Why Everybody Is Talking About Scholarship Essay and What You Have to Do

Why Everybody Is Talking About Scholarship Essay and What You Have to Do Scholarship Essay: No Longer a Mystery Your admission appears to be secured. The scholarship could be awarded to an alternate winner in the event the scholarship notification isn't acknowledged within 14 days following the notification date. When a student arrives to us and asks write my essay, for us, it is a big honor to help you in your academic matters and we'll always do our very best to implement your purchase excellently! Many students think a thesis is only a selection of ideas strung together with a couple essential words. Whatever They Told You About Scholarship Essay Is Dead Wrong...And Here's Why There are lots of ways to compose an essay. The topic will decide on the central or main subject of the essay. Choice of the essay topic is important portion of your efforts to compose a very good essay. When you select the essay topics, think whether you can say something interesting through it. 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Financial Analysis of Wal-Mart - 1321 Words

Financial Analysis of Wal-Mart Stores, Inc. Introduction On July 2, 1962, Sam Walton opened the first Walmart discount store in Rogers, Arkansas. Walmart is in the discount store industry and its principal competitors are Kmart, Target, ShopKo, and Meijer. Walmart’s culture has been built on a common purpose: saving people money so they can live better. By 1967, Walton had opened 24 stores and had generated $12.7 in sales. The company was officially incorporated as Walmart Stores, Inc. in 1969, and became publicly traded on the New York Stock Exchange in 1972. In 1983, the first Sam’s Club membership warehouse was opened and in 1988 opened the first Walmart supercenter, which features a complete grocery department in addition to†¦show more content†¦Although preferred stock is listed on the pie chart below, Walmart has authorized 100 shares but has not actually issued any shares. Liquidity In fiscal year 2012, Walmart had $54.975 billion in current assets and $62.6 billion in current liabilities. The current ratio for fiscal year 2012 is 0.882, which indicates that Walmart has $0.88 in current assets for each dollar of current liabilities. In fiscal year 2011, Walmart had $52.012 billion in current assets and $58.6 billion in current liabilities. The current ratio for fiscal year 2011 is 0.887, which indicates that Walmart has $0.89 in current assets for each dollar of current liabilities. Walmart’s quick ratio for fiscal year 2012 is 0.228, and their quick ratio for fiscal year 2011 is 0.266, which indicates that Walmart could pay off 22.8% of their liabilities by liquidating current assets in fiscal year 2012 and could pay off 26.6% of their liabilities by liquidating current assets in fiscal year 2011. Asset Management The total asset turnover for fiscal year 2012 is 2.29 or 229%, which indicates that sales are 229% of its assets. The total asset turnover for fiscal year 2011 is 2.32 or 232%, which indicates that sales are 232% of its assets. The average collection period for fiscal year 2012 is 4.88 days, which is indicative of customers paying their accounts in 4.88 days, and the average collection period for fiscal yearShow MoreRelatedWal-Mart Financial Analysis1135 Words   |  5 PagesIntroduction Wal-Mart was founded in 1962 by Sam Walton in Roger, Arkansas. Wal-Mart has 4,100 stores and clubs in the U.S. and a total of 7,300 unit’s world wide. It employed about 2 million associate’s world wide and approximately 1.4 million in the United States. Wal-Marts average annual total revenue rate was slightly more than 10% for the three years from the fiscal year ending 2006 to the fiscal year ending 2008. They also had a stock split of 100 %; they saw this split 11 times duringRead MoreEssay on Wal-Mart Financial Analysis1677 Words   |  7 PagesCorporate Finance: Wal-Mart Contents Corporate Finance: Wal-Mart 1 1. Introduction 2 2. Success at Delivering Value to the Shareholders in the Last 5 Years 2 2.1 Growth in Earnings 2 2.2 Growth in Dividend Declared 3 3. Valuation of Equity 4 3.1 Net Asset Value (NAV) 5 3.2 Price / Earnings Ratio 5 3.3 Discounted Free Cash Flow 7 4. Reconciliation of Differences 8 4.1 Benefits and Costs of Using Net Assets Value 9 4.2 Benefits and Costs of Using Price Earnings Ratio 9 4.3 Benefits andRead MoreFinancial Analysis : Wal Mart1691 Words   |  7 Pagesand what they should strive for. With that being said, many of today’s most successful organizations utilize competing in analytics to conquer the market. To illustrate, companies such as Wal-Mart, the biggest retailer store, claims that it provides the lowest market prices for its goods. In doing so, Wal-Mart utilizes analytics to enhance it supply chain and inventory costs (2). This example shows the importance of outstanding analytics in saving costs and generating profit. Further, data analyticsRead MoreFINANCIAL ANALYSIS OF SEARS VS. WAL-MART5339 Words   |  22 PagesFINANCIAL ANALYSIS OF SEARS VS. WAL-MART Table Content Background Analysis------------------------------------------------ 3 Financial Ratio analysis--------------------------------------------- 4 Weighted Average Cost of Capital (WACC)--------------------- 12 Working Capital Management--------------------------------------20 Dividend Policy and Tax Treatment------------------------------- 23 Conclusion------------------------------------------------------------24 Background Analysis Wal-MartRead MoreEssay Wal-Mart Financial Analysis - Fin5152039 Words   |  9 PagesWal-Mart Financial Analysis Danny J. Saldana FIN515 August 27, 2012 Professor David Felsberg I have chosen Wal-Mart as my company to do a financial analysis on. In my financial analysis I will look will be reviewing Wal-Marts financial ratios for years 2010 and 2005. I will also be looking at Target’s financial ratios for the same years to determine how Wal-Mart is doing within its industry. (All numbers are in thousands) Liquidity ratios Current ratio - Measures whether or notRead MoreWal-Mart Financial Statement Analysis3307 Words   |  14 PagesThe Paul Merage School of Business at UC Irvine | Financial Statement Analysis amp; Reporting: Earnings Quality and Asset Analysis | Company - WALMART | Kian BolooriHee Jun ChungDaejune Min | 1. Qualitative Analysis for the environment and the company (1) INDUSTRY ANALYSIS Walmart is in the discount retailer industry. This industry started in the 1950s, grew in the 1960s, and matured in the 1970s. With exception to a moderate growth period in the 1990s, the industry had remainedRead MoreFinancial Analysis Of Wal-Mart. Kathleen Brown. Acc 2051545 Words   |  7 Pages Financial Analysis of Wal-Mart Kathleen Brown ACC 205 Principals of Accounting I Instructor Woods February 17, 2017 Company Overview Wal-Mart Stores, Inc. is a company based in America and it was started in 1962. The company is in the retail industry and it operates grocery stores, discount stores, and hypermarkets. The company’s headquarters are located in Arkansas. According to the Fortune Global 500, Wal-Mart is categorized as the world’s leader in revenue. The company is also consideredRead MoreThe following report contains an analysis with an overview of Wal-Mart Inc. and it’s financial1800 Words   |  8 PagesThe following report contains an analysis with an overview of Wal-Mart Inc. and it’s financial statements. Wal-Mart, one of the biggest corporations and the largest employer in the world, has used exceptional ways of generating revenue and systems of tracking inventory, two very distinct characteristics of the company, while still maintaining a powerful imagine over all these years. I. Inventory In order to track such a large amount of inventory, Wal-Mart has employed the perpetual inventory systemRead MoreAmerican Corporation Analysis1425 Words   |  6 Pagesï » ¿ American Corporation Analysis ACC/561 September 19, 2013 Mr. Ponteja American Corporation Analysis Wal-Mart is one of the biggest retailers not only in the United States, but also internationally. The corporation was founded in Arkansas by Sam Walton in 1962 and has grown to produce revenue of over $460 billion while employing 2.2 million employees (Seeking Alpha, 2013). Wal-Mart is known for the low cost structure and has succeeded in the retail market. Although the corporation hasRead MoreWeek 5 Assignment Final Paper1735 Words   |  7 Pagesï » ¿ Wal-Mart Financial Analysis Report Michael Thomas ACC205: Principles of Accounting Instructor: Mark Stricklett November 10, 2014 Wal-Mart Financial Analysis Report In accounting there is much to be learned, about the financial aspects of a business. In the past five weeks I have learned the importance of financial reports and how they relate to the success of an establishment. These reports may include balance sheets and income statements,

