The U.s. War Of Independence - 1126 Words

The U.S. War of Independence ensued from the increasing conflict between the British North American colonies and England. However, this conflict cannot be traced back to a single cause, rather, to multiple issues and protests towards the tyranny of the mother country. Even though the numerous Acts enforced by the British government undoubtedly generated dissatisfaction amongst the colonists, it was the government’s rejection of cooperation or compromise that persuaded many colonists of the inevitability of war and independence. The oppressive reasons for the colonists’ repeated cry of, â€Å"No taxation without representation!† became some of the primary influences on the spirit of the American Revolution. Between the years of 1651-1774, the colonists experienced unjust taxation and orders from the British Parliament, as they endured the Navigation Acts, Molasses Act, Sugar Act, Currency Act, Stamp Act, Declaratory Act, Quartering Act, Townshend Duties, Tea Act, Coercive Acts, and then finally, the Quebec Act. The main issue with these acts that infuriated the colonists, was that they were not being represented in British government. The colonists saw Britain’s actions as threats and argued that they, as British colonists and citizens, were to possess all the rights belonging to Englishmen , which included having representatives in government. If England was truly their mother country, then her acts and levies, many of which infringed upon the natural rights of the colonists ,Show More RelatedGlobal Effects Of The Cold War1311 Words   |  6 PagesAmanda Fuchs The Global Effects of the Cold War and Decolonization The Cold War, also known as what could have been the third world war, conquered the second half of the 20th century. This international crisis, beginning at the end of World War II, is defined as the period of tension between the United States and the Soviet Union. There are numerous reasons as to why many believed the Cold War commenced, one being that the Soviet Union wanted to spread its belief of communism worldwide, which inRead MoreThe United States And The American Spanish War884 Words   |  4 Pagesthe American urge share the western/Angelo-Saxon way, Cuba became a focus when they revolted against Spanish control. 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Music Historical Eras, Styles, and Compositions - 1879 Words

This concert consisted of four pieces, all played by two musicians: one on piano and the other on viola. Four pieces were included in this concert. They varied significantly in terms of their historical era, their style, their composition, and the overall feel. The first piece was by Ludwig van Beethoven. It was Beethovens 7 Variations on Bei Mì ±â€žnnern, welche Liebe fì ² ´hlen, which is For Men Who Feel Love from Mozarts The Magic Flute. The second piece was a Sonata in G-minor Op.19, which was written originally for cello and piano. It was by Sergei Rachmaninoff (1873-1943). It was arranged and the cello part changed to fit the viola by Jeffrey Showell. The third piece was Sonata No.2 in D-Major by Johann Sebastian Bach (1685-1750). It was originally written for viola da gamaba. E. Nauman edited this piece for the concert. Finally, we heard what was originally written for an orchestra: Concerto for viola and piano by William Walton (1902-1983). Although the same two instruments played four different pieces, they each sounded completely unique. The Beethoven 7 Variations on Bei Mì ±â€žnnern, welche Liebe fì ² ´hlen was the opening piece in the concert and set the mood for the entire show. It seemed like a waltz in terms of its timing, and felt dancable. The viola and the piano complemented each other very well, although I believe I would have preferred to hear it in the original form with a cello instead of the viola. Even so, the rendition was lovely and had a romantic feelShow MoreRelated The Influence of The Impressionist Era Essay1015 Words   |  5 PagesInfluence of The Impressionist Era Impressionism, one of the later eras in classical music composition. An era where emotions are expressed vividly while still following musical structure, where music caused much political controversy, and where France became known for its musical talent. 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He Nine Steps O the Accounting Cycle Free Essays

The nine steps of the accounting cycle are You must collect and analyze all transactions. It will determine the effect of their financial position in the business. The equations must balance once the transactions are recorded. We will write a custom essay sample on He Nine Steps O the Accounting Cycle or any similar topic only for you Order Now Journalize the transactions in the general ledger, which should be organized by the specific account. This should happen at least once a month. The next step is to post to the ledger accounts, this should be step 3 in the accounting process. Prepare a Trial Balance to make sure the process of totaling debits and credits to make sure the sum of debits equals the sum of credits, check to make sure both columns balance out. Journalize and Post Adjusting Entries Use entries that are adjusted: deferrals and accruals. And adjust entries that are made from the company’s worksheet, an accounting tool prepared at the end of each period. Make preparation to the Adjusted Trial Balance, This is a sheet used to verify the balance of debits and credits after the adjusting entries are made in the accounting cycle. Prepare Financial Statements. Once all adjustments are done, the final trial balance will be used to prepare income statement and balance sheet. Post the Closing Entries and Journalize, and at the end of a fiscal period you must close the temporary accounts. Prepare a post-closing trial balance to make sure that all revenue and expense accounts are already closed, and check the debit and credit balances of all the balance sheet accounts. www. accountingverse. com/accounting-basics/accounting†¦ How to cite He Nine Steps O the Accounting Cycle, Papers

