinely agreed with Brown’s talking points in her TED discussion, and I related to her own descriptions of her fallbacks of self-control, ie: the need to always be right or better, and her fear of shame. The manner in which Brown unfolded her findings of her dedicated research clearly illustrated her theories. Drawing together her conclusions in her concept of â€Å"wholeheartedness† was clever and purposeful.However, the subject matter was very generalized and did not reflect real-life experience as a cause of such feelings of unworthiness or vulnerability, although it was helpful in nature. I personally view the discussion more as â€Å"self-help† collection of ideas that you might find quoted in a calendar or collection of daily passages to motivate yourself that you are worthy of connection, to allow yourself to be vulnerable, to open up yourself without the hesitation of risk. 6. What are the implications or consequences of the speaker’s conclusions?Brown’s ideas are similar to what addicts are taught in rehabilitation-type settings. Addicts generally numb their feelings of unworthiness with substances such as drugs, alcohol, or food, or by actions or disruptive behaviors that allow them to release these feelings such as sex or pornography addicts and arsonists. However, once a traumatic event unfolds or an addict or even a non-addict experiences a trigger, or something that reminds them of their original feelings of unworthiness, individuals tend to fall back on their addictions or behaviors, relying even more on their numbing effects.I believe one can only tell themselves so much what they want to believe before they face what they feel to be the truth of themselves or how they view themselves. A consequence of Brown’s ideas to tell ourselves to love with our whole hearts, to allow ourselves be to be seen, and to believe we are enough, could potentially lead one to a false sense of self, an inflated idea of who they are. Generally, individuals feel unworthy for a reason, due to their upbringing or life experience. In a perfect world, Brown’s ideas would be enough to self-medicate our ill wills.

Math Observations

Kindergarten Math Observations Mrs. Miller, Antelope Elementary, Kindergarten Observed: Wednesday (9:00am-10:30am) 3/27/13 Classroom rotation- children went from one room to the next for separate subjects, also each group of kids had been evaluated and put into advanced, moderate, and standard levels. This was also known as 3rd level, 2nd level, and 1st level kids. Advanced Group- 3rd level kids Classroom was set up into three separate group tables. Kids would move from work table to work table to complete different math activities.Before starting their groups the teacher first went thru math skills they had learned the previous week (adding the dots on a two sided domino). Then the teacher went on to this week’s concept (adding objects). She then read a story about a girl and a boy that wanted to see how many magnets they had together. The girl had 3 black magnets and the boy had 2 hand magnets. She then had the children add up (count) the total amount of magnets on the board . She then asked what they thought the math problem would be. They repeated 3+2= 5.She then asked if all students had understood why it was that and all answered with either the sign language symbol for I understand or yes. Group #1- Played a version of math bingo. Used math problems to find what number to put there chip on. The answer to that answer was where there chip was then placed. This game continued until all squares were filled. This group was assisted by Mrs. Joyce (a. k. a teacher’s assistant). When kids began to struggle with problems for example like: 3+4, the assistant slowed down the game and made sure each student recognized that 3+4 was 7 and then to place their chip on seven.Group #2- This group was with the teacher. This group worked through a worksheet paper with their teacher. The first side of the worksheet was about counting coins. Mrs. Miller first asked them the name of the coin (ex. Nickel). The children answered nickel. She then asked what the value of the coin was (ex. Nickel= 5cents). The children answered 5. She then asked the children to count by fives for each coin. She then asked the children if the answer was 15 cents or $15. They answered 15 cents.Example problem : (three nickels) 5†¦10†¦15 = 15 cents The second side of the work sheet was drawing what the story was saying as first a picture, or a visual, and then as an equation. Mrs. Miller first read the story. Then the students went thru drawing the picture with the teacher. Example problem: Tanya has 2 red balloons and 1 yellow balloon draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 2+1= 3. She then made sure that each student understood and had the correct answer before proceeding to the next problem.Example problem: Jamal has 3 blue squares and 2 green squares, draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 3+2= 5. She then made su re once again that each student comprehended the problem and why it was 3+2= 5. After about 15-20 minutes the groups switched and rotated to the other table. At 10:30 the children lined up at the door and went back to their homerooms for snack. (end of observations) Summary/ Reactions – Mrs. Miller, Antelope Elementary, Kindergarten I enjoyed observing this classroom over all.I really liked the way her classroom had been set up with not just desks in a row but the students were assigned tables and then they also had an assigned seat on the carpet. I was pleasantly surprised at the level of math the students were able to complete and comprehend. I considered in the back of my head what I had originally thought kindergarten was and remembered only learning my alphabet and finger painting. I really liked that the students had been assessed into different levels of comprehension and was glad to see that most of them succeeded more in the segregated math environments.I also liked that their math time had been split into two subgroups. I noticed that this helped the students get a break from the monotony of doing the same math problems over and over by also allowing them to improve on some of their other math skills