Pointless death in war Essay Example

Pointless death in war Essay Example Pointless death in war Essay Pointless death in war Essay Good Evening/Morning Teachers and fellow students, today is the day that marks Wilfred Owens Inclusion into the War Poets Hall of Fame. Owens poetry was different to that of some other types of war poets of his time because he was courageous enough to make his attacks on the government and the significant loss of life. His Ideas and techniques are presented throughout the two poems Dulce et Decorum Est and Anthem for Doomed Youth. Owen explores the truths of war in these poems through themes such as; war as the horrific and savage scene it is, the disparity between reality of the battlefield and the perception of what war is at home. Owen shows the devastation of war on the human being and soul, not only the physical but the mental effects of war. The soldiers are influenced by government propaganda, they are told to die for their country; the betrayal, conspiracy and devastating loss of innocent youth. Owen is able to portray these truths through his powerful poetry. Throughout his poems he uses allusions, guttural consonants, onomatopoeia and other techniques to create powerful messages that war is, to quote Owen himself, to hell and back. Dulce et Decorum Est brings the realisation that war is not as it is portrayed to the public, but the allusion that the government gives to the country. This is shown through the title Dulce et Decorum Est. This title means that it is sweet and honorable to die for ones country this allusion throughout the poem shows through irony and sarcasm that it is the The old Lie; Dulce et Decorum est Pro patria mori. This shows how war is everything but sweet and honorable it is about the death and horror brought into peoples lives. War equals death. The description of the soldier drowning in the blood of his froth corrupted lungs certainly negates this. Owen shows the unknown fact that men are dying for their country in a horrible way. Owen is hiding it in another language, just as the government was hiding the truth from their country, letting people kill themselves. This is very different to the poets during Owens time, as he was not glorifying war, but exposing the devastating affect war had on humankind. This is used in conjunction with the disparity between war on the battlefront and the corruption of the perception of a courageous and glorious place to be. In the poem Anthem for Doomed Youth, Owen illustrates his theme of the devastating loss of youth. The title to brings to mind the hope of a song of praise, but Owen uses this to his advantage. He emphasises his theme through the words Anthem, Doomed Youth in the title of the poem are juxtaposed to highlight the brutality reality of war. The word Youth normally brings to mind happiness and joy. Owen places Youth next to the word Doomed which illustrates to the audience the stress and hopelessness of the youth during war. The word Anthem usually associates with a patriotic song or song of praise, Owen draws to mind the fact that these boys have nothing to sing about during the chaos of war. Owen effects the thoughts and feelings of people that have not experienced war for what it is, the major loss of innocent lives. Owen shows the significance of his poetry through the title, giving the audience a sense of feeling for the poem. Owen uses visual representations in Dulce to show the mental and physical effects on the soldiers going through the punishment of war and how this changes the young soldiers. The harshness of the simile bent double like old beggars illustrates how the soldiers look, showing them as crestfallen and disheartened, bent. This is not how soldiers are normally depicted they should have their heads held high and marching tall. Owen shows how the young men of war have now become old beggars; they have aged and are begging for their lives; lives that may be taken away from them at any time. This along with an ecstasy of fumbling shows the urgent need for the salvation of ones life. The ecstasy of fumbling to put on their gas masks shows the audience how the soldiers have been forced into the bent and begging state to save their lives. The soldiers are beyond exhaustion, they have to find the energy to put on their gas mask or they will face death. The innocence of youth has been lost. Some have lost their lives; others have lost their mental state. Owen also shows the mental effects on the young soldiers as they are killed and thrown away to die through the poem Anthem for Doomed Youth. Owens main theme is the fact that the young soldiers do not get the proper funeral they deserve. The opening line What passing bells for those who die as cattle? the use of this rhetorical question illustrates numbers of soldiers massacred as if they were cattle, shredding the blood of youth, their pain, and death in large numbers. Owen uses onomatopoeia and personification in the bombs to represent the harshness of the battlefield, as the soldiers had to endure the sounds of wailing shells as they brutally diminish the soldiers mind. Owen compares the funeral at home compared to the funeral on the battlefield. The holy glimmers interpreted as tears, in the eyes of the soldiers, and funeral bells are replaced with the sounds of weapons firing. Owen shows that during war soldiers deaths are seen to be insignificant. Owen shows the insignificance of human life and the mental horrors as young men are brought to tears, the devastation of war and the savage mean to kill people. The use of Guttural consonants throughout Owens poem Dulce et Decorum Est are shown through words such as guttering, choking, drowning the use of t k and d emphasise the harshness of war. These words describe how a young soldier is dies in war; there is nothing smooth and flowing about the death of a soldier. It tells of the death of a young soldier just because he wasnt quick enough to put on his gas mask. The harsh sound when these words are spoken help set the theme of a pointless death in war. This coupled with the present participle, ing make the poem powerful to the reader showing that the scene is not in the past, its happening now, putting the reader at the scene of the horror and illustrates the urgency and death of the battlefield. Owen used this to convey his message to the home front, to show the effects of war through the harshness of his language, depicted with the loss of innocent life within our society. Owen uses onomatopoeia in Anthem through stuttering rifles rapid rattle this line demonstrates the continuing slaughter of men. The use of the word rapid infers not only the speed of the guns but the speed of which lives are being taken away. The use of onomatopoeia is also used in conjunction with alliteration in the rifles rapid rattle. This line depicts the sound of the guns. Also how the line not easily orated, and this implies that it is a hard time, a time of disparity. The sounds of guns fire also replaces the grieving people you would normally find when a death occurs. Owen significantly changes the audiences opinion of the war showing that there is no time to grieve when people are dying quicker than a gun can fire. Through the use of harsh consonants in his language, Owen conveys his message of hardship for soldiers during war, the loss of innocent lives, the reality of the battlefield and the horror and savagery of war. In conclusion Wilfred Owen uses many complex themes that show the world the significant horrors of war, major losses of war and the disparity of the battlefield and the effects of war at home. Throughout Dulce et Decorum Est and Anthem for Doomed Youth Owen has shown several techniques to justify his arguments to the audience and what has just been illustrated to you. Based on the crux of the arguments presented, I trust that Wilfred Owen will be included into the War Poets Hall of Fame.

