The Role of the Forensic Anthropologist essays

The Role of the Forensic Anthropologist essays Forensic Anthropologists are often called upon to contribute by opining on the cause of death of skeletonised human remains. The same requires a sound knowledge of trauma assessment. "The forensic anthropologist specializes in hard tissue morphology, structure and variability. In those cases in which soft tissue has been degraded by time, temperature, environment or other external forces, the only tissue remaining more or less intact is bone. The obvious person to call in to evaluate such material is the bone specialist. Moreover, it should be not just your garden-variety osteologist, but one who's trained in the medico-legal context where it is essential to be able to unerringly distinguish among ante-, peri- and post- mortem defects, and where time since death is a significant factor" Stanley Rhine, Bone Voyage: A Journey in Forensic Anthropology, 1974. Though the success of creating a biological profile is largely dependent on the preservation and/or condition of remains at the point of their accession, analysis of the characteristics is undertaken by direct comparison of remains with standard physical, or graphic, exemplars or by the application of mathematical models developed from reference populations. The construction of the biological profile is thus undertaken in a set sequence which includes assessment of ancestry, sex, age, stature, and individuating characters. Once the biological profile for an individual is constructed, the Forensic Anthropologist submits their illustrated final report to enable them to draw together all the lines of evidence that may The success of creating a biological profile is largely dependent on the preservation and/or condition of remains. Some environmental conditions like acidic soil, humidity etc. are particularly detrimental to the preservation of bones. Other factors like explosion and/or fire can result in the forceful breakup of the ...