Porters 5 Force Indian Automobile Industry Essay Example For Students

Porters 5 Force Indian Automobile Industry Essay A Porters Five Forces Analysis explores five principal industry factors to determine the attractive of a given industry in a given market. In this P5F exercise, we look at the automobile industry in India. This is independent of any manufacturer. As such, it applies to every Indian car manufacturer. In any P5F analysis, one must examine the following: 1. The threat of new entrants 2. The bargaining power of buyers/customers 3. The threat of substitute products 4. The amount of bargaining power suppliers have 5. The amount of rivalry among competitors 1. The threat of new entrants In most markets, the capital and expertise needed to setup an auto or parts manufacturing facility, would be a great enough barrier to entry to prevent many new entrants from setting up. However, given Indias incredible growth forecasts, infrastructure progress (especially new and better roads), and ever-expanding financing options to rural residents, the market is attractive. As such, we expect the threat of new entrants to be high. Result: Unfavorable 2. The bargaining power of buyers/customers Buyers in India have a wide variety of choice. There are more than 20 foreign manufacturers selling in India (including ultra high-end such as Rolls-Royce and Lamborghini). Of course there are also a plethora of incredibly cheap choices, like the famous Tata Nano. Result: Unfavorable 3. The threat of substitute products India is famous for its two-wheelers (bikes and mopeds) and three-wheelers. These are very real and obvious threats to auto manufacturers. Result: Unfavorable 4. The amount of bargaining power suppliers have It is likely that the suppliers to the manufacturers have considerable bargaining power. They are not held ransom by one single manufacturer as they can market their products to any of the others in India. Result: Unfavorable 5. The amount of rivalry among competitors High. The industry is not yet in its shake-out phase and is still struggling to find the up-and-coming stars and possibly topple the leaders. Result: Unfavorable Indias auto industry is much like Chinas, as far as Porters Five Forces is concerned. Like Chinas, the P5F analysis ignores the massive future prospects which could indeed render this analysis irrelevant.

The Prussian Baron Von Steuben, Being A Newcomer To The Essays

The Prussian Baron von Steuben, being a newcomer to the Revolutionary cause in America, was in a position to see many of the deficiencies in military discipline and their causes. The reasons for his unique insight may have been due to the fact that he was distanced from the revolutionary ideals in America, and as a result, was able to better observe and understand them; and ultimately use them to shape his new and successful form of discipline in the Continental Army. Most of the commanders of the Continental Army, from the commander in chief to the lower officers had subscribed to the traditional European method that relied on fear to achieve discipline. This method of fear was probably not essential, and had little if any effect in the early days of the war because the soldiers were mostly fighting for their own ideologies. To the soldiers, the commanders were of little importance. The soldiers were going to fight their own fight, and leave the battle when they felt it necessary. The soldier saw himself as a volunteer, a citizen fighting in a group of citizens, and as a result did not respond well to the traditional forms of discipline. The soldier knew it wasn't necessary for him to serve, and he knew that he would not be looked down upon for not serving or leaving the army by his fellow revolutionaries. He had the freedom to chose how he wished to serve the revolution, and military service was not an obligation. One aspect of the traditional European system that Baron von Steuben felt needed change was the relationship between the officers and the soldiers. Officers in the Continental Army felt it was necessary to distance themselves from the common soldiers, as an officer had an obligation as a gentleman as well. This division was along social lines, and by separation, the officers felt the common soldiers would show even greater respect. Royster describes this accurately by saying that the officers tried "to make themselves haughty objects of the soldiers' awe." (215) Steuben did several things to put the officers and the soldiers on common ground. First, sergeants were no longer to do the training and drilling of soldiers. Officers were encouraged to train, drill, and march with their soldiers. They were also encouraged to eat with the common soldiers as well, whenever possible. The officers needed to show love of the soldiers to earn their respect, and in doing this the officers needed to set themselves as an example to the soldiers by overachieving, rather than distancing themselves and underachieving in the eyes of the soldier. Before Steuben arrived, the forms of drills, training, and discipline in the Continental Army were mainly achieved at the discretion of each particular officer. There was no set standard for drills and training, and each battalion, company, and regiment had different methods. Baron von Steuben set a standard that became universal in the army and all soldiers and officers were to follow it. Through constant repetition of these rather simplified drills and training methods, coupled with the newly evident compassion and caring being shown by the officers, soldiers soon began to show a level of pride and professionalism in doing their duties in the Continental Army. Steuben catered to the needs and ideologies of the men in the Continental Army. He knew that soldiers who felt that military service was not a necessity, would often question authority. When given an order many soldiers would ask 'Why?' This was what Steuben realized and built his form of discipline around. If a soldier asked why, and there was a good reason for it, then the soldier would ultimately obey the order. This is why the uniformity and simplicity of Steuben?s system was so successful in the Continental Army. Steuben's method of discipline and training was so successful for one main reason, it was catered to the soldier and not to the officer. It had the ultimate result of making the soldier feel like a soldier and not like a volunteer. It established a sense of pride in the soldiers and in the job they did. By the later years of the war, native courage, virtue, and liberty were not enough to encourage soldiers. Steuben method created a professionalism in the Continental Army which, along with the ideologies of the men, was enough to keep the moral of the soldier high despite the many hardships of winter camps like Valley Forge and Morristown.

Episcopal Mass essays

Episcopal Mass essays On Sunday, December 3 I attended the Solemn Mass at the Church of the Advent, in the North End. Now, you have to understand that I am religiously challenged, at best. Ive been to my share of weddings and funerals, but growing up I averaged one regular church service every year or two. When I did go, it was either to Hardshell Baptist or Dunkard Bretheren services, with my father or mothers side of the family, respectively. Both these denominations focus heavily on simplicity and egalitarianism. The churches are usually one room, wooden affairs with a simple lectern. The music draws heavily on the English folk tradition, and the service is delivered in a straightforward manner. Imagine my trepidation, then, when I walked into this church, with its high, vaulted ceilings and an enormous, emaciated, and slightly malicious-looking Christ figure suspended thirty feet among my head. As I came through the entrance, the prelude began. It sounded like nothing less than the soundtrack to a horror movie, as the slasher is about to leap out and dice an innocent schoolgirl. The organ wailed in threatening, building minor chords and did nothing to allay my trepidation. I quickly found a seat in the back of the room. Then, what did I behold, but a procession of similarly robed, somber looking men waving banners, crosses, and other crystal and gold implements above their heads. As the leader passed me he began swinging a golden canister about his head, and noxious fumes poured out. My eyes and throat burned, and I thought some sort of crazy cultists had gassed me. The moment passed, however, and I realized that they were the leaders of the church, and it was nothing but incense. After parading in laps around the sanctuary, the procession moved to a raised platform upon which they performed strange rituals before an enormous granite-looking monolith. I later found out that this monolith was the altar, the first of m...

