The John F. Kennedy Assassination Essay Example | Topics and Well Written Essays - 1750 words

The John F. Kennedy Assassination - Essay Example That moment in American history has lived on in popular memory, not just because of the shocking nature of an assassination a serving President in the middle of the Cold War, but also because there were many questions raised about the way the police, FBI, CIA, the justice system and the press handled the event. Many people believed then that there was more behind this event than the official verdict that the President was killed by a gunman acting alone, and in the years since then theories, and also large amounts of new evidence, have been put forward to support the view that some kind of conspiracy lies at the heart of this tragic event. The day began as usual for the President and his entourage with a morning arrival by plane into Dallas airport followed by a visit to his hotel, and then a journey by motorcade towards a lunch appointment at the Trade Mart. The car carrying the President came under fire when it turned into Elm Street, and many witnesses who were present confirmed t hat several shots were heard. One gunman was observed in a nearby building and he was quickly arrested and taken away for questioning. That man was Lee Harvey Oswald, born in 1939 in New Orleans some two months after his father’s death. ... (Benson: 1993, pp229-330) With two older brothers pursuing careers in the military, Lee Harvey Oswald had similar ambitions and from the age of about 17 he developed an interest in all things communist: â€Å"It is suspected that, even at this early age, Oswald was already preparing himself for a life in the world of counterintelligence.† (Benson: 1993, p. 331) He was accepted into the Marine Air Control Squadron at Atsugi Air Force Base in Japan, as a radar operator, and from there continued his interest in Russia. This background lends weight to suspicions that there was a political motivation, and perhaps even some kind of conspiracy involving espionage and international intelligence forces with whom Oswald had contact over the years before the assassination, and many researchers conclude that Oswald was involved at some level in espionage. (Marrs, 1989, p. 189) The subsequent shooting of Lee Harvey Oswald has also been construed by many as further evidence that there was a conspiracy afoot, since it conveniently removes the one person who could give information to the authorities on involvement of other individuals, and provides a scapegoat who can attract all of the responsibility and blame, thus releasing any other co-conspirators from being hunted down and prosecuted. It is astonishing that such a high profile suspect as this one was left to the mercy of a raging mob, and another â€Å"lone gunman†, and this extraordinary lapse in protocols adds to the mounting evidence that a number of agencies and individuals, including possibly also local police and other law enforcement agencies might have been involved in staging, or at the very least, condoning such an event. One piece of evidence has provided food for thought on the whole event on

National budget deficit and sources for its financing Dissertation

National budget deficit and sources for its financing - Dissertation Example Data Collection†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.12 c. Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.14 V. DISCUSSION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.16 a. Major Patterns†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.18 b. Relationships†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..19 c. Elements Underlying the Patterns†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦26 d. The Connection to the Original Question†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦26 e. The Implications of this Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.28 f. A Discussion of Security†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..28 g. Conclusions Derived From the Research and Discussion About Security†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦.40 VI. CONCLUSION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.43 VII. ... national budget to grow continually. I. INTRODUCTION (200 words) Indeed, one might wonder whether the U.S. has made a Faustian bargain with China in order to keep its wheels turning. In order to perpetuate the huge political machine and superpower that is the United States, the U.S. made such a deal. â€Å"Faust, in the legend, traded his soul to the devil  in exchange for knowledge. To ‘strike a Faustian bargain’ is to be willing to sacrifice anything to satisfy a limitless desire for knowledge or power† (â€Å"Faustian Bargain,† 2011, pgh. 1). Has the United States sold out its livelihood in order to buy cheap goods from China? It will be argued here that this merits to be true—and that the consequences could be horrible. The United States is one of the greatest superpowers on earth and yet it has two deficits which are absolutely staggering. What is perhaps most troubling, however, is the national budget deficit. Here it will be attempted to exp lain why the U.S. continually spends in order to buy goods from China, China’s willingness in selling products to the U.S., and any kind of relationship that the U.S. and China share which have made their trading part of business as usual in an ever-expanding market. II. LITERATURE REVIEW (1000 words) One of the major problems that is currently being dealt with is a national budget deficit crisis that will not go away. Not only that, but Republicans and Democrats—the two major parties in the U.S.—are divided as to how to go about cutting the national budget deficit. â€Å"With Congress stalemated over trimming a $1.6 trillion U.S. budget deficit, House Republicans [are pushing]†¦the ‘YouCut’ program[, which will] trim Congress’s expenses by printing

The Purpose Of Research In Social Work Social Work Essay

The Purpose Of Research In Social Work Social Work Essay This essay will focus on how EBP and practice wisdom should be combined and not seen as opposing opposites as together they have great value for social work practice. Also both should determine the practitioners decision making processes in practice because failing to do so could actually be oppressive to both service users and practitioners. Also this integration could facilitate and encourage the use of research amongst social work practitioners in day to day practice. EBP in social work has been implemented at a slow pace and has not been greatly embraced and valued by practitioners (McNeill, 2006; Pignotti and Thyer, 2009; Mitchell 2011, Nevo and Nevo, 2011). Epstein (2011) highlights how practitioners have voiced that they resent EBP as it presents as a threat to their autonomy and creativity. This idea of EB knowledge solely determining practice could be perceived by practitioners as disempowering. An approach that devalues practice wisdom and professional judgement in favour of objective, manualised, and empirically supported interventions (Webb, 2001; Nevo and Nevo, 2011) can be seen to undermine professional autonomy as it places authority of science over the authority of the practitioner (Nevo and Nevo, 2011). Furthermore it can actually be seen to oppress practitioners as it seems to be controlling their decision making process that may often conflict with their practice wisdom. An approach that alongside EB knowledge also embraced practic e based knowledge may be of more use and value to practitioners and may be more likely to be used in practice as it detaches EBP from its solely scientific and thus its oppressive nature. It is now increasingly being recognised in the EBP literature that social work values and practitioner wisdom need to be integrated with practice; however this integration is often unclear (Epstein, 2009; Mitchell, 2011; Nevo and Nevo, 2011). A shift towards evidence informed practice (EIP) rather than evidence based practice is now being recognised (Epstein, 2009; Haight, 2010; Nevo and Nevo, 2011). However practice is wisdom is still not acknowledged amongst some EIP advocates for example Haight (2010) but is greatly valued amongst others such as Nevo and Nevo (2011). Stoesz (2010) argues that the social work profession is too subjective and reflexive and argues that only scientific evidence is acceptable and ethical as anything else could be depriving an individual of effective treatment (Stoesz, 2010; Gambrill, 2010). Randomised controlled trials (RCTs) are seen to provide gold standard evidence for practice to be based on. Qualitative research and practice wisdom or clinical judgments are valued the least as are less scientific (Corby, 2006; Epstein, 2002; Dodd and Epstein, 2012). Epstein (2009) rejects the use of RCTs on ethical grounds as the methodology deprives the one group of intervention. RCTs may have value for research findings and in turn practice but its research methodology is unethical to some service users. Ethics is of great importance within social work as it is of importance that social workers be ethical professionals and work anti oppressively. And also be guided by research (Nevo and Nevo, 2011). BASW (2012) code of ethics states that evidence informed knowledge derived from research and practice evaluation is the basis of methodology in social work. However if practitioners are not using EB knowledge and are using only practice wisdom this could be depriving service users from an effective treatment and is not integrating evidence into practice. What would be of more value is to encourage and accept EB knowledge and practice wisdom so that not one or the other, but both are valued and used by practitioners so that research is being incorporated into and informing social work practice as BASW (2012) states. Also BASW (2012) states that knowledge should also come from practice evaluation and mentions acknowledging context but does not mention practice wisdom. This evidence informed approach whereby acknowledging being specific to context but that does not mention practice wisdom is similar to EIP advocated by Haight (2010). To ignore the existence of practice based wisdom and its perceived value by practitioners in influencing their decision making process will only further limit the potential of integrating EB research into practice. McNeill (2006) highlights how practitioners decision making is not driven by research findings, even when provided with evidence of intervention effectiveness. Gambrill (2006) acknowledges how in social work practice a number of unsupported interventions are conventionally used and accepted in practice that are based on professional authority and clinical experience and not research evidence. Pignotti and Thyer (2009) concluded that just because social workers valued and used EBP interventions they also valued and used Novel unsupported therapies (NUTs) in practice. This could suggest that practice wisdom is valued in the decision making process and could be of priority even when provided with evidence of an interventions effectiveness (Gambrill, 2006; McNeill, 2006). It also could suggest that both EBP and practice wisdom are also co-existing in the decision making process in practice (Pignotti and Thyer, 2009). Pignotti and Thyer (2009) highlights how little is known about why social work practitioners choose NUTs. Similar Research could be of value in potentially identifying how Practice wisdom as well as EB knowledge together both are being used and are of value to practice. Mitchell (2011) illustrates how the sole use of EBP had limited valuable application in real world practice. Mitchell (2011) found that when attempting to implement EB services for young people with complex needs, this was limited without the integration of practice wisdom. As most research focuses on a single disorder or problem it is difficult to implement such research when faced with complex factors that interact in complex ways in real world settings. Also it could be seen as unethical and oppressive to arrange and reduce human beings using solely scientific EB interventions. Corby (2006) states how human beings are too complex to assume a one size fits all approach. In such complex cases as encountered by Mitchell (2001) practice wisdom and EBP were integrated in order to make a decision based not only on evidence but of relevance to the case at hand. Fook (2012) describes how a reflective practitioner situates themselves and their knowledge in the specific context of a situati on, looking at the situation as a whole and in relation to their own experiences. Although the term of practice wisdom is not used this seems to reflect some of the nature of practice wisdom and how it can be of use to each individual case. With exclusion of their own experiences Fook (2012) also seems to reflect BASW (2012) concerning Evidence informed knowledge. It seems to be now increasingly acknowledged that practitioners are not passive recipients or implementers of information, however in addition to this practice based wisdom should also be acknowledged as of value. The understanding of the processes of how EB knowledge and practice based knowledge are integrated into practice is of importance to the purpose of research in social work. The integration of research and practice may then be of perceived value to practitioners. One of Mitchells (2011) main arguments was that the main barriers to implementation and value of EBP in real world practice is the oppositional construction that remains concerning EBP verses practice based wisdom. Fook (2012) describes the notion of dichotomous thinking whereby most phenomena are seen to fit into binary and oppositional categories, with one being devalued in relation to the other. This dichotomous thinking appears to be occurring within social work research and practice in relation to EBP and practice wisdom.