Second Language Education

Question: Select a specific area within second language studies and identify three or four recent research-based articles which have made a significant contribution to the development of this area. Critically evaluate aspects of the articles, such as the research approach, quality and ethics. Suggest how these studies could be adapted for researching your own teaching and learning context which you are familiar with. Answer: Research Methods for Second Language Education Second Language is a language, which is not ones mother tongue. In this connection, the research on second language learning motivation is increasing day by day. Motivation, the term indicates ones motive force to learn the other language. Motivation is the most important factor, which affects the success of a language learner. Motivation plays a considerable role to develop the learning of a student to learn new languages. A student can be motivated to learn another language for emotion, desire, need to learn and for any other good reason. However, learners in the countries where English is not the mother tongue, lacks the appropriate level of motivation to learn English for various reasons. These reasons include teaching practices, English is not related to the real life conditions, lack of interest in English values and culture, etc. A less able student can achieve greater success if he is highly motivated. It can be assumed that one can be successful in any task because of his/he r motivation, so as of language learning, with motivation a learner can be successful. Sometimes, paucity of motivation of the learner is the reason for which the students performance, attendance and participation became low. Both teachers and researchers accepted that one of the factors, which influence the success of learning the foreign or second language, is motivation (Mao, 2011). Nowadays, the pressure is on the educational institutes to teach language classes more than earlier despite the students dislike it. The family also plays an important role to pressurise the student to learn English as to progress in academic and social life. In Taiwan, English taught from school to university. In addition, Taiwan has educational institutes outside the formal system of schooling where the medium of learning is English. Despite the English teaching, Taiwan is not very proficient in the language. It is because the students in Taiwan are not motivated and psychologically declined to learn English, which affects their English proficiency. Kinds of Motivation We found four kinds of motivation. First is integrative motivation. Person possessing integrative motivation learns a language other than that of his or her in order to integrate with the speakers of the native place. Secondly, the instrumental motivation means the language uses as a tool or instrument that allows one to achieve a goal for some reason. Thirdly, the intrinsic motivation, which means the learning motivation, comes from within. The last is the extrinsic motivation. For this, one is motivated to learn any other language as someone else can penalise or reward for it. Intrinsic motivation is the reason for long-term success, extrinsic motivation related to short-term gain (Salazar-Campillo, 2015). Motivation is the composite form of three elements of desire, effort and affect. Desire illustrates how much a learner wanted to be proficient in the language. Effort indicates to time that spent by the learner to study. And affects refers to the emotional reactions of the learner regarding the study of the language (Hinkel, 2011). The eminent researcher in the field of motivation is Robert Gardner, who has been working on the topic since 1970s. Gardner developed his socio-educational model from time to time and examined motivation from the integrative and instrumental perspective. Integrative motivation includes the desire to integrate one person into the target culture by adapting the parts of it into ones identity. Its example is that students of Taiwan use their English name wherever they can. Instrumental motivation described as desiring rewards by which action can be taken, for example, increasing rate in job opportunities and meeting requirements to the graduates. (Gardner, 2005) Mao implemented the research on motivation of second language and its application in reading class of the high school senior division to understand consequence of motivation on studying. He has collected data and concluded that the integrative and instrumental motivation together can influence on the improvement of the reading class. English teachers can take initiative to awaken students motivation by effective application in the reading class, and can assist the students to develop their integrative motivation in approaching the English learning. (Mao, 2011) There are many theories regarding the motivation. One of them is Self-Determination Theory (SDT) proposed by Deci and Ryan. This theory based on the intrinsic and extrinsic motivation. Tasks considered as