New Zealands History, Government, and Geography

New Zealand's History, Government, and Geography New Zealand is an island country located 1,000 miles (1,600 km) southeast of Australia in Oceania. It consists of several islands, the largest of which are the North, the South, Stewart and Chatham Islands. The country has a liberal political history, gained early prominence in womens rights, and has a good record in ethnic relations, especially with its native Maori. In addition, New Zealand is sometimes called the Green Island because its population has high environmental awareness and its low population density gives the country a large amount of pristine wilderness and a high level of biodiversity. History of New Zealand In 1642, Abel Tasman, a Dutch Explorer, was the first European to discover New Zealand. He was also the first person to attempt mapping the islands with his sketches of the North and South islands. In 1769, Captain James Cook reached the islands and became the first European to land on them. He also began a series of three South Pacific voyages where he extensively studied the areas coastline. In the late 18th and early 19th centuries, Europeans began to officially settle on New Zealand. These settlements consisted of several lumbering, seal hunting, and whaling outposts. The first independent European colony was not established until 1840, when the United Kingdom took over the islands. This led to several wars between the British and the native Maori. On February 6, 1840, both parties signed the Treaty of Waitangi, which promised to protect Maori lands if the tribes recognized British control. Shortly after signing this treaty, though, British encroachment on Maori lands continued and wars between the Maori and British grew stronger during the 1860s with the Maori land wars. Prior to these wars, a constitutional government began to develop during the 1850s. In 1867, the Maori were allowed to reserve seats in the developing parliament. During the late 19th century, the parliamentary government became well established and women were given the right to vote in 1893. The Government of New Zealand Today, New Zealand has a parliamentary governmental structure and is considered an independent part of the Commonwealth of Nations. It has no formal written constitution and was formally declared a dominion in 1907. Branches of Government in New Zealand New Zealand has three branches of government, the first of which is the executive. This branch is headed by Queen Elizabeth II who serves as the chief of state but is represented by a governor general. The prime minister, who serves as the head of government, and the cabinet are also a part of the executive branch. The second branch of government is the legislative branch. It is composed of the parliament. The third is the four-level branch comprised of District Courts, High Courts, the Court of Appeal and the Supreme Court. In addition, New Zealand has specialized courts, one of which is the Maori Land Court. New Zealand is divided into 12 regions and 74 districts, both of which have elected councils, as well as several community boards and special-purpose bodies. New Zealands Industry and Land Use One of the largest industries in New Zealand is that of grazing and agriculture. From 1850 to 1950, much of the North Island was cleared for these purposes and since then, the rich pastures present in the area have allowed for successful sheep grazing. Today, New Zealand is one of the worlds main exporters of wool, cheese, butter, and meat. Additionally, New Zealand is a large producer of several types of fruit, including kiwi, apples, and grapes. In addition, the industry has also grown in New Zealand and the top industries are food processing, wood and paper products, textiles, transportation equipment, banking and insurance, mining and tourism. Geography and Climate of New Zealand New Zealand consists of a number of different islands with varying climates. Most of the country has mild temperatures with high rainfall. The mountains, however, can be extremely cold. The main portions of the country are the North and South islands that are separated by the Cook Strait. The North Island is 44,281 square miles (115,777 square kilometers) and consists of low, volcanic mountains. Because of its volcanic past, the North Island features hot springs and geysers. The South Island is 58,093 sq mi (151,215 sq km) and contains the Southern Alps - a northeast-to-southwest oriented mountain range covered in glaciers. Its highest peak is Mount Cook, also known as Aoraki in the Maori language, at 12,349 feet (3,764 meters) above sea level. To the east of these mountains, the island is dry and made up of the treeless Canterbury Plains. On the southwest, the islands coast is heavily forested and jagged with fjords. This area also features New Zealands largest national park, Fiordland. Biodiversity One of the most important features to note about New Zealand is its high level of biodiversity. Because most of its species are endemic (i.e.- native only on the islands) the country is considered a biodiversity hotspot. This has led to the development of environmental consciousness in the country as well as eco-tourism. New Zealand at a Glance Population:  4.9 million (2018 estimate)Capital:  WellingtonArea:  103,737 square miles (268,680 sq km)Coastline:  9,404 miles (15,134 km)Official Languages:  English and MaoriHighest Point:  Mount Cook (Aoraki) at 12,349 ft (3,764 m) Interesting Facts About New Zealand There are no native snakes in New Zealand76% of New Zealanders live on the North Island15% of New Zealands energy comes from renewable sources32% of New Zealands population lives in Auckland References and Further Reading â€Å"The World Factbook: New Zealand.†Ã‚  Central Intelligence Agency, 22 April 2010.â€Å"New Zealand.†Ã‚  Infoplease.â€Å"New Zealand.†Ã‚  U.S. Department of State, Feb. 2010.

Instrumental analysis and testing of counterfeit Viagra suspected to Essay

Instrumental analysis and testing of counterfeit Viagra suspected to contain amphetamine - Essay Example phRMA has requested China, Mexico, Indonesia, Lebanon and many countries in the Central America to have a close watch on the drugs used in their countries. They have also warned those countries that the illegal drugs were found to get originated from Czech Republic, Sweden and Switzerland. (Oslen et al., 2002).The Drug manufacturer take many necessary steps to prevent counterfeiting of the drugs but their efforts are getting veined off because of the different methods that they adopt in trade and their distribution systems are very complex for tracing off. The illegal drug manufacturers are very smart enough to steal the name, basic formula, holograms and are able to prepare the counterfeit drug very smartly as the real drug. This has become a head ache for all the drug manufacturers. The only possibility for them is to develop analytical methods that can easily identify the authentic and fake products through simple testing methods. Sildenafil Citrate is a drug that is used to treat the pulmonary arterial hypertension and erectile dysfunction. Its Brand Name is Viagra, developed and marketed by Pfizer.the chemical composition of Sildenafil citrate is 1-( [3- ( 6, 7- dihydromethyl -7- oxo -3- propyl -1H – pyrazolo [4,3 - d] pyrimidin – 5 – yl ) - 4- ethoxy – phenyl ] sulfonyl ])- 4 – methyl piperazine. Viagra is used as a novel oral medicine for penile erectile dysfunction, the inability to keep hard erect penis for satisfactory sexual intercourse. Sildenafil citrate inhibits the cyclic guanosine monophosphate- specific phosphodiesterase present at the penis and making the cGMP to get accumulated at the corpus cavemonsum. This pill when taken inside, starts its effect after the twenty minutes of inhalation and lasts up to three hals lifes ( 18 hours ). Viagra came in to the market by 1998 after the US Food and Drug Administration approved it. Viagra was recommended for Erectile dysfunction as the over the counter drug. By the year 2002, Viagra sales accounted for about 92% of the global market for the pill to treat erectile dysfunction. The safety of this medicine was established in many pre- and post- approval studies. Phosphodiesterase family type five classes.(PDE). The PDE - 5 class receptors are found in corpus cavernoscum, platelets, skeletal muscle, vascular and visceral muscles. Of these at penis there are larger amount of PDE-5 than any other region. PDE-5 breaks down cGMP which causes the contraction of the penile arteries and smooth muscles. As the chemical structure of sildenafil is similar to the cGMP, the binding of sildenafil inhibits the cGMP from binding to the PDE-5 through the competitive inhibition mechanism. (McCullough, 2002). Amphetamine is a phenlyethylamine class drug that acts as a psycho stimulant drug. This drug is generally used as a performance enhancer. Amphetamine is found to increase the energy level, wakefulness and they are able to make the body work even at appetite an d fatigue conditions. Because of these characteristics Amphetamine is chosen as a counterifeit drug for Viagra by the illegal drug manufacturers. In the counterfeit Viagra’s, Sildenafil was present at lower concentration and the other drugs such as amphetamine, methamphetamine and ring substituted analogs. A rapid screening technique is essential for the quick identification of the counterfeit drug from the real ones. Various

Strategic Management Accounting Essay Example | Topics and Well Written Essays - 3000 words - 1

