Mission Statement Essay Example | Topics and Well Written Essays - 250 words

Mission Statement - Essay Example The covert and overt implications of my study and work have to be properly understood through the best means of argumentative theory and practice that are to be found in literary discourses. A person who is a position to make decisions that could be life-changing for all life forms on earth should take into account all the possible pros and cons of research and action that emerge from such decisions. I hope that the classical and realistic aspects of discursive power would assist me all through my career. I could foresee situations, in which I will have to use my argumentative skills to persuade, convince and reassure those who would be eagerly awaiting the results or practical outcome of my line of work. Moreover, there could be situations in which I will have to defend the work carried out in my field against popular discontent. The best way to augment my knowledge and growth in my chosen area of expertise would be to get familiarized with the literature and culture that define the people with whom I will have to interact. At the end of this semester, I would like to see myself as an informed person in my area of study, equipped with the communicative and inter-personal skills that help me express well-balanced views. I would like to make use the best of my abilities and work towards this goal. I wish to be continually engaged with knowledge and expand it through meaningful discussions where my arguments are taken seriously. I would be a keen observer who is willing to learn from the classic models of arguments and to participate in any individual and group activity that would provide me with a hands-on experience of its practical aspects. The most important fact in my educational career is to be well informed in my area of

Discuss the problems created by high stakes testing, and give testing Essay

Discuss the problems created by high stakes testing, and give testing alternatives - Essay Example These controversies bring about the concept that people, students in particular, are not being tested with the knowledge that they actually know, therefore being graded unfairly. One of the biggest controversies over high-stakes testing is that the creators of the exams seem to be under the mindset that every student sitting the exam has had the same educational experience. For example, the test may make mention of a specific book, yet is done so without the thought that perhaps not every student has read that book. The majority of high-stakes testing are formed with the assumption that everybody should have the same knowledge when, in reality, not every school, or every teacher, follows the same curriculum as the rest of them. Furthermore, students may not have the knowledge through no fault of their own. Not every student is given an equal opportunity to learn the material that will be present on the test. Another issue that can go hand-in-hand with the previously mentioned problem is that high-stakes testing does not correctly measure the knowledge or skills of the individual. The tests tend to focus on specific subjects such as, as aforementioned, a specific book while claiming to see how well a student has been able to grasp English. Instead of focusing on a broader subject that many students may have learned, the creators of these tests seem to want to focus more on narrower subjects that there is a good chance that few students have learned. While the student may understand the concepts, they are unable to use this unread book to help them solve the answers. These tests seem to be measuring more what someone does not know rather than what they do. A third contention in regard to high-stakes testing is that these tests are attached to questionable rewards, such as high school diplomas. As previously mentioned, it is not always the case in which the students are at

Atonement as a Liberation for African American Christians

Atonement as a Liberation for African American Christians Shirley Mitchell Can the gospel message of the Atonement have a liberating message for all African-American Christians? Is there really power in the blood? JoAnne Marie Terrell in her exposition explored the meaning of the cross, sources of suffering and sacrifice from the beginning of Christianity through modern times and it is written by an African-American feminist who has suffered both abuse and oppression as a black woman.[1] (J. M. Terrell 1998). JoAnne Marie Terrell, Power in the Blood examines in her exposition the historical exploration of the meaning of the Cross and the impact it has towards the identity and history of African-Americans. From her introduction, she interprets the evil and suffering in which black theology approached the issue of the atonement and the cross. She identifies the various devices such as Negro spirituals, those oppressed in slavery, biblical texts, and other writings which conveyed both positive and negative experiences of African-Americans. She crafted her own observations by beginning with her own remembrance of the cross from slave narratives and other sources bringing them together while linking them with that of the character of Celie in the Color Purple, with the description of God echoing her own: He big and old and gray-bearded and white. He wears white robes and goes barefooted.[2] (Terrell n.d.). The Christians have always placed the great emphasis of Jesus death on the cross, though theologians often are at odds on how to interpret The Crucifixion. Many grapple with the images of torture and abuse, the suffering, and abandonment that Jesus endured while on the cross. Those of us as theologians and who study Christianity often attempt to define Gods nature by explaining Jesus final line, my God, my God, why have you forsaken me, (Matt 27:46, Mk 15:34). One may question, Did God actually forsake Jesus? The divine and human nature of Jesus were never separated. Yet, it is clear, that His fellowship with the Father was temporarily broken as He took the sins of the world upon Himself. Jesus used the words of Psalm 22, which begins with David affirming his conviction that God was in control. With the sins of the world upon him, Jesus felt the agony of separation from his Father. At times, we may feel alone, abandoned or rejected but we should remember Gods promise: Never will I le ave you; never will I forsake you (Heb 13:5). Today our social conditions continue to compel women to accept surrogacy roles. Both African-Americans and other ethnic races continue to labor as domestic workers and are often subjected to modern-day indentured servitude by our white employers. While our black men are being incarcerated at a rate 9.6 times that of white men, leaving the women to take on the role of both mothers and fathers to their children. Convinced by our churches teaching that suffering is a virtue, African-American women remain trapped in sexually, mentally, and physically abusive relationships. They are told in some of our churches to pray for them and faithfully bear their crosses. They identified with Jesus, writes Jacquelyn Grant of black women in slavery, because they believed that Jesus identified with them. As Jesus was persecuted and made to suffer undeservedly, so were they. His suffering culminated in the Crucifixion. But Jesus suffering was not the suffering of a mere human, for Jesus was understood to be God incarnate.[3] (Grant 1993, 281). Since crucifixion was a curse from God (Deut 21:22-23), the act was particularly heinous to Jewish people and what has become so despicable among us has become the instrument of our salvation. Jesus previously instructed his disciples to take up their crosses and follow him (Matt 16:24). Demetrius K. Williams finds redemptive meaning in Jesus crucifixion and how the cross sparked the formation of our religious community with an allegiance to Christ. This fellowship breaks down race, gender, and class distinctions that separate people in the larger society, and it unifies all who proclaim Christ crucified.[4] (Williams 1993). Jesus crucifixion affirmed their faith in their understanding of the saving work of Christ. It depicts all that Jesus endured overcoming evil and set believers free. For Christians, it demonstrates Gods love towards the world and our instructions that we must love God, our neighbors, and our enemies, as well as, the punishment we deserve as sinners which Jesus suffered in our place. Jesus was wounded for our transgressions, crushed for our iniquities; by His wounds, we are healed. (Isaiah 53). From the similarity during slavery, lynched bodies and Jesus body on the cross, to crosses being burned on peoples lawns, the cross has always been a source of tension in black history. Nevertheless, the cross offers our communities faith, hope, and surviving power. By appropriating Jesus Crucifixion with African-American histories in mind and the deep faith in Jesus and the biblical witness in their hearts, black theologians and feminists free the cross for redemption. It symbolizes the suffering a person may have to endure who chooses to place Christ and his kingdom first in their lives and in doing so, they renew its liberating power for other suffering and abused persons living as the least of these in society today. The Crucifixion of Jesus proclaims that love is more powerful than hate and Jesus invites us to put our trust in Him, even in the face of evil, suffering, and oppression. Therein lies the power of Jesus Cross saving power. [1]Terrell, JoAnne Marie. Power in the Blood? The Cross in the African American Experience. Eugene: Wipf and Stock Publishers, 1998. [2]Terrell, Joanne Marie. Strange Fruit: JoAnne Marie Terrells Power in the Blood. http://frjody.com/writings/seminary/strange-fruit-joanne-mari. [3] Grant, Jacquelyn. Womanist Theology: Black Womans Experience as a Source for Doing Theology, with Special Reference to Christology, in Black Theology: A Documentary History, ed. Maryknoll: Orbis Books, 1993. [4] Williams, Demetrius K. Identifying with the Cross of Christ, in the Passion of the Lord, ed. Maryknoll: Orbis Books, 1993.

Terrorism and the Contract Security Market Essay -- Business Human Res

Terrorism and the Contract Security Market Contract security has become a billion dollar business within the last decade. It is by far one of the most profitable businesses today. Also, after the events of September 11th we can only expect this field to continue to grow. With the economy and country the way it is today, we can expect to see contract security and proprietary security forces increase in both size and tasks that must be managed. But is the contract security field ready to step up and perform the new duties we need them to perform? The truth is, the contract security field is plagued by many things that impede it's effectiveness: Pay rates are too low to attract the quality employees. Training is insufficient Turnover rates exceed 100% in many contract companies. These are just some of the problems facing the contract security field. Most of the companies manage to turn a profit by practicing the "warm body" approach. This involves recruiting anyone (which is usually the bottom 5% of the population) who will work for the low wages provided. The company provides minimum training. Some companies put their guards to work before paperwork and background checks are even completed. This is not true of all contract security firms. Some do process and provide very exceptional officers; a prime example being Wackenhut Security. Recruitment Recruitment practices have improved in many areas. Some "warm body" approaches are still being used but, overall this is practiced in places such as New York and other heavily urban areas where the process of "low bidding" is used (Hertig 2003). In these areas of the country turnover rates are higher than any other. For the most part this can be blamed on wages. The ... ... Manual. Dated: Oct 1999. Command Security Corp. (1999) Website . Accessed 17 Apr. 2003, http://www.cscny.com Goodboe Michael E; (2002) "How to turn around turnover" Security Management, Nov 2002; Vol. 46, Iss. 11; pg. 65, 3 pgs Hertig, Chris.(1999) "Contracts in Asset Protection." In Davies & Minion (Eds.) Security Supervison: Theory and Practice of Asset Protection. Butterworth Heinemann: Boston Mass. 1999. pg. 371-374. 4pgs Hertig, Chris. In class handouts.; Security and Supervision Class. Spring Semester 03 Johnson, Jordan; (2003) "Get The Most From Your Guard Force"; Security Management, Arlington; Feb 2003; Vol. 47, Iss. 2; pg. 73, 5 pgs Thibodeau, Charles; (1999) "Staff Training and Development." In Davies & Minion (Eds.) Security Supervison: Theory and Practice of Asset Protection. Butterworth Heinemann: Boston Mass. 1999. pg. 118-126. 9pgs