Geology Essay Example | Topics and Well Written Essays - 250 words - 8

Geology - Essay Example The calcites are usually transparent or opaque and have traces of phosphorescence and/or fluorescence hence when used to view objects, they appear double. This is why its use for optical purposes. It occurs naturally owing to the marine decomposition of hard planktons like red algae, echinoderms, and sponges and it is found in limestone, volcanic, kimberlites, sedimentary or peridotites. It is used especially in military for in gun sights .It has also agricultural uses like stabilization of soil and concrete repair. Marcasite or white iron pyrite is a product of iron (Fe) and sulphur (s), to form Iron sulfide (Fes3). It has black metallic appearance and changes to brown or yellowish color. Its occurrence is primary or secondary in nature. Primarily, it occurs in highly acidic and with low temperatures conditions, mainly on sedimentary rocks or hydrothermal veins. In secondary, it is formed on alteration of chemicals of a parent mineral such as chalcopyrite. It reacts in high humidity to form iron (II) suphate and sulphuric acid. It is used mainly used for ornamental purposes and a source of sulphur. Galena is the natural form of the mineral lead sulphide and is the main ore for both silver and lead. It is also called lead glances and distributed widely on the sulphide minerals. It is mainly used to make lead- acid batteries, lead sheets and

Education by Computer - A Better Way Essay Example | Topics and Well Written Essays - 1000 words

Education by Computer - A Better Way - Essay Example It is easy for a student in America to take lectures from an Indian teacher now with the help of videoconferencing like computer technologies. Moreover, no other resources can provide the same referencing facilities as computer does. Instead of academic libraries, students now started to access online libraries in order to get more insights into a particular topic. Even though the utility of computer in education is unquestionable, some people argue that education by computers should not be encouraged beyond certain limits. This paper analyses whether education with the help of computers is good or bad or up to what extent we can rely on computers to provide better education to children. To be able to put the computer in an adequate perspective in education or in individual or social life it is necessary to understand very well what it is. Its main characteristic is that it is an abstract and not concrete machine (as, e.g. a power lathe or a bicycle): it acts in a virtual space, the space of the thoughts we may insert into the machine. So any use of it forces some abstract thinking (Setzer). Many people have the false belief that computers can bring wonders in educational circle. However, it should be noted that computers are working on artificial intelligence and it do not possess any natural intelligence as man possesses. In other words, computers are working based manmade instructions or programs. Since computers do not have the thinking ability, it cannot answer a question which is unfamiliar to it. On the other hand, human intelligence can try to solve all problems because of its independent thinking ability. According to Roger J. Desmond, a professor in the School of Communication at the University of Hartford, who specializes in kids and interactive media "computer games can increase reaction time, which can help with doing stuff that school requires†(Wood). Majority of the computer games encourage children to think in multiple ways to solve a part icular problem created by the computers. For example, Prince of Persia is a multilevel computer game popular among kids. This game presents so many puzzles in front of the kids. It is impossible for children to go to a higher level if they fail to solve the puzzle in the present level. Thus, they will be encouraged to think too much while playing Prince of Persia like computer games which is good for them to solve problems in their studies. Some people believe that over exposure to computer related education may damage the thinking abilities of the children. Learning is actually occurs through problem solving method. In other words, when a student tries to solve a problem, he will think about various ways to solve it. Thus he may develop so many hypotheses initially and test all of them with the help of trial and error method before arriving at the right solution. In short, self-solving of problems may help a student to open up many of his hidden faculties of mind which is good for the brain development. On the other hand, when a student tries to solve a problem with the help of computers, he is getting ready made answers at once and therefore he may not get an opportunity to give some kind of exercises to his brain. In short, over reliance on computers for solving problems can affect the thinking abilities of the students. It is a fact that many of the modern students are struggling while they are forced to take some critical decisions in their lives.