fun, interesting or enjoyable are intrinsic motivation. The tasks done for useful purposes, even if are not interesting, considered as extrinsic motivation. This theory later modified by Ryan and Deci (Csizr, et al. 2015). The second motivational theory proposed by Eccles and Wigfield is Expectancy-Value theory. They suggested that the four components of motivation are the attainment value, the intrinsic value, the extrinsic utility value and the cost. The attainment value described as perception of individual about the importance of the task. The intrinsic value means happiness, what one enjoys at the time of completing the task. The extrinsic value is anticipated usefulness of a completed task relating to goals of future of the individual. Cost described as recognised negative consequences of completing a task, including financial, emotional and physical cost (Jafari, 2013). The Self-Determination Theory and the Expectancy-Value Theory examined within a general environment of education. The socio-educational model always examined within a second language acquisition environment. English still is not considered as the second language in Taiwan, but a foreign language. The development of socio-educational model specifically based on the context of acquisition of second/foreign language and not in a general setting as adopted for the development of the two theories. Though English is not the second language of Taiwan, still the students of Taiwan have the opportunity to interact with English culture and language. Motivation is the socio-educational model and a complex phenomenon that offers a holistic approach. Thirdly, the AMTB used in some studies around the world that is found to be reliable, useful and relevant to identifying the components of learner motivation as well as the impact of motivation on learning outcomes (Gardner, 2001). The basic fundamental of putting English as a main language is to give a broader view of the people a global aspect. The skeleton structure of this was made keeping in mind the attitudes of the puipil towards learning English as the second language in comparison to the other languages provided in the syllabus. By keeping the feedbacks of the students learning the language by calculating the motivation given to them. Adding up to it is the maiontaining the value of customs and beliefs and then learning the subject and the importanvce of it in their eyes along with the consent of their parents. The perception or concept of the the guardians of the students, teachers and their fellow classmates on this particular sector. As per the assessment of the students and their verdict over the foreign language which was taught to them. The students were to give feedback on the scale of 5 and most of them were said that they did not like the language. On the scale of ranging from stringly disagree to strongly agree the first two sections did not like the subject. The five-point response scale concerning how many students liked the subject, resulting in a 16.1% of the puipils like the English subject as per the report given, 37% of the puipil liked English as a subject a little 33.3% of the puipil neither disliked nor did they like the subject, 9% of the puipil disliked it a little and 3.8% of the puipil completely disliked English as a language. The report thus drawn from the feedbacks of the students was slightly satisfying than it was expected. Foreign Language Learning Strategies Learning strategies are exclusive behaviours or thoughts by which individuals help them to learn, retain or comprehend new information (O'Malley and Chamot, 1990), and the procedures, which facilitate the learning at the novice stage (Chamot, 2005). Learners are assisted by the learning strategies to achieve their goals by taking the conscious actions, such as the students of Taiwan use to memorise what exactly their teachers teach them. Language learning strategies must be problem-oriented, should encourage the learners to become self-directed, and involve the learner more than his/her cognition. In addition, it must help learner to integrate and organise the new knowledge. The learning strategies may have an effect on the motivational state of the student. Taiwanese students became accustomed with the authoritarian teaching modes, so the strategies seem to be strange for them (Plonsky, 2011). An instrument, that measures the use of the learning strategies is Oxfords (1990) Strategy Inventory for Language Learning (SILL). SILL consists of six types of strategies, these are cognitive, mnemonics, mega-cognitive, affective, compensation and social. Cognitive strategies include the interactions of the learner and how he processes the new information, for example, repeating new words, searching for patterns and practicing. By mnemonics strategies, one concern adopting the different path to remember like using semantic maps and pictures. Meta-cognitive strategies engage the plan to practice and improve target language, for example, seek the native speakers and engage them in language exchange. Affective strategies involve management of ones own emotions, for example, positive self-talk and relaxing. By compensation strategies, one deploy different modes to communicate when one found unknown gaps in target language. Social strategies involve interaction with others, for example, asking the questions and practicing with other students. Proposed Research Method There is studies to examine the relationships between three selected factors, i.e. foreign language motivation, foreign language learning strategies