Carrefour

France's Carrefour relies on the key strengths of supplier contacts and customer knowledge when developing and implementing marketing strategy. Carrefour has ‚Â ¬108 billion in yearly turnover and operates 1,530 hypermarkets, supermarkets, discount stores and convenience stores in 33 countries. Even though retailing is an intensely competitive industry, Carrefour's marketers have used these global strengths to great advantage when preparing marketing plans to address various opportunities and threats in Europe, Latin America and Asia.For example, a few months after Carrefour moved its global sourcing office to Thailand, executives became aware that local farmers were producing a surplus of fruits such as durian and mangosteens. In the past, these fruits had sold well in the 34 Thai Carrefour stores as well as in the chain's outlets in Taiwan, China and Indonesia. Identifying this as a marketing opportunity, Carrefour's marketing director in Thailand arranged to buy hundreds of additional tonnes of local fruits and created a plan to encourage he European stores to stock the fruits as a taste of Thailand at an attractive price.Depending on the country, as much as 90-95 per cent of merchandise stocked in Carrefour stores is purchased from local suppliers. The purpose is to make the most of the opportunity by establishing mutually beneficial connections with local suppliers for the long term. When Carrefour's marketers analyze the internal environment, they examine the results of previous marketing programmes across the entire chain and in individual stores. They have grouped the customer base of 14 illion households worldwide into 60,000 customer segments for more relevant marketing attention.With deep analysis, they can target more precisely and measure the return on investment for each programme in the marketing plan. Carrefour also acts quickly when analyses point to unusual challenges or opportunities. For example, Just a few months after opening hyperm arkets in Moscow and Krasnodar, the retailer decided to stop expansion in Russia and sell the new stores because difficult economic circumstances had reduced short-term growth opportunities.

Theft and Burglary Arrest

Burglary is the unlawful entry of a structure to commit a crime. It is an offense against possession and habitation. Night time used to be an element of burglary, but in todays world, this is no longer a factor as burglary can occur at any time of the day The deflnltlon of burglary comes from state laws and because of this some states may have other definitions of what constitutes burglary. In Washington, DC, the government must prove that the defendant entered the dwelling, building, or room of another used for sleeping and that the defendant intended to commit a crime at the ime of entry.In Virginia, the government must prove the defendant broke and entered the dwelling house of another, the defendant did so at night time, and he did so with the intent to commit larceny or felony offense. According to the FBI, burglary made up 23. 6 percent of all property crimes reported in 2009. The rate of household burglary decreased 56% from 1994 to 2011, from a peak of 63. 4 victimizations pe r 1,000 u. S. households In 1994 to 27. 6 victimizations per 1,000 households in 2011 . From 1994 to 2011, the rate of completed burglary decreased by t least half across households headed by persons of all races and Hispanic origin.Burglary clearance rates seem to below for a number of reasons. At the top of the list Is that burglaries are usually not discovered until hours after It occurs. Burglars can usually quickly dispose of property and there are rarely witnesses to burglary. Most burglars are professional and usually do not leave any physical evidence. So what can be done to improve the clearance rate of burglaries? In my opinion It Is very hard to determine what can be done to Improve the clearance rate f burglaries. I would suggest community policing In the areas where burglaries are known to happen.The police can work with the citizens to create an effective neighborhood watch program which will watch out for burglaries and report suspicious people hanging around. When re sponding to a burglary call, the officer should look for any evidence the perpetrator may leave behind and take notes, and identify all items that were taken. The officer may find that the evidence or notes will led them to a particular burglar based on the MO. If the officer can develop an MO hich leads to related burglaries, upon finding a suspect, he can usually get a conviction. based on that evidence.Many suspects are convicted based on circumstantial evidence. Circumstantial evidence is the form of physical clues and scientific analysis. I believe that circumstantial evidence is better than an eyewitness in cases like burglary. Circumstantial evidence can involve the defendants' motive alone. Say for instance the suspect was there earlier In the day Just walking around and needed money. He had a motive, the means and the opportunity. This ircumstantial evidence is enough to convict, if the defendant can't prove he was elsewhere at the time the burglary happened.Now should ther e be a criteria for making an arrest for burglary. I would have to say yes, there needs to be a criteria to make any arrest. Among the most Important criteria's for making a burglary arrest should be probable cause. The officer needs to have factual circumstances that leads 1 OF2 to tnem Dellevlng tnat tne suspect commlttea a Durglary. It snou10 De noted t probable cause may allow the officer to make an arrest, it does not always lead to a onviction. What constitutes as probable cause to the officer may not constitute to probable cause for a Judge.So now that we have our burglary suspect in custody and we've found some of the property he has stolen, where is the rest of the stolen property? The defendant states that he sold some of the stolen property online. How can we recover the stolen property that the burglar sold online? One would think it would be hard to recover stolen property online. Upon researching, I found a couple of websites where you can list your stolen items. I als o found out that eBay will help ou recover your stolen goods if you can prove they are yours.The other way to recover stolen objects is to check the pawn shops, second hand stores, and flea markets. Theft and Burglary Arrest Burglary is the unlawful entry of a structure to commit a crime. It is an offense against possession and habitation. Night time used to be an element of burglary, but in today’s world, this is no longer a factor as burglary can occur at any time of the day The definition of burglary comes from state laws and because of this some states may have other definitions of what constitutes burglary. In Washington, DC, the government must prove that the defendant entered the dwelling, building, or room of another used for sleeping and that the defendant intended to commit a crime at the time of entry.In Virginia, the government must prove the defendant broke and entered the dwelling house of another, the defendant did so at night time, and he did so with the intent to commit larceny or felony offense. According to the FBI, burglary made up 23. 6 percent of all property crimes reported in 2009. The rate of household burglary decreased 56% from 1994 to 2011, from a peak of 63. 4 victimiz ations per 1,000 U. S. households in 1994 to 27. 6 victimizations per 1,000 households in 2011. From 1994 to 2011, the rate of completed burglary decreased by at least half across households headed by persons of all races and Hispanic origin.Burglary clearance rates seem to below for a number of reasons. At the top of the list is that burglaries are usually not discovered until hours after it occurs. Burglars can usually quickly dispose of property and there are rarely witnesses to burglary. Most burglars are professional and usually do not leave any physical evidence. So what can be done to improve the clearance rate of burglaries? In my opinion it is very hard to determine what can be done to improve the clearance rate of burglaries. I would suggest community policing in the areas where burglaries are known to happen.The police can work with the citizens to create an effective neighborhood watch program which will watch out for burglaries and report suspicious people hanging aroun d. When responding to a burglary call, the officer should look for any evidence the perpetrator may leave behind and take notes, and identify all items that were taken. The officer may find that the evidence or notes will led them to a particular burglar based on the MO. If the officer can develop an MO which leads to related burglaries, upon finding a suspect, he can usually get a conviction, based on that evidence.Many suspects are convicted based on circumstantial evidence. Circumstantial evidence is the form of physical clues and scientific analysis. I believe that circumstantial evidence is better than an eyewitness in cases like burglary. Circumstantial evidence can involve the defendants’ motive alone. Say for instance the suspect was there earlier in the day just walking around and needed money. He had a motive, the means and the opportunity. This circumstantial evidence is enough to convict, if the defendant can’t prove he was elsewhere at the time the burglar y happened.Now should there be a criteria for making an arrest for burglary. I would have to say yes, there needs to be a criteria to make any arrest. Among the most important criteria’s for making a burglary arrest should be probable cause. The officer needs to have factual circumstances that leads to them believing that the suspect committed a burglary. It should be noted that probable cause may allow the officer to make an arrest, it does not always lead to a conviction. What constitutes as probable cause to the officer may not constitute to probable cause for a judge.So now that we have our burglary suspect in custody and we’ve found some of the property he has stolen, where is the rest of the stolen property? The defendant states that he sold some of the stolen property online. How can we recover the stolen property that the burglar sold online? One would think it would be hard to recover stolen property online. Upon researching, I found a couple of websites where you can list your stolen items. I also found out that eBay will help you recover your stolen goods if you can prove they are yours. The other way to recover stolen objects is to check the pawn shops, second hand stores, and flea markets.

The Federal Reserve Essays - Monetary Economics, Monetary Policy

The Federal Reserve Essays - Monetary Economics, Monetary Policy The Federal Reserve When you look up the word money in the dictionary, you get this as the definition: A commodity, such as gold, or an officially issued coin or paper note that is legally established as an exchangeable equivalent of all other commodities, such as goods and services, and is used as a measure of their comparative values on the market. Money has three basic functions: a medium of exchange, a measure of value, and a store of value. Goods and services are paid for in money and debts are brought upon and then paid off in money. Without money, economic transactions would have to take place on a trading basis. But who controls all of our countries money? Back in the early nineteenth century our country was experiencing major national banking panics. One of the most remembered of these panics was the Banking Panic of 1907. Abram P. Andrew, secretary of the National Monetary Commission collected nearly two hundred samples of different bank currencies created to stem the 1907 panic, and he provided a description of the banks' problems at that time: [The banks] were so singularly unrelated and independent of each other that the majority of them had simultaneously engaged in a life and death contest with each other, forgetting for the time being the solidarity of their mutual interest and their common responsibility to the community at large. Two-thirds of the banks of the country entered upon an internecine struggle to obtain cash, had ceased to extend credit to their customers, had suspended cash payments and were hoarding such money as they had. What was the result? ... Thousands of men were thrown out of work, thousands of firms went into bankruptcy, the trade of the country came to a standstill, and all this happened simply because the credit system of the country had ceased to operate. (The Region, 1988) With all of the troubles the banking system was experiencing, President Woodrow Wilson passed an act in 1913 that established the Federal Reserve System (the Fed). Passing that act was the most drastic banking reform in the country's history. The Federal Reserve Act of 1913 was made to serve as a lender-of-last-resort in times of crisis and to provide a national currency that would expand and contract as needed. A seven member Board of Governors runs the Fed. They are usually bankers or economic specialists that are appointed by the President to 14-year terms. The terms are so long so that the members are protected from all of the political material that goes on. The President then selects a chairman of the board who is the chief spokesperson of the Fed. The current chairman is Alan Greenspan. The Federal Reserve System is also dubbed with the name The Central Bank of the United States. Today the Fed is comprised of twelve regional Federal Reserve Banks spread across the United States. They are located in New York, St. Louis, San Francisco, Chicago, Atlanta, Cleveland, Dallas, Philadelphia, Richmond, Minneapolis, and Kansas City. If you look on the left side of a dollar, you can see which branch it was manufactured at. Each branch acts as a central bank for private banks in their region. Back in 1980 The Monetary Control Act resulted that all banks are subject to regulation of the Federal Reserve. Before this act, banks could choose whether or not they wanted to be members of the Fed. After the act was passed, all banks are required to be a member. The Fed has three main policies in which they influence the way banks operate. They are the legal reserve requirement, the discount rate, and open-market operations. Each policy powers the reserve and lending capability of banks. The discount rate is not usually a potent control, but it is important for it may point to the direction that the Federal Reserve policy goes. The legal reserve ratio is a powerful policy, but changes in it are rare. Open-market operations have a direct impact on the market and are one of the most important ways the Fed controls the money supply. The legal reserve ratio is the ratio of cash reserves to demand deposits that banks are required to maintain. When