Biography of Zheng He, Chinese Admiral

Biography of Zheng He, Chinese Admiral Zheng He (1371–1433 or 1435) was a Chinese admiral and explorer who led several voyages around the Indian Ocean. Scholars have often wondered how history might have been different if the first Portuguese explorers to round the tip of Africa and move into the Indian Ocean had met up with the admirals huge Chinese fleet. Today, Zheng He is considered something of a folk hero, with temples in his honor throughout Southeast Asia. Fast Facts: Zheng He Known For: Zheng He was a powerful Chinese admiral who led several expeditions around the Indian Ocean.Also Known As: Ma HeBorn: 1371 in Jinning, ChinaDied: 1433 or 1435 Early Life Zheng He was born in 1371 in the city now called Jinning in Yunnan Province. His given name was Ma He, indicative of his familys Hui Muslim origins since Ma is the Chinese version of Mohammad. Zheng Hes great-great-great-grandfather Sayyid Ajjal Shams al-Din Omar was a Persian governor of the province under the Mongolian Emperor Kublai Khan, founder of the Yuan Dynasty that ruled China from 1279 to 1368. Ma Hes father and grandfather were both known as Hajji, the honorific title bestowed upon Muslim men who make the hajj, or  pilgrimage, to Mecca. Ma Hes father remained loyal to the Yuan Dynasty even as the rebel forces of what would become the Ming Dynasty conquered larger and larger swathes of China. In 1381, the Ming army killed Ma Hes father and captured the boy. At just 10 years old, he was made into a eunuch and sent to Beiping (now Beijing) to serve in the household of 21-year-old Zhu Di, the Prince of Yan who later became the Yongle Emperor. Ma He grew to be seven Chinese feet tall (probably around 6-foot-6), with a voice as loud as a huge bell. He excelled at fighting and military tactics, studied the works of Confucius and Mencius, and soon became one of the princes closest confidants. In the 1390s, the Prince of Yan launched a series of attacks against the resurgent Mongols, were based just north of his fiefdom. Zheng Hes Patron Takes the Throne The first emperor of the Ming Dynasty, Prince Zhu Dis eldest brother, died in 1398 after naming his grandson Zhu Yunwen as his successor. Zhu Di did not take kindly to his nephews elevation to the throne and led an army against him in 1399. Ma He was one of his commanding officers. By 1402, Zhu Di had captured the Ming capital at Nanjing and defeated his nephews forces. He had himself crowned as the Yongle Emperor. Zhu Yunwen probably died in his burning palace, although rumors persisted that he had escaped and become a Buddhist monk. Due to Ma Hes key role in the coup, the new emperor awarded him a mansion in Nanjing as well as the honorific name Zheng He. The new Yongle Emperor faced serious legitimacy problems due to his seizure of the throne and the possible murder of his nephew. According to Confucian tradition, the first son and his descendants should always inherit, but the Yongle Emperor was the fourth son. Therefore, the courts Confucian scholars refused to support him and he came to rely almost entirely upon his corps of eunuchs, Zheng He most of all. The Treasure Fleet Sets Sail Zheng Hes most important role in his masters service was being the commander-in-chief of the new treasure fleet, which would serve as the emperors principal envoy to the peoples of the Indian Ocean basin. The Yongle Emperor appointed him to head the massive fleet of 317 junks crewed by over 27,000 men that set out from Nanjing in the fall of 1405. At the age of 35, Zheng He had achieved the highest rank ever for a eunuch in Chinese history. With a mandate to collect tribute and establish ties with rulers all around the Indian Ocean, Zheng He and his armada set forth for Calicut on Indias western coast. It would be the first of seven total voyages of the treasure fleet, all commanded by Zheng He, between 1405 and 1432. During his career as a naval commander, Zheng He negotiated trade  pacts, fought pirates, installed puppet kings, and brought back tribute for the Yongle Emperor in the form of jewels, medicines, and exotic animals. He and his crew traveled and traded not only with the city-states of what are now Indonesia, Malaysia, Siam, and India, but also with the Arabian ports of modern-day Yemen and Saudi Arabia. Although Zheng He was raised Muslim  and visited the shrines of Islamic holy men in Fujian Province and elsewhere, he also venerated Tianfei, the Celestial Consort and protector of sailors. Tianfei had been a mortal woman living in the 900s who achieved enlightenment as a teenager. Gifted with foresight, she was able to warn her brother of an approaching storm at sea, saving his life. Final Voyages In 1424, the Yongle Emperor passed away. Zheng He had made six voyages in his name and brought back countless emissaries from foreign lands to bow before him, but the cost of these excursions weighed heavily on the Chinese treasury. In addition, the Mongols and other nomadic peoples were a constant military threat along Chinas northern and western borders. The Yongle Emperors cautious and scholarly elder son, Zhu Gaozhi, became the Hongxi Emperor. During his nine-month rule, Zhu Gaozhi ordered an end to all treasure fleet construction and repairs. A Confucianist, he believed that the voyages drained too much money from the country. He preferred to spend on fending off the Mongols and feeding people in famine-ravaged provinces instead. When the Hongxi Emperor died less than a year into his reign in 1426, his 26-year-old son became the Xuande Emperor. A happy medium between his proud, mercurial grandfather and his cautious, scholarly father, the Xuande Emperor decided to send Zheng He and the treasure fleet out again. Death In 1432, the 61-year-old Zheng He set out with his largest fleet ever for one final trip around the Indian Ocean, sailing all the way to Malindi on Kenyas east coast and stopping at trading ports along the way. On the return voyage, as the fleet sailed east from Calicut, Zheng He died. He was buried at sea, although legend says that the crew returned a braid of his hair and his shoes to Nanjing for burial. Legacy Although Zheng He looms as a larger-than-life figure in modern eyes both in China and abroad, Confucian scholars made serious attempts to expunge the memory of the great eunuch admiral and his voyages from history in the decades following his death. They feared a return to the wasteful spending on such expeditions. In 1477, for example, a court eunuch requested the records of Zheng Hes voyages with the intention of restarting the program, but the scholar in charge of the records told him that the documents had been lost. Zheng Hes story survived, however, in the accounts of crew members including Fei Xin, Gong Zhen, and Ma Huan, who went on several of the later voyages. The treasure fleet also left stone markers at the places they visited. Today, whether people view Zheng He as an emblem of Chinese diplomacy and soft power or as a symbol of the countrys aggressive overseas expansion, all agree that the admiral and his fleet stand among the great wonders of the ancient world. Sources Mote, Frederick W.  Imperial China 900-1800. Harvard University Press, 2003.Yamashita, Michael S., and Gianni Guadalupi.  Zheng He: Tracing the Epic Voyages of Chinas Greatest Explorer. White Star Publishers, 2006.