and foreign language anxiety. To research the educational phenomena, various methods may be used. Ary, Jacobs, Razavieh, and Sorensen (2010) explain the qualitative research methods as examining the setting in connection with context not attempting to predict the future by producing a rich account of the events. Quantitative research methods, attempting to predict the future by determining dependant factors associated with the phenomenon under examination by testing the relationships. After analysis, the conclusion would be formed by the deductive reasoning and would be dictated by statistical analysis of the results (Ary, et al. 2010). This study also examines the relationships between various factors as foreign language motivation, foreign language learning strategies and foreign language anxiety learning the second language. These factors try to predict the factor which collectively or individually influenced the achievements to learn the foreign language. The three basic instruments that have been used in the present study is extensively tested, developed and implemented in various situations of language learning program. These instruments are found to be highly reliable and fit for the purpose. So, quantitative research methodology deploying established the survey instruments used for this study appropriately. Descriptive Statistics In order to analyse the data adequately, various procedures will be implemented to set up the reliability and validity. The second set of data analysis procedures which will run, will be the descriptive analysis that shows the profile of the sample used. The information which is shown will be the medium, frequency distribution and standard deviation of the gender, age, study major and the number of years of English learning of the participant. Also the demographics descriptive analysis, the procedures will be run only to show the median level of anxiety of the participants, use of strategies of language learning, motivation by which one can learn a second or foreign language and the achievement of the foreign language at a particular point of time when the data collection will be taken. The independent factors have their own sub-scales and they will also include in descriptive analysis (Chang and Liu, 2013). The sub-scales of independent factors will be compared with the other independent factors for any statistically significant relationship. For example, the FLCAS has three sub-scales namely communication apprehension, test anxiety and fear of negative evaluation. There are four sub-scales of the AMTB, i.e. attitudes toward the learning situation, integrativeness, instrumental orientation and motivation. The six sub-scales of the SILL are mnemonics, cognitive, compensation, metacognitive, affective and social. These all sub-scales will be completed against each other. Each of the sub-scales of individual factors and achievement of foreign language will be compared with the final Pearsons correlation coefficient (Wigfield and Eccles, 2002). By inferential statistical procedures, they will test the impact and predictive nature of independent variables on the dependant, that being the foreign language achievement. The set of inferential statistical procedures to be run are multiple regression analysis. There are two parts which have to be completed. The first type multiple regression analysis uses the enter method with the collinearity diagnostics included. Factor that shows any value of more than 10 in the variance inflation factor (VIF) that will be removed. This will show the impact that each of the independent variables will have on the dependent variable. The impact of anxiety in foreign language, and/or foreign language learning strategies, and/or motivation to learn a foreign language will have on the foreign language achievement. The second multiple regression analysis to be run will be using the the stepwise method (Lepp-Kaethler and Drnyei, 2013). Why this study is important English is taught as the second or foreign language throughout the Taiwanese education system, yet Taiwan has slipped its position in the world rankings. The gestures of teaching English in the classroom are the combination of many factors. Previously, the researches focus on specialised areas which helped gaining an insight into a part of the psychology of the language learners. The areas discussed above are the motivation learning a second or foreign language, anxiety in the foreign language classroom and language learning strategies. Individually, the researchers were guided by these factors over the years. But these instruments and factors have been proven measures. It is time to combine these factors together and seek to reveal more of the holistic picture of foreign language acquisition (Mitchell, et al. 2013). Conclusion The acquisition of foreign or second language is a complex process involving a lot of factors. These include some personality factors specially non-intelligence factors, like the motivation, character, attitude, etc. The most significant factor among all the factors is motivation, which is the solution of learning (Dahmardeh and Hunt, 2012). When we examine the success of the learning of the second language, we found that motivation plays a vital variable (Mao, 2011). The best step to facilitate learning of a second language is to inform the learners about the requirements of motivation in the learning. Motivation for every student is different, as students with different characteristics should have different kinds of motivation to motivate themselves. With