Strategic Management Accounting - Essay Example Success can be measured by ensuring that the output is as per the desired estimation from the pre-decided input and effort (Rathore, 2009; Siddiqui, 2006). In such situation, responsibility accounting signifies classifying the financial information that is related to the areas associated with the organisational activity. After considering these financial aspects the responsibilities are allocated for controlling different areas of operations. These areas are also known as responsibility centres. There are various types of responsibility centres, such as cost centre, profit centre, revenue centre, and investment centre (Rao, 2007). The financial performance in the organisation are measured and monitored by the managers by considering the relative measures of profitability. ROI is also a relative measure of financial performance that can be utilised for comparison with the other investments. It also assists in providing a summary of the post return on the capital employed. The concept of ROI is based on the yield or benefit that investors reap on investments (Megginson and Smart, 2008). ROI = (Revenue – Investment) / Investment * 100 (Jupri, n. ... The focus of ROI is towards profit, and the data required for such calculating is easily available. Apart from this, the size of the divisions does not affect the calculation, and the managers can easily choose the projects with higher ROI. However, ROI ignores various risks, and considers historic measures. In this case the projects which have slow payoff are generally rejected. This also encourages managers to shift their focus towards short-run than long-run (Kimmel, Weygandt and Kieso, 2008). Apart from ROI, EVA is another tool for measuring financial performance that has become popular among the managers. In this case the performance is calculated on the basis of the residual wealth of the organisation that is deducted by the cost of capital from the operating profit. This is also referred as the economic profit. The formula for calculating EAV is stated below EVA = NOPAT (Net Operating Profit after Taxes) – (Capital * Cost of Capital) The organisation having a positive E VA is said to have yielded profit or wealth, while organisation with negative EVA is said to have consumed the capital. The strength of EVA is that it acts as a major indicator of wealth creation and accordingly assists the managers in streamlining the goals of the division or plant with the corporate goals (Ingram, Albright and Ingram, 2006). However, there are certain limitations in this method, especially when it comes to the size of the division or organisation, or financial orientations. Both the methods discussed here suffer from the drawback of tempting managers with short-term profits. EVA is particularly used for aspects like incentive compensation, investor relations, and resource allocation. The premise in this case is

Health Literacy Essay Example for Free

Health Literacy Essay I. Background Child health is an essential indicator of the quality of life in developing countries. Mothers’ literacy is often positively associated with improved child health and nutritional status (Glewwe, 1999). The possession of literacy increases the ability of a mother or a family to acquire more knowledge. Improvements in child health are considered as the consequences of enhanced of mother’s knowledge. In short, literacy affects health, and health affects educational achievement (Grosse, 1989). Because the correlation between literacy, health, wealth and well-being is becoming increasingly important, it is crucial to include health literacy as skills required for an adult ‘to function’ in a community (Kickbusch, 2001). Health literacy has been recognized as a key outcome measure of health promotion interventions (Nutbeam, 1996). It can be categorized as basic/functional health literacy, communicative/interactive health literacy and critical literacy. Each level has different ‘autonomy and personal empowerment’. Individual attention is focused on developing the skills and confidence to make choices that enhance individual health outcomes (Nutbeam, 2000). As the highest level, critical literacy ideally will be achieved in which people have this capability to search for information, assess the reliability of that information and use that information to have a better control over their health determinants (Nutbeam and Renkert, 2001). Following this health literacy concept, Nutbeam and Renkert (2001) define mother’s health literacy as ‘the cognitive and social skills which determine the motivation and ability of women to gain access to, understand and use the information in ways that promote and maintain their health and that of their children’. In terms of literacy, Indonesia has a relatively high of literacy rate of 90% (UNICEF, 2007). However, people with adequate literacy for dealing with  familiar concepts and practices, such as household management can discover a considerable difficulty to understand unfamiliar issues, such as health care information (Kalichman and Rompa, 2000). For mothers, health literacy skills are important factors in predicting child health outcomes. Indonesia as a developing country still faces many child health problems. Infant, neonatal and under-5 mortality rate was relatively high (26, 17 and 34 per 1000 live births, respectively) in 2006. Child immunization coverage is still considerably low with measles coverage of 66. 2%, MCV (80%), DPT (75%) and hepatitis (74%) among one-year-olds (WHO, 2009). Many studies show that low literacy is related with several adverse health outcomes (DeWalt, 2004). One of the ways to improve child health is likely by improving mother’s health literacy. Many recent studies have examined the impact of mother’s health literacy on child health (Sandiford, 1995). However, there are few studies focused on the barriers to mother’s health literacy. This study will investigate barriers are there to improve mother’s health literacy on child health and find solutions might overcome the barriers. II. Objectives 1. To investigate the level of mother’s health literacy in province of Aceh (functional, interactive or critical health literacy of mothers toward child health care, participation in child care programme in villages or sub districts, health seeking behaviours, efforts to gain access to health services). 2. To explore what barriers are there to improve mother’s health literacy on child health 3. To evaluate solutions that might overcome the barriers in order to enhance mother’s health literacy. 4. To create a model of intervention to improve maternal health literacy III. Methodology This research will be conducted in quantitative and qualitative methods. The quantitative methods will investigate the data about the mothers’ functional, interactive and critical health literacy toward the child health care, the utilisation of primary health care by mothers in terms of health seeking behaviour, child immunization coverage and monitoring of children’s nutritional status. The data will be collected by using structured questionnaires. The functional literacy will use the structured questionnaires of Test of Functional Health Literacy in Adults (TOFHLA) (Baker, 1999) and Rapid Estimate of Adult Literacy in Medicine (REALM) (Bass, 2003) while the interactive and critical health literacy questionnaires will be designed by modifying the existing researches that study of maternal health literacy. Then, the results will be categorized by scoring into Inadequate, Marginal and Adequate health literacy. Before the questionnaire is used for the investigation, the validity and reliability tests will be performed. In the qualitative stage, I will conduct personal interviews and focus group discussions to find out the barriers and solutions to improve maternal health literacy. Semi-structured personal interviews will be used for mothers and health care staff (physicians, nurses and midwifes) from villages and sub-district health services. Respondents will be interviewed individually and privacy will be maintained during the interview. For focus group discussions, they will be purposively selected to ensure the maximum variation to ensure a diversity of views about barriers to improve mothers’ health literacy within the sample. For each group, initial contact will be made by a gatekeeper such as co-ordinator of village mother’s association, wife of head of village and village midwife. All groups will be facilitated by the researcher, recorded with the participants’ permission and will be fully transcribed. Sampling strategy Participant will be recruited from women who have children (younger or older children) in disparate geographical areas (social/cultural/ethnic mix) to look for contextual difference and from different level of education (no education, basic, advanced and higher education). The sample will be recruited purposively from the population data of department of health in Aceh. Women who are willing to participate, speak either Indonesia or Acehnese, and are articulate will be purposively selected for the qualitative study. For the quantitative study, respondents will be selected using the multi-stage random sampling method. All respondent selected will be assured that participation is voluntary. Data analysis The recorded interviews will be transcribed word for word into the language of the interview (Bahasa Indonesia, but Acehnese will be used as many people in rural areas cannot speak bahasa) and then translated into English. Categories for analysis of data will be identified at the beginning. The transcripts will be analyzed and allocated from each subject to various categories. Data will then be analyzed according to these categories. The quantitative data will be analized using SPSS statistical software version 19. 0 (SPSS, Inc, Chicago, Ill). IV. Significance Indonesia is a developing country with a population of nearly 250 million. Low literacy and high fertility coupled with poor economy translates into high morbidity and mortality. Women and children are the most vulnerable segments in terms of health. It is important to improve maternal health literacy and other factors related to health services in order to increase child health care. It is a multi sector program that involves many stake holders including health department, medical education and community. It is important for medical education institution to educate their graduations of health promotion and health education against the current trend of medical education that is more likely to be a curative and specialist view. V. Others USA is a developed country and well known for its reputable universities especially for public health subjects. Health system in the US is different from Indonesia that will allow me to learn more about health education especially maternal health literacy in the US health system. The project will be conducted in three years. The detail of timeline can be found in the table below. Table 1. The timeline of research No| Years| Year 1| Year 2| | MonthsTasks| 1| 2| 3| 4| 5| 6| 7| 8| 9| 10| 11| 12| 1| 2| 3| 4| 5| 6| 7| 8| 9| 10| 11| 12| 1| Refine research question| | | | | | | | | | | | | | | | | | | | | | | | | 2| Preparation of proposal| | | | | | | | | | | | | | | | | | | | | | | | | 3| Literature review and process the local and university ethical issues| | | | | | | | | | | | | | | | | | | | | | | | | 4| Produce the questioners | | | | | | | | | | | | | | | | | | | | | | | | | 5| Data collection| | | | | | | | | | | | | | | | | | | | | | | | | 6| Data analysis| | | | | | | | | | | | | | | | | | | | | | | | |. No| Years| Year 3| | MonthsTasks| 1| 2| 3| 4| 5| 6| 7| 8| 9| 10| 11| 12| 6| Data analysis (continued)| | | | | | | | | | | | | 8| Writing initial draft| | | | | | | | | | | | | 9| Proof reading | | | | | | | | | | | | | 10| Revision and hand in| | | | | | | | | | | | | References Baker DW, Williams MV, Parker RM, Gazmararian JA, Nurss J. Development of a brief test to measure functional health literacy. Patient Education and Counseling. 1999, 38:33-42. Bass PF, Wilson JF, and Griffith CH. A Shortened Instrument for Literacy Screening. Journal of General Internal Medicine. 2003,18:1036-1038. Glewwe. P. Why does mother’s schooling raise child health in developing countries? evidence from Morocco. The Journal of Human Resources. 1999; 34 (1): 124 – 159. Grosse R. N. Literacy and health status in developing counties. Annual Review Public Health. 1989; 34: 281 – 97. Kickbusch I. S. Health literacy: addressing the health and education divide. Health Promotion International. 2001; 16 (3): 289 – 97. Nutbeam D. Achieving ‘best practice’ in health promotion: improving the fit between research and practice. Health Education Research. 1996; 11 (3): 317 – 26. Nutbeam D. Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International. 2000; 15 (3): 259 – 67. Nutbeam D and Renkert S. Opportunities to improve maternal health literacy through antenatal education: an exploratory study. Health Promotion International. 2001; 16 (4): 38 – 88. Kalichman S. C and Rompa D. Functional health literacy is associated with health status and health-related knowledge in people living with HIV-AIDS. Journal of Acquired Immune Deficiency Syndromes. 2000; 25: 337 – 44. The World Health Organization (WHO). WHO Statistical Information System (WHOSIS) for Indonesia. 2009. Retrieved on Jan 7, 2009. Available from: http://www. who. int/whosis/data/Search. jsp? indicators=[Indicator]. Members DeWalt D. A et. al. Literacy and health outcomes. Journal of General Internal Medicine. 2004; 19: 1228 – 39. Sandiford P, Cassel J, Montenegro M and Sanchez G. The impact of women’s literacy on child health and its interaction with access to health services. Population Investigation Committee. 1995; 49 (1): 5 – 17. Health Canada. Toward a Healthy Future: Second Report on the Health of Canadians. 1999. Retrieved Jan 7, 2009. Available from: http://www. phac-aspc. gc. ca/ph-sp/report-rapport/toward/pdf/toward_a_healthy_english. PDF Provincial health office Aceh province. Health profile of Aceh province in 2007. Banda Aceh-Indonesia. 2007. Rahmad Y. 2008, menurunkan angka kematian ibu dan bayi. The Globe Journal Banda Aceh. 2008. Retrieved Jan 8, 2009. Available from: http://www. theglobejournal. com/detilberita. php? id=1586 Serambi news, Di aceh masih banyak perempuan buta huruf. Serambi Indonesia. 2/12/2008. Retrieved Jan 8, 2009. Available from: http://www. serambinews. com/old/index. php? aksi=bacaberitaberitaid=59771rubrik=1topik=13 The United Nation Children’s Fund (UNICEF). Statistics Basic Indicator for Indonesia. 2007. Retrieved on Jan 7, 2009. Available from: http://www. unicef. org/infobycountry/indonesia_statistics. html.