Sports Agents Essay -- History Athletics Sport Agent Essays

Sports Agents People have been entertained by sport since before the gladiators in the Roman Coliseum. In the 20th century, the publics’ passion for sport consumes more and more of their free time. As sports figures became internationally recognized, athletes began to realize their need for professional representation. Thus, sports agents were born. The field of sports agents has grown since then into an enormous field. Agents now deal with every aspect of an athlete’s life. Agents can be considered professional mangers who find the best place for their client’s talent. Sports Agents have not been around for a long time. â€Å"Until the 1970’s, very few players had agents because teams would not deal with agents (Masteralexis, 244).† Many times players found that having an agent was a disadvantage to them. For example, â€Å"In 1964 Jim Ringo brought his financial advisor (agent) to help negotiate a contract with Vince Lombardi of the Green Bay Packers. Lombardi excused himself for a minute, when he returned he told the agent that he was negotiating with the wrong team (Masteralexis, 244).† Agents had been around since prior to the 70’s, but were few and far between. C. C. â€Å"cash $ carry† Pyle is though to be the first Sports Agent. The first account of negotiations came when Pyle â€Å"Negotiated a deal with the Chicago Bears for Red Grange to earn $3,000 per game and $300,000 in endorsement and movie rights (Masteralexis, 244).† A few years later Babe Ruth allegedly consulted sports cartoonist Christy Walsh to serve as his financial consultant through the depression. These early accounts are the beginning of the Sports Agent. It took years for the agent to develop however.   Ã‚  Ã‚  Ã‚  Ã‚  Since the 1970’s the Sports Agency business has sky rocketed. There are five main factors that account for this. The reserve system is the first factor that lead to the growth of the Sports Agent. The reserve system was a restrictive system that limited the free, or open market. This enabled owners to retain rights to players and depress their salaries. Major League Baseball had the first system, which consisted of two parts, the reserve clause and the reserve list. The reserve clause stated that each player’s contract could be renewed by the team season after season, for as long as the club wished. The reserve list was sent to each team by the league. Teams had to place the names of r... ... sport, but is generally under five years. Therefore, it is the agent’s job to maximize earning potential during and after the athlete’s playing career. At the same time it is the agents job to protect the athlete from overexposure. â€Å"The agent must balance the need to maximize exposure with doing what is best personally and professionally for the athlete† (Masteralexis, 1998). This function also includes the agent investing time, energy, and money into the athlete’s career before the player has made it big. If the athlete’s career doesn’t take off, this results in the agent losing money. Dispute resolution follows career and post career planning on the list of functions. Dispute resolution is somewhat self-explanatory. It includes the agent resolving disputes with the league, team, teammates, fans, referees or umpires, the media, and endorsement companies. â€Å"Renowned baseball agent Dennis Gilbert likens the role of the agent to a shield, stating that it is the agent’s task to shield the athlete from the headaches that go along with resolving disputes† (Schwarz, 1996). This so called â€Å"shield† allows players to concentrate completely on their sport, without outside distractions.

Health Care Delivery Systems Essay

Abstract The American health care system is designed to focus on the organizations of individuals, places, and to treat and prevent adequate health care for the target populations. The federal government conducts an immense portion of delivering health care systems in our world today. The purpose for health care delivery systems is to provide financial tangible benefits and provide health care services for the population and institutions. The results showed for the support of the hypothesis is elaborating in the importance of different health care delivery systems and the purpose in how they are utilized in today’s health reform. Running Head: Health Care Delivery Systems Essay Health Care Delivery Systems Health care systems engage the initial contact of people and it is the foundation of primary health care. In order to receive primary health care it begins with providing a service to families, people, and communities through health professionals and their teams. The Health care delivery systems is involved with a proactive method to prevent health issues and to better ensure the organization and to investigate once a health issue has transpired. In addition, these type of services are publicly funded from general tax revenues without direct charges to the patient (Health Canada, 2011). The most two similar forms of health care delivery systems is managed care systems ex. (HMO) and fee for service (FFS). The fee for service plan is generally called Traditional Indemnity (Website 101, 2009). Fee for service offers flexible measures for the exchange of drastically high out of pocket expenses, it also requires a substantial amount of paperwork and premiums are high. Furthermore, some advantages are having the privilege in selecting hospitals and physicians of your own, and having the opportunity in receiving treatment from a specialist without a primary doctor referral. The disadvantages are high deductibles and the patient is responsible of paying twenty percent and the physicians are obligated to reimburse eighty percent of the expensive. Also, fee for service solely pays for â€Å"reasonable  and customary† health issues (website, 101). Doctors may have a different medical fee opposed to other areas, and the patients are obligated to pay their portion that is instated in health plan coverage. However, HMO is the less expensive and less flexible of all medical coverage’s. The advantages are consist of less paperwork and low copayments. It provides for a portion of improvement health preventive care plans. Unfortunately, there is disadvantages that the health care holder will experience with in choosing a PCP which is a primary care physician, and the HMO plan only accepts a network of their physicians or they will not stand up to the obligation of their financial transaction argument. In addition, in order for the client to see a specialist they must obtain a referral from their PCP. The expression Alternative Delivery Systems is created to entail all techniques of health care delivery systems barring acceptable fee-for-service and private practice like IPAs, PPOs, HMOs, and all other health care systems that provide health care of who conducts organized care systems. (http://aspe.hhs.gov/Progsys/forum/mcobib.htm). For example, Managed Care is a health care delivery system that merges payment and the delivery. It also accesses the use of treatments by engaging organization strategies creating to enhance the growth of cost-effective in the delivery of health care. Managed health care plan is a system that assimilates any management with in accordance of finance that delivers health care services of the covered population. In contrast, PPO also known Preferred Provider Organization is the delivery system that commits with medical care providers who gives discounted fees to clients. Nevertheless, clients have the opportunity to give health care to participants who are not members but can potentially become financial penalized due to any action of seeking out side providers and face consequences of not receiving discount and any deductibles of one’s health care plan and copayments. Goals of Health Care Delivery Systems. The reason HMO’s are unique because they prepaid and they are managed care systems that initially were health care alternative to fee-for-service health care. There goals is to obtain affordable and comprehensive health care coverage. This plan is conducted in advance by the option of a fixed fee from all members. Moreover, HMO delivers minimal cost for medical services that are needed for patients, and this health plan is responsible  in conducting the deliver and finance portion of the medical health care services. They also arrange to provide the essential medical care which includes the benefit packages. Prepaid Health Plans (PHP) is known â€Å"to help make quality health care affordable for groups of people, including farmers, blue collar workers and their families† (Ahern, 2007) . In contrast, the traditional health care insurance only funds health coverage for hospital visits, and enrolled insures that receive health coverage in prepaid plans is charged a predetermined for acute and preventive health care from doctors who work in hospitals. As for PPOs, their health care philosophy originally was to create simple concepts in delivering health care services to large groups with lower rates in order to substantially gain a business development for their management. To emphasize, insures can select their own physician’s however penalties can potentially occur if they are not with the network. This form of health coverage is engaged in receiving adequate power with lower health care prices for their clients in the standing of the dense health care system in America. The fee for service (FFS) is ultimately focusing in creating options to approach paid private insurances to gain more control relating with time and the forms of treatment. FFS is designed to reflect on an ideal perspective for private health care plans, instead of government-administered pricing and giving proper recognition in private health care plans that can utilize health care organizations productively. This method will enhance quality and proficie ncy in delivering a regenerated approach in the health care industry (Nicolas, O’ Malley, 2007). Mission Statement If I had full control of conducting a health care delivery system I would focus in offering health care insurance for businesses, government organizations, people, families, groups, and schools. Also, I feel flexibility is significant for the process of selecting your own choice of primary doctors in the same network and receive great service with affordable payments. The health care delivery system will project and promote exceptional quality health care service is the HMO plan. This health plan will contribute in supporting by over exceeding expectations of all parties which includes employees, communities, work force, stake holders, investors, and customers.