classroom motivation trainings, students will become more motivated. Both the teachers and students knew that more emphasis should be placed on other skills incorporating interesting life relating materials of their university cou rses, writing and their later professions. The teachers may help to motivate the students by involving them in choosing material for the class. Teachers also have the responsibility not to focus on the accuracy in language, but to see whether the students are sharing their ideas with each other. Teachers may engage students to set their own goals for learning the language as well as providing the activities, which allow to use the language for practical and academic purposes in and outside the class. Motivating the students to learn the second language must be the priority as it is to make them understand that by learning, they will be successful in academic and professional lives. Besides the factors which influence the motivation of the students, teachers must consider some other factors as per the classroom environment, aptitude of student, course goals, and so on. References: Ary, D., Jacobs, L.C., Razavieh, A. and Chris Sorensen, C., 2010. Introduction to research in education: Cengage Learning. Bean, J.C., 2011.Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom. John Wiley and Sons. Chang, C.H. and Liu, H.J., 2013. Language learning strategy use and language learning motivation of Taiwanese EFL University students.Electronic Journal of Foreign Language Teaching,10(2), pp.196-209. Chang, M.M., 2005. Applying self-regulated learning strategies in a web-based instructionan investigation of motivation perception.Computer Assisted Language Learning,18(3), pp.217-230. Cohen, A.D., 2014.Strategies in learning and using a second language. Routledge. Csizr, K., Piniel, K. and Kontra, E.H., 2015. The Role of Individual Difference Variables in Shaping Deaf and Hard-of-hearing Language Learners Motivated Learning Behavior.UZRT 2014: Empirical Studies in Applied Linguistics, p.31. Dahmardeh, M. and Hunt, M., 2012. Motivation and English Language Teaching in Iran.Studies in Literature and Language,5(2), pp.36-43. Ellis, R. (2009).Implicit and explicit knowledge in second language learning, testing and teaching. Bristol, UK: Multilingual Matters. EnglishFirst. (2012). EF English Proficiency Index. Retrieved from https://www.efaustralia.com.au/__/~/media/efcom/epi/2012/full_reports/EF%20EPI%202012 %20Report_MASTER_LR.pdf Gardner, R.C., 2001. Language Learning Motivation: The Student, the Teacher, and the Researcher.Texas Papers in Foreign Language Education,6(1), pp.1-18. Gardner, R.C., 2005. Motivation and attitudes in second language learning. Hinkel, E. ed., 2011.Handbook of research in second language teaching and learning(Vol. 2). Routledge. Horwitz, E. K., Horwitz, M. B., and Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132. doi: 10.1111/j.1540- 4781.1986.tb05256.x Jafari, S.S., 2013. Motivated learners and their success in learning a second language.Theory and Practice in Language Studies,3(10), pp.1913-1918. Jamil, A., and Atta, M. (2012). Effects of Motivation and Parental Influence on the Educational Attainments of Students at Secondary level. Academic Research International Lepp-Kaethler, E. and Drnyei, Z., 2013. The role of sacred texts in enhancing motivation and living the vision in second language acquisition.Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT, pp.171-188. MacIntyre, P.D. and Gardner, R.C., 1989. Anxiety and second language learning: Toward a theoretical clarification.Language learning,39(2), pp.251-275. Mao, Z., 2011. A Study on L2 Motivation and Applications in Reading Class in Senior High School.Theory and Practice in Language Studies,1(12), pp.1731-1739. Mitchell, R., Myles, F. and Marsden, E., 2013.Second language learning theories. Routledge. Nicholas, H., Lightbown, P.M. and Spada, N., 2001. Recasts as feedback to language learners.Language learning,51(4), pp.719-758. O'Malley, J. M., and Chamot, A. U. (1990). Learning strategies in second language acquisition / J. Michael O'Malley, Anna Uhl Chamot: Cambridge [England] ; New York : Cambridge University Press, 1990 Oxford, R. L., and Burry-Stock, J. A. (1995). Assessing the Use of Language Learning Strategies Worldwide with the ESL/EFL Version of the Strategy Inventory for Language Learning (SILL). System, 23(1), 1-23 Plonsky, L., 2011. The Effectiveness of Second Language Strategy Instruction: A Metaà ¢Ã¢â€š ¬Ã‚ analysis.Language learning,61(4), pp.993-1038. Rubin, J., 2014. Teaching Languageà ¢Ã¢â€š ¬Ã‚ Learning Strategies.The encyclopedia of applied linguistics. Salazar-Campillo, P. (2015). Book review: Carmen Munoz (ed.) Intensive exposure experiences in second language learning.Language Teaching Research, 19(5), pp.634-635. Swain, M., Kinnear, P. and Steinman, L., 2011.Sociocultural theory in second language education: An introduction through narratives(Vol. 7). Multilingual matters. Ushioda, E., 2011. Language learning motivation, self and identity: Current theoretical perspectives.Computer Assisted Language Learning,24(3), pp.199-210. Van Dijk, T.A. ed., 2011.Discourse studies: A multidisciplinary introduction. Sage. Wigfield, A. and Eccles, J. (2002).Development of achievement motivation. San Diego: Academic Press. Zhang, L.J. and Zhang, D., 2013. Thinking Metacognitively about Metacognition in Second and Foreign Language Learning, Teaching, and Research: Toward a Dynamic Metacognitive Systems Perspective.Contemporary Foreign Languages Studies,12, p.010.