Importance of Stakeholders

Importance of Stakeholders Project management is the discipline of supervising all the different resources and aspects of the project in such a way so that the resources will deliver all the output that is required to complete the project within the defined scope, time, and cost constraints (Lewis A. , 2010). It is the application of skill, knowledge, tools and techniques to project activities to achieve project requirements. It can be accomplished through the application of initiating, planning, executing, monitoring and controlling and closing (Lewis, 2007). This is mainly done in order to meet the exceeding needs and expectations of the stakeholders (Introduction to Project Management Principles, 2003). The call for project management was determined by the various businesses that realised the benefits of organising, communicating and co-ordinating work across the various departments and professions. This helps in coordinating the various resources of a project durning the project initiation stage so that by the time the project has begun its work all stakeholders and team members will have a clear cut understanding and acceptance of the process, methodology and expected outcomes of the project. (Lewis A. , 2010) Stakeholders refers to those individuals or a group who has vested interest in the outcome or the results of the body of a work in an organisation. (Johnson, Scholes, Whittington, 2008) defined stakeholders as the people or small groups who depend on the organisation to fulfill their own goals and on whom, in turn, the organisation depends. They may be actively involved in the project and may have an interest on the total performance or completion of the project. They have the power to exert positive or negative influence over the project, its deliverables and its team members.(Bourne, 2009). Hence stakeholders can be called as the key people involved in a project. They have an interest in the execution of the project, getting the approvals and resources, and they also have a stake in the project outcome. Although they may not have an official role on the project, these are the people who will ultimately estimate the success or failure of a project (Koning, 2009). IMPORTANCE OF STAKEHOLDERS All projects, in spite of its size, needs to have a clear cut idea and agreement about: who will decide the requirements of the project, the budget, resources, standards and in case of any change in the project, who will do the authorization of the changes and so on. Although a project manager could independently decide all these factors, unless and until the key stakeholders agree to the decision made, the project will not be able to progress and will have no scope for success (Koning, 2009). STAKEHOLDER ENGAGEMENT The term stakeholder engagement is budding as a means of describing a broader, more inclusive, and continuous process. It takes place between the company and the potentially impacted stakeholders that encompasses a range of activities, approaches and, the entire span of a project. The change that is likely to occur reflects the broader change in the business and financial worlds. It increasingly recognizes the business and reputational risks that may occur as a result of poor stakeholder relations. It also places a growing emphasis on corporate social responsibility, transparency and reporting (Corporation, 2007) . Stakeholder engagement can therefore be defined as the process of effectively eliciting the stakeholders views on their relationship with the organization (Friedman Miles, 2006). Stakeholder engagement is increasingly becoming a part of mainstream business and is being used to improve communications, obtain wider community support or buy-in for projects, gather useful data and ideas, enhance public sector or corporate reputation and encourages more sustainable decision making (Gray, 2002). Without proper engagement of the stakeholders, it is impossible to have a common abiding agreement, ownership and support for a particular project. Any company or an organisation is likely to benefit if it takes care of the environment in which it is operating and aiming to meet the needs of its stakeholders (Gray, 2002). Stakeholder engagement gives the impression of corporate responsibility. It appears evident that if an organisation shows commitment, through policy and practice, to stakeholder involvement it is acting responsibly towards these stakeholders: the more an organisation engages with its stakeholders, the more accountable and responsible that organisation is t owards these stakeholders (Greenwood, 2007). It is traditionally seen as a corporate responsibility in action. The impetus behind the use of the term engagement in corporate social responsibility (CSR) is the need to emphasize that, for firms merely to interact with stakeholders is no longer sufficient and the interaction with stakeholders is a logically necessary activity of business (Noland Phillips, 2010). WHY ENGAGE WITH STAKEHOLDERS IS NECESSARY? Effective stakeholder engagement relies on a commitment to engage and communicate openly and honestly with stakeholders. The benefits an organization gets from stakeholder engagement activities are cooperation on operations/activities and at times on policy development as well. It enhances the community confidence and creates a more user-friendly, community/industry targeted service. Future costs can be reduced: for example, times spend in managing the crises with regard to the confidence level of the stakeholders can be avoided. It also helps in improving the access to emerging issues and communities, and helps in gaining the capacity to handle them before they develop a negative vibe in the community. This will include avoiding negative press releases. In the case of changes and benefits that can take place inside the organisation are as follows: It increases the organisational effectiveness which will result in more effective and efficient practice and high quality policy input within the organisation It enhances the two-way communication skills and better understanding on both sides and thereby bridges the cultural gaps. It develops a culture of innovation and learning, for example by building the knowledge into our decisions and practices. Simplifies the conflict resolution through building trust, and a clearer articulation of what cannot be resolved. STAKEHOLDERS ENGAGEMENT PLANNING Often the importance of stakeholder engagement is overlooked. It allows you to identify strengths and weaknesses and ultimately develop strategies to engage effectively. The stakeholder engagement is a critical element to the success of the project and it may be useful to develop a stakeholder engagement plan. For this, various sources, conventional and unconventional is used such as the media, online, literature or even word of mouth. As a part of the analysis, it is important to examine existing, current and past relationships, available resources and constraints and the desirable outcomes it looks forward to. For this purpose, the different desired outcomes of the stakeholders as well as the stakeholders engagement processes is analysed and studied. DESIRED OUTCOMES Desired outcomes are nothing but the overall aims of the engagement process. The desired outcomes for undertaking stakeholder engagement process would be Improved personal or working relationships Changed attitudes Improved communication channels Promotion of expansive circle of responsibility for actions and decisions Identification of key issues, conflicts and benefits Creation of new ideas Establishment of new orderly partnerships Improved services for