Segment 10 and 11 Term Paper Example | Topics and Well Written Essays - 1000 words

Segment 10 and 11 - Term Paper Example On October 1802, Spain's King Charles IV signed a decree that transferred the Louisiana territory to France and the Spanish representative in New Orleans, following instructions Spanish court, canceled Americans' access to the port's warehouses. These moves angered the United States. Jefferson and Secretary of State James Madison worked to attain a feasible resolution through diplomacy, but other factions called for war, so that the U.S. could seize Mississippi and New Orleans. In January 1803, Jefferson recommended that James Monroe accompany Livingston in Paris as minister extraordinary. This would be called the Lewis and Clark Expedition. Jefferson wrote to Kentucky's governor, James Garrard, to notify him of Monroe's appointment. Monroe was to offer $10 million for the purchase of New Orleans and all, or part of, the Florida territories. If negotiations failed, Monroe was ordered to try buying New Orleans, or, at the very least, ensure American access to the Mississippi and the p ort. When Monroe got to Paris on April 12, 1803, Livingston informed him of different circumstances. Napoleon agreed with the recommendation of France's minister of finance, Francois de Barbe-Marbois, that it would be more strategic for France to sell Mississippi to the U.S., to avoid for it being seized by Britain, in the event of a future war. Soon, the U.S. purchased Louisiana from France for $0.03 per acre, or $15 million. This added around 252 million more acres to the American territory. The War of 1812 concerned the military conflict between the United States and Great Britain from 1812 to 1815. One of the main issues was Impressment, where the British could take away British sailors in American ships. Napoleon's statement in 1810 that revoked his decrees and British refusals to rescind their orders increased the pressures for the U.S. to go to war. On June 18, 1812, President James Madison approved a declaration of war that Congress passed at his request, although not withou t significant opposition. The Treaty of Ghent ended the War of 1812, but it did not resolve the fundamental issues that stimulated the war. The Treaty states that â€Å"all territory, places and possessions whatsoever, taken by either party from the other during the war† would be reinstated, as they were before the war. No one gained anything and Impressment was not duly addressed. Synopsis of Monroe Doctrine President James Monroe delivered a speech on December 2, 1823 that included the Monroe Doctrine. In his message to Congress, Monroe provided a set of principles of the Monroe Doctrine: 1) The Western Hemisphere can no longer be colonized; 2) The political system of the Americas differs from Europe; 3) The United States will consider all intrusions in Western hemispheric affairs as a danger to its security; and 4) The United States will cease from participating in European wars and would not agitate European colonies in the Western Hemisphere. What was Monroe trying to ac hieve with his Monroe Doctrine? Monroe wanted to deal with potential threats to the U.S., specifically that which comes from the interests of European powers in colonizing territories in the New World and to ensure that diplomacy is used first before engaging in any war against other nations. SEGMENT 11 Summary The Industrial Revolution began in Great Britain, during the 18th century. In the U.S., the industrial revolution started in the nineteenth century. During this time, the

Ambiance and Musical Symmetry at Count Basie Theater Essay

Ambiance and Musical Symmetry at Count Basie Theater - Essay Example After attending the grand performance by the New Jersey Symphony Orchestra at Count Basie Theater in Red Bank, leftover emotions and higher appreciation for the plight of the orchestra remained long after the event. Enjoyment of the symphony was certainly not limited to the more obvious elements of music such as tempo and style, the performance was pounded out by a host of talented musicians who furiously engaged the audience with competent instruments. The performance included Tchaikovsky – Symphony No. 5 in E minor, Op. 64 which was a rather brilliantly executed in a rather unique tempo with both conductor and musician working incredibly hard to focus attention on powerful percussion. Neeme Jarvi, the conductor, was rather violent in his obligations, which served to draw audience focus away from the instruments so as to see the passion Jarvi obviously has for music and the symphony. My traditional history with the symphony had rarely illustrated such an active conductor, which I believe made this particular series of performances more captivating. Nadja Salerno-Sonnenberg was the soloist violin at Count Basie Theater, who managed to work the crowd into somewhat of a frenzy with her unique style.