buy custom The Civil War essay

buy custom The Civil War essay The civil war refers to a warfare that took place in the United States of America between 1860 and 1865. The war was meant to conserve and safeguard the unity that had lasted in the U.S for centuries. It is believed that the major cause of the war was differences in opinions between the Northern and Southern nations. The main source of these differences was the role to be played by the federal government in control of the States. Those who believed in effectiveness of the federal government wanted it to maintain its power, whereas those who opposed to the federal government wanted the States to be independent from control by the federal government. They proposed that each State should retain the right to formulate its own laws and should be free from directives and commands of the federal government. In most cases, these rights of individual States clashed with policies, actions and requirements of the federal government. Strong arguments, thus, cropped up over critical issues such as; taxation, military, national security, trade and slavery. This collision of conflicts resulted into the frequent disagreements between the Northern and Southern States. Causes of the Civil War According to Clark, the major cause of conflicts was economic disparity between the States (Clark, 2004). In my opinion, however, it is important to look into details of other sources of conflicts that resulted into the civil war. First and foremost are the differences in economic and social statuses between the Northern and Southern States. In South America, Eli Whitney invented a cotton gin that facilitated its production, thereby making it more profitable. Increased production of cotton required a cheaper labor. For the plantations to obtain cheap labor, they had to use coercion to deploy workers. This increased the levels of slavery in the Southern States. Consequently, South America solely depended on one crop, cotton, for its economic activities and slavery. In the contrast, the Northern States were more developed and industrialized. They did not depend on agriculture as the only economic activity. They coud purchase cotton as raw material at cheap prices from the South, process it and sell it back to them as finished goods at higher prices. This resulted into the high gross domestic product (GDP) and economic stability. These economic disparities set forth major conflicts between the two regions. In relation to the social life, the North focused on city life, while the South focused on the traditional social settings. In Northern States, there were free interactions of people from various social backgrounds who would work together in the manufacturing industries. Graves referred to this difference in economies, social composition and political views between the Northern and Southern States as sectionalism (Graves, 2001). Secondly, there were conflicts between the rights of the States and those of the federal government. After the American Revolution, two groups of different individuals with varied interests emerged. One group argued for greater rights for the States, whereas another group fought for more control by the federal government. This led to the formation of a weak federal government by the rivaling States. Leaders of this unstable federal government could meet secretly to draft the Constitution. Most people, such as Patrick Henry, were thus dissatisfied by the Constitution. Most citizens felt that the Constitution disregarded the rights of States to go on with acting independently. The federal government did not allow the States to make rulings unconstitutionally. Thirdly, there was a fight between the North and South due to Southern States persistence use of slaves. The Northern States abolished slavery, while the Southern States continued to seek free laborers to work in their cotton plantations (Graves, 2001). Fourthly, the civil war was catalyzed by the rise of Abolitionist Movement which took place in the mid eighteenth century. The Abolitionist Movement enthusiasts believed that slavery was immoral, against humanity and viewed it as a social evil. On the other hand, the Southern States regarded slavery as a moral thing and continued to practice it. This resulted into an aggressive debate between the two regioons. The fifth factor that caused civil war was the election of Abraham Lincoln as the president. When he was elected as the president in 1860, various States declared secession. South Carolina, for instance, openly and officially declared the election of Abraham Lincoln as the main cause of its need to secede. Most of the Southern States believed that President Lincoln was anti-slavery and would rule and support the interests of the Northern States. Furthermore, there was a conflict between the South and North in relation to trade tariffs. The Southern States kept low rates that did not favor the Northern States. However, some Historians argue that the trade tariffs had minimal impact on the civil war, and there is no solid evidence to link it with the American war (Doeden, 2009). Last but not least, when new territories were created, the North and the South fought over their territorial boundaries. The non-slave States wanted to segregate themselves from the slave States, for example, Alabama, Texas and Florida seceded from the Union that brought together the States. The Mexican war is also believed to have resulted from creation of new territories. Impacts on American Civilization The civil war made the once divided nations one indivisible State. After the war, States from the North and South worked towards restoring their lost unity, reconstructing and rebuilding America. According to Hansen, Gallagher and Jakes, the war laid a good foundation for rapid economic growth and industrialization, numerous innovations, such as ship building and aircrafts and a suitable basis for proper political leadership (Hansen, Gallagher Jakes, 2010). Additionally, it had great impacts on the American culture. Black culture was easily intertwined with the white Americans culture. Internationally, it enabled America to gain world power due to its unity. Similarly, it also resulted into freedom, justice and independence of the black Americans. In conclusion, America became a changed state after the civil war. Buy custom The Civil War essay

What Comes After Trillion Names of Large Numbers

What Comes After Trillion Names of Large Numbers SAT / ACT Prep Online Guides and Tips Not sure what number comes after trillion? Interested in the names of other very large numbers? What is a Googol exactly? Read on to learn what comes after trillion, the name of every important number that’s larger than trillion, and some ways to help you conceptualize extremely large values. // What Comes After Trillion? What’s after trillion? Trillion is a 1 with 12 zeros after it, and it looks like this: 1,000,000,000,000. The next named number after trillion is quadrillion, which is a 1 with 15 zeros after it: 1,000,000,000,000,000. // There are, of course, many numbers between trillion and quadrillion, but it isn’t until quadrillion that that number value actually gets a new name. Numbers between the two would always include the word â€Å"trillion†: two trillion, a hundred trillion, etc. // As you can see from the chart in the next section, there is a new name every time the power of a large number increases by 3. // Names of Large Numbers While trillion is an incredibly large number, there are actually many numbers that are larger than it. Below is a chart of all the significant numbers that come after trillion. // The numbers are written with scientific notation to make them easier to read and understand. Name Number Million 1 x106 Billion 1 x109 Trillion 1 x1012 Quadrillion 1 x1015 Quintillion 1 x1018 Sextillion 1 x1021 Septillion 1 x1024 Octillion 1 x1027 Nonillion 1 x1030 Decillion 1 x1033 Undecillion 1 x1036 Duodecillion 1 x1039 Tredecillion 1 x1042 Quattuordecillion 1 x1045 Quindecillion 1 x1048 Sexdecillion 1 x1051 Septendecillion 1 x1054 Octodecillion 1 x1057 Novemdecillion 1 x1060 Vigintillion 1 x1063 Unvigintillion 1 x1066 Duovigintillion 1 x1069 Trevigintillion 1 x1072 Quattuorvigintillion 1 x1075 Quinvigintillion 1 x1078 Sexvigintillion 1 x1081 Septenvigintillion 1 x1084 Octovigintillion 1 x1087 Nonvigintillion 1 x1090 Trigintillion 1 x1093 Untrigintillion 1 x1096 Duotrigintillion 1 x1099 Ten-duotrigintillion (or Googol) 1 x10100 Skewer’s Number 1 x10130 Centillion 1 x10303 Googolplex 1 x 1010100 Skewes’ Number // As you can see, for most of the chart, the power of 10 increases by three for each new number, which means you add three extra zeros to the end of the number to get the next number.For example, a billion is a 1 with nine zeros after it or: 1,000,000,000. Trillion, the next number, is a 1 with twelve zeros after it, or: 1,000,000,000,000. // This pattern continues until you get to Ten-duotrigintillion, more commonly known as a Googol (yes, this is where search engine Google got their name from). There are no names for the numbers between Googol, Skewer’s Number, Centillion, or Googolplex. // You may have noticed that â€Å"zillion† is not on here. Zillion is not actually a real number; it’s simply a term used to refer to an undetermined but extremely large quantity. Understanding Large Numbers You can see all the key massive numbers by looking at the chart above, but what do those numbers actually mean, and how can you understand them?It can be difficult, or even impossible, to conceptualize extremely large numbers, but there are some tricks to getting a general idea of just how large they are.Trillion is one of the smallest numbers in the chart, but it’s still an incredibly large number. If you were to try to count to trillion, it’d take you roughly 31,709 years to do so! A googol, or a 1 with one hundred zeros after it, looks like this when written out: 1,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000. Writing a large number out like that can sometimes give a better sense of how big it actually is compared to using scientific notation. And what about a googolplex, one of the massive numbers in the chart? A googolplex is 1 followed by a googol of zeros. A googolplex is such a large number that there really is no known use for it yet in math, and some mathematicians and astronomers hypothesize that a googolplex is even greater than the number of atoms in the universe. But, there are numbers even larger than a googolplex. Skewes’ number, developed by mathematician Stanley Skewes is 10 to the 10th to the 10th to the 34th. Skewes was particularly interested in prime numbers, and, when his number was introduced in 1933, it was described by a colleague as "largest number which has ever served any definite purpose in mathematics." However, Skewes’ number has since lost that distinction to Graham’s number, which is currently designated as the world’s largest number. Graham’s number, which cannot be written with conventional notation, was developed by mathematician R.L. Graham. It is so large that, even if all the matter in the universe was converted to pens and ink, it still wouldn’t be enough to write out the number in its entirety. Summary: What Comes After Trillion? What’s after trillion? The next number after trillion is quadrillion, or a 1 with 15 zeros after it: 1,000,000,000,000,000.Knowing the names of large numbers can be useful if you’re working with extremely large values or doing higher-level mathematics. Currently, the largest known number is Graham’s number, which is too large and complicated to either be written down or conceptualized. What's Next? Writing a research paper for school but not sure what to write about?Our guide to research paper topics has over 100 topics in ten categories so you can be sure to find the perfect topic for you. Learning about natural logs? Check out our guide on the 11 natural log rules you must know to ace this subject. What is dynamic equilibrium and what does it have to do with rusty cars? Find out by reading our complete guide to dynamic equilibrium.