simultaneously. There were a few differences within each group level that I would like to consider also. First I would like to talk about my reactions to the level three students. My initial reaction to the students was that they were all very focused mildly behaved kids for kindergarteners.The students had no problem and truly looked like they enjoyed playing the Math Bingo. I noticed Mrs. Joyce did not have to help them as much with adding the numbers together and seemed to compute the answers quite quickly. When the students were in the second group with Mrs. Miller they were asked more difficult questions such as the three factor problem (mentioned in observations). I was surprised to see that most of the students had no problem drawing and wr iting out the problem even though an additional factor had been added.Then when they moved on to counting the coins I liked that majority of the students could recognize the coin, the value of the coin, and then by using its amount counting up to find how much money they had. Over all, this group definitely showed they were advanced. Next I would like to talk about my reactions to the level two students. My initial reaction to the students was that they were a little less focused but comprehension wise were still fairly up there. I liked that the group activity had changed for group number one from math bingo to a more practice oriented group. I did notice that Mrs.Joyce had to help a few students in setting up their number in rows and would have liked to see her maybe show the students first how to put the numbers in rows. In Mrs. Miller’s group, or group number two, I noticed she didn’t really focus on the writing of the problems to match the stories. I noticed that the kids didn’t understand as much as the previous level why they got there answer as much as what their picture looked like. And then when the students went thru the coin side of the work sheet I thought that a few students answered more frequently first and then the other students would copy there answer.Over all, this group was slightly less advanced but also above the average kindergartener. Finally I would like to talk about my reactions to the level one students. My initial reaction to the students was that they were definitely a lot more easily distracted by the set up of the room and each other. I did like that Mrs. Miller went through the numbers 1-30 on flashcards with this group and that when they began to struggle she slowed down and went thru them again before starting the groups. I will definitely consider this strategy in my classroom. I appreciated when Mrs.Joyce took the time to show the students what their numbers should look like when in order by writing th em on the board. This was a great reference and I noticed majority of the students used it as such. I noticed though with this group, more than the last group, Mrs. Joyce helped he students find each number instead of letting them find them on their own. I assumed that maybe she was just trying to save time. In group number one with Mrs. Miller I noticed the students would lose focus much easier and found coming up the answer much more difficult.I especially noticed that at one point on the front of the work sheet students were mostly blurting out guesses not actual thoughts. I would have liked to have scene maybe a break at this time to go back and explain why the answers were what they were, but I understand at the same time that the groups were on a time schedule. On the back of the work sheet I noticed majority of the students struggled when asked what the coins were even though examples of the same coins had been placed on the board. I would have probably reminded them of the p ictures on the board.Over all, this group was definitely willing to learn, but lost focus the most often. In conclusion, observing this kindergarten class has really changed my outlook on what I used to think kindergarten was. I am now more willing to consider this grade level as a possible career. I saw a few things I would have maybe done differently, but over all my observations of Mrs. Miller’s kindergarten class were mostly positive and rewarding experience wise as well. Third Grade Math Observations Mrs. Shaffer, Metteer Elementary, Third Grade Observed: Thursday ( 10:00am- 11:00am) 3/28/13 Classroom setup:The desks were set up in groups of two. Each group had been strategically placed there because of their willingness to volunteer or the lack there of. For instance a student that answered questions a lot would be placed with another student that didn’t volunteer so much so as to make that student more willing to raise their hand and participate in discussion. T he classroom was covered in inspiring posters and excellent art work made from each student. There was also a wall dedicated to the highest scored English tests. There were a set of classroom Do’s and Don’ts on the wall.Examples: Make good choices, Make the teacher happy, and Fallow direction quickly. Each rule had a hand signal. For example make good choices is taking your pointer finger and pointing to the side of your head. After the teacher went through each rule she then had each student teach it to their neighbor. There was a wall with small pouches on it with each students desk number on each and in each pouch was a green, yellow, and red card. When a student talked out of turn or was not fallowing directions the student was then instructed by the teacher to go â€Å"turn their card† or switch their card from green to yellow or from yellow to red.On the board there was a tally system set for when the class as a group were not on task or not fallowing dire ctions. If the students were too loud they got a tally mark on the frowny face side, and if they quieted down and got focused again they received a tally mark on the smiley side. At the end of the day the tally marks were added up and if they had more smileys then frownys they got extra recess that week. Math: The teacher began by going back over 8ths. She drew a square on the board and asked the class how many individual squares made a whole square.The students replied by saying â€Å"16 squares†. She then cut the whole square in half and asked the students