The Humanization of Achilles Essay -- essays research papers

Homer illustrates that it is a difficult task to travel down the road of compassion and to overcome rage, but in The Iliad, Achilles achieved it. The ?swift runner? expresses his fury throughout the epic poem. The initial insensitivity and stubborn temper of Achilles in the first books lead to the eventual humanization of Achilles. Achilles was given a gift, the gift of being the best warrior there was, and being the son of a goddess didn?t hurt his confidence either. Achilles had more than confidence he was cocky and thought that the world revolved around him. In his mind nobody, including the Achaean army could survive without him. When an argument occurs between him and Agamemnon, king of Mycenae and leader of the Achaean army, Achilles leaves the army and goes crying to his mother, ...

On the Road Essay

â€Å"On the Road† is not merely a tale of adventure. It is a story of a journey of life. As the characters travel back and forth between places, they move from one phase of their life to the next. It is a story of friendship, realization, and growth. The story’s ending highlights the end of a journey for Sal. Furthermore, it shows his metamorphosis as a human and his growth in terms of maturity. Also, the last part of the novel shows how he transformed in term s of how he viewed life and the people around him, most especially Dean. Most important of all, the latter part of the novel shows a much needed transition and change in Sal’s life. As he journeys alone, it serves as a symbol and a metaphor of his growth and independence from Dean. His decision to venture out on his own without calling on Dean to join him is a metaphor. As was seen in the beginning of the novel, Sal was mesmerized with Dean’s outlook of the world. He was at awe with how Dean lived his life. He wanted the same life which was the reason he joined Dean in travelling around the country. However, as the novel came to an end, so did Sal’s enchantment with Dean and the life he was living. His decision to go out on his own is evidence that he changed his view of the world. It showed how he outgrew their old ways and moved on to more important and valuable things in life. No longer was he interested in simple fun and the happy-go-lucky life. He aspired for more significance and meaning. He craved for a more meaningful life. The ending of the novel shows how Sal transformed as an individual. It showed how he moved on to a better life. Sadly, this meant disassociation with Dean and the life he chose to live.