Hall Cases Essay

INTERNAL CONTROL CASES 1. Solution Smith’s Market a), b) See diagrams on the following pages. c) Internal Control Weaknesses 1) Access to the cash drawers by sales clerks requires more accountability. Each drawer is accessed by various clerks throughout the day and cash may be withdrawn by any of them. 2) The internal cash register tape should be used as a control to determine how much cash (including checks, and credit card vouchers) should be in the register drawer. 3) The shift supervisor does not sign for the specific amount of cash received or returned at the end of the day. He simply logs the drawers in and out. 4) The treasury clerk is unsupervised in the counting of cash. 5) The treasury clerk has asset custody and responsibility for recording sales and cash in the journal and General Ledger. d) 2.Solution to Spice is Right a), b), See diagrams on the following pages. c) Internal Control Weaknesses 1) No credit check 2) Inventory control function is performed by warehouse clerk. 3) Accounting department bills customer, updates the AR account, and records sales in the Sales Journal thus reducing the opportunity to detect discrepancies between total sales and AR postings. 4) Customer is billed before order is actually shipped 5) Remittance List should be prepared in the mailroom 6) No journal voucher prepared by cash receipts clerk. 7) Cash receipts clerk does not prepare a deposit slip. d) IT Controls for Basic Technology System e) Flowchart of revised system Student responses will vary for this part of the assignment. The following issues, however, need to be addressed. Upgrade stand-alone computers to a networked environment The internal control problems already covered that need to be corrected in the new system. 3. Solution to ABE Plumbing a), b) See diagrams on the following pages. c) Internal Control Weaknesses 1) No Credit check is performed. 2) The sales clerk closes the open sales order causing the sale to be recorded before the goods are actually shipped. 3) The warehouse clerk has asset custody and should not also update the inventory records. 4)The shipping clerk does not reconcile the stock release with the original order. This allows for the wrong items and or quantities to be shipped. 5) Customer is billed before the goods are shipped. Billing should be triggered by shipping notice. Instead, the customer invoice is printed from  the closed sales order, which was prepared before the goods were shipped. d) Flowchart of revised system Student responses will vary for this part of the assignment. The following issues, however, need to be addressed. The internal control problems already covered that need to be corrected in the new system. A system configuration similar to figure 4-18 would be appropriate. 4. Solution to Walker Books a), b), See diagrams on the following pages. c) Internal Control Weaknesses Sales Processing: 1) The credit check is performed by the sales representative 2) The sales department should not be maintain the sales journal 3) The warehouse should not be updating inventory subsidiary ledger Cash Receipts 4) Mail room workers have access to both check and remittance advices. This situation require a reduced span of control and separate mail room procedures for customer payments vs routine mail. 5) The accounts receivable clerk has access to both the checks and the customer accounts d)IT Controls for Basic Technology System e) Revised System Walker Books System Student responses will vary for this part of the assignment but should address the internal control issues already covered. 5. Solution to AV Safety, Inc. a), b), d) See diagrams on the following pages. c) Internal Control Weaknesses 1) No credit check is performed 2) Sales journal is updated before the goods are shipped 3) Warehouse clerk has access to inventory and also update the inventory ledger 4) Mailroom clerk has access to both the remittance advice and the checks, no remittance list id prepared. 5) AR clerk has access to both the checks and the remittance advices d) IT Controls for a Basic Technology System e) Student responses will vary for this part of the assignment, but should address the internal control issues identified above. 6.Solution to Premier Sports Memorabilia a), b), d) See diagrams on the following pages. c) Internal Control Weaknesses 1) Transaction is recorded in Sales Journal before goods are shipped. 2) Warehouse and Shipping functions are combined. This removes control over picking and shipping the wrong products. 3) Mail room clerk should prepare a remittance list to control remittance advices and checks 4) Although not stated in the case as aproblem, the auditor should evaluate network access controls (passwords, access privileges) to ensure a proper segregation of duties d) IT Controls e) Student solutions to this part of the case will vary. The solution should address the control issues identified in part C. 7. Solution to Bait ‘n Reel a, b, and e, see pages that follow c) Internal Control Weaknesses 1) The sales clerk performs the credit check this is a segregation of duties and transaction authorization problem. 2) Warehouse should not update the inventory and General ledger control accounts. 3) AR Clerk should not update the general ledger. 4) Billing and AR are combined. This structure will mask discrepancies between what was billed and what was recorded as a sale. 5) Supervision is needed in the mailroom because employees who open the mail have access to both cash and the remittance advice. 5) The cash receipts clerk has access to the assets (cash) and is responsible for updating the general ledger. 6) See 3 above. d)It Controls

The Confederate Truths

The Confederate Truths Free Online Research Papers The enormous impact of the Civil War on our nation will probably never be determined, but would never have been possible without the courageous stand of the Confederate States of America against invading Union forces. The independence of the Confederate States commenced by the withdrawal of the State of South Carolina from the Union of the United States. The ordinance of secession was passed on December 20, 1860 by a unanimous vote. The withdrawal of South Carolina from the Union was followed successively by the states of Florida, Mississippi, Alabama, Georgia, and Louisiana. A convention of delegates from these six seceding states assembled in Congress at Montgomery, Alabama, to organize a Provisional Government, on the 4th day of February 1861, where they drafted a constitution for the Confederate States of America (Clarke 3). Many different efforts were made to save the Union and prevent a war. Some believed the Constitution did not allow the North to take an action against the South. An amendment was even passed saying Congress could never interfere with slavery in the states, but it was not ratified by the necessary number of states and was forgotten when the Civil War began. The existence of slavery was the central element of the conflict between the North and South. Other problems existed that also helped lead up to succession. It appears that the only way for the war to have been avoided was to abolish slavery, but this could not be done because slavery is what kept the South alive and running. Lincoln argued that people who were in opposition, or divided against themselves, could not stand, thereby making it impossible for government to endure permanently with the states divided in half. Therefore, because there were two opposing regions or societies and slavery could not be abolished, the Civil Wa r was inevitable (Clarke 4). The Hon. R. M. Barnwell, of South Carolina, was appointed temporary chairman. Forty-three men of these six southern states adopted the Constitution of the Confederate States of America on Friday, February the 8th. The following day, Congress proceeded to the election of President and Vice-President. Jefferson Davis, of Mississippi, President, and Alexander H. Stephens, of Georgia, Vice-President, were elected by unanimous vote. They were sworn in on February 18, 1861 (Clarke 13). Davis, who had been elected President, actually wanted to be appointed General in the Confederate Army. He was a graduate of West Point, fought as a Colonel of Mississippi Rifles in the Mexican War, and was Secretary of War. He was pleased, however, when he was informed that he would be the President of a fledgling nation. When Davis had attended West Point, he had clearly read in his textbooks, that any state had the right to secede. However, before leaving his U.S. Senate seat, he wanted to compromise. Dav is knew that if the South declared independence, a war was immanent. Davis pointed out that the South was not the first to consider secession. The states composing New England had three times considered secession. Once during the War of 1812, once during the admission of Missouri as a slave state, and once with the admission of Texas into the Union. Therefore, he rationalized that secession was legal. (Clarke 24). â€Å"On February 1st, 1861, the State of Texas declared her independence by withdrawing from the Union, and uniting herself with the new Confederacy. Virginia, Tennessee, Arkansas, North Carolina, and Missouri also resumed their original sovereignty, and were admitted into the Confederacy.† (Clarke 18). Jefferson Davis, in his inaugural address, stated simply that, â€Å"All we ask is to be left alone† (Clarke 27). By April, the tension between the Union and Confederacy had become too great. When Major Anderson refused to surrender Fort Sumter in Charleston harbor, the Confederate harbor guns opened fired. In the siege, the only casualty was a Confederate horse. It was a bloodless start to a very bloody war. â€Å"Invoking his states Revolutionary motto, Sic Semper Tyrannis, a young Virginia officer filled letters to his mother with comparisons of the Norths war of subjugation against the South to Englands war upon the colonies† (Clarke 78). He was confident that the Confederacy would win the â€Å"second War for American Independence† because â€Å"Tyranny cannot prosper in the nineteenth century against a people fighting for their liberties.† (Clarke 9). Most southerners who volunteered to fight felt this way. As a Confederate officer wrote they were not only fighting for their freedom, but for their relatives and descendants because they strongly believed in that they had the right to secede and that their constitution was stronger than the Union’s. Therefore, the average Confederate soldier believed that he was fighting for his rights, independence, his family and ultimately to protect his homeland form what many Southerners now considered to be a foreign nation. Until the emancipation proclamation was issued in 1862, the Union was fighting for just that, the Union. When Lincoln issued his proclamation, it outraged many officers in the Union army (Clarke 17). Most Southern soldiers did not care about slavery one way or the other. Only the elite planter and politician class cared at all about retaining their slaves. (Clarke 45). They viewed the proclamation with contempt. It freed only slaves in the Confederacy, not in the bo rder states of Maryland or Kentucky. Later, Lincoln by his own admission proclaimed that his proclamation at the time carried no weight. (Clarke 17). Indeed, the Confederate constitution made slavery legal in the South, but it declared the further importation of slaves from foreign countries (the U.S. included) to be illegal. So how do we know that most Confederates did not fight just for slavery? They wrote letters, kept diaries, and they were encouraged to write them. A misnomer is that Civil War soldiers were illiterate. However, the armies of the Civil War were the most literate in history up to that time (80 percent of Confederates, and 90 percent of white Unionists) and consisted mainly of volunteers rather than draftees or long-service regulars (Clarke 34). Only one in fifteen of all Southern whites ever owned a slave. Overall, there were fewer than 350,000 Southern slave-owners. However, there were some 600,000 soldiers in the Confederate Armies (9 out of 10 free white males ). Therefore, if all slave owners were in uniform- and certainly they were not- this still leaves several hundred thousand soldiers with no personal interest in slavery but rather in states’ rights and the concept of the Confederate constitution (Clarke 9). With losses between 20 and 30 percent in large engagements, the south needed a better system for recruiting, training, and arming its soldiers. By late 1862, the Confederate Congress authorized and approved the National Conscription Act. It stated that all male citizens between ages 18 and 35 had to enlist in the Confederate Army. This outraged many southerners. They were upset at the fact that they were fighting for liberty, and it was their choice to fight, or not. In the mountainous regions of Eastern Tennessee, North Georgia, and Western North Carolina, protest to the draft was significant. Many in these regions had opposed secession in the first place, and were not about to be told they had to fight for something they did not believe in. In addition, there were two clauses in the draft that upset many southerners; first, a planter owning more than 20 slaves was exempt from serving. While this was a small minority in the country, it was a large majority in the Confederate Congres s; Second, there was a Substitution clause that stated that one could get someone else to take ones place. Many soldiers now declared that the war was â€Å"A rich mans war, a poor mans fight.† (Clarke 129). However, the draft served its purpose. Many southerners looked upon a draftee as being a coward. Therefore, with the passing of the draft, the volunteer rate soared. Many men volunteered instead of waiting to be drafted. The draft worked, and by 1863, the Confederate armies were as large as they would ever be. Even when the war took a turn for the worst after Gettysburg and Vicksburg, the armies kept fighting. â€Å"Outnumbered, underfed, and poorly equipped, they withstood one of the worlds most powerful military forces for four years of the bloodiest warfare ever raged in the Western Hemisphere. The concepts of southern nationalism, liberty, self-government, resistance to tyranny, and other ideological purposes (were) a concrete, visceral form: the defense of home and hearth against an invading enemy.† (Clarke 18). To stay alive, the South also pursued an aggressive foreign policy throughout the war. â€Å"There is no doubt,† said William E. Gladstone, Britains Chancellor of the Exchequer, â€Å"that Jefferson Davis and other leaders of the South have made an army; they are making, it appears, a navy, and they have made what is m ore than either- they have made a nation. We may anticipate with certainty the success of the Southern states.† (Clarke 128). The South pursued a policy that stated that â€Å"Cotton was King†, and that Europe could not live without it. Surely, they thought, Britain or France, or both would intervene on behalf of the Confederacy. It never happened. Britain and France, while sympathetic to the Southern cause, did not have the backing of the working class of their nations and at best could only help the Confederacy get around the blockade. The War between the States was the defining point of the last century, and we still feel its affects today. Civil War re-enactors live like, and fight like our ancestors. African Americans fight on both sides, just like in the war. Over 50,000 of free blacks- 12% of the Confederate Army- took up arms in defense of their native south. While the number of African Americans that fought for the North is much greater than that of the South, the blacks in uniform in the North made up only 10% of its force. It is still an issue often overlooked by historians. The Confederacy fell to Union powers in 1865, with the surrendering of the armed forces and the capture and imprisonment of Jefferson Davis. â€Å"Were these things real?† wrote Sam Watkins, who fought in the First Tennessee from the beginning of the war until its end. â€Å"Did I see those brave and noble countrymen of mine laid low in death and weltering in their blood? Did I see our country laid waste and in ruins? Did I see soldiers marching, the earth trembling and jarring beneath their measured tread? Did I see the ruins of smoldered cities and deserted homes? Did I see the flag of my country, which I had followed for so long, furled to be no more unfurled forever? Surely they are but the vagaries of mine own imaginationBut, hush! I hear the approach of battle. That low, rumbling sound in the West is the roar of cannon in the distance. (Clarke 417). Th e enormous impact on our nation by the Civil War will probably never be determined, and would not have been possible without the stand of the Confederate States of America. Clarke, Whitford William. Volunteers in the Civil War. Rio Grande Press, Inc.: Sante Fe, 1971. Research Papers on The Confederate Truths19 Century Society: A Deeply Divided EraNever Been Kicked Out of a Place This NiceQuebec and CanadaThe Effects of Illegal ImmigrationPETSTEL analysis of IndiaTwilight of the UAWHip-Hop is ArtAssess the importance of Nationalism 1815-1850 EuropeCapital PunishmentComparison: Letter from Birmingham and Crito