how many squares made up one half of the whole square. The students answered by saying â€Å"8 squares†. The teacher then cut one half the whole square in half and asked the students how many squares equaled one fourth of a whole square. The students answered by saying â€Å"4 squares†. The teacher then cut one fourth of the whole square in half and asked the students how many squares make up one eighth of t he whole square. The students answered by saying â€Å"2 squares†.Then the teacher asked how many eighths would fit in the whole square. The students replied by saying â€Å"8†. The students were then told to get out there small square eighth work sheets. The work sheets were about eight square grids on a piece of paper. On each grid the students were instructed to creatively shop up the grid into sections so that it had eight equal parts, or eight eighths. Then after they had finished their mini squares they were instructed to trade them with their neighbor and grade each other on if they completed the assignment correct as it had been assigned.Then when their squares had been approved, they were then supposed to choose one square they thought looked the best and make draw that mini square pattern onto a bigger square grid. The teacher then made sure that each student understood that the squares needed to all be colored a different color so they would over lap and tha t they wrote one eighth on their pages as well. Summaries/Reactions – Mrs. Shaffer, Metteer Elementary, third grade. When I first arrived at the classroom, the students were already starting the day out to a rough start. Mrs.Shaffer was apparently not content in the way they had walked to the classroom after recess and had the students walk all the way back to the line up on the play ground and walk back to the classroom again. Although the students slipped up a bit the first time when they had to actually go back and walk it again, I noticed a significant change in their attitudes and their level of focus. Once in the classroom, the students level of attentiveness went down again but it was mostly because they had a new distraction in the room, me. The teacher started going through the class rules and the hand signals with the students.I noticed that they really enjoyed sharing with their neighbors what they knew and I feel like this simple activity helped them to better kno w their class mates and grow as group partners. Then the teacher began asking the students their fractions for eighths and writing the answers on the board. I noticed that not every student was completely paying attention or answering the questions as much as other students. I would have liked to have seen the teacher maybe redirect the focus of the whole class as she had done previously in the day, just to continue with consistency.Then the teacher had the students break off into their groups and finish their mini grid papers. I noticed with some of the groups the students were really excited to show their neighbors their squares and had excellent creativity in their designs. The only thing that I noticed did happen with a few of the groups was that they started to act as though the appraisal of whose square was the best was more important than actually completing the assignment. But when the students reached too loud of a level of noise, the teacher put a tally on the board on the frowny side and the students refocused.Then the students that were finished with the mini squares were then instructed to redraw their favorite design on the larger grid square that would be shown at their open house. I really liked that the students made it a point to make their fractions very personal and neat. I then made it a point for myself to ask each student why they chose the colors they did. Most students replied that the colors they chose were their favorite colors. One boy said that he chose the colors brown, green, grey, and black because it made his fraction look like camo print. All in all I had a really great experience while observing in Mrs.Shaffer’s classroom. Her techniques and her instruction were very unique and different. I hope to visit and or observe her class again someday. Sixth Grade Math Observations Mr. Smith, Metteer Elementary, Sixth Grade. Observed: Tuesday (9:30am-10:30am) 3/26/13 Classroom setup: The classroom had its own computers, two wip e boards, and a job board. The Job Board included little pouches with each child’s name on them and included job such as Lunch Helpers, Paper Gatherer, Desk Straitener, Mad Minute Man, Computer Monitor, Clean up Foreman, and Phone Person. On the walls there were several posters.The first one was a poster titled â€Å"How to write a good paper. † It had four colored circles on it. There was one green forgo write your topic, one yellow for slow down and give reason, one red for stop and explain, and finally another green for go back and restate your topic. The next poster was a transition poster that had lots of helpful transitions sentences for the students to use as a reference. The next poster was an Editors Marks Poster. It had signs such as the paragraph sign,  ¶. The student’s desks were all together in a hollow box shape with two desk partners in the center.Math: That day Mr. Gappa was having the students build a mummy tomb out of Banana and Apple boxes. He first asked the students’ how they should start. They started by finding the area of the Banana Boxes (Banana: 10† ? 