Paradise Lost by John Milton Essay

1 – ‘Language has the ability to make sin look attractive’ Tis Pity was published by John Ford in 1633 and is set in Italy, the heart of the Renassiance. John Milton published Paradise Lost in 1667, relatively soon after John Ford, and was the first epic poem to be written in blank verse. Both writers push the boundaries of literature by exploring untouched, taboo subjects: incest and The Fall of Man. During this period of time, soon after the Renassiance period, many artists and writers were challenging society by introducing a range of different styles and genres. This meant that Ford and Milton both intended to tempt controversy through their pieces of literature; yet, the seductive choice of language has instead caused an attractiveness to both texts. It is this attraction to the language, and utter skill behind these writer’s intentions, that has enabled both texts to withstand the test of time. In Book Nine of Paradise Lost, Milton begins to introduce Satan as the Serpent; however, he manages to draw the audience away from Satan’s intentions by presenting his physical beauty. As the Serpent ‘Addressed his way’ towards Eve, with the desire to cause corruption, he moves ‘not with intended wave’. Instead, he towers ‘fould above fould a surging Maze’, with the colours of ‘Verdant Gold’. By giving the Serpent distinct characteristics, he is separating him from the other creatures in the Garden of Eden, therefore drawing Eve’s attention to his uniqueness. The repetition of ‘fould above fould’ gives the sense of an illusion, something which Eve’s eyesight is unable to comprehend; which is then reinforced by ‘surging Maze’, giving this illusion speed and power, causing a greater confusion on Eve’s behalf. The vivid description of ‘verdant Gold’ gives the Serpent a very rich colouring, thus reiterating his importance in the Garden. When Satan finally decides to confront Eve, he becomes ‘erect’, giving himself a sense of empowerment. This is when Milton’s narration confirms the beauty of his language, as he mentions how ‘pleasing was his shape / and lovely’. For an audience, this outside interpretation almost gives a sense of comfort, as they too are lost in his physical beauty. Finally, as the Serpent begins to speak, his ability to compliment and seduce enables him to make his way ‘into the heart of Eve’. There are clear similarites between Satan in Paradise Lost and Vasques in Tis Pity: both have a masterful use of rhetoric. As Vasque attempts to gather information from Putana, he mentions how her – by proving themselves  to be devoted to these women, they are appealing to their naivity and giving a false sense of trust. Their seductive use of language causes them to become ‘impassioned’, as they begin to realise their ability to attract these women. The absence and withdrawal of language in both texts is equally as attractive to an audience. In Paradise Lost Book Nine, the pivotal point when Eve eats the Forbidden Fruit is simply expressed in four words, ‘she plucked, she eat’. The use of these monosyllables reinforces how emphasis can be achieved through simplicity. Extending on this further, Milton’s constant elaboration and care to detail is deliberately dismissed here to send an even greater message to his audience: mankind cannot blame Eve for causing the Fall as she simply ‘ate’ the fruit. By refusing to focus on Eve’s decision to eat the Fruit, he is daringly challenging conventional views that women are the only cause of sin. John Ford in Tis Pity has a similar intention through his portrayal of Hippolyta; her refusal to be silenced goes against the view of women’s inferiority. This is achieved in Act Two Scene two, as she powerfully enters with ‘Tis I;’. These two words are separate from the rest of her speech in order to hold suspense and give her a greater presence on stage. Ford’s intention is for the audience to immediately be drawn to her in preparation for her criticism towards Soranzo. As both Ford and Milton are so skilled in writing ‘attractively’ and deliberately trying to engage an audience, it is even more effective when they suddenly withdraw; the audience become responsible in using their own imagination, in attempt to understand the message these writers intend to express. In Tis Pity, the most effective use of language is through convincing an audience that Giovanni and Annabella have a natural, loving relationship. In Act One Scene Two, when Giovanni admits his love for Annabella and she responds evenly, he ends the scene with ‘After so many tears as we have wept, let’s learn to court in smiles , to kiss and sleep’. Finally Giovanni is no longer impassioned, ‘I have too long suppressed the hidden flames’, and is instead able to appreciate the natural rawness of their love. Not only that, but by referring to their ability to ‘weep, smile, kiss and sleep’, he is expressing emotions which audiences are able to relate to; proving that their relationship isn’t as unnatural as first assumed. During this particular moment, the audience become so engaged in the text that they forget about the theme of incest and instead support the  purity of their relationship. John Milton’s depiction of Satan creates a similar sense of curiosity into the ability to sympathise with him. This is highlighted when he observes Eve for the first time and becomes ‘of enmitie disarm’d/ of guile, of hate, of envie, of revenge’. The repetition of ‘guile, hate, envie, revenge’ proves how Satan is gradually striped of his emotions associated with evil, and is instead left vulnerable through his admiration. The power of Eve’s beauty forces him to become ‘abstracted’ from his own evil, thus demonstrating the ability to respond humanely. During this moment, Milton is allowing the audience the opportunity to make their own viewpoint of Satan; isolated from the conventional, one-dimensial presentation of him. The beauty of both texts is not caused by convincing the audience that sin is ‘attractive’, but instead pushing them into sympathising, admiring and simply enjoying pieces of literature beyond expectation.

AniSci Lesson Plan 1 Essays - Learning, Behavior Modification

AniSci Lesson Plan 1 Essays - Learning, Behavior Modification Chloe Kern Final Creative Work Animal Science 04/28/19 For this creative work, I have decided to make three lesson plans. These plans are geared toward an audience of Kindergarten-Second graders with little to no experience or knowledge about these topics. As an early childhood education major, I firmly believe that children should learn about animals and the connections that they have in their life from a very young age. This is something that I hope to incorporate into my future classroom so that students have an understanding, even if it begins as basic, of the world and all the animals around them. This lesson plan will focus on three main content areas: animal products, nutrition, and behavior. They will be put together in a way that will allow the educator to separate and expand on each content area or to teach these sections all at one time. In order to create a deeper level of understanding for each section, I feel that separating each specific lesson may be the most effective way to engage students. Each content area will hav e its own creative activity to enhance student understanding, but if there are time constraints these objectives can be reached without the creative activity. The central theme of these lessons focuses on helping students to understand the similarities and the connections that they have to animals. Lesson Plan #1 Age: K-2 Subject: Animal Science Topic: Animal Products Eggs and Fiber Time + Pacing Central Focus of Lesson: At the end of the lesson, students should feel comfortable recognizing that they most likely use and see animal products in their daily lives Part 2: Content Objectives SWBAT name at least one animal product that they have seen/used in their daily lives (meat, eggs, fibers) SWBAT name the 4 main different parts of an egg (shell, membrane, egg white, yolk) SWBAT name at least one type of fiber and where it comes from Key Vocabulary Shell Membrane Egg White Yolk Fiber Wool Cashmere Prior Academic Learning and Prerequisite Skills: Students have very little prior knowledge of this subject and these topics Students should also have a prior knowledge of how to use art supplies Students should be aware of typical classroom procedures Materials Needed Piece of Wool Piece of Cashmere White "Easter Eggs" Saran Wrap Small Yellow Pom Poms White Tissue Paper Board Projector Part 3: Lesson Introduction Gather the children in a group and explain that they are going to be learning about the things they use or see that comes from animals Ask students if they have any examples of things that they have used or seen that come from animals When suggestions are given, write them on the board and discuss with the group. If incorrect suggestions are given, write them on the board, discuss, and correct misconceptions before erasing incorrect information. After they are out of suggestions, explain that today they are going to be focusing on 2 types of products: eggs and fiber 5-10 min Introduction of New Information Begin with discussing Fibers: "Does anyone know what fibers are?" Give time for several students to answer, and if correct answer is not given then tell students that fibers come from the hair of animals, and they can sometimes be used to make cloth. Pull out the two examples of fiber that are included in materials Wool and Cashmere Let the student feel these two types of fiber "How are these two different?" After some discussion of the difference of the way these two types of fiber feel, call groups attention to the projector "These two types of material come from two different animals" The Wool (it may be helpful to hold up this piece so students can reference it): comes from sheep (project a picture of sheep). It is thicker than the other type of fiber we are talking about today. On sheep, it is the kind of fiber under a coat of hair. There are different types of wool that come from different types of sheep. The Cashmere (it may be helpful to hold up this piece so students can reference it): comes from goats (project a picture of goat), It is thinner/finer than the other type of fiber we are talking about today, and it grows under other hair like wool. Next, begin the discussion of Eggs: "How many of you like to eat eggs?" Give students time to raise hands "Does anyone know where the eggs we normally eat