Ray tracing Essays

Ray tracing Essays Ray tracing Essay Ray tracing Essay The objective of this experiment is to find the length of an object and its focal lengths. I will first try to hypothesize where the length points will be. The given results of my hypothesized diagrams will determine the lengths of the focal points. I will then be able to find out where the object image will be situated by following my ray trace diagrams. I believe that I will be able to find the length of the object image if I can find the two focal length points ( 1/v and 1/u displayed in my ray trace diagrams and the focal graph). To achieve this I have decided that I could not get an accurate hypothesis if I did not know this information, so I will carry out a small practical experiment. We found that if the lens is thin, the focal length is longer, and if it is thicker, the focal length is smaller. The focal length for our lens is 10cm. I have created some ray tracing diagrams to show my predicted lengths using the focal length that I found. I have found the longest distance that I can get a clear image is 100cm, the shortest being 15cm. I then carried out an experiment to prove my hypothesis. I used light boxes to create a light source, but this is not extremely accurate as the light rays diverge and are not parallel. I used a screen and a lens to try to find an image. My results for my experiment were as follows. I had three atempts to make my experiment more accurate. Image lens Lens Screen Image size (cm) 1st/2nd/3rd attempt (cm) 1st/2nd/3rd attempt (mm) 15 33/35/36.5 25/28/29 25 18/18/18.5 9/9/9 40 15/14/15 5/5/4 50 14/13.5/13.5 3/3/3.5 60 13.5/13/13.5 2.5/2.5/2.5 80 12.5/12.5/12.5 1/1/1.5 100 12/12/12.5 1/1/1 I have found the averages of the 3 attempts and have also put these in a table. Image lens Lens Screen Image size (cm) Average(to 2dp, cm) Average (to 1dp, mm) 15 34.80 27.3 25 18.17 9 40 14.67 4.7 50 13.67 3.2 60 13.33 2.5 80 12.50 1.3 100 12.17 1 This data is represented in a graph. It shows that the longer you move the object to the lens away, the less distance between the screen to the lens is needed to get a clear image. The further the object to the lens is the smaller the image size. The only problems that I had with my experiment were the fact that the light rays were not perfectly parallel. This could of lead to the rays moving away from the focal points, and could then move the object image a few millimeters, which could change the results by a lot. The other problem was the materials. These were not of a high quality, and the measuring devices we used were 1 meter rulers, which were not accurate enough to the millimeter. We also did not know what thickness the lenses were, so we could not go into further detail into the changes, which they may have caused. Overall the experiment was a success. It showed basically what my raytracing diagrams, and my hypothesis had shown. It gave a clear, precise trend on how the lengths change. Changing with size it shows the further you pull the object from the lens, the shorter length you have to put the lens from the screen.

How to Write a Cover Letter That Gets You Noticed

How to Write a Cover Letter That Gets You Noticed The best resume in the world may not do you any good if you’re missing one critical element: a cover letter. But not just any cover letter will do. As the first impression you’ll make with an employer in today’s extremely competitive job market, an effective cover letter becomes a critical selling point. Here’s what you need to know to write a cover letter than not only gets noticed, but earns a spot atop the pile. More Than a FormalityMany job applicants think of cover letters as obligatory fluff: a meaningless, archaic precursor to the resume. This couldn’t be further from the truth. When crafting your cover letter, think of it not as a necessary evil, but as an opportunity to enhance your resume and engage its readers.Your cover letter sets the tone for everything that follows in the relationship between applicant and potential employer. The underlying theme of the most successful cover letters answers the question, â€Å"Why am I the right cand idate for this job?†Practice Your Matchmaking SkillsSo now you understand why you’re writing a cover letter, but what should it include? The answer is simple: that depends on the job. While a resume may be designed to show off your experience at large, a cover letter has a different intent: to make the case for why a company should hire you.Creating a standard cover letter with a broad overview of your qualifications misses the point. The trick is to match the skills set forth in the job description with your own background and talents. Take a minute to identify specific experiences and achievements which demonstrate how you fulfill the job requirements. These are the bread and butter of your cover letter.Remember, the job application process is ultimately a matchmaking game between you and prospective companies. The best way to make a match? Do your research to gain a better understanding of each company’s needs, goals and values. Today’s retention-minded companies aren’t just looking for candidates who fit the job, but also who fit the overall corporate culture.Doing your research also means getting all of the seemingly small things right - from the title of the position to the contact person’s name and title. This demonstrates both initiative and attention to detail.Beyond KeywordsKeywords matter, but only to a degree. Why? Because anyone can throw words onto a piece of paper.What really matters is using these words to showcase why you’re the right candidate for the position. Include keywords and key phrases, but be sure to link them to your experience and offerings in a meaningful way.While your temptation may be to pack your cover letter with words and phrases lifted directly from the job description, practice restraint. After all, hiring managers see hundreds and thousands of resumes every year and can easily distinguish the generic from the great.Also, keep in mind that your cover letter isn’t mean t to tell the whole story. Rather, it serves as an important introduction to what follows. Include only what truly matters, avoid bragging about unrelated abilities, and keep it to a concise one page. The best cover letters are not so much about showcasing a candidate’s accomplishments, but about identifying a company’s particular need and demonstrating your potential to fill it.In an era in which 13 percent of recent college grads are unemployed, and 44 percent are â€Å"underemployed† - meaning they are overqualified for the jobs they accept - making a standout impression with employers can mean the difference between getting the job of your dreams and ending up as a troubling statistic. While a smart and comprehensive resume is a vital part of landing a job, a well-crafted cover letter is an equally valuable part of the equation.