Carr and the Thesis Essay Example for Free

Carr and the Thesis Essay Edward Carr begins What is History? By saying what he thinks history is not†¦by being negative. In Carr’s words, what history is not, or should not be, is a way of constructing historical accounts that are obsessed with both the facts and the documents which are said to contain them. Carr believes that by doing this the profoundly important shaping power of the historian will surely be downplayed. Carr goes on to argue – in his first chapter- that this downgrading of historiography arose because mainstream historians combined three things: first, a simple but very strong assertion that the proper function of the historian was to show the past as ‘it really was’; second, a positivist stress on inductive method, where you first get the facts and then draw conclusions from them; and third – and this especially in Great Britain – a dominant empiricist rationale. Together, these constituted for Carr what still stood for the ‘commonsense’ view of history: The empirical theory of knowledge presupposes a complete separation between subject and object. Facts, like sense-impressions, impinge on the observer from outside and are independent of his consciousness. The process of reception is passive: having received the data, he then acts on them†¦This consists of a corpus of ascertained facts†¦First get your facts straight, then plunge at your peril into the shifting sands of interpretation – that is the ultimate wisdom of the empirical, commonsense school of history. 2 Clearly, however, commonsense doesn’t work for Mr.Carr. For he sees this as precisely the view one has to reject. Unfortunately things begin to get a little complicated when Carr tries to show the light, since while it seems he has three philosophical ways of going about his studies one being epistemological and two ideological his prioritizing of the epistemological over the ideological makes history a science too complex for comprehension to anyone other than himself. Carr’s epistemological argument states that not all the ‘facts of the past’ are actually ‘historical facts. Furthermore, there are vital distinctions to be drawn between the ‘events’ of the past, the ‘facts’ of the past and the ‘historical’ facts. That ‘historical facts’ only become this way is by being branded so by recognized historians. Carr develops this argument as follows: What is a historical fact? †¦According to the commonsense view, there are certain basic facts which are the same for all historians and which form, so to speak, the backbone of history the fact, for example, that the battle of Hastings was fought in 1066. But this view calls for two observations. In the first place, it is not with facts like these that the historian is primarily concerned. It is no doubt important to know that the great battle was fought in 1066 and not 1065 or 1067†¦The historian must not get these things wrong. But when points of this kind are raised, I am reminded of Housman’s remark that ‘accuracy is a duty, not a virtue’. To praise a historian for his accuracy is like praising an architect for using well-seasoned timber. It is a necessary condition of his work, but not his essential function. It is precisely for matters of this kind that the historian is entitled to rely on what have been called the ‘auxiliary sciences’ of history archaeology, epigraphy, numismatics, chronology, and so-forth. 3 Carr thinks that the insertion of such facts into a historical account, and the significance which they will have relative to other selected facts, depends not on any quality intrinsic to the facts ‘in and for themselves,’ but on the reading of events the historian chooses to give: It used to be said that facts speak for themselves. This is, of course, untrue. The facts speak only when the historian calls on them: it is he who decides to which facts to give the floor, and in what order or context†¦The only reason why we are interested to know that the battle was fought at Hastings in 1066 is that historians regard it as a major historical event. It is the historian who has decided for his own reasons that Caesar’s crossing of that petty stream, the Rubicon, is a fact of history, whereas the crossings of the Rubicon by millions of other people†¦interests nobody at all†¦The historian is [therefore] necessarily selective. The belief in a hard core of historical facts existing objectively and independently of the historian is a preposterous fallacy, but one which it is very hard to eradicate. 4 Following on from this, Carr ends his argument with an illustration of the process by which a slight event from the past is transformed into a ‘historical fact’. At Stalybridge Wakes, in 1850, Carr tells us about a gingerbread seller being beaten to death by an angry mob; this is a well documented and authentic ‘fact from the past. But for it to become a ‘historical fact,’ Carr argues that it needed to be taken up by historians and inserted by them into their interpretations, thence becoming part of our historical memory. In other words concludes Carr: Its status as a historical fact will turn on a question of interpretation. This element of interpretation enters into every fact of history. 