The Art of Receiving - Guest Post by Ann Murgatroyd-Soe

The Art of Receiving - Guest Post by Ann Murgatroyd-Soe A few weeks ago, I went to my spinal care practitioner and asked her to check some pain I’ve been having in my wrist. After completing some physical adjustments to my arm, she said, â€Å"Remember to receive. You don’t need to push all the time. Just receive.† Receiving is not something I’ve historically been great at, but I’m inspired to do more of it. That’s why I was particularly inspired by the following article by a woman leader in my community. I think you’ll be inspired too by her vulnerability and willingness to receive, when she has always been the â€Å"strong† one. When the Helper Needs Help Christie and I talk and teach often about The Art of Receiving. Most of us tend to be great givers, but we struggle with receiving.  Christie and I had just decided this would be the playshop we would be holding for our travel tribe on this trip-little did we both know how we would personally be in the need to receive on this trip! We were coming off an amazing, deeply spiritual sunrise ceremony on the sacred Ganges River.  I was in an open, loving, peaceful state as we entered the streets of Varanasi, where my senses were overtaken by the sheer magnitude of people, sounds, uncontrolled traffic speeding within inches of us, the unrelenting pace and push of the street vendors and people seemingly in need at such a level that I had never witnessed before.  We had been advised not to bring out money and had been â€Å"prepped† for what we would see and experience, but I was still completely overwhelmed in both heart and mind. My love and I were approached by a woman with a baby that appeared lethargic in her arms.  She cried and pleaded with us over and over for money for food. I tried to keep moving and look ahead for safety as we were instructed to do.  The sound of her pleading and of Joel having to say over and over he was sorry but couldn’t stop or help was just more than my heart could take. In my thoughts there was no acceptable answer or action.  If it was the truth, she and her baby were in such need and we wanted to help.  If it was that she was being exploited by men who would then collect all the money or objects she was given it was a terrible abuse and we would be enabling if we reached out. There was no way in that moment we could help.  The helper in me was devastated.  The thoughts hit me so hard I was literally stunned. I had a completely unexpected, shake me to my core, break my heart open, can’t process fast enough, can’t breathe, can’t, can’t, can’t moment on the streets of Varanasi.  I could feel the breath leaving my body and the sights and sounds begin to dim around me. I called out to Joel as we got separated and my arm got lightly clipped by a passing motorcycle. He thought I was just asking him to walk with me so he stayed his helpful course.  It was the last straw and I burst into tears calling out to him loudly that I couldn’t make it, that I wasn’t okay. Here I was, the helper, the facilitator, the leader, in such a state of vulnerability and overload that I couldn’t get my breath or my bearings. I was quickly wrapped in the safety of Joel’s arms and in the love of several of my travel companions who approached gently from behind and let me know they were right there with me. I let myself be held and protected for the res t of that long walk back to our bus. As I was crying and trying to catch my breath a young man came up likely to sell to us but he saw my pain and didn’t.  He asked Joel several times, â€Å"Why is your wife sad, why is she crying?† Joel’s reply as he held me tight and kept walking was â€Å"She is just a little sad, a little overwhelmed.† I will never forget what that young man said next and it was what quite literally brought my breath back and helped me regain my strength.  Ã¢â‚¬Å"You are a very lucky man, your wife has the most beautiful, loving heart.†Ã‚  This is the core of love in the people that we saw and experienced over and over on our journey through India. Back at our hotel, I was feeling embarrassed. I thought I had let others down. I found myself starting to apologize but was quickly met with another opportunity to receive. This is just a bit of what I heard:  Ã¢â‚¬Å"No need for sorry.  You were just in complete compassion in that moment.†Ã‚  Ã¢â‚¬Å"It was beautiful how much your heart felt.†Ã‚  Ã¢â‚¬Å"No need to apologize, you were just the one to express and release what all of us were feeling in that street today.† This was a life-changing lesson in the Art of Receiving for me and this Helper has learned on an even deeper level how to open herself to help. Ann Murgatroyd-Soe, Hot Pink University When’s the last time you found yourself apologizing for having your feelings or showing your weakness? To me, the ability to show this level of vulnerability is a true strength. As you venture further into the year 2016, I encourage you to find your own opportunities to receive. I think you’ll find that the people around you are more than willing to give. Category:Life and LeadershipBy Brenda BernsteinJanuary 25, 2016

Fifth Amendment to the Constitution of the United States Essay

Fifth Amendment to the Constitution of the United States - Essay Example As the report declares the Appellants filed their suit on the grounds that there had been an abuse of the Fourteenth Amendment, since their property had been seized without â€Å"due process of law† and this case has become a landmark case of sorts in ensuring that an opportunity is provided to the person whose property is being seized to appear before the Court and plead his case. This paper stresses that due process of law involves giving the affected party the right to a hearing before the property is seized. But a hearing is not always constituted to be a necessary requirement of execution of the due process clause. There are certain cases where an ex parte complaint may be sufficient procedural notice to justify seizure of property. In Fuentes v Shevin, these were identified as being necessary to secure important Government interest there is a special need for prompt seizure and there is some overriding circumstance that justifies such an action. Justice Powell stated that procedural due process could also be satisfied on the â€Å"factual basis of the need to resort to a remedy.† This is an extremely important aspect to be considered, because all too often, criminals have invoked the Fifth Amendment as a means to avoid answering for their crimes. Under the tough criminal atmosphere that prevails today, the question of the individual liberty to rema in silent under incriminating circumstances or to have the right to demand due process such as a hearing before legal action can be taken, is subject to debate.

Read instruction below; Research Paper Example | Topics and Well Written Essays - 750 words

Read instruction below; - Research Paper Example Starbucks has the most recognizable brand in coffee industry business and that the experience they provide to their customers is irreplaceable makes the main strengths harnessed to be successful (Lussier, 131). The other strengths are sound, visionary, and capable leadership of Howard Shultz leading Starbucks to greater success and growth from its beginning to be a global leading it is currently. Owing to the Starbucks experience, the company has loyal customers who are willing to pay premium prices for the company’s coffee increasing the profit margins and revenues for the firm. Starbucks also has the soundest financial statements in the speciality coffee industry and is a respected employer having been named among Fortune Top 100 Companies to work for due to the offer of medical insurance, fair remuneration, as well as good working conditions. Starbucks has developed a strong ethical culture and values, and this is well depicted in the mission statement. Other strengths are ability to developing and innovating new products, and customers are guaranteed of getting high quality taste at Starbucks (Lussier, 131). The main weakness at Starbucks is the inability to control the prices of coffee globally. Starbuck’s businesses are affected by fluctuation in coffee prices that occurs due to changes in global demand and supply, as well as weather conditions and climate affecting the profits and revenues of Starbucks. Starbucks cannot be able to change the prices of coffee hence is the main weakness at Starbucks. The second weakness is pricing of Starbucks coffee in Chin with the belief that it is highly priced loosing the market share in the region to McCafe. The other weakness has been a loss in the customer experience from the high rate of expansion experienced at Starbucks. Negative publicity on the health implications of consuming coffee, high fat content, and high calories in the products offered