ZINN chapter Essay Example

ZINN chapter Essay Today the United States must still be the alpha dog, greater than all other countries but it isnt about who has the larger club its about who has he bigger weapon. If you asked people on the streets if they thought violence was appropriate for achieving things most would say no unless it was absolutely necessary. This is idea has been instilled in us for many years. We are taught not to use violence unless its needed but what if we were taught that violence is never needed? Maybe our politicians wouldnt send millions to people to die in wars that are necessary, maybe there would be billions of dollars left over to educate our children, create jobs, and clean our planet. Politicians have been using this concept for years by telling us that it is accessory to kill millions of people in war and it is necessary for billions of dollars to be spent on weapons. Not many people have questioned authority and plead for justice and if they had not very many of us have heard of it, Chapter I I is ultimately about achieving justice without massive violence using dissent. We will write a custom essay sample on ZINN chapter specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on ZINN chapter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on ZINN chapter specifically for you FOR ONLY $16.38 $13.9/page Hire Writer P-1) Dissent is the ultimate power. P. 2) Nonviolent direct action is an example of dissent. Therefore, nonviolent direct action is the ultimate power The argument is valid; premise 2 is acceptable because many protesters use nonviolent direct action to express their dissent. Premises is also valid because the whole book is about dissent being the ultimate power. Overall, the argument is sound. Nonviolent direct action is more powerful than nonviolence, on page 289 Zion uses an example of Dry. Martin Luther King Jar. Being praised by many political leaders for his nonviolence. These same leaders are the ones who have done violent acts to other people and countries. The difference between nonviolence alone and nonviolent direct action is that nonviolent direct action is about striking at injustice immediate rather than waiting and being passive. Direct action does not deride using he political rights, the civil liberties, even the voting mechanisms in those societies where they are available( as in the United States), but it recognize the limitations of those controlled rights and goes beyond. (Passionate Declarations, 289). Zion tells that freedom and justice have been excuses if violence but are still our goals; however, we must achieve them in different ways than we did in the past. Zion starts Chapter 2: Machiavellian Realism and U. S. Foreign Policy: Me and Ends, with an example of direct action being used over 500 years ago. Is the story of a monk in Florence named Savonarola who was hanged for reaching the belief that people could be guided by their natural reason. Since his beliefs threatened the importance of the Church fathers, Savonarola was arrested and tortured for ten days before he gave them a confession. The monk was sentenced to death and was hanged, stoned, and burned in front of the public. Machiavelli refers to Savonarola and says, Thus it corn about that all armed prophets have conquered and unarmed ones failed. Political ideas are centered on the issue of ends (what kind of society do M want? ) and means (How will we get it? ). Today people can express views the hearten the importance of our leaders without such drastic consequences but many do not. There is widespread fear that if people speak against government and war that they are unpatriotic or worse, terrorists. Freedom and justice are the most patriotic ideas there are and they are not attained bombing innocent civilians or having bigger, better weapons; they are attained by recognizing and speaking against the injustices of the world. Another example of dissent being used is in Chapter 8: Free Speech, on page 189 Zion shows the reader a false analogy made by Supreme Court Justice Oliver Wendell Holmes. In 191 7 The Espionage Act was written and months later a man named Charles Science was arrested, tried, and found guilty for violating the Espionage Act. Science had been handing out leaflet in Philadelphia denouncing the draft and the war. Science appealed his ca on the grounds that Congress shall make no law.. Holmes responded WI this statement: The most stringent protection of free speech would not protect a man in falsely shouting fire in a theatre and causing a panic The question in every case is whether the words used are used in such resistances and are of such a nature as to create a clear and present danger that they will bring about the substantive evils that Congress has a right to prevent. This statement was accurate; however, is shouting Fire! same as handing out leaflets to people on the street. Falsely shouting fire would cause panic in a theatre and is wrong. He was only trying to inform t naive public of the perils of war. Science was not intending to cause panic, was only trying to save lives. Science used nonviolent direct action, he did care about laws stopping him from making his message and when he did n troubl e he fought congress. In Chapter 6: Law and Justice, we hear more about the most active person in nonviolent direct action Dry. Martin Luther King Jar. Ho spoke not only about racial injustice but about the evils of war. During the time he was urge not to speak against the war because it may affect Johnnys program of domestic reform but he refused to be silenced. Somehow this madness muff cease. We must stop now. I speak as a child of God and brother to the suffering poor in Vietnam. I speak for those whose land is being laid waste, whose homes are being destroyed, whose culture is being subverted. I speak for the poor of America who are paying the double price of smashed hopes E home and death and corruption in Vietnam. I speak as a citizen of the world that stands aghast at the path we have taken. I speak as an American to the leaders of my own nation. The great initiative in this war is ours. The initiative to stop must be ours. (Passionate Declarations, 131). Kings profound statement is the ultimate example of direct action. He is not threatening anyone in his words and he is still making an effective plea to the American people. This message gave many people initiative to dissent to the war. Over half a million men resisted the draft; there were more protests than any the war, and many individual acts of disobedience. Passionate Declarations is filled with stories about amazing people doing amazing things to stand up for what they believe. After reading this book, I was inspired to use direct action towards what I believe. Im not going to go burn my draft papers or chain myself to a tree but will be more vocal in expressing my beliefs without the fear of other people judging me. Freedom and justice are never going to be attainable if we do not take action. Overall, he message Zion is trying to make with chapter 1 1 is that weapons and fear are not as powerful as our beliefs as a people.