5 This is the substance of Carr’s first argument and the first ‘positionâ€⠄¢ that is easily taken away after a quick read his work. Thereby initially surmising that Carr thinks that all history is just interpretation and there are really no such things as facts. This could be an easily mislead conclusion if one ceases to read any further. If the interpretation of Carr stops at this point, then not only are we left with a strong impression that his whole argument about the nature of history, and the status of historical knowledge, is effectively epistemological and skeptical, but we are also not in a good position to see why. It’s not until a few pages past the Stalybridge example that Carr rejects that there was too skeptical a relativism of Collingwood, and begins a few pages after that to reinstate ‘the facts’ in a rather unproblematical way, which eventually leads him towards his own version of objectivity. Carr’s other two arguments are therefore crucial to follow, and not because they are explicitly ideological. The first of the two arguments is a perfectly reasonable one, in which Carr is opposed to the obsession of facts, because of the resulting common sense view of history that turns into an ideological expression of liberalism. Carr’s argument runs as follows. The classical, liberal idea of progress was that individuals would, in exercising their freedom in ways which took ‘account’ of the competing claims of others somehow and without too much intervention, move towards a harmony of interests resulting in a greater, freer harmony for all. Carr thinks that this idea was then extended into the argument for a sort of general intellectual laissez-faire, and then more particularly into history. For Carr, the fundamental idea supporting liberal historiography was that historians, all going about their work in different ways but mindful of the ways of others, would be able to collect the facts and allow the ‘free-play’ of such facts, thereby securing that they were in harmony with the events of the past which were now truthfully represented. As Carr puts this: The nineteenth century was, for the intellectuals of Western Europe, a comfortable period exuding confidence and optimism. The facts were on the whole satisfactory; and the inclination to ask and answer awkward questions about them correspondingly weak†¦The liberal†¦view of history had a close affinity with the economic doctrine of laissez-faire – also the product of a serene and self-confident outlook on the world. Let everyone get on with his particular job, and the hidden hand would take care of the universal harmony. The facts of history were themselves a demonstration of the supreme fact of a beneficent and apparently infinite progress towards higher things. 6 Carr’s second argument is therefore both straightforward and ideological. His point is that the idea of the freedom of the facts to speak for themselves arose from the happy coincidence that they just happened to speak liberal. But of course Carr did not. Thereby knowing that in the history he wrote the facts had to be made to speak in a way other than liberal (i. e. in a Marxist type of way) then his own experience of making ‘the facts’, his facts, is universalized to become everyone’s experience. Historians, including liberals, have to transform the ‘facts of the past’ into ‘historical facts’ by their positioned intervention. And so, Carr’s second argument against ‘commonsense’ history is ideological. For that matter, so is the third. But if the second of Carr’s arguments is easy to see, his third and final one is not. This argument needs a little ironing out. In the first two critiques of ‘commonsense’ history, Carr has effectively argued that the facts have no ‘intrinsic’ value, but that they’ve only gained their ‘relative’ value when historians put them into their accounts after all the other facts were under consideration. The conclusion Carr drew is that the facts only speak when the historian calls upon them to do so. However, it was part of Carr’s position that liberals had not recognized the shaping power of the historian because of the ‘cult of the fact’ and that, because of the dominance of liberal ideology, their view had become commonsense, not only for themselves, but for practically all historiography. It appeared to Carr that historians seemed to subscribe to the position that they ought to act as the channel through which ‘the facts of the past for their own sake’ were allowed self-expression. But Carr, not wanting to go the route of his fellow historians, nor wanting to succumb to the intellectual complaints about the demise of the experience of originality, says: In the following pages I shall try to distance myself from prevailing trends among Western intellectuals†¦to show how and why I think they have gone astray and to stake out a claim, if not for an optimistic, at any rate for a saner and more balanced outlook on the future. 7 It is therefore this very pointed position which stands behind and gives most, if not all, of the reason for Carr’s writing What is History? Carr himself seems to be quite clear that the real motive behind his text was the ideological necessity to re-think and re-articulate the idea of continued historical progress among the ‘conditions’ and the doubters of his own ‘skeptical days’. Carr’s ‘real’ concern was ‘the fact’ that he thought the future of the whole modern world was at stake. Carr’s own optimism cannot be supported by ‘the facts’, so that his own position is just his opinion, as equally without foundation as those held by optimistic liberals. Consequently, the only conclusion that can arguably be drawn is that ‘the past’ doesn’t actually enter into historiography, except rhetorically. In actuality there should be no nostalgia for the loss of a ‘real’ past, no sentimental memory of a more certain time, nor a panic that there are no foundations for knowledge other than rhetorical conversation.