20† = 200 inches squared). Then he asked them what they should do next. They replied that they should find out how many boxes and fit in their tomb space. Mr. Gappa then measured each dimension of the corner of the room where the tomb would be placed. Wall one was 100in long and 110in tall. Wall two was 160in long and 110in tall.He then asked the students what they noticed about the dimensions of the banana and apple boxes compared to the dimensions of the walls. They replied that the banana boxes and the apple boxes dimensions were factors of the wall dimensions. Then he asked what they should consider next. They replied that they didn’t know how many columns they still needed. Mr. Gappa told them that they would need two columns, but then asked how many boxes it would take to make the columns using the apple boxes (Apple: 20† tall) . The students then started to write down all the data on the board. Then Mr.Gappa went around the room making sure each student understood their data for the tomb building. For their final blue prints they were to use graph paper, making sure that there boxes were equal to at least two squares on the graph paper. Mr. Gappa then made it clear that he wants all the blue prints to be neat and colorful because they were going to be submitted to the Pharaoh contractor. For each wall the students then went about figuring out how many boxes they would need using the formula, area= length? width. When they had finished with their walls, they all gathered at the front of the classroom and went back over the data with Mr.Gappa. Mr. Gappa then went around the room making sure that each student was using lots of color on their blue prints and were making sure they were very neat. He then mentioned a real life situational fact to the kids that they were going to be like little construction work ers when they begin building the tomb. Summaries/Reactions First of all I would like to begin by saying how much I really liked the set up of the room. The kids were close enough together for quiet discussion during tasks but also when out of their seats had plenty of room to move throughout the classroom.This class was also the quietest sixth grade class I’ve ever seen. Even Mr. Gappa spoke quietly when giving direction to make sure that each student had to listen very closely just to hear what he said, I almost didn’t even hear what he said. Next I would like to discuss the math. I really liked that Mr. Gappa had taken the time to create a math project for all the kids that used all the math skills they had learned during the year to help in the making of a mummy tomb which was also a part of their history lesson that week.I liked that when going over the data Mr. Gappa didn’t just give the students the answers but made them figure them out on their own. This to me showed the true attentiveness and memorization skills that the students had obtained that year. The last thing I liked was the student teacher relationship that Mr. Gappa had with all his students. He was serious when he needed to and the students switched modes as well and truly respected him as an authority. Yet at other times he could laugh and joke with the students about how the music that he played was really old.He also reminded me of the High School teacher Mr. Null in the sense that he called all the pretty girls fat and ugly, as to not let them get an ego in his class. All in all, I truly enjoyed observing this class. Their attentiveness to direction and the bond that they had with their teacher was to me very insightful. I will definitely consider using some of his teacher technics in my own classroom someday and hope to go back and observe his classroom someday as well.

The Transactional Model of Communication: An Equation

They're both positively welcoming the communication, they're both consenting artisans in the communication, and making predictions on the appearance of the approaching communication, they've both got positive expectations of the outcome. The conversation begins with Person A saying, â€Å"Hello, I'm Aaron†. Person B replies, â€Å"HI, I'm Betray'. They both smile to each other, but Aaron loses eye contact and looks up and down quickly at Botany's figure. Betray predicts that Aaron is judging her outer appearance which could convey that Aaron may be Judgmental in general or a misogynist that doesn't respect her.These are variables. These, along with other rabbles, determine the outcome of the session of communication. The personality variables will be put into brackets [ suggesting the most likely possibilities of the individual. Within these personality variables, there is always the hidden variable within, leaving the possibility open for an unmentioned or less-likely person ality option such as mental Illness. This assumptive variable will be labeled as ((X)). A# [Judgmental? Misogynistic? Socially X)? ] B# [Femaleness? Overly-sensitive? Accurately Observant?The equation has changed because Betray is no longer positively viewing this communication, she costive outcome. [A#] Aaron doesn't detect that Betray is now uncomfortable, so he is still undoubted his positive outcome. Betray is no longer so positive after her first impression of Aaron. Betray asks Aaron half-heartedly about the quality of his day. Aaron, unaware of Betrays perception, answers cordially with: â€Å"My day has been pretty good, and yours? † Judging by Aaron's casual and cordial response, he conveys that he would most likely welcome a similar response.Betray does not meet Aaron's expectations and she replies by saying, â€Å"It was alright earlier, but then I went to get my hair done ND it went by really slow 'cause I didn't have any good magazines to read†. Aaron is u nimpressed and somewhat deflated after realizing that the woman that he may have predicted as ‘intelligent' has proven otherwise. By Betray breaking one of Aaron's implicit social rules of replying with courtesy and simplicity, he has now made predictions about Betrays personality.He considers that she may be immature, air-headed, or simply uninteresting, and of course the hidden possibility (X). Aaron makes the predictions about Betray, and he now has a negative view on the communication. Betray on the other hand simply appreciates the few seconds that Aaron listened and this new impression has made up for the previous one. Betray once again positively views the communication. A# Judgmental? Misogynistic? Narcissistic? And/or (X)] (Aaron's prediction) (Betrays prediction) B# [Feminist? Overly-sensitive? Accurately observant? Air-headed?Immature? And/or (X)] Based on the actions and reactions of Aaron and Betray, their predictions of the outcome may change constantly or not at all throughout the entire communication process. The actual outcome is only determined once the transactions and the sections of their communication has ceased. It's like playing musical chairs; the game doesn't stop until the music stops. If Aaron and Betray end on a mutually negative prediction of the