Performance Appraisals Research Paper Example | Topics and Well Written Essays - 1250 words

Performance Appraisals - Research Paper Example Performance appraisal is also used in performance management where subordinates are given a chance to appraise their employer’s performance in meeting their expectations and relaying such expectations to employers (DeNisi & Pritchard, 2006). Performance management is used to manage and align organization’s resources so as to achieve the targeted goals. Therefore, the way performance appraisal is managed in an organization is a determinant of whether the organization will fail or succeed. DeNisi and Pritchard (2006) advise that every organization that plans to attain a competitive edge should put performance appraisal among its top priorities. This competitive advantage is highly depends on the way communication skills of the reviewer will guide that of the reviewed.McLean (2010) has outlined the way business communication should be fashioned when doing performance appraisal and other business undertakings. He analyzes that a business communicator should take the respons ibility of preparing several facets such as clarity, conciseness, punctuality and organization before the communication starts. In this case, if the business communicator is preparing for a performance appraisal exercise all these facets are significant so as to attain all set goals of the assessment. When all these facets are considered, the business communicator is said to be well prepared. This preparation involves selecting an appropriate topic to the goals and objectives of the appraisal, doing research on the needed information and covering the topic., putting the information in a logical sequence, and preparing for the best presentation of the interviews for appraisal. From the classical perspective, Mclean (2010) used the Aristotelian model of organization of a communicator. For Aristotle, the organization of a communicator is referred to as logos or logic. This involves making the communication and assessment logical so that it clearly leads to the intended end (Manasa & Re ddy, 2009). This process may involve filtering the needed and unwanted information based on the objectives of the whole exercise. This way, a logical performance appraisal assessment is understood by the reviewed, and they are able to offer their logical responses as well. The second part is that the message should be clear. Vague and wandering communication is not interesting listening or

Brand Benefit Ladder Essay Example | Topics and Well Written Essays - 1000 words - 112

Brand Benefit Ladder - Essay Example At the apex lies the essence of the brand, which is also an implication of the emotional benefit. The focus keeps increasing in concentration as ladder rises. Ascending the ladder reduces the focus on the lower attachments such as the attributes associated with the brand while increasing the function of the brand in the lives of consumers. Unearthing why the mother of a football player drives an SUV instead of a simple mini-van clearly illustrates the flow of the ladder. At first, an analyst considers the attribute of the product (car) for instance, SUV’s do not have doors that slide. It means that an SUV is stylish because of the attribute, therefore; it constitutes a functional consequence of the absence of sliding doors. When the Mom feels trendy while driving, it amounts to the emotional or psychosocial consequence of owning a car with a stylish design. In the end, the bottom-line is the personal value where people, as well as the owner, accept the act of feeling fashionab le. Marketing experts define a brand as a set of memories, expectations, relationships, and stories that, taken together, explain a decision by a consumer to select one service or product over another. A brand differentiates services, products, as well as organizations (Barsalou 640). Milward Brown developed the most common type of Brand Pyramid towards the end of the twentieth century. The pyramid identifies five important stages traversed by a consumer when analyzing a brand. The process starts with primary awareness and ends with total loyalty. Business organizations can apply the Brand Pyramid when in the process of designing a marketing strategy. The strategy could be for a product, a brand, or a service. Comprehending the five steps traveled by the consumer forms the best foundation for designing the marketing strategies. The steps are essential as they help the consumer build loyalty on a particular product or brand.

Redevelopment of Ratho Station Essay Example | Topics and Well Written Essays - 1250 words

Redevelopment of Ratho Station - Essay Example One such initiative is to link Ratho station region with BAA, Edinburgh. The components of transportation units proposed composed of combination of tram network supported by cycle ways and car ways. Also, the main access to the Ratho station road cannot presently accommodate huge impact. As a result, it is proposed to construct new road which will link the new road to the Glasgow road. Further, to regulate the traffic flow would be by using separate lanes for both entry into the station and also for exist from the station. This one way network would consist of the proposed road to the station to carry vehicles towards the station and the exist and the station road for those moving out of the station. Installation of proper road signs and display boards , road markings and clear way signs all need to be indicated properly. Also, the display signs shall also incorporate better reflective type of materials to improve visibility in the case of winter and foggy days. The thrust for sustainable development initiatives in the Ratho region have forced the authorities to consider different policies that limit the public using large number of private vehicles. This have forced the regional council to decide not to provide extended car parking facility at the station premises (Edinburgh, n.d.). Thus a few spaces need to be earmarked for the disabled for whom such facilities need to be appropriately provided. The best location identified for such cases is at the main entrance of the station itself. It is estimated that nearly 10 numbers of parking spaces shall be provided as the disabled car parking facility at the main Ratho station entrance. And, to easy movement of the disabled passengers from the parking space to the platform separate wide footway along with the ramp need to be constructed. Such facilities would make Ratho station to be accessed by all in the society without much difficulty. Public transportation The existing facilities for public transportation at the Ratho station region is very minimal. The service of the buses is limited to trip generated by single route available in the region. The prevailing route is the network lining Ratho village, Ratho station and Edinburgh Airport. Thus the initiative to reduce private vehicles also makes the administration to look for increased number of public buses along these routes. Another recommendation being presented to the change the trip frequency to 10 to 15 minutes as a result of which better comfort for public would be experienced. Another major development in connection with the public transportation facility is implementing effective tram network in Ratho region. The major drawback often stated against the trams are its very low travel speed and the obstructions caused by their overhead wires. Thus a concept of underground tram network is mooted in the planning discussions. The route proposed as part of the development initiative w ould start from north side of Ratho station. It would then run parallel to the entry road and later separate to move beneath the Glasgow road through the tunnel. The tram way extends further along the Glasgow road and continues up the airport and finally closes at the new tram station. As large number of heavy vehicles are also expected to pass this region necessary facilities are also

Job Satisfaction Research Paper Example | Topics and Well Written Essays - 250 words

Job Satisfaction - Research Paper Example In job satisfaction research, there are several variables (both quantitative and qualitative) that are vital while undertaking the research. Among the variables are gender (qualitative) and intrinsic (quantitative) components. Several studies suggest that demographic characteristics may be linked to a person’s satisfaction with their work. If gender relates to job satisfaction, this relation might be partly examined and explained by a mediating effect of another set of variables. However, the fact is there is no defined relationship between gender and job satisfaction. Inconsistencies in findings concerning the relationship between job satisfaction and gender may be because of various factors. Not only might females and males in the same firm differ in the job level, pay, promotion prospects and many more, but they may differ in the extent to which the same job satisfies their needs. Intrinsic rewards such as task significance, task autonomy, opportunities to learn new things, task involvement and recognition are vital antecedence to job satisfaction to employees in the organizations. The qualitative variable is a descriptive variable. They have a greater bearing on the result due to their manipulation of other parameters. Quantitative variables are variables that can be measured. They are purely mathematical in nature. In this study, gender is one of the qualitative variables it is descriptive in nature while intrinsic, benefits, departments and age can be measured hence they comprise the quantitative variables. The mean is 1.777778 while the standard deviation and sample variance are 0.423659 and 0.179487 respectively. At 95% confidence level, the SD is the deviation from the central mean. The skewness in -1.41623, therefore, job satisfaction tends to be skewed towards the men gender. The graphs explain that job satisfaction is fairly divided between males and females.

Leadership communication Term Paper Example | Topics and Well Written Essays - 500 words

Leadership communication - Term Paper Example It will be beneficial to both of us since I will be motivated to put more effort in my duty while, on the other hand, you will continue enjoying the benefits of leveraging from my skills, experience, and knowledge. Indeed resources can be limited but the resourcefulness of a person has no limits. You can have no resources at all but by making yourself resourceful you will definitely make a difference in your life and even in someone else’s. Personally, I have been working at our family’s pharmaceuticals firm for a considerable amount of time. Initially, when I began the job I was not paid I just took it as a personal initiative to make good use of myself for the overall benefit of our family. I worked diligently to ensuring all management issues are sorted and within a short period the business had expanded considerably. My parents are very grateful for my services since the firm has grown in revenues, and now I am getting a monthly salary. I choose to volunteer, for the job, to put the skills I had learned in school into practice, but it has turned out to be a formal employment. My knowledge and skills have also improved immensely. Recently, I received an invitation from a multi national pharmaceuticals company offering me a lucrative job. The fact that I decide to make myself resourceful has opened new opportunities that are making my life better. The old saying ‘practice makes perfect’ is still relevant in today’s life. When I decided to venture into voluntary work in our family’s business I had no idea of whatever was taking place there but because of the interest that I had for the job I strived to overcome any shortcomings that confronted me. For instance, I made numerous mistakes in my entry by misplacing crucial documents and at times making stupid and obvious mistakes. However, I never gave up on