society Change in policy Cost savings to long term Betterment of individual and organisational learning Local support and hostility supported for a new initiative Increased community union and strengthened shared identity (Gray, 2002) STAKEHOLDER ENGAGEMENT PROCESSES Stakeholder is an umbrella term which incorporates range of activities and interactions over the project life cycle. These activities can be divided into following components (Corporation, 2007): Stakeholder Identification and Analysis Information Disclosure Stakeholder Consultation Negotiation and Partnerships Stakeholder Involvement in Project Monitoring Reporting to Stakeholders (Appendix 2) STAKEHOLDER IDENTIFICATION AND ANALYSIS When it comes to identifying the key stakeholders, the project sponsor works along with the project manager to identify the stakeholders. Stakeholders may comprise of a wide range of people that come from different areas of business. It may be people from senior management, human resources, finance, marketing and IT departments. They typically have a particular business stream and their interest in the project is focused on the needs of their particular area. Some stakeholders will have more interest and involvement than the others. (Koning, 2009) When identifying stakeholders, it may be helpful to first determine the most relevant dimensions: organisational unit, process, function, job role, geographic area and so on. It is more important to consider the external stakeholders including partners, suppliers, customers, customers cutomers, consumers and those who would wish they were not stakeholders, such as victims of crimes etc (Bradley, 2006). It is quite important to note that stakeholders are selected with a verification process. It is necessary to ensure that all relevant parties are represented and those participants indicate the interests of those they claim to speak on behalf of (Friedman Miles, 2006). Once the identificationis completed, the group of stakeholders are analysised. It is important to understand the interests and opinions of every stakeholder as they may affect the project work. All the stakeholders may not share the same opinion and may have a unified opinion or priorities. Hence conducting a stakeholder analysis has become so important because of its increased interconnected nature of the world (Ketti, 2002). Hence, finding out what the problemis and what is the right solutions might be taken as a way to overcome this problem. This will also help in identifying the stakeholders who are a part of this crucial aspect of problem solving (Bardach, 1998). Stakeholder Analyses mainly helps in better organisational performance and fulfilling its mission. Fulfilling the mission should arise from producing fundamental decisions and actions that shape and guide what the organisation is, what it does and why it does it (Bryson, 1995). Hence it is quite important to study and f ind out the key players amongst the stakeholders itself for the successful completion of the project. Again as said above, the success of the project, not only depends on being able to deliver customers demand but also in being able to met all the stakeholder expectations as well.. The selected stakeholders play a primary task in making the important decisions during the time of initiation, planning and execution of the project. The five primary project stakeholders that are present in most of the projects are: the project manager, the project team, the functional management, the sponsor, and the customer.ÂÂ   In a larger sense, anyone who participates in the project or is impacted by its results is a stakeholder. Each stakeholder has an essential contribution to make and they need to meet their expectations. Contribution made by different people to the project is the principal criteria for identifying stakeholders (Project Stakeholders, their Roles and Contribution, 2006) (Appendix 1) COMMUNICATION IN STAKEHOLDER ENGAGEMENT The core of all relationships is communication and stakeholder engagement is essentially a complex relationship. Negotiation occurs when two or more people are prepared to bargain to achieve a mutually acceptable solution. It is important to acknowledge the effects it might have on the relationship with the organization. Communication also involves being open and honest about the objectives and planned activities. The stakeholders should be communicated in the loop as much as possible, whether it is through email trails, phone calls or face to face engagement. The latter is often the most effective form of stakeholder engagement as it gives the relationship a more human element. A well-informed stakeholder can prevent a project from continuing on a path that will fail to deliver the required benefits, by highlighting issues and concerns as soon as they arise. (Koning, 2009) STAKEHOLDERS INVOLVEMENT IN THE PROJECT MONITORING Stakeholders involvement in any project improves the progression of the project and as project monitoring consists of collection of the data and reporting information according to the project plans, budget and requirements, stakeholder involvement and interaction is needed (Tammer, 2009). The assessment and reporting technique should depend on the size and complicatedness of the project and stakeholder position. If the stakeholders are lacking the required skills in monitoring, then adequate training need to be provided to them for fostering the participatory monitoring. The participation of the project affected stakeholders in monitoring the social and environmental affects is a good practice. External monitoring can lead to the development of trust between the project and the primary stakeholders. CONCLUSION The stakeholder engagement always provides opportunities to further align business practices with community needs and expectations aiding to drive long term sustainability and shareholder value. Stakeholder engagement must take place if the organisation truly needs the inputs from the people involved in the business for decision making. The stakeholder engagement planning should be done in such a manner that it remains beneficial to the organisation. Stakeholder engagement assists any organisation to compete with its rivals in a complex and changing business climates. Works Cited Bardach, E. (1998). Getting Agencies to Work Together. Washington: Brookings Institution Press. Bourne, L. (2009, September 22). Who is a Stakeholder? Retrieved March 20, 2011, from Project Management Institute: http://blogs.pmi.org/blog/voices_on_project_management/2009/09/who-is-a-stakeholder.html Bradley, G. (2006). Benefit Realisation Management. A Practical Guide to Achieving Benefits through change . Bryson, J. (1995). Strategic Planning for Public and Nonprofit Organization. San Francisco: Jossey-Bass. Corporation, I. F. (2007). Stakeholder Engagement: A Good Practice Handbook for Companies Doing Business in Emerging Markets. Washington: International Finance corporation. Friedman, A. L., Miles, S. (2006). Stakeholders: Theory and Practice. New York: Oxford University Press. Gray, R. (2002). The Social Accounting Project and Accounting Organizations and Society (Vol. 27). Accounting Organizations and Society. Greenwood, M. (2007). Stakeholder Engagement: Beyond the Myth of Corporate Responsibility. Journal of Business Ethics , 74, 315-327. Introduction to Project Management Principles. (2003). Retrieved March 20, 2011, from Human Resources and Skills Development Canada: http://www.hrsdc.gc.ca/eng/hip/lld/olt/resources/toolkit/project_management/project_management_intro.shtml Johnson, G., Scholes, K., Whittington, R. (2008). Exploring corporate strategy: text and cases. Peason Education. Ketti, D. (2002). TheTransformation of Governance: Public Adminitration Twenty-First Century America. Baltimore: Johns Hopkins University Press. Koning, L. (2009, May 1). Project Stakeholders. Retrieved March 22, 2011, from Insightful Writers: http://www.suite101.com/content/project-stakeholders-a114023 Lewis, A. (2010). Introduction to Project Management. Retrieved March 20, 2011, from Project Smart: http://www.projectsmart.co.uk/introduction-project-management.html Lewis, J. P. (2007). Fundamentals of Project Management. New York: AMACOM, American Management Assciation. Noland, J., Phillips, R. (2010). Stakeholder Engagement, Discourse Ethics and Strategic Management. International Journal of Management Reviews , 39-49. Project Stakeholders, their Roles and Contribution. (2006). Retrieved March 28, 2011, from Business e-coaching: http://www.1000ventures.com/business_guide/crosscuttings/project_stakeholders.html Stakeholders Engagement. (2010, October 25). Retrieved March 28, 2011, from Continuous Developer: http://continuousdevelopment.wordpress.com/2010/10/25/stakeholder-engagement/ Tammer, M. D. (2009). Early stakeholder involvement in projects. PM World Today , 9 (4). Bibliography Bardach, E. (1998). Getting Agencies to Work Together. Washington: Brookings Institution Press. Bourne, L. (2009, September 22). Who is a Stakeholder? Retrieved March 20, 2011, from Project Management Institute: http://blogs.pmi.org/blog/voices_on_project_management/2009/09/who-is-a-stakeholder.html Bradley, G. (2006). Benefit Realisation Management. A Practical Guide to Achieving Benefits through change . Bryson, J. (1995). Strategic Planning for Public and Nonprofit Organization. San Francisco: Jossey-Bass. Carroll, A. B., Buccholtz, A. K. (2008). Business and Society: Ethics and Stakeholder. Management. Mason: Cengage Learning. Condrey, S. E. (2005). Handbook of Human Resource Management in Government. San Francisco: Jossey-Bass. Corporation, I. F. (2007). Stakeholder Engagement: A Good Practice Handbook for Companies Doing Business in Emerging Markets. Washington: International Finance corporation. Friedman, A. L., Miles, S. (2006). Stakeholders: Theory and Practice. New York: Oxford University Press. Gray, R. (2002). The Social Accounting Project and Accounting Organizations and Society (Vol. 27). Accounting Organizations and Society. Greenwood, M. (2007). Stakeholder Engagement: Beyond the Myth of Corporate Responsibility. Journal of Business Ethics , 74, 315-327. Introduction to Project Management Principles. (2003). Retrieved March 20, 2011, from Human Resources and Skills Development Canada: http://www.hrsdc.gc.ca/eng/hip/lld/olt/resources/toolkit/project_management/project_management_intro.shtml Johnson, G., Scholes, K., Whittington, R. (2008). Exploring corporate strategy: text and cases. Peason Education. Ketti, D. (2002). TheTransformation of Governance: Public Adminitration Twenty-First Century America. Baltimore: Johns Hopkins University Press. Koning, L. (2009, May 1). Project Stakeholders. Retrieved March 22, 2011, from Insightful Writers: http://www.suite101.com/content/project-stakeholders-a114023 Lewis, A. (2010). Introduction to Project Management. Retrieved March 20, 2011, from Project Smart: http://www.projectsmart.co.uk/introduction-project-management.html Lewis, J. P. (2007). Fundamentals of Project Management. New York: AMACOM, American Management Assciation. Noland, J., Phillips, R. (2010). Stakeholder Engagement, Discourse Ethics and Strategic Management. International Journal of Management Reviews , 39-49. Phillips, R. (1997). Stakeholder Theory and a Principle of Fairness. Business Ethics Quarterly , 7, 51-66. Project Stakeholders, their Roles and Contribution. (2006). Retrieved March 28, 2011, from Business e-coaching: http://www.1000ventures.com/business_guide/crosscuttings/project_stakeholders.html Stakeholders Engagement. (2010, October 25). Retrieved March 28, 2011, from Continuous Developer: http://continuousdevelopment.wordpress.com/2010/10/25/stakeholder-engagement/ Tammer, M. D. (2009). Early stakeholder involvement in projects. PM World Today , 9 (4). APPENDIX APPENDIX 1 KEY STAKEHOLDER IN A PROJECT Internal Stakeholder External Stakeholders Project sponsor Customers Functional Department Government Corporate Leadership Competitors Other Project Teams Joint Venture Partners Employees Vendors Unions Investors/ Shareholders

Being prepared for the new school year

As a proactive teacher new to the classroom I would want to be completely prepared for the entourage of first day students starting a new school year. I realize that in order to be totally prepared and ready for any problems that may arise I need to consider how to divert those problems before they manifest; by preparing myself and my classroom, and ensuring that both foster a conducive, positive learning environment I will be ahead of the game. The list of preparation tasks that I would undertake are as follows:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Make sure I have a full grasp of the curriculum and prepare as many materials and lessons as I can – for the first month at least, being sure to take all learning styles and strategies into account.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Make sure I know relevant personnel in the school, where they are located and how I get in contact with them.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Obtain a list of school regulations and procedures.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Make sure I know where supplies and resources are located and how they are obtained, including the library and computer facilities.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Make sure I know where and how everyday activities occur, such as where assignments are submitted, where the toilets are located and where to send students if they are ill.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Develop a plan or list of strategies on how I will deal with the little problems or concerns that may arise, such as late students, misuse of resources, special needs students and timetabling conflicts.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Determine a set of class rules – not too many – so that students understand what is acceptable behaviour in the classroom and what I expect of them. Display these rules in an easily accessible spot for students to see and for me to refer to at any given time.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Obtain class list and write name tags on desks ensuring a mix of student backgrounds and gender are integrated as much as possible, in an attempt to avert small cliques or groups developing.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Arrange desks so that students can work individually, in small groups or as a class, ensuring that all students can see me and the board easily.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Arrange all furniture and classroom resources so that they are easily obtainable by students without them having to climb over each other, furniture or other resources.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Locate, obtain and post pictures, posters and   any other materials relevant to the year’s curriculum, around the room.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ensure all facilities such as fans, lights etc. are in working order, if not ensure they are fixed before school commences. Finally while resting during the summer holidays I will endeavor to read up-to-date literature on classroom management and any other areas of interest or concern for my teaching year.