outcome, they may part ways and never speak again, completely content with going on without communicating with each other again.If the communication ends with Aaron feeling negatively and Betray feeling positively, Aaron may be content with not communicating with Betray again, but Betray may feel inclined to want to communicate with Aaron again, and vice versa. Variables thin the individual's personality will also continue changing as more and more is revealed, hidden, discarded, or assumed within the relationship. The truths will be proven through the individual's actions while the false assumptions are discarded. For example: Aaron and Betray meet a second time.Aaron takes Betray to dinner; this act from Aaron leads Betray to discard the possibility of misogyny because his sensitive and courteous actions disprove it. Misogyny is no longer within the brackets, because it no longer seems plausible to for Aaron to be a misogynist. Aaron and Betray are seated at their table and the waiter asks what they'd like to drink. Aaron asks for a glass of water. Betray asks for a very particular brand of wine and then inquires about its aging and production process. Betray has unknowingly impressed Aaron, and Aaron discards the assumption that wine.Those assumptions are removed from her brackets. On this second encounter, they both disproved at least one negative assumption with their actions. Aaron no longer seems misogynistic and insensitive, and Betray no longer seems air-headed or immature. These new assumptions are subject to be supported or disproved at NY point within their relationship, and this will always be the case. These assumptive variables are forever subje ct to change until the perceptions and the actions of the individuals cease.Infinitely, every possibility that could change the outcome of this communicative transaction has the power to do so, but that doesn't mean that it will. (X) is a hidden variable in every form. (X) used in brackets is to imply the possibility of hidden, unmentioned, unconsidered, possibilities about a person. (X) used in the broad equation, such as below, would imply the hidden variable of situational possibilities. Other people Joining the transaction, interruptions, outside conflicts, etc. [A#] +- [B#] (+/-)(X) The situational possibilities are determined by the actual physical setting of the communicative transaction. The situational possibilities also have the power to be positive or negative forces in a communicative transfer, therefore altering the outcome, For example: If the situational variable (X) were a car wreck, this particular event would most likely (probability also depending on variables) cu rb the subject matter, physically interrupt, or completely terminate the communicative renovations between the two instantly.The two people would probably not continue talking about their previous topic if a collision had Just occurred. One or both of the individuals may run to give aid or to find help, the other may stand there like a buffoon while the other one helps, therefore bringing forth assumptions, discarding false assumptions, and effecting the perceptions of the other person (or people) and vice versa. The absolute outcome can only be achieved once everything is said and done, no more changes can be made to the relationship or the perceptions between he communicators, and so what is presented is accepted as evidence of truth.The outcome is reality, and reality is perception. (X) will always be a variable to everything since it is impossible to prove, disprove, or even identify every single probability, therefore leaving some (regardless of percent) room for inaccuracy. No thing is ever -absolute- in the eyes of a human being, so the (X) variable will forever present itself in everything that we perceive. The only absolute, is that there are no absolutes. -? The Transactional Model of Communication: An Equation—

The Biography of Louise McKinney

The Biography of Louise McKinney A temperance advocate, Louise McKinney was one of the first two women elected to the Alberta Legislative Assembly and one of the first two women elected to a legislature in Canada and in the British Empire. An excellent debater, she worked on legislation to help people with disabilities, immigrants, and widows and separated wives. Louise McKinney was also one of the Famous Five Alberta women who fought and won the political and legal battle in the Persons Case to have women recognized as persons under the BNA Act. Birth September 22, 1868, in Frankville, Ontario Death July 10, 1931, in Claresholm, Northwest Territories (now Alberta) Education Teachers College in Ottawa, Ontario Professions Teacher, temperance and womens rights activist and Alberta MLA Causes of Louise McKinney temperance educationstronger liquor controlwomens property rights and the Dower Act Political Affiliation Non-Partisan League Riding (Electoral District) Claresholm Career of Louise McKinney Louise McKinney was a teacher in Ontario and then in North Dakota.She moved to a homestead near Claresholm, Northwest Territories in 1903.Louise McKinney became involved in the Womans Christian Temperance Union (WCTU) while in North Dakota and organized a chapter in Claresholm. She continued as an organizer for the WCTU for more than 20 years, eventually becoming acting president of the national organization.Louise McKinney was elected to the Alberta Legislative Assembly in 1917, in the first election in which Canadian women could run for office or vote. Suspicious of the political donations made by large brewing and liquor companies to the major parties, Louise McKinney ran under the banner of the Non-Partisan League, an agrarian movement.With the help of Henrietta Muir Edwards, Louise McKinney introduced the bill that became the Dower Act, which guaranteed a woman a third of the family estate when her husband died.Louise McKinney was defeated in the 1921 Alberta election and did no t run again. Louise McKinney was one of four women to sign the Basis of Union forming the United Church of Canada in 1925.Louise McKinney was one of the Famous Five Alberta women in the Persons Case which established the status of women as persons under the BNA Act in 1929.