Bankruptcy :: essays research papers

Chapter 7 Bankruptcy vs. Chapter 13 Bankruptcy   Ã‚  Ã‚  Ã‚  Ã‚  Chapter 7 and Chapter 13 bankruptcies are full of advantages and disadvantages. But at the same time they are very different. Without knowing these differences a person could lose many things from money to possessions. Chapter 7 bankruptcy can wipe out most of ones debts but certainly not all of them. Certain kinds of debt are not covered by the terms of Chapter 7. Some examples of debts that must be paid after filing for bankruptcy would include child support, alimony, income taxes and penalties, student loans, and court ordered damages due to unfair and unrightous acts. Bankruptcy courts handle your financial problems until the case ends. A court assumes control of all ones debts that are owed and all property that is not exempted. A person, trustee, is appointed to be in charge of your debt. The trustee collects property that can be taken and sells it to repay some creditors. That property can be surrendered to the trustee, one may pay the market value of it or one also may choose to trade exempt property with nonexempt property. A small number of people actually lose property when filing bankruptcy. If a person changes their mind about filing for bankruptcy they may ask the court to dismiss the case. At the end of the process the court would discharge most of the debts and one is unable to file for Chapter 7 bankruptcy again for at least another six years.   Ã‚  Ã‚  Ã‚  Ã‚  Chapter 13 bankruptcy us mostly used to make up any type of debt payments and pay things off and in some cases it can be used to stop a foreclosure on a house. Chapter 13 bankruptcy cases usually last up to 5 years. During that time one would have to live under a strict budget that would require discipline. Most debtors that file for chapter 13 bankruptcy never pay back all their creditors all that they owe. That can ruin your credit because it stays on file for at least 10 years. Money management seminars are available to those that have paid 75% or more of their debt. Chapter 13 bankruptcy allows creditors to get at least some of their money back. Debtors keep all of their property and would out a compulsory, court-enforced plan to repay a portion of their debts over a certain period of time. With Chapter 13 bankruptcy some debts may be discharged but alimony and child support continue to be an obligation that must be fulfilled.

Intro to Legal Analysis Writing

The statute on the next page deals with the denial of unemployment benefits in New Mexico. It lists the reasons for which the Division of Unemployment Services can disqualify a person from receiving unemployment benefits. Read the statute, and then answer the questions which follow. QUESTIONS: 1. Who enacted this statute? 2. Is this statutory mandatory or discretionary? Mandatory What causal term in the statute helped you answer this question? Shall 3. According to this statute, what are the three ways that a person can be denied unemployment benefits in New Mexico? . if it is determined by the division that the individual left employment voluntarily without good cause in connection with the employment 2. if it is determined by the division that the individual has been discharged for misconduct connected with the individual's employment 3. if it is determined by the division that the individual has failed without good cause either to apply for available, suitable work when so directe d or referred by the division or to accept suitable work when offered.Must a person do all three things to be disqualified from receiving benefits, or is it enough that they only do one of the listed things? It is enough if the person does only one of the 3 reasons listed What term in the statute helped you answer this question? Shall 4. Are there any exceptions to this statute? Yes there are exceptions If so, which of the three ways of being denied unemployment compensation do the exceptions apply to? The exceptions apply the first reason of denial of benefits. 5. Provide the Bluebook citation for this statute. N. M. STAT. ANN. Â § 51-1-7