Human equality (Man & Woman) Essay

Introduction Human Equality means the state of being equal before the eyes of God. All have equal responsibilities, equal rights, and equal parts in the society they belong. In ancient times men did not treat the woman – folk with justice and fairness, they show arrogant in that time and show to the woman that they are more intelligent and more knowledgeable from them. The inferiority complex from which woman suffers has its roots in the remote past. The social framework which has remained basically unchanged assigned to her a status much lower than that of man. According to the scriptures that woman was created for the man to be a â€Å"helpmeet† for him. Woman got its named because she was â€Å"taken out of man†. Her obligations were for marriage, procreation, establishing and maintaining a home, providing for the family, and as personal companionship of a husband. In ancient times man made society, the dice were heavily loaded against her. The powerful forces of custom, law and religion were ranged against her. Woman in ancient times could not own property in her own right. She could not choose her own mate. Woman had no right in anything around her. This research paper will discuss about the human equality happen to woman in the different places and to the different cultures they have. Body of the Paper Human Equality has been experience even since during ancient times, it is the practice of the people in the past that woman is not a high regard individual, the focus of the people at that time merely on the man who they think will be a great help for them. Human rights for the woman were being neglected. It is their belief that when a mother gives birth to a baby girl it is a bad luck for the family especially when it is the first born baby in the family. But when the mother gives birth to a baby boy the whole family well rejoice for the coming of the baby because they believed that it is a sign of good luck for them. Women rights refer to the social and human rights being an individual. From women’s involvement within the abolition movements, women became aware of the male dominance and oppression (Wikipedia, the free encyclopedia) in ancient times women are struggling for the equality treatment they get from their parents and from the people in the community. In ancient times in Athens woman role is to live controlled by the man in their lives and they are controlled by their father when they are not yet married. They are forced to marry in their teen’s period to a man whose age is 30s with the choose of their father, Once a woman was married her husband controlled all her property. Any property that she might have inherited would go directly to her husband, her obligations is just to follow what her husband wants and be a slave to him for the rest of her life. In Athens, woman had no rights to wander around the town, without a valid cause. Because they believed that any respectable woman would not be seen roaming in public. Athens women had virtually no political rights they don’t have the right to vote or to take part in the operation of the state. Woman was controlled by men at all stages of their lives they don’t have all the rights to go against the well of their husbands. They are totally the property of their husband. In Athens, the men usually spent most of their time away from their houses, women dominated their home life. In the absence of their husband the wife was in charge of raising the children and making clothes for the family. She’s responsible in supervising the daily running of the household chores. Athens is a totally slave based economy, where plentiful numbers of female slaves was their available for cooking, cleaning and carrying water from the fountain for the middle class families. In the poorest homes of Athens, the wife was expected to do all the household chores. At present times, Athenians women have already freedom from their husband. They can give birth normally and raise their child as what the other mother is doing. Women now can participate in all the activities in the society they belong. Some of the women now have a high position in their chosen career. In ancient China women lived under the rules set by Confucius. His doctrine stated that women weren’t equal to men, because according to him women were unworthy or incapable of a literary education they are just fitted to be a servant. Throughout ancient Chinese history women were in a position of servitude from birth until death. They were actually considered woman as a man’s private property (Heng) this was justified because they believed that â€Å"disorder of this world is not sent down by heaven, it is produced by women† (women in world history. com pg. 3). Women were subject from birth to their fathers and brothers. They had to obey them without question. Women were often despised by their fathers, so much so that many Chinese women had no name. They were simply called daughter No. 1, Daughter No. 2 and so on. At present government in China, Women are already recognized. They have an equal rights with the men in the society, The father can only suggest and recommend what is good for their children’s but the final decision come from the children. At this time in China after giving birth to the child they already got their names and they are already a part of the community. In the Islam concept, they propagate a concept of equality between man and woman because they believed that Allah has created both man and woman for their own specific purposes. Both have their own right to be respected and honored. But it is in their traditions that woman has no right to choose the right man for them to marry, it is the parents who will decide whom they will spend the rest of their lives. In this modern times, Islam women still agreed the decision of their parents in terms of their marriage, but some of them especially the educated ones choose whom they want to married not looking what might be the risk that they will get for their decisions. In these modern times the females enjoy their freedom to have quality education. Now they are free to go anywhere they want to travel. They can wear any styles of dresses and they can have anything’s they want to own. In Egypt, the woman were consistently concluding some contracts, including marriage and divorce settlements, purchase of property and even arrangements for self – enslavement, Under self – enslavement the servitude was stipulated for a limited number of years. And on the duration of self enslavement, women often received a salary of their labor. In regards to the occupation status of the woman the upper and middle class was limited only for the home and for the family for the reasons of the customary role of being the mother and the bearer of the children. In Egypt woman were not entrusted to any major religious task and any primary position in the government sector. At this present times in Egypt. Woman has already the rights to acquire quality education. And they have all the rights for a good job in the