Health Behaviors as Mediators for the Effect of Partner Abuse on Infant Birth Weight

Health Behaviors as Mediators for the Effect of Partner Abuse on Infant Birth Weight Free Online Research Papers Health Behaviors as Mediators for the Effect of Partner Abuse on Infant Birth Weight The title of this study is Health Behaviors as Mediators for the Effect of Partner Abuse on Infant Birth weight. The research topic is reflective of the title. The research question stated that â€Å"Intimate partner abuse of pregnant women has been linked to the delivery of low birth-weight infants† ( Kearney, 2004 p.2) . The purpose of this study was to explore the role of substance abuse such as smoking, alcohol, drugs and weight gain of less than 15 pounds as possible factors that contribute to lower infant birth-weight. The problem of this study is to determine whether intimate partner abuse of pregnant women correlates with lower birth weight. Also, the researchers wanted to find out if substance abuse and other variables such as poor nutrition and demographic risk factors put a woman at risk for low birth -weight infants. This study was done within ethical standards. Chart reviews were completed on the sample since they were standard questions and didn’t need approval. However, the Institutional review board (IRB) did give approval for each prenatal care site to obtain other data throughout the study. In the review of literature, there were eleven references five years or less and 27 references older than five years. The review was concise in explaining the results of the study. The review does flow logically from the purpose of the study to completion. However, the article was somewhat confusing with all the variables. Both classic and current sources were included. Direct quotes as well as paraphrases were used considering the 38 references. There were many aspects to this study and support for the theory. Opposing literature was also cited in several instances.. The researchers reported their own statistical findings from their chosen analysis. They researched several data sources, and quoted where material was obtained in order to validate the study. For example, authors Curry et al., 1998; and Parker et al., 1994 had published an article on previous studies of abuse during pregnancy. Kearney et al., from this current article used some of the previously published infor mation and statistics, expanding on findings and including data in this research paper. The opposing theory recorded in this article was the effect of the correlation between the dependant and independent variables. Many instances indicated that there was little correlation between abuse and low birth-weight infants despite the fact that the purpose of this study was to see if there was a correlation between these variables. Several explanations were given as to why theories could not be proven according to revealed statistics and studies. However, there were many links as to what may cause low birth-weight infants. There was really no existing theory, so the researchers in this study used a conceptual framework to serve as the â€Å"impetus for the formulation of a theory† (Niewswiadomy, p.95). The hypotheses was based on proposed theoretical relations (Kearney, p. 1). Negative factors such as alcohol use, and poor weight-gain less than 15 pounds may predict the birth-weight. Another theoretical relation was that variables such as low income and maternal age less than 20 years were factors that increase the likelihood of low birth-weight infants. There were many independent variables covered in this article which helped to close the gap between the purpose and the literature findings. The method by which this study was conducted was stated in the research paper. Thirteen prenatal care sites participated in the study. They conducted and evaluated chart reviews for â€Å"non-representative sample of women who had been screened during pregnancy for intimate partner abuse.† (Kearney , p.5) The population of these women included various types of payments for health insurance and some women paid their own health insurance. â€Å"A large number of charts (N =5,745) of women who enrolled for care over a 30 month period were reviewed. Screening by hospitals for possible abusive situations was less than 50%. So the final number for this analysis was (N = 1969) of the birth-weight that was actually known after birth ( Kearney, 2004 , p.5). Also, substance abuse data of these women was taken into consideration. The instruments used for this study were both valid and reliable. Instruments included the Abuse Assessment Screen (AAS) and a Multiple regression analysis. Violence to these women was easily detected through these instruments. Investigators conducted chart reviews and abstracted variables such as â€Å"demographic, obstetric, and birth outcome data from medical records† (Kearney , p. 6) . Multiple regression analysis was used with several variables that would account for possible decreases in birth-weight of newborn infants. The correlation of birth weight and abuse were studied. The data was assimilated and ‘in the sample of 1,969 women, small but significant zero-order correlations were seen between birth-weight and recent partner abuse† (Kearney, p.9). It was concluded that there are many factors that predict low birth-weight. The ones cited most were the single mother and negative health behaviors such as smoking and low weight gain, less than 15 pounds. Also, abuse was not a strong factor in predicting low infant birth-weight. However, smoking and drug use may increase the incidence. Single marital status often reflects low social support. Negative health behaviors and race (variables) was weakly linked to abuse. Generally, it depends on one’s social conditions. Ã…buse can happen in any social status (Kearney, p. 9). This article rates number four in the critique category of satisfying the basic requirements of scientific research. The study was approved by the IRB and approval was maintained for each of the 13 sites for the duration of the data collection (Kearney, p.8) . This study can easily be used with other cultures in determining the impact of drugs and abuse. Mostly, the African American population was cited. This is because more African Americans are in a lower socio-economic status often times than are whites. They may not be able to have a well-balanced diet and as a result infant birth-weight could be slightly lower. Several variables were used, especially variables that could