Is it legal to download the music freely Research Paper

Is it legal to download the music freely - Research Paper Example The research project aims at addressing the question whether free download of music is legal. The authors investigate the issue of illegal downloading of music under ethical perspective. They indicate that people illegally download music despite them knowing that it is wrong. This article is peer reviewed and I have not found any awards for the article. The main aim of the research for this project is to determine whether music downloads for free is legal. The authors indicate that individual’s share and record music for other to download the music online for free. One example is the case of napster that enabled users to download anything they want on the internet for free. However, it is now restricted by legal actions. This article is peer reviewed with no awards for it. It seeks to explore the aim of the project that asks whether the download of music for free is legal. This article is able to study the degree to which protecting copyright owners is required. This is the case for music download requiring individuals to download music for free which is illegal. This article is peer reviewed with no awards for the article. It adds to the aim of this project that seeks to understand whether download of music for free is legal. The author indicates that people widely share music files on the internet. Such transfers allow individuals to download the music for free which can be illegal. This article is peer reviewed with no awards for the article. The aim of my project is to answer the question as to whether it is legal to download music for free. The author indicates that most of the software and music industries suggest to consumers that copying digital contents would land them in jail. Scelba, Curtis Johnlee. "Culture and the Digital Copyright Chimera: Assessing the International Regulatory System of the Music Industry in Relation to Cultural Diversity." International Journal of Cultural Property (2009):

Extended definition of an object Essay Example | Topics and Well Written Essays - 500 words

Extended definition of an object - Essay Example In the later half of the nineteenth century, the great train wrecks helped the railroad pocket watch serve as a staple for the workers of railway. It was on 18 April 1891 when in Kipton, Ohio, two trains came across each other. An engineer’s pocket watch who was on a passenger train, stopped to function for about four minutes. The temporary dysfunction of the pocket watch was making the train late. The unfortunate event happened when the mail freighter, another train came moving in the same direction as the first train. The second train was heading towards a different side of the town. As a result of the delays caused by the dysfunction of the pocket watch, the two trains did not meet each other at the supposed location. Rather they collided near the town’s edge causing eight casualties that included the two conductors of the respective trains. This unfortunate accident instigated a lot of changes in the rail community. One of the people for whom the incident proved for tunate was Mr. W. C. Ball who was a watchmaker as well as a jeweler and had specialized in the skill of pocket watch making. Ball knew how to keep track of time.

Reading response Essay Example | Topics and Well Written Essays - 250 words - 20

Reading response - Essay Example ies and to socialize the industries of the country.’ (Hillquit, 18) The platform of the party is to create awareness among the masses and is to educate them about political class-consciousness. However, as the American workers are dubious of the Socialist movement, they are approached through the Labor Party. The Labor Party can gain their confidence and then and lead them to the path of Socialism. The difference between the Socialist Party in the United States and the Communist Party of Russia is the scope of their manifesto. The Socialist party wants to emancipates all thus extending the benefits of industrialization to the masses in the United States. On the other hand the Communist Party in Russia holds the authority in few hands with the State being the channel that decides what and how much should be passed on to the masses. Thus these tow philosophies differ from one another as the two countries are different from each other, but as far as racialism in the United States is concerned than the Socialist Party takes the

Role transistion Essay Example | Topics and Well Written Essays - 250 words

Role transistion - Essay Example These conflicting issues are not easy to resolve when the focal point is only on one feature of the conflict. They necessitate that the external sources and the internal ones are dealt with simultaneously. Various tools are used in the resolution of such issues and they include mediation, using psychotherapy, and involving collaborative law, which help solve a broad range of conflicts. The collaborative style aims at finding a â€Å"win/win,† solution where the target is to gratify both sides; it is highly cooperative and assertive (Levine, 2009). There is integration, merging, learning, improving relationships and gaining commitment that is involved. Confronting matters in a non-threatening way, noting underlying concerns, analyzing input, and capability of using effective or active listening are used as different types of abilities in collaborative conflict solving. Four ways of resolving conflicts have been established in an elaborate mechanism and they include the expectation of conflict, clarification of underlying issues, creation of a conflict resolution mechanism applicable on need basis, and finally the resolution of what are termed as irresolvable disputes (Levine, 20 09). Collaborative conflict solution is observed in point number three where one creates a conflict resolution process. The process is all-inclusive and yields positive results where conflicting parties are

The state of the real estate market in UK Essay

The state of the real estate market in UK - Essay Example This essay discusses that in the UK, the cost of paying rent went high. With this, demand for rental houses also escalated. A great percentage of investors joined in the real estate business with the expectation that they will amass a lot of profits from the business. The amount of rent went high at an alarming rate with the number of investors increasing. Baum & Hartzell indicate that the amount of supply for real estate as at 2010 was very low. On the other hand, CML indicates that in the year 2010, the real estate business was booming and was very profitable at that time of the season. According to business analysts, this kind of scenario is referred to as a profitable mix, an inclusion of both demand and niche in the supply. In relation to the failure of the real estate business, this concept has a great correlation with the increase in the need to create a supply chain for the increase in demand by the tenants. With the rent yielding a lot of profits, the market experienced an i nflux of entrepreneurs in the business of real estate markets. With time, the real estate became flooded with a lot of people claiming a piece of the market. At one point in the businesses, a good number of entrepreneurs were wiped out of business. This led to a decrease in the number of investors in the business due to the tough competition. At the end of 2010, the business faced a lot of challenges and was not considered profitable at all. This is a major indicator of the reasons the real business declined. 2.2. High building rates Despite the increase in population in UK and the number of willing investors in the real estate business, the building rates still remain high. The international standards, according to FSA (2009), did not meet the booming prices in the period of 2010, since the building regulations were extremely high. On the other hand, the population in UK was rising at a high rate; thus, alteration in the household sizes. Just like indicated earlier, it is the need to fulfill the demands of the market that led to an increase in the supply of the real estates. However, in the period of 2010, less people invested in the business during the economic recess. The returns from the business were extremely high to an extent, that the government recorded a deficit in the number of houses; thus, researchers and made a recommendation through the Town Planning Council that over 200,000 houses must be built so as to cover the increase in population. Donald & Mc Millen (2010) indicate that by the end of 2010, the real estate had recorded a deficit of around one million houses, a clear indication of the fact that investors had backed out for a more profitable business. On another angle, the amount of credit offered to the real estate businesses decreased to a great extent, rendering many businessmen with no other option but to get out of the market. With this in mind, Great Britain: H.M. Treasury (2010)

Marine Cargo Surveyors Research Paper Example | Topics and Well Written Essays - 1250 words

Marine Cargo Surveyors - Research Paper Example Marine surveyors have invented their personal businesses, desiring to offer their services to a number of clients and to make sure they embrace fair views in their job. In addition, they rejoice and enjoy professional independence. But others are permanent employees of the marine insurers and their clients, thus enabling the vital mediators in damage claims. As far as their training services are concerned, marine surveyors normally join the field through apprenticeship or they achieve a diploma from a technical institution or professional association in marine surveying (United States Congress, 1860). Reasons of maritime cargo surveyors According to Davies M & Force R (2005), Marine surveyors carry out hull and machinery surveys, evaluate the sale and purchase of the ship, check the general and weather conditions of before shipment and arrival of the vessel. Involve in certifying reports and progress of marine consultants, examine the classification surveys, and carry out the investi gation and surveys of loss and damages. Generally, marine surveyors’ participation therefore has to seek without relaxation once damage or loss is recognized. Additionally, the surveyor must take pleasure in uninterfered access to the interest matter of claim to ensure he may arrange every required consultant with independent professionals. Consequently, cargo surveyors are meant to perform the activities such as cargo surveys and quality inspection, sampling, damage cargo survey, inspection of agriculture products, draft surveys, investigation of contamination and shortage of bulk cargo, and supervising offloading and loading of containerized cargo. Workings of maritime cargo surveyors Marine cargo surveyors read the documents of the vessels that set forward securing procedures and cargo loading, initiate stability factors, and capacities to determine cargo capabilities according to cargo regulations and design as suggested by Nichols & Williams (2008). Marine surveyors chec k loaded, secured cargo in holds and tied to decks to determine that relevant cargo handling regulations have been surveyed. They measures depth of water and fuel in tanks as well as ship holds by using tape measure, reed drafts markings, and sounding line to determine the depth of the ship. Moreover, for surveyors to determine the volume of stored water and fuel, hold capacities, vessel stability factors and weight of the cargo, they calculate it by using calculator and mathematical standard methods. In addition to that, they examine cargoes of maritime vessels to verify compliance with international and national safety and health regulations in cargo storage and handling. Marine surveyors also issues certificates of conformity when infringements are recognized. Give crew advises in the techniques of packing heavy and dangerous cargo, like shoring, extra support beams, and extra stronger lashings, according to the skills of hazards when ferrying explosives, grain, heavy machinery a nd logs. Lastly, thy examine information achieved from survey, documents reports of research, and prepares recommendations relating to the capacity of the ship, marine surveyors help in coroners’ inquiries and attend court cases as a professional witness. Ultimately, they examine the devices of cargo handling like hoists, boom