Leadership practices Essay

The same situation applies to Technical know-how, I generally understand the technical know-how of my Job and maybe not clear with Just a few policies and procedures because I haven’t had the chance to deal with them. The interpersonal competence need to be developed further as I have not developed anything in that area in the business sense and some of the skills have been acquired in social groups such as the church. The Social-emotional competence also scored quite high which is really a true reflection as I am a person who is really concerned about emotional and wellbeing of the people where work is involved. The anagerial and entrepreneurial competences had average scores which are actually true, maybe because I am not really in a managerial level at work and I do believe that more need to be developed in this area. The intellectual competence had the lowest percentage score of 40% and I also do believe that I need the chance to develop and show my intellectual skills. B. The Managerial competence scored 50% which is Just an average value. According to Daft (2008, p. 15) Management focuses on establishing detailed plans and schedules for achieving specific results. This has similar characteristics to quadrant C of the whole brain model. What is whole brain thinking) shows that a person who has quadrant B (green) dominance has the following characteristics: organised, sequential, planned and detailed. The managerial competence has similar characteristics with the quadrant B and these two score sheets gave similar results. They showed average competence as a manager and the need to improve in this area. The inter-personal competence gives an average percentage which also when compared to the whole brain, the quadrant C (Red) is also has moderate results. The whole brain quadrant A (blue) had the highest results which confirmed the Job competence and technical know-how. I am an engineer by professional and hence so mathematical by nature of my Job. C. The ways of improving leadership effectiveness include From the Managerial competence, the percentage was 50% which implies there is more to be done in the area hence need to improve as a leader by learning to be a leader who should move from stability to change and Crisis Management (Daft 2008, p. 8). The whole competence analysis had varying percentages, Leadership effectiveness can be improved by becoming a learning leader thus â€Å"a leader who is open to learning and change and encourages the growth and development of thers† (Daft 2008, p. 2). Need to improve on intellectual competences by getting the big picture, a leader who is up to date with what is happening in the core area of business.

Anaerobic essays

Anaerobic essays Euclid of Alexandria is known as the father of geometry. His books, theories, and teachings have influenced the subject of geometry greatly. Euclid has written many books that have influenced geometry. Euclids most well known book is the Elements. The legacy of Euclid began in 325 B.C. and ended in 265 B.C. His thoughts and theories pretty much molded the subject of geometry. He developed his theories under Plato. Euclid spread his teachings throughout Egypt. The thing that made Euclid known world wide is his book the Elements. The Elements is divided into 13 different books. Definitions and five postulates begin the book. Books one through six deal with plane geometry, books seven through nine deal with theory, book ten deals with the theory of irrational numbers, and books eleven through thirteen deals with three dimensional geometry. Books one and two of the Elements set out basic properties of triangles, parallels, parallelograms, rectangles, and squares. Book three of the Elements properties of the circle. Euclid also wrote three other books Data, Own Divisions, Optics. There are two types of geometry Euclidean and Non-Euclidean. The difference between the two is that the modifications of Euclids parallel postulate provide the basis for the two Non-Euclidean geometries. The Non-Euclidean is where the parallel postulate fails. Euclid is not known to have made any original discoveries, and the Elements is based on the work of the people before him, like Exodus, Thales, Hippocrates, and Pythagoras. It is accepted that some of the proofs are his own and that the excellent arrangement is his. Over a thousand editions of the work have been published since the first printed version of 1482. Euclid's other works include Data, On Divisions of Figures, Phaenomena, Optics, Surface Loci, Porisms, Conics, Book of Fallacies, and Elements of Music. Only the first four of these have survived. ...