Gregory Pappy Boyington and the Black Sheep Squadron Essay

Gregory Pappy Boyington and the Black Sheep Squadron - Essay Example This sport later on became his favorite. Wrestling became his favorite past time such that he would usually challenge others for a fight which oftentimes resulted to big ones that left him and the others injured ("Major"). He then continued practicing the sport until he graduated from Lincoln High School ("Colonel"). Moreover, he continued playing the sport even when he got into college in the University of Washington in 1930 ("Major") where he took a bachelor's degree majoring in aeronautical engineering. He became a member of the Lambda Chi Alpha fraternity in the university. He also joined the Reserve Officers Training Corps (ROTC) as well as the swimming team. Continuing wrestling as his favorite sports, he was once a one-time holder of the Pacific Northwest Intercollegiate middle-weight wrestling title ("Colonel"). It was also in the university when he met his first wife whom he married right after his graduation in 1934. Helene, his first wife, gave birth to his first son ten m onths after their wedding. ("Major") Even in college, Boyington had worked during his summer vacations in mining and logging camps in Coeur d'Alene until eventually he was hired by the Coeur d'Alene Fire Protective Association in road construction and lookout work ("Colonel"). Boyington's military career started in college when he served as an ROTC member for four years. He was then appointed as a cadet captain and eventually assigned especially in the 630th Coast Artillery Reserve as a second lieutenant where he actively served his duties for two months in 1934 in Fort Worden, Washington. He enlisted and went on active duty in the Volunteer Marine Corps Reserve for barely a month on June 13 to July 16, 1935. While inactive in his duties, he had become a draftsman and engineer for the Boeing Aircraft Company of Seattle. It was on 18 February 1936 that he accepted an appointment as an aviation cadet in the Marine Corps Reserve, and was assigned to the Naval Air Station, Pensacola, Florida, for flight training ("Colonel"). The transition of Boyington's career in the Marine Corps had been very consistent even when it was at this point when he started to gain his love for alcohol. Being with the other fliers who had been partying hard, he became more and more addicted to alcohol. His alcoholism has also escalated since it was at this point when he had discovered his wife's fooling around. It was then at this point when he had earned and established his bad reputation in the Marine Corps - a hard-drinker, brawler, friendly, yet always ready to wrestle with anybody. However, even with such bad record, Boyington's great skill in flying was noticed in those times ("Major"). In March 11, 1937, he was sent to Quantico, Virginia for Aircraft One, Fleet Marine Force where he was assigned as the Naval Aviator. He was even promoted further to second lieutenant. Then, in order to accept a second lieutenant's commission in the regular Marine Corps, he had to be discharged from the Marine Corps on July 1, 1937. From then on, he was further transferred to San Diego Naval Station after he had completed his studies in Philadelphia. He was among those groups who took over and fixed the problems regarding the different aircraft carriers such as the USS Lexington and the USS Yorktown. He then returned to Pensacola on November 4, 1940 when he was

Leadership communication Term Paper Example | Topics and Well Written Essays - 500 words

Leadership communication - Term Paper Example It will be beneficial to both of us since I will be motivated to put more effort in my duty while, on the other hand, you will continue enjoying the benefits of leveraging from my skills, experience, and knowledge. Indeed resources can be limited but the resourcefulness of a person has no limits. You can have no resources at all but by making yourself resourceful you will definitely make a difference in your life and even in someone else’s. Personally, I have been working at our family’s pharmaceuticals firm for a considerable amount of time. Initially, when I began the job I was not paid I just took it as a personal initiative to make good use of myself for the overall benefit of our family. I worked diligently to ensuring all management issues are sorted and within a short period the business had expanded considerably. My parents are very grateful for my services since the firm has grown in revenues, and now I am getting a monthly salary. I choose to volunteer, for the job, to put the skills I had learned in school into practice, but it has turned out to be a formal employment. My knowledge and skills have also improved immensely. Recently, I received an invitation from a multi national pharmaceuticals company offering me a lucrative job. The fact that I decide to make myself resourceful has opened new opportunities that are making my life better. The old saying ‘practice makes perfect’ is still relevant in today’s life. When I decided to venture into voluntary work in our family’s business I had no idea of whatever was taking place there but because of the interest that I had for the job I strived to overcome any shortcomings that confronted me. For instance, I made numerous mistakes in my entry by misplacing crucial documents and at times making stupid and obvious mistakes. However, I never gave up on