The state of the real estate market in UK Essay

The state of the real estate market in UK - Essay Example This essay discusses that in the UK, the cost of paying rent went high. With this, demand for rental houses also escalated. A great percentage of investors joined in the real estate business with the expectation that they will amass a lot of profits from the business. The amount of rent went high at an alarming rate with the number of investors increasing. Baum & Hartzell indicate that the amount of supply for real estate as at 2010 was very low. On the other hand, CML indicates that in the year 2010, the real estate business was booming and was very profitable at that time of the season. According to business analysts, this kind of scenario is referred to as a profitable mix, an inclusion of both demand and niche in the supply. In relation to the failure of the real estate business, this concept has a great correlation with the increase in the need to create a supply chain for the increase in demand by the tenants. With the rent yielding a lot of profits, the market experienced an i nflux of entrepreneurs in the business of real estate markets. With time, the real estate became flooded with a lot of people claiming a piece of the market. At one point in the businesses, a good number of entrepreneurs were wiped out of business. This led to a decrease in the number of investors in the business due to the tough competition. At the end of 2010, the business faced a lot of challenges and was not considered profitable at all. This is a major indicator of the reasons the real business declined. 2.2. High building rates Despite the increase in population in UK and the number of willing investors in the real estate business, the building rates still remain high. The international standards, according to FSA (2009), did not meet the booming prices in the period of 2010, since the building regulations were extremely high. On the other hand, the population in UK was rising at a high rate; thus, alteration in the household sizes. Just like indicated earlier, it is the need to fulfill the demands of the market that led to an increase in the supply of the real estates. However, in the period of 2010, less people invested in the business during the economic recess. The returns from the business were extremely high to an extent, that the government recorded a deficit in the number of houses; thus, researchers and made a recommendation through the Town Planning Council that over 200,000 houses must be built so as to cover the increase in population. Donald & Mc Millen (2010) indicate that by the end of 2010, the real estate had recorded a deficit of around one million houses, a clear indication of the fact that investors had backed out for a more profitable business. On another angle, the amount of credit offered to the real estate businesses decreased to a great extent, rendering many businessmen with no other option but to get out of the market. With this in mind, Great Britain: H.M. Treasury (2010)

What are Hamlets feelings on pages 74 and 75 Essay Example for Free

What are Hamlets feelings on pages 74 and 75 Essay Page 74 is the first time Hamlet is introduced to the audience and this first speech of his is very important as it sets the tone of the play and allows the audience to adjust to the type of genre it is going to be, it also shows how desperate Hamlet is and how distressed he truly is. It tells the plot of the story to the audience and shows why Hamlet is so unhappy at his mother and uncle being married, and the time in which they did so. We immediately begin to see how alone and confused Hamlet on what to do Hamlet really is, so much so almost a third of the speech is basically him contemplating suicide, which is strictly against his religion. The main pillars in his life, the people he could relay on the most have betrayed him and he is unsure who he can trust and he is torn between taking vengeance mainly on his mother for dishonoring his fathers memory by marrying his uncle (obviously he does not yet know who killed his father or how he died) or to remain true to his mother, and turn the other cheek as his religion tell him to. He thinks that his mother and uncle have been too hasty in getting married, But two months dead, nay, not so much, not two and he has suspicions that they had something to do with his fathers death. He seems very bitter towards his mother in particular and refers to her like a parasite. Why, she would hang on him, as if increase of appetite had grown by what it fed on and his initial reaction, before he is visited by his fathers ghost, is to take revenge on his mother. Which shows how he is feeling as he expects his mother should be the main support to him in his time of mourning but instead she has abandoned him, this also shows how emotional week Hamlet is from his first sentence. He does talk about the sexual relationship between his mother and uncle, O, most wicked speed, to post with such dexterity to incestuous sheets! It is not, nor it cannot come to good. This could be Hamlets way of surging energy and guts that will enable him too take vengeance on his fathers death and his mothers dishonor towards his fathers memory. This also gives the impression that Hamlet is quite week emotionally and is in need of help or guidance, something that he does not receive from any of his friends or family, many of who attempt to kill him and I think the fact he often tries to justify his weakness. For example he says the only reason he does not commit suicide is because it is a sin, similarly when he goes to kill his uncle he does not because he is praying at the time and this would lead to him being sent straight to heaven instead of to hell where he belongs. I think Hamlet is shown as being very lonely and not too sure who to trust shows in the final line of his speech, But break my heard, for I must hold my tongue, this shows that he wants to solve his problems by himself. Again symbolizing his isolation from the people around him and his complete lack of trust in anyone and the fact the speech is said to the audience also shows that he is completely alone in the world and does not know where to turn to. Hamlet obviously had great respect for his father and despite saying that he is not a great warrior Married with my uncle, but no more like my father than I to Hercules his father was and you begin to see that Hamlets main influence in his life, the one person he admired the most was his father and now he has gone, Hamlet feels very lost and insecure without him and seems to punish himself and continually put himself down throughout the speech creating a very distressed first scene, but ironically he remains one of the few Shakespearean characters which have a sense of humor and as the play progresses we begin to see how sly and sarcastic hamlet can be, especially when talking to Polonius.