explain the low birth-weight of these infants. Some of these variables included demographic, medical and obstetric risk factors. These variables were all recorded (Kearney, 2004, p. 6) . The study was simplified by those conducting the data by use of the Abuse Assessment screen. The assessment screen was used for emotional and physical abuse during pregnancy. However, the yes or no questions may have not always had truthful answers. (Kearney, p. 12) Prior to beginning this research, nurses were trained in each of the 13 settings regarding proper use of this tool, in order to make the study valid. Variables only indirectly caused low birth-weight of infants. It is only natural for abused women to abuse themselves in other ways, due to stress. More often, the low socioeconomic status, poor nutrition, and lack of education regarding the use of illicit substances during pregnancy could cause low birth-weight infants. Single marital status was the strongest contributory factor in causing low birth-weight infants (Kearney, p.ll). The abuse often occurs when a significant other is also stressed due to many concerns surrounding the pregnancy such as financial stress. In the final discussion and conclusion, according to Kearney, obstetric covariates explained 27% of the variance in birth weight. Abuse explained a very small 0.2%, but significant portion of the variance in birth weight after control was used for the obstetric covariates of gestational age, iatrogenic prematurity, and preterm rupture of membranes.† Scientific methods to obtain the hypothesis were quite detailed, and there were many extraneous variables included that may cause the low birth-weight of infants. This article allowed the reader to see that other variables might be a topic in future studies for the prediction of low birth weight infants. For example, partner abuse may occur simultaneously with substance abuse, but is not the main factor. In conclusion, the author’s of this research study do recommend future studies regarding the role that other factors may play in an infant’s well being (Kearney, p. 12). The studies did make one aware that it is necessary for women to have comprehensive prenatal abuse screenings and more support during their pregnancies in order to assure the best possible outcome for both mother and baby. References Kearney, M., Munro, B., Ursula, K., Hawkins, J. (2004). Health Behaviors as Mediators for the Effect of Partner Abuse on Infant Birth Weight, Nursing Research, Volume 53 (1), pp 36-45 Research Papers on Health Behaviors as Mediators for the Effect of Partner Abuse on Infant Birth WeightThe Relationship Between Delinquency and Drug UseResearch Process Part OnePersonal Experience with Teen PregnancyInfluences of Socio-Economic Status of Married MalesEffects of Television Violence on ChildrenArguments for Physician-Assisted Suicide (PAS)Incorporating Risk and Uncertainty Factor in CapitalCapital PunishmentAnalysis Of A Cosmetics AdvertisementThe Project Managment Office System

The Best Editing and Rewriting Services

The Best Editing and Rewriting Services Editing and Rewriting Services Writing an academic paper is not meant to be a race. It is also not about filling up the paper with as many words as you can. It is intended to be a careful, deliberate process that involves informing the reader about a particular topic in a concise way. Once you finish writing your essay, dont submit it to your professor just yet; send it over to the professional editing team at first! We specialize in providing editing and rewriting services that make your academic assignments look their best! What Can Our Editing/Rewriting Services Do for You? Once students finish the first draft of their paper, many of them make the mistake of turning it in as it is. But the truth is, even the best papers could use some improvement. There are always ways to make a message clear, to structure the paper in a more consistent manner, and to improve upon the grammar. If you need us to provide you with custom academic essays from scratch, we are happy to oblige. But if you just need editing and rewriting services, we are the company to turn to. More and more students are seeking out editing/rewriting services as professors become more demanding. It is not enough to complete an assignment; it must look sparkling if you want to get a good grade. Here are some of the main reasons our customers ask for our winning editing/rewriting services: The paper looks fine from their perspective, but their professor wants changes. A second pair of eyes can help students identify their writing flaws; Some are foreign students who lack confidence in their English abilities; They have trouble expressing their ideas clearly; The writing is good enough, but the student failed to follow the papers directions. Whatever your reasons for requesting our editing/rewriting services, is ready to assist. Our services are quick, affordable and effective.Make Your Exclusive Editing/Rewriting Provider Our services are customized to meet your needs When you ask us to edit/rewrite your papers, we will follow your directions and identify any issues. We will then proceed to rewrite your paper in a way that makes it really shine. Your secret is always safe with us We understand how important it is to maintain your privacy, which is why we will never reveal any information about you to anybody. Not your professor and definitely not your college or university. We will editing/rewrite by your deadline When your paper needs urgent editing and revisions, you can be certain that your editor will be up to the task! We understand the importance of being timely and we will never let you down. Top quality editing/rewriting Our editors come from a variety of different academic backgrounds and know exactly what it takes to make your paper look its best. Money-back guarantee At, we are willing to put our money where our mouth is. We will deliver the best editing/rewriting or you do not pay a cent. In other words, you have absolutely nothing to lose and everything to gain! When you entrust your editing and revisions to, you will have peace of mind knowing that the result will be a paper that impresses your instructor! Once you use our editing/rewriting services for the first time, we are confident that you will return time and time again. You could do all of the dirty work yourself, but why would you do that when there is a team of editors at who can make any paper look great for just a few dollars? Order your services today!