community. Some of the Egyptian women at this time have a good position in the government. They have all the rights to vote and can participate in any activities in the state. In Ancient Israel some of the liberal feminists believe that women were simply the property in Ancient Israel, and it is the men who have the complete control of female sexuality and fertility. In their society woman have had an inferior status in the law, their main obligations focus on their roles in the family, especially in the reproduction and upbringing of the children. The Jewish and Christian communities downgraded the place of the woman in the community. Because they believed that woman is only a part and they considered them as an outcast in the society. Today, Israel acknowledges the great participation of women in their success. Some of the women in their country at present serve in the government; they are now well respected and honored. Some of them get high positions in their chosen career; they have all the freedom to exercise their rights in the society. In 1950’s women were blamed for creating the ills of the society by just leaving their husbands and children to go to work, critics of the working mother maintained the view that if the woman were to ignore their deepest needs of domesticity and motherhood, it would lead to emotional instability. In that year equality reveal because men held the vast majority of the position in the work place and job opportunities offered to woman is only in the clerical positions. Despite the rapid success of recent years women still face many challenges in life. While they are equal under the law, Because of recent moves towards capitalism women have found it harder to find well paying jobs. Factories and businesses prefer to recruit men more because of women’s traditional responsibilities of having kids and maintaining households. Women are not seen as efficient as men are. So many women have gone into low-paying jobs or are receiving lower pay for the same work this though has had unfortunate side effect. Families, especially those in the country, want to have a boy to do heavy farm work and to continue the family line. If they get a girl it isn’t uncommon for her to be killed. Fewer girls than boys are enrolled education in some countries today, especially in poor areas. More than 70 percent of school dropouts are girls, some because many fathers want them to take a traditional role and look after the house. In ancient Romans, most women deal with the aristocracy. In the upper class families it was the men who got the best education and the best positions in the society. The women in their society shared over one overwhelming and pervasive role and responsibility as child bearer of the family. Roman women were usually married by the time they were twelve years old, sometimes even younger. Girls married very young and often died in childbirth because they were weakened from having many children without reprieve. Women were expected to have as many babies as they could because they were never sure how many of the children would reach the age of maturity. In Roman, women have no choice between having children or not, because they could not overrule their husband if he want to have a newborn baby from her. It is in their law that female infants could not bring the family name of the father and they are required to ask for a dowry in time of their marriage. The earliest power of the father was exercised over the exposure of the families, at birth, in a highly symbolic rite, newborns were be displayed – males and females – it is deposited at the feet of the father. He – without explanation or justification – either recognized the child as his by picking it up, or withheld his recognition by leaving it where it was, The recognized child will became the member of the family; and the unrecognized child was abandoned to the river or left to die by starvation. Roman Woman did have some personal freedom, but they had a little chance for individuality or personal choice. They were always the constant supervision of their fathers, husbands, male relatives, who regularly kissed them on the mouth to find out if they had drunk wine. It is their law that woman who drink wine, and to commit adultery will be punish by death. By their father or guardians. In Roman society the woman certain prescribed roles was a child bearer, mother, daughter, and wife. They are considered citizens but they were not permitted to vote or participate in the government functions. In Japan, in the early feudal period, samurai women were expected to exhibit loyalty, bravery, and take on the duty of revenge. As her warrior husband was often absent, the samurai wife also had important duties at home. Her responsibility was to cook food for the family and to do all the household chores. She was in charged to oversee the harvesting of crops, and managed of all the servants, and she’s responsible over all financial business in terms of earnings disorder. In all the matters concerning the well-being of the family, her advice was accepted and her opinions were respected. On her, custody fells the burden of providing the proper education of her children. She was required to instill a strong sense of loyalty to the samurai ideals of courage and physical strength. And the woman is required to obey and follow all the government procedures without any questions. Over the years, the independent samurai woman was replaced by an image which depicted the ideal samurai women as humble, obedience, self-controlled and above all subservient to men. Respecting one’s husband and family’s customs and tradition, and the rule of bearing a male child becomes one of the ideal woman’s most important tasks. By the later feudal ages, the law of primogeniture prevailed as increasing disputes over the claiming of the property that resulted that girls was being debarred from their rights to inherits properties from their parents and husbands. Supporting the deterioration in women’s position were both the Confucian doctrine and Buddhism which denigrated women’s intellectual and moral capacities to own a property of their own. After the 15th century, the teachings of the â€Å"Three Obedience’s† reigned. Stated as follows that; â€Å"A woman has no way of independence through life. When she is young, she obeys her father; when she is married, she obeys her husband; when she is widowed, she obeys her son. † A hundred years ago, women had little standing in the Church, like in society in general. Women were not allowed to receive communion during their monthly periods; and after giving birth to a child they needed to be ‘purified before re-entering a church building. Women were strictly forbidden to touch sacred objects such as, the chalice, the paten or altar linen†¦ They certainly could not distribute Holy Communion. In church, women needed to have their heads veiled at all times. Women were also barred from entering the sanctuary except for cleaning purposes reading Sacred Scripture from the pulpit, preaching, singing in a church