Education Essays Design and Technology

Education Essays Design and Technology Can we promote more interest in Design Technology by having more relevant projects. Abstract To define Design and Technology and what students need to know in education is complex, and drawing directly on real world practices may provide educators with confidence and guidance in teaching design. This should give clear definitions and descriptions on how design works in practice, thus enabling educators to select which features of these practices can be translated into the encouragement of designer thinking and behaviour in educational contexts. This paper considers the encouragement of interest required to enhance and motivate a higher interest in Design Technology by having more relevant projects. Where realisation of concepts empowers fantasies, freeing the imaginations from reality into design. Creating the desired from the perceived. Resulting in keeping the process sharp. This paper will discuss considerations on the way a pupil perceives and processes information, for design in terms of action, reflection and appraisal and for technology in respect to solutions to technological problems through the process of invention. Evaluation will be made of performance in respect to previous research highlighting the teaching strategies used and the managing of the project. Above all, the undertaking of the project and the design process involved will set out to be a successful evaluation of teaching / learning experience. Review of Literature The work of Denton (1993) discussed the relevance of the design process in schools and whether it has merely a stylised ritual, more to do with the production of endless sheets of over decorated artwork with elaborate borders than a design tool. He discusses how the ritual of designing has arisen in education, the origins predating the National Curriculum, around the time when Craft, Design Technology was introduced into the Curriculum. Furthermore, Denton states that it appears to be centred on an incomplete understanding of the process of designing and the functions of modelling and drawing. The formal design process, as used in industry certainly does flow from initial ideas, research, questionnaires and so on, and Denton is not being overcritical of the design process as such, instead he points to the obvious primary function in design activity being the practical outcome rather than a neat visual presentation of the design activity. Commercial designers have a rough idea of the outcome before they actually start designing and they model a progression of refinements and variations in their ideas. By modelling, Denton makes reference to three types that are useful design tools:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Drawing: These range from rapid sketches of the design to externalise design ideas to formal rendered pictorial representations of the finished product, complete engineering drawings and exploded diagrams.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Models: These range from 3D lash ups to demonstrate he principles, give a better idea of proportion and, again, to externalise design ideas. The other end of the scale is the professional presentation scale model that we are familiar with.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   CAD: These can also range from doodles in ProDesktop (or something similar), which enables the designer to get an idea of scale, right through to professionally produced rendered CAD designs. Most of these final coloured, rendered, anatomically correct models (and drawings) are used to communicate with clients, who will have no interest in rough sketches. It is these rough sketches and doodles that are at the heart of the design process and should be of prime importance to teachers as they are better indicators of the childs design thinking. Denton asserts that most schools prefer exquisitely finished and attractively presented work, complete with borders, in contrast with the rudimentary initial sketches of the design process. This preference is communicated to the pupils, who then spend time reworking their initial drawings, wasting time and efficiency in the process, and slowing down the exploration of fresh ideas. Much of this folder work is finished to such a standard that it is indicative of it being produced after the artefact has actually been made. In this paper, he proposes that it may be a more useful strategy to break away from the current strategy: starting at AT1: Investigating Making generating ideas, and instead start by evaluating something in order to make proposals on how it may be made better. I find that this proposal makes perfect sense, after all most designs are a redesign of an earlier design. The first cars were redesigned carriages, and subsequent cars were simply evolutionary changes, besides, one can empathise with pupils that have limited life experiences, trying to design an artefact starting with a virgin sheet of paper. Another proposal that, I think, has merit is changing the ratio of designing to making in favour of making, since it is the making that takes the most time. A disproportionate amount of time is spent doing research or more accurately, collating images. Entire lessons devoted to cutting pictures out of Argos catalogues have little merit and a minor influence on the final design. Denton suggests that efficiency and effectiveness may also be developed by the use of informal groupwork in the early stages coupled with the use of short deadlines can also promote motivation and possibly the generation of ideas (Denton, 1992). Kimbell et al explores the results derived from the APU (Assessment of Performance Unit) study of 1991, that described the capability in Design and Technology in terms of action, reflection and appraisal. He explains, in graphical terms, how boys and girls differ in the results of their coursework. According to the APU, girls consistently outperform boys right across the range of abilities, ie, high achieving girls perform better than high achieving boys and low achieving girls perform better than low achieving boys. While this study is fruitful, it doesnt explain why this should be the case. Lawler (1999) examines this disparity in results between genders by setting a group of pupils in the final year of primary school two separate tasks, recording the results and making comparisons. This age group were chosen because they had had minimal exposure to the procedural methodology imposed on them by their teachers. The paper hasevolved from research into ways of describing the process of designing. Two possible descriptors to show the effects of introducing project work have been called Big pictures and Small steps. Big pictures designing is future focussed, inspirational, and results in statements of complete ideas. Concerned with the mental process rather than the procedural, self directed, metacognitive process of design. Smallsteps designing is reflective, sequential, analytical, and descriptive. Good designing is evidenced as a combination of these two styles. Some pupils may have a preference for one approach that, if it conflicts with the way their teacher manages the project work, may restrict their progress. Raising the awareness of the teacher to the effects that the strategy that they impose on the project work has on the pupils, could be an important factor in increased student success. The study compared two different contextualised designing approaches to the presentation and management of project work. It shows the effects that each approach had on the performance of a group of seventy-five 11 year olds, and highlights the different responses of boys and girls to the same design situations. The results indicate that the strategy adopted by the teacher for the sequencing of practical project work had a greater effect on good designer boys, than it did on good designer girls and had a greater negative effect on less able girls than it did on less able boys (Lawler, 1 999) In a different attempt to relate pupils thinking styles to performance in Design and Technology, Atkinson (1995) used a test of Cognitive Style, shown to be intimately related in ideas and attitudes, to examine the performance of pupils in their GCSE coursework, utilizing a test devised by Riding and Cheema (1991) The Cognitive Style Analysis (CSA). The test was a result of over thirty methods of defining cognitive style being reviewed had it was concluded that most could be grouped within two fundamental independent cognitive style dimensions. These descriptors used in that test were seen along two axes (x, y) each subject being placed along the two continua of Wholist to Analyst (x axis) and Verbaliser to Imager (y axis). Analytic Verbaliser Imager Wholist A pupils position in the Wholist to Analytic dimension reflects whether they understand situations as a whole or see things in parts, while their position in the Verbal to Imagery dimension reflects the manner in which they represent information while thinking, either as words or mental pictures. In psychological terms analysts were defined as being field dependent, being affected by the world around them (in their perceptions) and wholists as being the opposite and field independent. By combining these two concepts, using wholist and analyst to examine pupils style of designing, new descriptors for designing styles were proposed. The CSA was produced as a computerised test that automatically calculates and plots a pupils position on both dimensions. The results reflect the way a pupil perceives and processes information. The relative speed in which a pupil answers different styles of questions, reveals their cognitive style (Riding Staley, 1998) Methodology Whilst on school placement, I noticed another teacher suggesting ideas to a year-12 pupil. Within minutes, the teacher had filled up a side of A3 with quickfire sketches and doodles. If pupils have a short time to focus their minds on quick sketches, it can be more productive than spending an entire lesson producing coloured drawings. I had an opportunity to try this approach at my last school placement when teaching a class of mixed ability Year 9s. The class were stuck, having spent the previous lesson producing 1 or 2 designs. I suggested that they all swap papers in their groups of four and improve on the original idea. After 10 minutes, the papers were swapped again, and again after another 10 minutes. This resulted in each pupil with three additional ideas to work with. From this placement experience, I have decided that the best way to establish what Key Stage 3 pupils gain from the Design Make tasks would be to revisit the two schools in which I taught whilst on teaching practice. The purpose of my visits would be as follows:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To examine the projects that are made by Key Stage 3 pupils and taking one example note the following; the tools required to make the task, the processes involved, and the amount of the pupils own design input.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Subject to approval by the head of department, ask pupils to complete my questionnaires. This will be an indication of whether the pupils have enjoyed making the project, what the pupils have learned from making the project and, if the pupil is in Year 9, whether that pupil is considering taking up Design Technology in Key Stage 4.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, I will also ask pupils if they have any suggestions that will improve the project. The purpose of undertaking design is the development of outcomes of various types. Each design project has stages of construction: these are the components of the final object, in which each stage contains action, reflection and appraisal. As an example: to build a car, there are stages of construction for the engine, transmission, wheels, bodywork, doors, windows, and interior etc. Each of these components has an initial concept, in which action, reflection and appraisal takes place for choice, material and size before it is offered into the final construction of the car, where once again action, reflection and appraisal will take place. Then once all the components are fitted and the car is complete, then reflection and appraisal takes place. Final changes are made and appraisal takes place. The car is completed. The degree of action, reflection and appraisal that each pupil with undertake is governed by the leadership of their long-term teacher, the teachers experience of design in general and knowledge of design in the real world, and most importantly their confidence and competence within their specialism. This performance of the teacher: and their use of rapid sketches, pictorial presentations and engineering assembly drawings all go towards efficient modelling techniques. The final piece may be a scaled version or may only exist on a computer screen, but regardless its value is in the development of design ideas and the extent of the pupils thinking. I will visit each school every two weeks to evaluate and discuss pupil progress. The project being set for the Design and Make task for Key Stage 3 will be in the context of control, which allows pupils to appreciate the final significance of their work. My direction will be focused towards: the efficiency effectiveness of design, and a good quality product within a short deadline. These factors I will encourage, as they are the foundation towards the promoting of motivation and the generation of ideas (Denton, 1992). My direction of evaluating for the projects research will be concise as possible, giving the pupil the high-level skill opportunity, looking for the right amount of information that allows them to realise the aim. Following completion of my evaluation, I will give verbal feedback to everyone, with a more detailed written appraisal sent within a reasonable time period. The written assessment is an important factor, for the pupils motivation and long-term progression of development for both designerly thinking and behaviour. My aim will be to make clear links between the knowledge and skills the pupils need and the sequences of learning activities they are being taught. In my preparation before the visits I will have a clear direction for the design problem: who is it for, what are their needs, where will it be used, number of units to be produced etc., and which design solution of: particular materials, technologies, or products can be identified and taught (Anning et al, 1996) During each visit I will look for the teaching of technology to be presented in a clear manner that shows a real understanding of technology can be obtained. This understanding will be of the processes of design as well as elements of technological knowledge and essential technological principles. I will look for pupil seeking solutions to technological problems through the process of invention, showing a deeper, fuller understanding of technology by result. Throughout I shall look for encouragement in the use of independent strategies, methods and principles of development, for out of this process of technological development by the pupil can be examined (Hill, 1996). During my visits, through a brief allocated period, by way of this time constraint test I will evaluate their design performance by way of the Big Picture and Small Step descriptors. I will encourage the pupils towards professional designers practices for inspiration, and seek evidence for emphasis the importance and need for the following in professional design: discussion at all stages of the design process, to continually refer back to the project aims, to continually evaluate progress, and to use sketching as visual notetaking (Hill, 1996, p.3) Throughout the allocated time for completion of the project, the pupils will be able to access their normal range of information sources made available to them. Therefore I can gain the pupils comments with regard to their depth of to investigation, discussion and resulting informed decisions on the quality, purpose and function required. On completion of the task I will ask each pupil to complete the questionnaire (see Appendix) from which the responses will be assessed. Above all, the undertaking of the project and the design process involved should be a successful teaching / learning experience for all. Results Discussions The project was to complete the design and construct a fuse tester. From the results in table1 it is clear that from the two schools visited, School A shows that there are more stages involved in designing and making the fuse tester. Pupils from School A also had greater scope for individualising their designs, although many pupils copied each other because of lack of creativity. School A School B Circuit theory Circuit theory Draw circuit using livewire Spider diagram to identify end user Solder Components into PCB Initial ideas Test Circuit Final ideas Research into hand-held devices Mark out acrylic Spider diagram to identify end user Cut out design Initial ideas Bend acrylic to shape Final ideas Stick copper tape on acrylic Make prototype from foam Solder the joins Make Mould (two halves) Test and Evaluate Vacuum form case from Moulds Test Evaluate Table 1 My aim to make clear links between the knowledge and skills the pupils needed and the sequences of learning activities was successful. With my preparation before the visits I had a clear direction for the design problem: Who is it for: General consumer What are their needs: To test general household fuses Where will it be used: In home and office Number of units produced: 250,000 Which design solution- particular materials: Plastic, technologies: True or false indicator, Circuit board and products: Connector(s), Battery On each visit, on initially addressing the class I checked with those pupils furthest away that all could hear me, and that my voice was not too quiet. I then briefly explained the task, whilst handing out extra information sheets, which I then covered in details and finished by asking for any questions. I had taken with me large print versions on the task in case there was pupil(s) present with sight difficulties. My teaching of technology was presented in a clear manner, where good listening and learning regarding the processes of design as well as elements of technological knowledge and essential technological principles took place. It was clear that individual pupils on the whole, sought solutions to the technological problems through the process of invention, where a fuller understanding of technology followed. I encourage the use of independent strategies, methods and principles of development, from which the process of technological development by the pupil could be examined. I successfully informed the pupils towards professional designers practices for inspiration at a reasonable pace, checking that all pupils understood, and emphasised the need for discussion at all stages of the design process, to make sure to continually refer back to the project aims, to continually evaluate progress, and to always use sketching as visual notetaking. All of which was successful in varying degrees. It was seen that some pupils were stronger in relating to some production concepts than others, and in using a varying degree of photographic memory in their detailed sketches whilst seeking their solutions. Not all designers in the real world are specialists in all fields, therefore it was not expected that a pupil would excel in all areas. And that was confirmed with some pupils being stronger in relating to some design and production concepts than others, a degree of photographic memory being one example where a pupil showed promise in solving a problem with a detailed sketch of a related or unrelated object as the solution. The completed questionnaire results confirmed the finding of Atkinson (1995) that showed no significant gender difference regarding the pupils perceived ability or their enjoyment of the design process. From the total sample a large number of the pupils believed that they were poor at designing and did not enjoy the task. Boys % Girls % Enjoyed and achieved Enjoyed but could not achieved Did not enjoy but achieved Did not enjoy and could not achieve Totals 100% ( ) 100% ( ) Table 2: Pupils perceived enjoyment and capability to achieve good results. As outlined in Atkinson (1995) the skill and teaching strategies used confirm a clear comparison of collaborator (School A) and interventionist mode (School B). The concept of collaborative learning brings to mind the image of a circle of learners, in which the pupils learn with each other by co-constructing knowledge. Collaboration means that people labor together to construct something that did not exist before the collaboration. From this it was seen that the input by the teacher: their personal technological capabilities; their understanding on how each idea could or could not be manufactured by the available resources; the time available; and the knowledge of the pupils manufacturing capability. Whilst the interventionist mode a faster pace is dictated, not much time was spent on the design, it was draw initial ideas and straight to manufacturing. Very few detailed sketches and their development took place, the project development took place during the manufacturing. Pupils tended to get out of their depth with their technological ability, and showed that here the pupil lost ownership of their idea to the teacher. At this point even capable pupils would be waiting for further instruction as the next step was beyond their capability, which resulted in the teacher becoming frustrated with the pupils demands. Regardless of which teaching strategy was adopted the findings confirm that of Atkinson (1995, p.40) at the projects start they both followed a similar pattern. The project was explained, then work began on the specifications and analysis of research required. It was observed that girls were at ease working in a reflective, evaluative research and analysis phase, whilst a large number of the boys were intent on looking forward, past this important design period, on to the manufacturing period ahead. In respect to the assessment of Big Pictures and Small Steps the process of control and achievement of the pupil by the teacher. Observed over the duration of the project it proves that the creative thinking and project management of Small Steps in School A was clearly passed on to the pupils, as opposed to the linear model of Big Pictures used in School B, yet on an individual level, pupils being offered a combination of both processes produced Good designing capabilities. From the undertaking of the time constrain test the results confirmed the findings of Lawler (1999) in that a large proportion of the boys achieved better results when the project was introduced through Big Picture designing, and that a large proportion of the girls achieved better results when the project was introduced through Small Step designing. It was interesting to see a confirmation of data as found by Lawler (1999, p.136) in that the boys did better with a Big Picture