Get a Free JavaScript Download

Get a Free JavaScript Download Unlike other languages that can be used in a web browser, JavaScript doesnt need to be downloaded and installed. Browsers that support JavaScript have it built into the browser, where it is turned on by default (meaning that typically, youll need to change your browser settings only if you dont want the browser to run JavaScript). The only exception is that Internet Explorer also supports vbScript the same way, and the two languages are controlled via settings called active scripting rather than a setting that reference JavaScript specifically. What you will need to download with JavaScript, then, is not the scripting language itself, but rather those scripts that you want to run in your web page (assuming that you have decided not to learn JavaScript so you can write it all yourself). JavaScript Downloads Are Free There is no need to pay for scripts written in JavaScript, because just about any script imaginable is available somewhere as a free JavaScript download. What you need to be careful of, though, is to obtain them from a site that is actually offering the scripts as a free download, rather than just copying the scripts from any site. JavaScript code that performs any significant task will be subject to copyright, so you will permission from the author to use his or her script. The task the JavaScript is doing is not able to be copyrighted, however, so if you are writing a script yourself, you cant get into trouble for looking at an existing script to see how the programmer did it and then writing your own version. But if you are just looking for free JavaScript downloads, then you should go to a site where the author specifically states that his or her script is available as a free download and can be used on your site. There are many sites that offer free JavaScript downloads, including several huge sites that only offer JavaScript downloads, as well as other sites (such as this one) that offer free JavaScript downloads and also have tutorials on how to write the scripts for yourself. Advantages of Getting Free JavaScript Downloads Apart from avoiding copyright issues, there are other advantages to getting your free JavaScript downloads from a site that is actively offering the scripts. The main one is that such sites usually provide step-by-step instructions on how to actually install and use the script. Where you just grab a script from anywhere, not only are you stealing a script but also you wont get instructions on how to install it or support if you cant get it to work. Another thing to watch for when you are getting your free JavaScript downloads from an appropriate site is that many of these sites have been in existence for many years, and the way that JavaScript should be used has changed over time. In many cases, youll find scripts that were written many years ago to work on the most popular browsers available at that time browsers that are now long gone. Ideally, you should have at least some familiarity with what is currently considered the best way of writing JavaScript, so that you can choose the version that will work best with current browsers. You cant really blame the sites offering scripts that are not up to date. It does take time to code and test JavaScripts to make sure that they work correctly with the wide range of browsers in common use today. Having a somewhat dated script that still works available as a free download is certainly better than not having the script available at all. The biggest sites specializing in free JavaScript downloads usually offer scripts written by a lot of different people, and they rely on someone actually writing a new version of a script before they can offer it for download. Other sites that have their own staff to write and test scripts may have limited resources for being able to create updated versions of scripts, and so they may be offering older scripts until they can make updates. Updating Free JavaScripts One thing to remember when you obtain free JavaScripts for your site is that theres no reason to continue running the same version of the script forever. When a more modern version of the script is made available as a free download, you can always update your page and replace the old script with the new one. This is particularly easy where the new version of the script is offered as a direct replacement for the script you are currently using, but it shouldnt be all that hard even if you get it from a completely different source. The number and variety of scripts offered for free download  mean  that no matter what sort of JavaScript you want to add to your page, you should be able to find several sites offering one or more variations on such scripts. Only when you get to the stage where you require a script that directly interacts with custom code within your web page (such as for form field validation) will you be unable to find a free JavaScript download that does everything for you without your having to code any of it yourself. Even in such situations, you should be able to find free downloads that provide you with pieces of code that will do at least a part of what you need, along with instructions on how to attach such code fragments together to do what you require. Even those who move on to writing their own JavaScript rather than relying on pre-written free downloads can make use of free downloads. Along with complete scripts for performing a variety of simple tasks, there are also code libraries available as free downloads that will provide common functionality that will make writing your own JavaScript much easier. For those want to learn  to program, one of the biggest advantages of JavaScript is that it is all free. You dont need to pay for anything to get started.  The JavaScript language  itself is built into all the browsers you need for  testing the scripts, and there are plenty of free JavaScript downloads of complete scripts and libraries that you can either use as is or examine to see how things work in order to write your own code.