Stress and Anger Management and Communication Styles Essay Example for Free

Stress and Anger Management and Communication Styles Essay College Education is the end of uphill battle for students. These vital and rigorous educations provide greater opportunities in life. A lot of hardships are faced by college students and stress is one major factor that contributes to it. Mismanagement of stress causes burnouts. Common factors of stress are time management, financial problems, sleep deprivation, social activities, health, etc. Hatcher and Prus (1991) named these stress factors as academic situational constraints. Their study accounts these factors that decrease academic performances. Being in a new environment may be a cause for students to encounter different problems while going through their college life. These problems may involve the inability to fit in or to mingle with the people around them, difficulties in managing time or their schedules easily, coping up with the new knowledge that is being given to them. Experiences such as the ones mentioned may cause stress to the students. Stress, which may affect their dealing with other people and their ability to manage the things around them. Even in the midst of facing these  problems, students are still able to adapt or think of ways to cope up with them. It takes time to be comfortable around new people or environment but once someone gets the hang of it, eventually, they will find it easier. Skills with time management may be develop through the days or weeks that students have to go through. Learning, though different in styles in all individuals, could eventually adapt. These problems that they encounter and their adaptability to them are natural to humans. The behavior toward others falls somewhere on a spectrum between toxic effect and nourishing effect. Toxic behavior makes people feel devalued, angry, frustrated, guilty or otherwise inadequate. Nourishing behavior makes people feel valued, respected, affirmed, encouraged or competent (Albrecht, 2000). It is an ability that is termed as social intelligence. Such ability â€Å"includes an awareness of situations and the social dynamics that govern them and a knowledge of interaction styles and strategies that can help a person achieve his or her objectives in dealing with others†. Stress and anger possess threats that may put our health in danger. Today, there are increasing level of stress in both men and women. The mishandled anger of teenagers may result from further problems like being involved in scandalous acts, declining of mental health, deviant behavior, etc. The researchers believe that individuals possess the unique blend of intelligences. The researchers want to find out how our intelligence with intrapersonal and interpersonal affects the control of stress and anger. The study may provide enlightenment with the ability to understand ourselves and the ability to interact with other people. Other studies focus only on communication styles, stress management or anger management individually. Some correlates the communication styles to the stress management while some focus on the correlation of stress to the anger management. Studies of anger management are rarely focused on. This study focuses on the accumulation of communication styles and the stress and anger management and their correlation to each other. It relates to other studies in a way that the results are already combined and compared to one another. Statement of the Problem The main purpose of the study is to compare the difference of the interpersonal and intrapersonal ability scores and determine if it affects  the stress and anger management of PLM Freshmen Psychology students. Specifically, the researchers aim to answer the following questions: 1. What is the level of stress management of the students under? 1.1Intrapersonal 1.2Interpersonal 2. What is the level of anger management of the students under? 2.1Intrapersonal 3. Is there a significant difference in the level of stress management of the students under. 3.1Intrapersonal 3.2Interpersonal 4. Is there a significant difference in the level of anger management of the students? 4.1Intrapersonal 4.2Interpersonal Hypotheses The study was designed to test the hypotheses: 1) There is no significant difference in the level of stress and anger management of respondents under the communication styles, intrapersonal and interpersonal. Significance of the Study Students, teachers, guidance counselors and other researchers interested in the field of social science may find this study useful for their own work. The results of this study can provide students with information regarding the ideal communication styles in order to manage their stress. This study can also provide teachers and counselors with the background to help their students with their relation to their studies and other researchers with literature for their related research undertaking. The study is predicted to provide information that can be used in understanding and improving the stress management of students. Scope and Limitations The study was focused on determining the difference of interpersonal ability  and intrapersonal ability of Bachelor of Science in Psychology freshmen student this School Year 2012-2013 in dealing with stress and anger management. The study area was limited only at Pamantasan ng Lungsod ng Maynila, Intramuros, Manila. The researchers decided to choose freshmen, since first year students are new in college and are more prone to stress and feel difficult to handle situations because of the new environment, responsibilities and friends to adhere in college years. In gathering the data needed, three sets of questionnaire were used. The test for stress management, anger management and multiple intelligence tests but only the social intelligence where the interpersonal and intrapersonal ability are considered. Though different, the concepts however of each questionnaire are related and useful to combine all the supported data for the study. Also the researchers did not include and emphasi ze the relationship of intrapersonal ability and interpersonal ability. CHAPTER TWO THEORETICAL FRAMEWORK Review of Related Literature and Studies Interpersonal and Stress In a new environment, people will learn to adapt eventually. But while in the process of adaptation, these people will experience stress, anxiety, and anger from their surroundings. Even in an academic setting, instances about adapting also happen especially when it is the start of a school year or when someone has reached a new or high grade level. This study focuses on the ability of the students to adapt in a new environment in the college level. The CS Translator (2000) mentioned that college life is full of new experiences and anxieties. It can be the best of times and the worst of times. Meeting new people, learning, and being on their own are the best. Falling behind in class, pulling an â€Å"all-nighters† and final exams can be the worst; sometimes the best of times leads to the worst of times. Students who spend too much time meeting new people and â€Å"socializing† find themselves skipping class, falling behind on assignments and â€Å"bombing† exams. Orino (2011) added that College life is also a time of enormous stress – a time of confusion,  loneliness and uncertainty and never to be experienced again from the vantage point of a young adult whose perspective is clouded by inexperience, insecurity and the struggles of discovering a separate identity. Being in the adolescent stage, the college freshman’s adjustment to college highly depends on the personal quality he possess in order to cope up with the various demands of college life. This is where stress plays a big role. It affects an individual in many ways – even in the little things. Stress is something that is never to be missed in college life. It is defined as the nonspecific response of the body to any pressures made by it. In other words, any reaction or response your body makes to a new situation is stress (Barcase, 2007). Socializing with the people in the surroundings and getting to know them can be a source of stress. There are cases when people who don’t have high interpersonal ability get stressed when interacting with others. Merely meeting and talking to a stranger, an acquaintance, or even a friend can be stressful if we don’t know what to say or how to act (Barcarse, 2007). When stress gets in the way of interacting, the interpersonal aspect of the life of a student affects their academic performance and therefore be stressed when they struggle to cope with new lessons or when they are loaded with lessons to be reviewed before taking exams. Students are also very stressed and anxious when they are experiencing new educational settings. In college, many students are experiencing changes in grading standards, course load, teaching practices, peer group, and parental contact. Some have difficulty adapting to the changes of college transition and revealed that high school is very much different from college (Sison, 2008). It is during these times when students feel amotivation. Amotivation is a state in which individuals cannot perceive the relationship between their behaviour and that behaviour subsequent outcome. Amotivated individuals cannot predict the consequence of their behaviour nor can they see the motive behind it. They feel disintegrated or detached from their actions and will thus invest little effort or energy in its effectuation (Green-Demers, et. al, 2006). When these individuals are amotivated, there will be changes in their  behaviour, in their point of view or even the way they view things. Some noticeable changes whether sudden or gradual can include changes in mood, eating, and sleeping habits, substance use, increased isolation, peer pressure, identity crisis, and feeling helpless or hopeless. In the long run, such symptoms, as well as the pressure of life’s demands if not handled properly, can lead to poor adjustment to university and ultimately, to experiencing a crisis situation, low self-esteem, suicidal thoughts or severe anxiety or depression, to the point that everyday activities become difficult to accomplish and academic performance was affected (Sison, 2008). Patrick, Ryan and Kaplan (2007) examined perceptions of the classroom social environment as it relates with engagement in classroom. It was found that when students feel a sense of emotional support from teacher, academic support from peers and encouragement from teacher to discuss their work, students are more likely to use self-regulatory strategies and engaged in task-related interaction. This shows that social environment affect student’s academic and social beliefs about themselves, which in turn affects their behaviour and cognitive engagement in class and then their achievement. This shows that even when stress affects the students’ interaction with other students; they may still be able to handle it well if they have a good feel about their surrounding and the people around them. One way to resist stress is to have a good interpersonal relationship with the people around or to have a good feel about oneself. Learning how to handle or control the things around an individual makes him or herself more confident. Self-confidence and feeling in control of life are immensely valuable when it comes to fending off negative stress. Something as apparently flimsy as attitude and self-esteem has a very big impact. One of the strands found in the techniques is looking at building self-esteem (Clegg, 2000). Aside from the interpersonal aspect, students can also experience stress in the intrapersonal aspect. Stressing themselves or sometimes it’s when their emotions are flared up or when their angry. According to Remedios Alcazaren-Ureta (2011), anger management is simply an aspect of managing  stress, since anger is a symptom of stress. O’Neil (2006) emphasized that â€Å"It is widely assumed that anger occurs as a result of frustration, perceived threat or a belief that a personal injustice has occurred. Common triggers are social or interpersonal in nature†¦ The individual’s appraisal of a situation, including expectation of himself or herself and others†. Synthesis The researchers believe that each and every stated in this research is related in this study. The literature and studies supported each concept in the study by depicting actual and normal situations of a college student at home and in school. The literature and studies also emphasized the importance of stress and anger management to the improvement of the communication styles of students. The related literature and studies stated in this research did not entirely support the correlation in the difference of scores in the stress and anger management of students, it only shows that these justifies both side of the study. Theoretical Framework Freshmen students, as becoming new to the university they tend to have difficulties in coping with the new environment. Becoming friends with other students need skills in communicating their feelings and thoughts these pertains to their Intrapersonal and Interpersonal abilities. These pertain to the Social Intelligence theory which is the ability to get along well with others, and to get them to cooperate with you. Sometimes referred to simplistically as people skills, SI includes an awareness of situations and the social dynamics that govern them and knowledge of interaction styles and strategies that can help a person achieve his or her objectives in dealing with others. It also involves a certain amount of self-insight and a consciousness of ones own perceptions and reaction patterns. (Dr. Karl Abrecht, 2004) Handling stress and anger means controlling yourself in order to be in harmony with the environment. In students, stress can decline your mental  process, health and the relationship towards other people. Friends can be a stress towards you or your friends can be affected by your stress. Same as anger, it brings trouble to students when they cannot control their negative feelings to others. By being new to the environment, stress and anger mishandle may arise and that the â€Å"people skill† is needed for adaptation in the environment. It all comes to one’s self to overcome stress and anger. College life brings new experiences as well as frustrations. Freshmen college students are more prone to face these. A new freshman college student must learn to balance his social and emotional skills in order to cope up with the demands of college life. The stress and frustrations caused by the new adjustments made by the students may test their social or interpersonal abilities for they make new friendships and interact simultaneously with people not familiar to them. It is also assumed that these new companions have different personalities which can make interacting with them more stressful for students. Since they are also pressured and overwhelmed by the heavy loads of work, freshmen students become aggressive and frustrated when their efforts results to failure. With these instances given, the interpersonal abilities of the students can be correlated to their stress and anger management in school because students with high social skills can handle stress caused by the people around them. As Dr. Albrecht (2004) stated, that Social Intelligence (SI) is the ability to get along well with others, and to get them to cooperate with you. It is also referred to simplistically as people skills,† SI includes an awareness of situations and the social dynamics that govern them and knowledge of interaction styles and strategies that can help a person achieve his or her objectives in dealing with others. The frustrations brought by the pressure of school works and requirements may also trigger anger to students. The emotional intelligence of students is challenged in these situations and these can be correlated in their anger management. Students who are insightful can handle frustrations and they will not always resolve to aggression or anger. According to Salovey and Mayer’s (1990), emotional intelligence is the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use  this information to guide one’s thinking and actions. In a new environment, people will learn to adapt eventually. But while in the process of adaptation, these people will experience stress, anxiety, and anger from their surroundings. Even in an academic setting, instances on adapting also happen especially when it is the start of a school year or when someone has reached a new or higher grade level. This study focuses on the ability of the students to adapt in a new environment in the college level. The CS Translator (2000) mentioned that college life is full of new experiences and anxieties. It can be the best of times and the worst of times. Meeting new people, learning, and being on their own are the best. Falling behind in class, pulling an â€Å"all-nighters† and final exams can be the worst; sometimes the best of times lead to the worst of times. Students who spend too much time meeting new people and â€Å"socializing† find themselves skipping class, falling behind in assignments and â€Å"bombing† exams. Stress is inevitable part of daily life of every individual. Most especially in college students who are more prone with it. New places to acclimate, major subjects that will drive you crazy, sleepless nights due to exams, reports and assignments and lastly strangers who’ll you meet and eventually will become one of your friends or the reason of your stress. By this, stress can trigger our well-being inside and out. This may also lead to the point where we can’t restrain anymore and get a strong feeling of displeasured namely anger. By knowing and realizing the situation your own, we have this efficiency in dealing with our everyday problems. It may come to our inner strength where we have this certain control of our emotion or to the environment and people around us whom we get this urge to stay calm and be reserve. Howard Gardner’s Theory of Multiple Intelligence has a great influence in the research to be performed by the researchers in this thesis. Gardner’s MI (Multiple Intelligence) determines the intelligence of an individual including the Intrapersonal ability and Interpersonal ability. With this theory the researchers will determine the Social Intelligence of an individual (Interpersonal and Intrapersonal). This theory will be the  researcher’s basis to determine whether which kind of personality will be the greatest in case of handling stress and anger management. According to Gardner; Intrapersonal persons are the ones who are independent and happy spending time alone, they find it easier to learn by thinking and working quietly on their own. Intrapersonal has a determined character who might not be as at risk to peer pressure, they also has a good idea of their own strengths and weaknesses. On the other hand Interpersonal are considerate persons, they enjoy mixing and talking with lots of friends, they also enjoy playing team games and share thoughts and feelings to others. They also has a good ability to tell how others are feeling by their tone of voice or body language, people often come to this kind of persons for support and advice. Lastly they genuinely care about others and finds it easy to get on their own way. Social Intelligence is the ability to get along with others this includes the awareness of situations, knowledge of interaction styles and strategies that can help a person achieve his/her objectives in dealing with others. It also involves a certain amount of self-insight and a consciousness of one’s own perceptions and reaction patterns. SI (Social Intelligence) will serve as a way of determining a person’s interaction with others. A low level of SI may connote the inability to connect with people and influence them effectively. This happens to be a characteristic of a person with a high Intrapersonal Ability. Conversely, a high level of SI may connote the ability of a person being much more effective in dealing and interacting with others, this is a characteristic of a person with a high level of Interpersonal Ability. Freshmen Psychology Students Conceptual Paradigm Multiple Intelligence Test INTRAPERSONAL INTERPERSONAL Anger Management Stress Management Anger Management Stress Management To be able to accomplish the study, the researchers made an organizational chart or framework on how the study will flow. The respondents, will be given the Multiple Intelligence Test. The test will identify the ability to which an individual is greatest, either Interpersonal or Intrapersonal. After identifying the ability of the student, the researchers will administer the next test, the Burn out Test. This test will determine the Stress Management and likewise, the Anger Management Test will determine the level of anger management of an individual with of Interpersonal and Intrapersonal ability. Definition of Terms Stress Management it is the ability of BS Psychology freshmen to handle stress caused by external factors. Anger Management – it is the ability of BS Psychology freshmen to handle frustrations within oneself. Interpersonal ability – ability to communicate effectively with people around the individual. Intrapersonal ability – ability to handle emotions effectively, particularly anger. Correlation – refers to how communication styles related to stress and anger management Communication Style – refers to the intrapersonal and interpersonal ability of an individual Mismanagement – inability of the person to organize emotions or situations such as stress and anger Interpersonal and Intrapersonal Ability Scores- Data or result gathered from the social intelligence category under multiple intelligence test of the BS Psychology freshmen.

Environment Essay: The evolution of the linkage between the environment and human rights