President James Madison Essay -- Presidents American History Essays

President James Madison James Madison, (1751-1836), 4th President of the United States of America. Although he served eight years each as a member of the U.S. House of Representatives, as secretary of state, and as president, Madison's principal contribution to the founding of the United States was as "Father of the Constitution." Madison's place among the Founding Fathers reveals the essential qualities of his public career. Jefferson had a superior vision of the potential for life under republican government, a greater capacity for leadership, and a special gift for the memorable phrase, but Madison had a more subtle and incisive political sense. Madison's ancestors, probably all from England, settled in Virginia along the Rappahannock and Mattaponi rivers in the mid-17th century. James Madison himself, however, lived all his life in Orange county on a 5,000-acre plantation that produced tobacco and grains and was worked by 100 slaves. Madison was born at the home of his maternal grandparents in Port Conway, Va., on March 16, 1751. Madison also read John Locke, Isaac Newton, Jonathan Swift, David Hume, Voltaire, and others who fashioned the Enlightenment world view, which became his own. Madison's understanding of public affairs developed during the decade of colonial resistance to British measures, 1765-1775. Madison's skill led to his election in 1780 to the Continental Congress, where he served for nearly four years. In 1783, after ratification of the peace treaty and demobilization of the army, Madison ranked as a leading promoter of a stronger national government. For three years in the Virginia legislature, Madison worked to enact Jefferson's bill for religious freedom and other reform measures. He also continued to strengthen the national government by securing Virginia's support of it. Madison offered the Virginia plan giving taxing and law-enforcement powers to the national government, and he worked with James Wilson and other nationalists to support a strengthened executive, a broadly based House of Representatives, long terms in the Senate, an independent federal judiciary, and other devices to enhance national power. Madison argued that an enlarged, strengthened national government, far from being the path to despotism its opponents feared, was in fact the surest way to protect freedom and expand the principle of self-govern... ...th sides tired of war, a peace treaty was signed restoring the pre-war boundaries and ensuring American national independence. The French minister, who had been close to Madison throughout the war, observed that three years of warfare have been a trial of the capacity of American institutions to sustain a state of war. With threats of disunion ended, the path opened for westward expansion, the nation confident of its security in the world and its institutions vindicated, Madison's last two years as president were triumphant. Though in urging a variety of measures, Madison cast aside republican dogma about weak government, he still opposed internal improvement schemes except under a constitutional amendment. Happily retired to his Virginia farm, Madison practiced scientific agriculture, helped Jefferson found the University of Virginia, advised Monroe on foreign policy, arranged his papers for publication, and maintained a wide correspondence. Nationally, Madison wrote in support of a mildly protective tariff, the National Bank, and, most importantly, the power of the union against nullification. Madison's health slowly declined, forcing him more and more to be a silent observer. President James Madison Essay -- Presidents American History Essays President James Madison James Madison, (1751-1836), 4th President of the United States of America. Although he served eight years each as a member of the U.S. House of Representatives, as secretary of state, and as president, Madison's principal contribution to the founding of the United States was as "Father of the Constitution." Madison's place among the Founding Fathers reveals the essential qualities of his public career. Jefferson had a superior vision of the potential for life under republican government, a greater capacity for leadership, and a special gift for the memorable phrase, but Madison had a more subtle and incisive political sense. Madison's ancestors, probably all from England, settled in Virginia along the Rappahannock and Mattaponi rivers in the mid-17th century. James Madison himself, however, lived all his life in Orange county on a 5,000-acre plantation that produced tobacco and grains and was worked by 100 slaves. Madison was born at the home of his maternal grandparents in Port Conway, Va., on March 16, 1751. Madison also read John Locke, Isaac Newton, Jonathan Swift, David Hume, Voltaire, and others who fashioned the Enlightenment world view, which became his own. Madison's understanding of public affairs developed during the decade of colonial resistance to British measures, 1765-1775. Madison's skill led to his election in 1780 to the Continental Congress, where he served for nearly four years. In 1783, after ratification of the peace treaty and demobilization of the army, Madison ranked as a leading promoter of a stronger national government. For three years in the Virginia legislature, Madison worked to enact Jefferson's bill for religious freedom and other reform measures. He also continued to strengthen the national government by securing Virginia's support of it. Madison offered the Virginia plan giving taxing and law-enforcement powers to the national government, and he worked with James Wilson and other nationalists to support a strengthened executive, a broadly based House of Representatives, long terms in the Senate, an independent federal judiciary, and other devices to enhance national power. Madison argued that an enlarged, strengthened national government, far from being the path to despotism its opponents feared, was in fact the surest way to protect freedom and expand the principle of self-govern... ...th sides tired of war, a peace treaty was signed restoring the pre-war boundaries and ensuring American national independence. The French minister, who had been close to Madison throughout the war, observed that three years of warfare have been a trial of the capacity of American institutions to sustain a state of war. With threats of disunion ended, the path opened for westward expansion, the nation confident of its security in the world and its institutions vindicated, Madison's last two years as president were triumphant. Though in urging a variety of measures, Madison cast aside republican dogma about weak government, he still opposed internal improvement schemes except under a constitutional amendment. Happily retired to his Virginia farm, Madison practiced scientific agriculture, helped Jefferson found the University of Virginia, advised Monroe on foreign policy, arranged his papers for publication, and maintained a wide correspondence. Nationally, Madison wrote in support of a mildly protective tariff, the National Bank, and, most importantly, the power of the union against nullification. Madison's health slowly declined, forcing him more and more to be a silent observer.