Finke and Starks Vision of Winners and Losers

Finke and Starks Vision of Winners and Losers The history of the American church is closely connected with the history of the country. The first colonialists at the American lands intended to liberate themselves in the religious visions as well as in relation to their political situation and economic state. Thus, the situation changed, and the mainline denominations could not satisfy the people’s needs anymore.Advertising We will write a custom essay sample on Finke and Stark’s Vision of ‘Winners’ and ‘Losers’ specifically for you for only $16.05 $11/page Learn More In their book The Churching of America, 1776-2005: Winners and Losers in Our Religious Economy, Roger Finke and Rodney Stark examine the system of the US churches and their attractiveness for the public with references to the definite economic model, stating that the US churches develop according the principles of the free market economy. Thus, to compete within the market, it is necessary to attract m ore people to join this or that church. From this point, the mainline denominations lose their first positions because they cannot compete effectively within the religious market when the upstart sects succeed because their propositions are more attractive for the public, and as a result, the mainline denominations are the losers and the upstart sects are the winners in this situation. Church was extremely significant during the colonial period, but the impact of the European churches decreased along with developing the American sects as the popular churches satisfying the needs of the public with being closer to the people and with interpreting the doctrines according to the public’s expectations. Finke and Stark’s vision of the system of churches in the USA as the specific market is rather controversial. However, the authors provide a lot of arguments to support their ideas. The main statement presented by Finke and Stark in the book is that â€Å"since at least 177 6 the upstart sects have grown as the mainline American denominations have declined. And this trend continues unabated, as new upstarts continue to push to the fore† (Finke Stark, 2005, p. 237). Thus, it is possible to state that the upstart sects are the real winners in the process when the mainline American denominations lose their influence. The conclusions about these processes are based on the data in relation to the numbers of people who belong to different churches. From this perspective, the decline of the mainline denominations should not be associated with the decline of the role of religion in the country because the number of persons who identify themselves as belonging to the church also grows. The problem is in the fact that the majority of these persons belong to the sects, but not to the mainline churches.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Speak ing about the upstart sects, Finke and Stark concentrate on the role of the Baptists and the Methodists in the process. These upstarts can be discussed as winners according to Finke and Stark’s terms and the proposed model of the religious market. It is important to note that the Baptists continue their development, and the church’s status increases along with attracting more members when the Methodists lost their influence during the history of the US religious environment’s development. Today, the winners are the churches which are even newer than the mentioned Baptists. The modern influential upstarts are the Pentecostals and Evangelicals (Finke Stark, 2005). The authors compare the development of the tendencies in relation to the mainline denominations and upstarts, â€Å"the mainline denominations do not qualify as rockets that suddenly ran out of fuel in the sixties – their market shares were falling in the forties and fifties too, and throughout the century†, however, â€Å"the evangelical groups – some of them rapidly becoming the new upstart sects of our era – do look like rockets† (Finke Stark, 2005, p. 247). According to Finke and Stark, the process of developing the new sects into the influential churches was not gradual. Nevertheless, there should be significant reasons to make people rely on the new sects instead of joining the mainline churches. Finke and Stark promote the vision of the problem which is based on the economic implications. Thus, â€Å"people tend to value religion on the basis of how costly it is to belong – the more one must sacrifice in order to be in good standing the more valuable the religion†, and moreover, â€Å"the more ‘mainline’ the church (in the sense of being regarded as ‘respectable’ and ‘reasonable’), the lower the value of belonging to it, and this eventually results in widespread defection† (Finke Stark, 2005, p. 238). That is why, it is possible to conclude that people act in relation to their religion and belong to the definite church according to those patterns which they use to analyze different economic operations. It is also possible to determine the more obvious reasons of the public’s choosing the upstart sects instead of the mainline churches. However, these reasons can be considered as the methods and techniques used by the religious organizations to attract more people in relation to the economic model and principles of the commercial world.Advertising We will write a custom essay sample on Finke and Stark’s Vision of ‘Winners’ and ‘Losers’ specifically for you for only $16.05 $11/page Learn More Thus, the pastors of the upstart churches are close in their speeches to the public. They can be characterized as passionate and emotional that is why the public receives the significant emotional response to their questions (Ahlstrom, 2004). The doctrines are not as accentuated as the significance of the spiritual growth is emphasized. According to Sundberg, the ecumenical movement influenced the development of the