Environment Essay: The evolution of the linkage between the environment and human rights The United Nations (UN) Conference on the Human Environment, held in Stockholm in 1972, declared that: mans environment, the natural and the man-made, are essential to his well-being and to the enjoyment of basic human rightseven the right to life itself. Today, the relationship between the environment and human rights has long been recognised and has evolved in many ways. This essay will attempt to analyse the connection between the environment and human rights. Because of limitations on length, it will broadly place human rights within the framework of a holistic view of development (i.e., one that lends importance to more that simply economic development). It will also discuss their relationship within the discourse of Sustainable Development, a principal concept linking the environment and human rights. The UN Conference on the Human Environment was held at a time when development discourse was dominated by theories of dependency, world systems, and modes of production. The Stockholm conference importantly acknowledged that environmental issues are best handled with the participation of all concerned citizens, and in that capacity established not just the importance of sustaining the environment because it provides for life and basic human rights, but also the importance of sustaining basic human rights in an attempt to defend the environment. Though the need to protect the environment had long been recognised, this conference paved the way for the environment and development to be discussed as a single issue something that did not occur until the Brundtland Report in 1987. The Brundtland Report launched the term Sustainable Development (SD), or development that meets the needs of the present without compromising the ability of future generations to meet their needs (WCED, 1987: 43). Although it is often regarded as a dangerously slippery concept (The Economist, 2002) the common characteristic of most definitions of the term is the emphasis on equity both across and within generations. Barrow (1995: 17) identifies ten themes that characterise conventional SD: maintenance of ecological integrity; integration of environmental care and development; adoption of an international stance; satisfaction of basic human needs for all; stress for normative planning; stress on application of science to development problems; acceptance of some economic growth; attaching a proper value to the natural and cultural environment; the adoption of a long-term view of development; and, again a call for inter- as well as intra- generational equality SD has introduced and affirmed many new concepts into the development arena including, but not limited to, a rights-based approach to development and the importance of the environment. The environment played a central role in the Brundtland Report, and it was subsequently attacked for being eco-centric. The Brundtland Report was followed up by the UN Conference on Environment and Development, held in Rio de Janeiro in 1992. Though the Rio conference set in motion a trend towards human (rather than environmental) rights, it still held the environment in the limelight. Moreover, rights to information, participation and remedies in respect to environmental conditions formed the focus of the Rio declaration (Shelton, 2002: 2), thus accentuating the importance of human rights in environmental protection. Since Rio, concern for the environment has (rightly) continued to grow. However, the tendency toward concern for human rather than environmental rights within the sustainable agenda (i.e., a growing concern for the intra- (as opposed to inter-) generational equality) has continued as it is acknowledge that we cannot ignore the deprived today in trying to prevent deprivation in the future (Anand and Sen, 2000: 2030). Many of the alternate definitions of SD have tried, with varying degrees, of success, to resolve the seemingly contradictory notion inherent to SD development frequently involved capitalist or industrial development, and thus the reference to sustainability is certainly then undermined by the paradox of what this type of development means for the environment (Redclift, 1987). Conventional wisdom holds that Southern nations are too preoccupied with economic survival to worry about environmental quality (Dunlap: 1994: 115), something that was, to some extent, reflected in the Rio conference. Governments of developing countries wanted to discuss the idea of development, and the governments of richer countries that of sustainability (to the neglect of development) (Dunlap: 1994: 115). Though economic development need not be unequivocally associated with environmental degradation it must also be recognised that nations (or perhaps more importantly, people within nations) will rightly put more focus on sustaining peoples well-being than the environments. In short, though some government policies in the developing world may be viewed as inconclusive because they fall short of protecting natural resources, such seemingly irrational policies may reflect economic necessity in countries that have little choice but to perpetuate practices that contribute to environme ntal degradation in the absence of alternate sources of income (Bryant and Bailey, 1997: 59). This view of environmental protection versus human rights was pertinent at the UN World Summit on Sustainable Development (or Rio + 10), held in Johannesburg in 1992. In the run-up to the summit African leaders made it clear that they expected to talk about jobs, not birds (The Economist, 2002b). The Economist stated that without concrete or pragmatic action to fight poverty, fine words on greenery, global warming or fish stocks will come to naught (The Economist, 2002b). In other words, sustaining deprivation cannot be our goal (Anand and Sen, 2000: 2030), and whilst surely the conditions for most of the worlds poor can be sustained, the issue is that they should not be (Marcuse, 1998: 106). SD is often received with hostility in LDCs where it is seen as an attempt to challenge the developing worlds elemental right to develop: after all, grinding poverty, it turns out, is pretty sustainable (The Economist, 2002b). The achievement of environmental protection and respect for human rights can only be reached if we do not succumb to the notion that they are mutually exclusive. Human life, and human rights, cannot exist without a relatively healthy environment, and the environment cannot be protected without the acceptance and protection of basic human rights. Though aspects of each may at times need to be sacrificed for progress in the other, it remains vital to navigate the obstacles and move towards a sustainable world. Bibliography Anand, S. and Sen, A. (2000) Human Development and Economic Sustainability, World Development, 28 (12), 2029-2049.Barrow, C. J. (1995) Sustainable Development: Concept, Value and Practice, Third World Planning Review, 17(4), 369-386.Bryant, R. L. and Bailey, S. (1997) Third World Political Ecology, London: Routledge.Dunlap, R. (1994) International Attitudes Towards Environment and Development, in Helge Ole Bergensen and Georg Parmann (eds.), Green Globe Yearbook of International Co-operation on Environment and Development, Oxford: Oxford University Press), 115-126.Marcuse, P. (1998) Sustainability is not enough, Environment and Urbanization, 10(2), 103-111.Redclift, M. (1987) Sustainability: life chances and livelihood, London: Routledge.Shelton, D. (2002) Human Rights and Environment Issues in Multilateral Treaties Adopted between 1991 and 2001, background paper for the Joint UNEP-OHCHR Expert Seminar on Human Rights and the Environment, Geneva, 14-16 January 2002.The E conomist (2002) The Johannesburg Summit: Sustaining the poors development, 29 August 2002.The Economist (2002b) Africa expects to talk about jobs, not birds, 22 August 2002.WCED (1987) Our Common Future, The Brundtland Report, Oxford: Oxford University Press. State Of Nature: Hobbes And Locke State Of Nature: Hobbes And Locke Thomas Hobbes and John Locke applied fundamentally similar methodologies and presuppositions to create justifications for statehood; both have a belief in a universal natural law made known to man through the exercise of reason, which leads to political theories that define the rise of states. From beginning to end, Hobbes and Locke struggle to answer the essential question: Can sovereignty be divided? Though the two authors answer this question by going through the same processes, they begin with distinct notions of the state of nature, thereby reaching divergent conclusions: two nuanced versions of the social contract. For Hobbes, sovereignty is absolutist and governance can only succeed if power is concentrated in a monarch. On the other hand, Locke envisions a radically different structure for government, with a strict division between legislative and executive forces. At a glance, it is difficult to determine which author better answers the question of sovereignty, but by compar ing the warrants beneath their claims, one comes to discover that Locke is correct. Indeed, sovereignty must be divided. To start, one must analyze the model of undivided sovereignty. Hobbess argument for the state is that at some point, constituents of society made a contract amongst themselves to surrender most of their natural right up to a single man, the monarch, establishing a sovereign power in their newly formed commonwealth (Hobbes 110). By permutation, children must obey the sovereign because they are subject to their parents by the natural law, meaning subjection to the sovereign power passes on from one generation to the next (Hobbes 127-35). What constitutes a commonwealth is a group of individuals and their progeny, who are all subject to the sovereign power. This, however, begs the question of exactly what constitutes the sovereign power, since natural right can be forfeited in both different ways and in varying degrees. Hobbes provides two answers to this question, the latter directly expanding upon the former. The first is that Hobbes defines, albeit vaguely, that sovereignty is an entity bearing the person (Hobbes 105-110) of those subject thereto. Second, he argues in a more concrete manner, that sovereignty is the extensive set of powers to make laws, reward and punish subjects arbitrarily, choose counselors and ministers, establish and enforce class distinctions, judge controversies, wage war and make peace, and so on (Hobbes 113-15). Hobbes claims that by giving up their person to the sovereign, subjects forfeit the right to make moral judgments because every act of the sovereign is ostensibly performed by the subjects. The monarch becomes the sole, absolute judge of whatsoever he shall think necessary to be done, both beforehandà ¢Ã¢â€š ¬Ã‚ ¦and, when peace and security are lost, for the recovery of the same and what opinions and doctrines are averse, and what conducing, to peace (Hobbes 113 ). In other words, citizens may never criticize the sovereign, since subjects surrender their very ability to judge whether the sovereign power is acting towards the goals for which they established it. This is a major contradiction in Hobbess theory, for it seems strange and inconsistent that men of the commonwealth are wise enough to establish a state for mutual benefit (Hobbes 106), but straightaway upon entering the social contract, lose the ability to accurately judge whether their condition is good or bad. Although there is such a clear inconsistency within the contract, Hobbes has a two-pronged defense ready. The first is in Chapter XVIII, where he asserts that once covenanted, men cannot lawfully make a new covenant amongst themselves to be obedient to any other, in any thing whatsoever, without permission from the sovereign (Hobbes 110-1). With the way that a Hobbesian social contract works, this claim makes perfect sense; if a covenant is formed by submitting ones person to the sovereign, men cannot form a new covenant independent of the sovereign because they have already given their single person-hood up. Following the person argument, Hobbes introduces the idea that à ¢Ã¢â€š ¬Ã‚ ¦because the right of bearing the person of them all is given to him they make sovereign by covenant only of one to anotherà ¢Ã¢â€š ¬Ã‚ ¦ (Hobbes 111). The philosophers second defense then, is the fact that the sovereign is not party to the actual contract, which means that the monarch can never breach it, no matter the consequences. For Hobbes, the contract is the permanent transfer of person from a group of people to an external man, not a retractable agreement among a group of people to obey one of their party. The agreement, strangely, is only amongst the governed their agreement is to all equally forfeit their person and aligns with Hobbess notion that there must be an external, superior enforcer to contracts. Yet, it is unclear why social contracts should be irrevocable: in Hobbess own account of contracts (Hobbes 79-88), a contract is always renounceable if the parties involved agree so, meaning there should be nothing stopping subjects from uniformly nullifying the contract. Hobbes would respond that social contracts are unique, for the subjects have given up their right to make contracts (and therefore to break them) without the sovereigns permission within the terms. This, however, begs another question: why is the ability to make epistemological and moral judgments a necessary forfeiture to establishing the commonwealth? It doesnt seem logical that the right to break contracts must be a necessary forfeiture included within the person that one gives to the sovereign. After all, it falls under a set of negative-rights that requires a negative action (IE, a violation of the terms of contract) to occur before it can be used. Hobbes simply refuses to acknowledge the binary choice he creat es between civil war and good government is specious at best. The agreement to forfeit person is made equally amongst subjects to escape the state of nature, but even if