choir, being Mass servers, becoming full members of confraternities and organizations of the laity, and the most important than all this that women were barred from receiving Holy Orders. In our time, a new awareness has arisen of human rights: of the basic equality of men and women, and of the need to secure equal opportunities to all. On account of this the attitude to women has also begun to change in the Church. Women may now be ‘temporarily deputed’ to be readers, Mass servers, cantors, preachers, leaders of prayer services, ministers of baptism and of Holy Communion. But the ban on ordination remains in place. Conclusions Human Equality in the Ancient times are difficult to achieved, the Woman in that times are maltreated and known to be an overcast of the society. They can’t fight for their rights because they are under the power of their father whom to be powerful for the control of their lives. Some of them suffered and died without any justice in their lives. In these modern times, Women are smarter than man, they have all the right before the laws, and they are free to do what is right for them. Some woman of today civilizations was holding high position in the government; they are exposed to any skills and works that only man can do. Since those early years, much progress has been made for women in developed and developing countries alike: in many countries, provisions guaranteeing the enjoyment of human rights without discrimination on the basis of sex have been included in constitutions; legal literacy and other measures have been introduced to alert women to their rights and to ensure their access to those rights; the world community has identified violence against women as a clear violation of women’s rights; incorporating gender perspectives into regular programmers and policies has become a priority at the United Nations and in many member states. Although much remains to be done to achieve full equality, the voices of women are being heard. There is a saying that goes, because I am a woman, I must make unusual efforts to succeed. If I fail, no one will say, â€Å"She doesn’t have what it takes. They will say, â€Å"Women don’t have what it takes. † (Clare Boothe Luce). Today generations, woman can already compete or surpass the accomplishments of the man in terms of work and positions in the government. Woman of today can do mush well than the man in all aspects of technology. Authorities have to realize those women are not going to face discrimination because they are only women. This world must realize that women of today are fighting for their rights because they want to be equal to men because they want to join their hands together to utilize potentials to the fullest of their abilities. In this expanding world it is important for all the people to be united to firmly stand despite of all the trials with the help of a common goal to express our own right and concern for life. Through all the successes of women’s in the 70’s and 80’s women began to dream big dreams. Crossing all the economic, social, psychological and political barriers we the women of the present times want to tell the male chauvinist world that we are not merely a commodity found in the advertisements. This is a wake up call for both the genders that the elimination or the decreasing number of either sex will pose greater threat to the future generations. In one of the scriptures, says a reminder for all the people concern that, â€Å"Be careful if you make a woman cry because god sees her tears. A woman came out of man’s rib not from his feet to be walked on, not from his head to be superior over, but from his side to be equal†. Finally and most important, that women of today are giving back to work and not simply taking, knowing that they are privileged to any aspects of life but mostly these women use their knowledge, money, and power to make the lives of the less fortunate a better one.. As women have fought a constant battle toward equality and opportunity, and the world was benefited by their works and accomplishments for the progress of all. References: Bains Kaur Gurmanjot, Because I am a Woman, Retrieved December 3. 2006 from http://www. livepunjab. com/node/1954/print Jacobw500, Role of Women in China – Ancient times and Today, Retrieved December 3, 2006 From http://www. planetpapers. com/Assets/4637. php Lewis Jone Johnson, Women and Marriage in Ancient Rome – Chapter 1, Retrieved December 3, 2006 from http://womenshistory. about. com/cs/ancientrome/a/roman_wm_10101b. htm Mason K. Moya, Ancient Roman Women: A Look at their Lives, Retrieved December 3, 2006. From http://www. moyak. com/researcher/resume/papers/roman_women. html Modern Times 1950-Present Day, Retrieved December 3, 2006 from http://www. angelfire. com/ca/HistoryGals/Elisa. html Samurai Sisters: Early Feudal Japan, Retrieved December 3, 2006 from http://www. womeninworldhistory. com/sample-08. html Walsh John W. Women in Ancient Israel, Retrieved December 3, 2006 from http://www. crystalinks. com/egyptianwomen. html What is it all about – in a nutshell? Retrieved December 2, 2006 from http://www. womenpriests. org/summary. asp.

James Polk 11th President Facts

James K. Polk (1795-1849) served as Americas eleventh president. He was known as the dark horse as he was not expected to beat his opponent, Henry Clay. He served as president during a period of manifest destiny, overseeing the Mexican War and the entry of Texas as a state.   ere is a quick list of fast facts for James Polk. For more in depth information, you can also read the James Polk Biography.   Birth: November 2, 1795 Death: June 15, 1849 Term of Office: March 4, 1845-March 3, 1849 Number of Terms Elected: 1 Term First Lady: Sarah Childress James Polk Quote: No President who performs his duties faithfully and conscientiously can have any leisure.Additional James Polk Quotes Major Events While in Office: Oregon Treaty (1846) Mexican War (1846-1848) States Entering Union While in Office: Texas (1845) Iowa (1846)Wisconsin (1848) Significance:   James K. Polk increased the size of the US more than any other president other that Thomas Jefferson due to the acquisition of New Mexico and California after the   Mexican-American War. He also completed a treaty with England that resulted in the US gaining the  Oregon Territory. He was an  effective chief executive during the  Mexican-American War. Historians consider him to be the best one-term president. Related James Polk Resources: These additional resources on James Polk can provide you with further information about the president and his times. James Polk BiographyTake a more in depth look at the Eleventh president of the United States through this biography. Youll learn about his childhood, family, early career, and the major events of his administration. Chart of Presidents and Vice PresidentsThis informative chart gives quick reference information on the Presidents, Vice-Presidents, their terms of office and their political parties. Other Presidential Fast Facts: John TylerZachary TaylorList of American Presidents