All Teachers are Reflective Teachers

All Teachers are Reflective Teachers While there is agreement among education researchers that reflective teachers are effective teachers, there very little evidence in recent research to recommend just how much reflection teachers need to do. There is also very little evidence in past research that outlines just how a teacher should reflect on his or her practice. Yet there is undisputed evidence that suggests that teaching without reflection can lead to bad practice, imitation in instruction  Lortie (1975). So how important is the use of reflection  to a teachers practice? The research suggests that the amount of reflection or how that reflection is recorded is not nearly as important as when the teacher has had the opportunity to reflect on his or her teaching. Teachers who wait to reflect may not be as accurate in their reflections about what happens during the swampy lowlands of practice. In other words, if a teachers reflection is distanced by time, that reflection may revise the past to fit a present belief.    In an article titled Teacher Reflection In a Hall of Mirrors: Historical Influences and Political Reverberations (2003), the researcher Lynn Fendler makes the case that teachers are already reflective by nature as they continuously make adjustments in instruction.   ...the laborious attempts to  facilitate  reï ¬â€šective practices for teachers ï ¬â€šy in the face of the  truism expressed  in the epigraph of this article, namely, that there is  no such  thing as an unreï ¬â€šective teacher. Teachers spend so much time preparing for and delivering lessons, that it is easy to see why they often do not spend their valuable time to record their reflections on lessons in journals unless required. Instead, most teachers reflect-in-action, a term suggested by researcher Donald  Schon   (1987). This kind of reflection-in-action  is the kind of reflection that occurs  in  the classroom in order to produce a necessary change at that moment. This form of reflection-in-action is slightly different than reflection-on-action. In reflection-on-action,   the teacher considers past actions relative soon after instruction in order to be ready for an adjustment in a similar situation.   So, while reflection cannot be packaged as prescribed practice, there is a general understanding that teacher reflection-in-action or on-action results in effective teaching.   Methods of Teacher Reflection Despite the lack of concrete evidence supporting  reflection as an effective  practice and the lack of available time, a teachers reflection is required by many school districts as part of the  teacher evaluation  program. There are many different ways that teachers can include reflection as part of their own path towards professional development and to satisfy evaluation programs. A daily reflection is when teachers take a few moments at the end of the day to debrief on the days events. Typically, this should not take more than a few moments. When reflection is done over a period of time, the information can be illuminating. Some teachers keep a daily journal while others simply jot down notes about issues that they had in class. Consider asking, What worked in this lesson? How do I know it worked? At the end of a teaching unit, once assessments have all been graded, a teacher may want to take some time to reflect on the unit as a whole. Answering questions can help guide teachers as they decide what they want to keep and what they want to change the next time they teach the same unit. For example, Overall which lessons worked and which didnt?With which skills did students struggle the most? Why?Which learning objectives seemed the easiest for students? What made those work better?Were the end results of the unit what I had expected and hoped for? Why or why not? At the end of a semester  or school year, a teacher may look back over the students grades in order to try and make an overall judgment about the practices and strategies that are positive as well as areas that need improvement. What To Do With Reflections Reflecting on what went right and wrong with lessons and classroom situations is one thing. However, figuring out what to do with that information is quite another. Time spent in reflection can help ensure that this information can be used to produce real change for growth to occur.   There are several ways teachers can use the information they learned about themselves through reflection: Teachers can reflect on their successes and find reasons to celebrate. They may use their reflections to recommend the actions that lead to success for students in next years lessons.Teachers can individually or collectively reflect on areas that need improvement and look for areas where lessons did not have the desired academic impact.Teachers can reflect on any housekeeping issues that arose or areas where classroom management needed some work.   Reflection is an ongoing process and someday, the evidence may provide more specific guidelines for teachers. Reflection as a practice in education is evolving, and so are teachers.

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

Response - Essay Example This theory is evidenced in the case study by the fact that the executives of Enron and Merrill Lynch both thought it was fine to sidestep accounting rules that they viewed as lesser than the rules they felt were of a greater importance. Unfortunately, none of them felt bound to obey a greater law, so their disregard for law and acting in an immoral manner knew no bounds. From a utilitarian perspective, this deal would have been morally acceptable on several grounds. First, all of the parties involved would have benefited from the deal. Enron would have been able to use the proceeds of the â€Å"sale† to Merrill Lynch to help maintain their stock price. This would be good for everyone that owned Enron stock. Merrill Lynch stood to ear a 15% guaranteed return on their investment. These two principal partners would have been the most immediate beneficiaries of the transaction. But other beneficiaries would have included those employed to continue construction on the barges, local business and families that depend on the income and patronage of these employees and the beneficiaries of the electricity provided by the barges. This basic resource could improve the standard of living to many thousands of families in Nigeria. The only â€Å"downside† would be the breaking of some arcane accounting rules. From a utilitarian standpoint, this was a good deal because many people benefited from the transaction and no one was really hurt. The possibility of an inflated price for Enron stock is inherent in this deal, but the overwhelming utility of the transaction benefited the most possible people. Deciding if virtue theory has anything to do with this transaction is difficult. While I see the clear relationship between the character (or lack thereof) in the individual players and the outcomes caused by this deal, I do not see how virtue theory could be applied to this scenario. The reason I say this is,