the sovereign is not a part of the contract, the fact that a citizen doesnt receive the benefits termed within the contract ought to justify breaking the contract because other citizens may be receiving those benefits. If so, wouldnt it be just for a subject to break the contract, not with the sovereign, but with other subjects? Moving on from Hobbess derivation of sovereignty, one comes upon his formulation of sovereignty, the terms of his social contract. What is most shocking is that sovereignty is indivisible (Hobbes 115): the foundational elements of rule cannot be separated. All the powers of sovereignty must reside in the same body. A division of government, to Hobbes, would be redundant at best. From a theoretical point of view, when push comes to shove, a part of government, namely whichever has control of the army, will be revealed as the real holder of sovereign power precisely because it can seize control of the other powers. However, control of the army is nonexistent without the ability to fund it, so taxing and the coining of money is also essential. Imagine a scenario of rebellion or invasion in a divided government: an external force capable of protecting the taxing/treasury department would eventually rout the branch that controls the military. In order to ensure a stable government, then, it would be necessary to concentrate power at one locus using the example of the military any division would allow for opposing factions to gut one another, albeit indecisively. Combining the fact that sovereignty is indivisible with the fact that the social contract is made amongst subjects (that there is no bond between subjects and the sovereign), one arrives at Hobbess insistence that rebellion is never justifiable. Sovereignty is located in a person and not obedience to a person, so any repudiation of that obedience cannot dissolve the bond of sovereignty, for there is no bond to begin with. Nevertheless, this descriptive account of separating sovereign powers is not a normative claim that it ought not be done. This is perhaps Hobbess biggest mistake, for he believes that when, therefore, these two powers oppose one another, the commonwealth cannot but be in great danger of civil war and dissolution, for example, that the civil authorityà ¢Ã¢â€š ¬Ã‚ ¦and the spiritual inevitably clash if divided (Hobbes 216). That is, we ought not separate the two, for sovereignty is conceived of as something that one simply has, meaning several branches of government would constantly be in contest for possession of sovereignty. However, this is an excellent example of the is-ought fallacy, for Hobbes bases the fact that historically, a division of government has always resulted in a collapse to monarchy, and attempts to re-justify the existing norms. The fact that civil and spiritual authority have historically clashed does not mean that they cannot avoid conflict in the future. If so, then Hobbess reason that they ought be combined falls apart. In essence, his claim is not normative, but only descriptive. Locke begins his attack on Hobbess concept of sovereignty by advancing a different conception of the state of nature. For Hobbes, in the state of nature à ¢Ã¢â€š ¬Ã‚ ¦it is manifest that during the time men live without a common power to keep them all in awe, they are in that condition which is called war (Hobbes 76), where à ¢Ã¢â€š ¬Ã‚ ¦nothing can be unjust for where there is no common power, there is no law; where no law, no injustice (Hobbes 78). It is in Chapter XIII that he famously notes that the life of man is solitary, poor, nasty, brutish, and short, a product of the condition of warà ¢Ã¢â€š ¬Ã‚ ¦(in which case everyone is governed by his own reasonà ¢Ã¢â€š ¬Ã‚ ¦)à ¢Ã¢â€š ¬Ã‚ ¦[where] man has a right to everything, even to one anothers body (Hobbes 80). It is from this anarchic view that Hobbes departs to create a theory of absolutist sovereignty. Individual rights, ironically, conflict to the point where there are no rights in the state of nature. To solve this proble m, Hobbess model forfeits person to an individual, because even two individuals two rulers with person will have conflicting rights claims. On the other hand, Locke paints a calmer picture of the state of nature, arguing that the state of nature has a law of nature to govern it, whichà ¢Ã¢â€š ¬Ã‚ ¦teaches all mankindà ¢Ã¢â€š ¬Ã‚ ¦that being all equal and independent, no one ought to harm another in his life, health, liberty, or possessions (Locke 9). Locke attack on Hobbess descriptive analysis of the state of nature is particularly damning because it has never occurred. Locke furthers that his notion of the state of nature is historical, that great societies began in the way that his theory described. He cites that the beginning of Rome and Venice were by the uniting of several free and independent of one another, amongst whom there was no natural superiority or subjection (Locke 54). This is because Locke believes that this moral nature has been instilled in humanity by an infinitely wise makerà ¢Ã¢â€š ¬Ã‚ ¦sharing all in one community of nature, there cannot be supposed any such subordination (Locke 9). Unlike Hobb es, who believes there is no ethical frame for punishment during the state of nature, Locke argues that transgressing the law of nature means one declares himself to live by another rule than that of reason and common equity, which is that measure God has set to the actions of men (Locke 10). Locke believes that every man hath a right to punish the offender, and be executioner of the law of nature to criminals in the face of God. From a philosophically rigorous perspective, Lockes justifications are a copout to constructing a normative frame. But at a descriptive level, he may be correct: both Hobbes and Locke agree that it is through reason that mankind transcends the state of nature and enters a state of sovereignty. An elementary comparison of these two versions of the state of nature boils down to the fact that Hobbess interpretation is one that begins with a lack of reason and Lockes starts with reason programmed into mankind by a maker. Is it not possible that the Lockes state of nature simply follows Hobbess? Indeed, in Hobbess model, man must come upon reason prior to entering the social contract, meaning as a collective, they must eventually reach some form of Lockes state of nature. Whether God exists or not, a social consciousness must develop for both authors to successfully continue their theories. This returns us to the epistemological contradiction presented earlier in the fourth paragraph: why do men lose their ability to analyze the benefits of subjugation to a sovereign, if they needed to attain this level of rational deliberation to have accepted the social contract to begin with? It is because Hobbes ignores this concern, but Locke answers it (albeit with God, rather than a development of rationality, as I suggest), that Lockes interpretation of sovereignty is far more convincing. It is easiest to discuss Locke by making a series of modifications on Hobbess theory of sovereignty. Of course, the difference between the two theories is far more complicated, but in regards to the thesis, it is sufficient to identify three very closely-related, key differences. First, Locke dismisses Hobbess assertion (which I have showed to be contradictory multiple times) that subjects give up the right, in fact, the ability, to judge their sovereign when moving from the state of nature to sovereignty. Effectively, Locke makes the contract a two-way agreement instead of a one-way subjection, termed in his works as fiduciary power in Chapter XIII. Second, for Locke, ultimate sovereignty resides always in the people. One on hand, the supreme sovereign will always be God, but beneath his throne, men can delegate power to one another, but there will never be a permanent hierarchy of power. The supreme power of the legislature is amassed from a conditional grant by the people; every m an is bound by its laws, notwithstanding disagreement. By extension of this logic, Locke makes two foundational claims of his notion of sovereignty, which Hobbes does not adopt: one is that no part of the sovereign government will ever be above the law, the other is that power can be retracted from the government at any time, pending agreement of the people (these derivations are explored in detail in Chapters VIII and IX). The third and, perhaps most important, difference is that for Hobbes, sovereignty is a perpetual, indivisible power belonging to a particular individual. Indeed, this disagreement is the crux of this paper. For Locke, there are a variety of powers necessary for the protection of the public good, just as in Hobbes, but there is no need to unite them all in one body. Here Locke presents idea of the sovereignty of law itself: there is no need, that the legislative should be always in being, not having always business to do (Locke 76). The laws have a constant and lasting force, and need a perpetual execution that is provided by the executive power (Locke 76). While Hobbes agrees to the need of these aspects of sovereignty, he refuses to divide them. Locke, on the other hand, demonstrates that a division of labor can very feasibly exist, especially because he touches upon the idea of a natural power that pertains to other duties. Federative power, which relates to the power of war and pe ace, leagues and alliances, and all transactions (Locke 76), could easily be invested in entirely separate bodies from both the executive and legislative powers. The last question to answer, then, is whether the division of power is good. Luckily, Locke tackles this issue, arguing that the inconveniences of absolute power, which monarchy in succession was apt to lay claim to could never compete with balancing the power of government, by placing several parts of it in different hands for in doing so, citizens neither felt the oppression of tyrannical dominion, nor did the fashion of the age, nor their possessions, or way of livingà ¢Ã¢â€š ¬Ã‚ ¦give them any reason to apprehend or provide against it (Locke 57). For Locke sovereignty is the supreme power on loan from the people to the legislative to set laws that look after the public good by dividing duties amongst the executive and other governmental agencies. Power is easily, helpfully, and safely split up into different bodies: easily due to Lockes dismissal of Hobbess contradictory objection to doing so, helpfully because the division of labor allows for increased efficiency and greater pr oductivity, and safely because the division of powers acts as a set of checks and balances to protect the people from arbitrary abuse. Just as it seems that the question Can sovereignty be divided? is answered, a concession of sorts to Hobbes appears with the concept of prerogative, a powerful modification of the way Lockes theory functions in practice. Locke concedes in Chapter XIV that the natural generality of law makes it inapplicable to certain cases and unable to cover every eventuality. The executive is therefore invested with prerogative, the power to act according to discretion, for the public good, without the prescription of the law, and sometimes even against it (Locke 84). It is possible that Hobbes would see this as an admission that Lockes legislative theory is flawed, that the executive does indeed hold supreme power, as both creator and enforcer of laws. This, however, would be a serious misinterpretation. In many ways, Locke disagrees with Hobbes most sharply on this point. Lockes emphasis on the need of governance to provide for the public good is so strong that he argues any violation of the social contract, by the sovereignty, would be grounds for the dissolution of government. He notes that citizens will be willing to cope with the application of prerogative as long as it aligns with the public good, even if they recognize that there is no legal precedence for the actions. While Lockes discussion of prerogative initially appears to be a return to Hobbesian absolutism, it is their most essential disagreement. In Hobbess theory, prerogative is sovereign authority, with no external check. When the sovereigns prerogative fails to lead towards the public good, subjects have no recourse but simply accept things. For Locke, prerogative is a minor modification of the authority delegated from the people to the legislative and thence to the executive. It is not crucial to the existence of g overnment because should subjects find that the executives application of prerogative does not lead to the public good, they can simply retract authority from the sovereignty. When compared with the work of Thomas Hobbes, John Lockes social contract theory comprehensively proves that government can be separated into several branches. By comparing the steps in their methodologies, along with analyzing their different starting points, one arrives at the conclusion that Locke is right. As this paper progressed, it was revealed that Hobbes made two main objections to a divided sovereignty: first, his notion of the forfeiture of person and second, his negative view of human behavior in the state of nature. Hobbess latter objection was easily answered back by comparing Lockes interpretation of the state of nature and demonstrating that the standard of reason created a double bind for Hobbes. Either his state of nature transitioned into a Lockean state of nature, which would then progress to sovereignty, or, a jump must occur from a Hobbesian state of nature straight into absolute sovereignty, which creates a number of contradictions. The former objection was ans wered on multiple levels, ranging from the is-ought fallacy to Lockes strong defense of a system of sovereign checks-and-balances. By juxtaposing Hobbes and Lockes social contract theories, one can decisively conclude that sovereignty can be divided, not only to two branches, but to as many as necessary for the public good. The version of Leviathan cited in this work is the Edwin Curley edited edition. The version of Second Treatise is the same as the one noted on the syllabus.