mainline churches, â€Å"ecclesiastical officials and theologians have put an enormous amount of time, money, and energy in an effort to unify denominations through bilateral and multilateral dialogues and agreements† (Sundberg, 2000, p. 26). The author states that this has been done â€Å"in the belief that a united church can witness more effectively to a secular world† (Sundberg, 2000, p. 26). In their turn, Finke and Stark stress that spirituality is more attractive for the people than secularization. In addition, the sects were the results of the first public meetings during the colonial period that is why the principles of their organization were familiar for the Americans. Roger Finke and Rodney Stark’s book The Churching of America, 1776-2005: Winners and Losers in Our Religious Economy is rather provocative in relation to the approach proposed by the authors to discuss the tendencies in the American religious environment. The focus on the religious economy as the basic aspect for the development of the correlation between mainline churches and upstart sects helps determine the factors influential for changing the priorities. Thus, the mainline churches became losers because they could not compete within the religious market according to the definite commercial principles when significance of the upstart sects grew because of their successes in attracting more people. As a result, the Americans can be discussed as people who pay much attention to their spiritual development and belonging to churches, but they choose contemporary sects instead of mainline churches. References Ahlstrom, S. (2004). A religious history of the American people. USA: Yale University Press. Finke, R., Stark, R. (2005). The churching of America, 1776-2005: Winners and losers in our religious economy. USA: Rutgers University Press.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Sundberg, W. (2000). Religious trends in twentieth-century America. World and World, 10(1), 22-31.

BALANCED SCORECARD Essay Example | Topics and Well Written Essays - 2500 words

BALANCED SCORECARD - Essay Example It is headquartered at Ohio, United States. The company is engaged in the business of offering consumer goods to its customers in packaged form. The sales and marketing division of P&G group is committed towards providing best services to its customers. This study entails the preparation of a balanced scorecard for the strategies to be implemented in the sales and marketing division of the company keeping it aligned with the overall strategy of P&G. The Balanced Scorecard includes all the four perspectives of a balanced scorecard namely, the financial, customers, learning and internal business process perspectives. The purpose of this Balanced Scorecard is to look at three objectives in this organizational unit. These objectives will be measured using metrics appropriate for this discipline. Financial The primary goal or objective of this business unit is to increase the sales and add to the profits of the company. A lot of sales personnel are involved in the marketing of products of P&G and it needs to look at the objective of reducing the costs incurred in the various processes involved in this department as well. Customer Customers are the key towards the success and profitability of the company. Hence the company needs to have a well devised strategy leading to complete satisfaction of its customers. Internal Business The strategy related to this perspective would be to increase the efficiency of the marketing division so that it can serve for the better performance of the company. Learning and Development A well devised strategy related to this perspective is also required to be devised by the company. It would include various objectives like imparting training to the personnel in the department so that they can carry on their activities efficiently and help the company to have a sustainable growth and development. Table of Contents Table of Contents 4 Formulation and Implementation of Balanced Scorecard of Procter & Gamble 6 Financial Perspective 8 Sales Growth 9 Growth in Operating Activities 9 Free Cash Flow Productivity 9 Customer Perspective 10 Increase in Customer Retention 10 Improved Customer Service 10 Increase in number of Customers 11 Internal Perspective 11 Reductions in Inventory 11 New Product Developments 12 Improvement in Distribution Efficiency 12 Learning and Growth Perspective 12 Employee Turnover 13 High Skill Levels 13 Employee Satisfaction 13 References 16 Formulation and Implementation of Balanced Scorecard of Procter & Gamble Balance Scorecard was developed by Robert Kaplan and Dr. David Norton in the year 1992. It is a tool developed to measure the level of performance mainly of the employees in an organization. In a Balanced Scorecard system performance is measured on the basis of four perspectives, namely, financial, customers, learning and development, and internal business process perspectives. It contains both the target scores and the scores achieved based on the given category. So it becomes easy to me asure high as well as low performances using Balanced Scorecard (Balance Scorecard Institute, 2012). This study entails about the preparation of a Balanced Scorecard for the sales and marketing division of Procter and Gamble (P&G). P&G is a reputed company which operates its business activities worldwide. It is headquartered at Ohio, United States. P&G is engaged in the business of offering wide range of FMCG products to its customers and they are delivered to them in packaged forms (Yahoo Finance, 2012). The sales and market division of the company constitutes a critical unit of the organization and Balanced Scorecard prepared in this study can help analyze and measure its effectiveness, thereby helping the company to have well devised strategy to attain the objectives of the company. The first step towards