Discuss the regulation of gene expression in HIV and the life cycle, Essay

Discuss the regulation of gene expression in HIV and the life cycle, and comment on the importance of these in the success - Essay Example Memory helper cells are differentially infected by the virus. The virus binds to the target cell using interactions between viral surface proteins (gp120) and cell surface proteins. The CD4 antigen, and the CXCR4 and CCR5 co-receptors on the host cell membrane are crucial in mediating viral entry into the cell. The interaction allows the viral and cellular membranes to fuse, so that the viral contents, including RNA and viral enzymes, enter the host cell. The viral capsid then uncoats and disassembles to release the 2 viral RNA strands, which are used to make complementary DNA by the viral enzyme reverse transcriptase. The virus cDNA is transported to the nucleus, where the viral integrase enzyme incorporates viral DNA into the host DNA, forming the provirus. The viral DNA genome remains latent in the cell for many years, as long as the T cell is quescent. The duration of latency is indefinite and varies based on the genetic makeup of the individual. When the T cell becomes activated by cytokines to carry out the immune response, the HIV provirus also becomes activated and starts transcription, leading to the formation of new viral particles (Moore and Stevenson, 2000). Regulation of gene expression of HIV The human immunodeficiency virus (HIV) targets immune cells, specifically T helper cells, macrophages and dendritic cells. Upon entering the host immune cell, the virus RNA undergoes reverse transcription to form complementary DNA, which is then incorporated into the host genome. The viral DNA genome remains latent in the cell for many years. When the T cell is activated by cytokines to carry out the immune response, the HIV provirus also becomes activated and starts transcription, leading to the formation of new viral particles. Specifically, cytokines and antigens induce activation of NF-kB, which is a transcription factor that goes to the T cell nucleus and up-regulates the synthesis of pro-inflammatory proteins. The incorporated HIV genome also contains a site that can receive NF-kB and in response activate the gene promoter. Thus, the regulation of expression of HIV genes depends at least in part, on the activity state of the infected T cell, and transcription of HIV genes is regulated by cellular transcription factors (Robbin and Cotran, 2009). The genome of HIV contains codes for at least nine viral proteins. The structural proteins include Gag, Pol, and Env. The accessory proteins are Vpu, Vpr, Vif, and Nef. The regulatory proteinsare Tat and Rev, and they control the replication of the virus (Hope and Trono, 2000).The early genes are Tat, Rev, and Nef, and the rest are expressed late. The Tat protein is a transcriptional activator necessary for HIV replication. It promotes the elongation phase of HIV’s transcription, so that full-length, functional transcripts of the genome are produced. Rev is an RNA binding protein that acts post-transcriptionally to induce the transition from the early to the late, cytopathic phase of HIV gene expression (Cullen, 1991). It facilitates the export of unspliced and incompletely spliced viral RNAs from the nucleus to the cytoplasm, which permits the production of viral late genes so that all the proteins for the full virion can be transcribed. How gene expression regulation and life cycle contribute to the success of HIV as a pathogen HIV-1 as a pathogen is found all over the world today, while HIV-2 is restricted to

Dimensions of Organisational Misbehaviour

Dimensions of Organisational Misbehaviour Critically discuss the dimensions where organisational misbehaviour is rooted. Use relevant academic references and organisational examples to illustrate. Whilst the subject of organisational behaviour has been widely studied, as a method for improving the performance of organisations and improving the level of managerial control, organisational misbehaviour has received considerably less attention. Indeed, Ambrose et al (2002) argue that there is little agreement around the dominant motives of sabotage; which Ackroyd and Thompson (1999) cite as being the most hostile example of appropriation of work. This makes it somewhat difficult to accurately assess and discuss the dimensions where such misbehaviour is actually rooted, with the majority of the literature focusing on the impacts and manifestations of organisational behaviour, rather than the root causes. In spite of these difficulties, this piece will attempt to uncover the dimensions where organisational behaviour is rooted, through a detailed analysis and interpretation of the literature around organisational misbehaviour. One of the most interesting explanations comes from Spicer and Bohm (2007) who argue that organisational misbehaviour is simply another one of the methods through which workers can resist the hegemony of management. As such, this view of organisational misbehaviour fits it within the general framework of worker resistance, which includes trade unions and civic movements. Indeed, Spicer and Bohm (2007) argue that these forms of resistance only differ in terms of whether they take place inside or outside the workplace, and whether they are conducted inside or outside the organisational and societal norms. As such, one of the dimensions where organisational misbehaviour is rooted is arguably in the fact that managers have such absolute control over workers that workers will naturally tend to look for a way to regain some of this control. Organisational misbehaviour may simply be a method for achieving this for workers whose concerns are not met by unions or civil movements. Boddy (2006) looks at another potential cause: the presence of so called ‘organisational psychopaths’, who are determined to make life difficult and exploit the organisations and corporations which employ them. Their study indicates that organisational psychopaths make up around one per cent of the employable population but, similar to societal psychopaths, are almost undetectable to employers and co workers. As such, they manage to present themselves as being desirable employees, in order to obtain valuable positions within organisations. Their psychopathic nature means that they have no conscience, and hence are willing to lie, charm and manipulate their way through an organisation, in order to pursue their ultimate goals. These may be to obtain power and status, or may simply be to obtain as much wealth as easily as possible. As such, they tend to create the majority of organisational misbehaviour, using tools such as fraud, stock manipulation, theft, lying and other methods. In the worst case, such psychopaths can rise to the top of a major corporation, and hence the entire organisation indulges in misbehaviour designed to benefit itself at the expense of society (Boddy, 2006). Everton et al (2005) provide a different argument, claiming that whilst some employees will simply misbehave, due to circumstances or a lack of morals, the majority of organisational misbehaviour occurs in response to unfair managerial policies. Indeed, their initial case study demonstrates how previously responsible and high performing employees can be turned to organisational misbehaviour, such as the appropriation of time, by poor quality supervision. Their other research also demonstrates how Robinson and Bennett’s (1995) typology of organisational misbehaviour can be used to support a correlation between management styles and fairness, and organisational misbehaviour. Whilst, this study runs into significant difficulties as a result of the difficulties in separating genuine issues, such as illness, from organisational misbehaviour, such as calling in sick. However, it also points out significant variations in rates of theft, turnover and aggression, and indicates that the se variations can largely be explained by the level of fairness displayed by managers, and the amount of organisational justice present in the organisation (Everton et al, 2005). As such, the level of fairness and justice can be seen as a significant dimension where organisational misbehaviour is rooted. Gruys and Sackett (2003) also revealed three further dimensions in which organisational misbehaviour was rooted. The first two of these stemmed from the results of their study into the root causes, and showed that the interpersonal and organisational relationships were a key driver of organisational misbehaviour, as was the task relevance. This indicates that the relationships that employees hold with their co workers, and the organisation as a whole, are key drivers of organisational misbehaviour: if an employee does not get on well with their co workers, they are more likely to let them down by skipping work or other forms of misbehaviour. Also, as was also shown by Everton et al (2005), giving an employee a task which is not relevant to their skills or interests is more likely to increase their level of misbehaviour and discontent. However, one interesting finding which was not part of the actual study was the discovery of general positive correlations between all different types of organisational misbehaviour. This tends to indicate that initial misbehaviour leads to more, potentially more serious, offences. For example, an employee who successfully claims one fake sick day may be encouraged to claim more, and may then move on to other offences such as theft and fraud (Gruys and Sackett, 2003). Another potential dimension comes from the public sector in the UK, where government reforms of the NHS have led to doctors becoming increasingly responsible for the overall management of the hospital. As a result of this role confusion, and workload increase, many doctors have begun to engage in what could be referred to as organisational misbehaviour (Forbes et al, 2004). In particular, this can involve breaches of management expectations, and a move towards getting even, when these breaches occur. However, this type of misbehaviour tended to be strongly dependent on the nature of in individual, with some doctors actively pursuing their management responsibilities, and others merely assuming management roles out of a belief that they must, or that if they did not they would fall under the influence of less capable managers. As such, the ones who reluctantly assumed managerial roles were more likely to poor relationships with hospital managers, as a result of their unwillingness und erstand and fulfil their dual responsibilities (Forbes et al, 2004). This indicates that role confusion can be a contributor to organisational misbehaviour, for certain types of people. Finally, Johnson and Indvik (2001) provide a potentially more mundane dimension along which some transitory organisational misbehaviour, such as incivility and anger, can be rooted. Their data implies that factors such as workplace stress and a dislike of the actual act of working can encourage incivility, and sometimes hostility, towards co workers. Whilst these issues have not been proven to lead to more serious forms of organisational misbehaviour, given that Gruys and Sackett (2003) have shown that misbehaviour tends to breed further misbehaviour, it is clear that even minor forms of misbehaviour such as these need to be addressed or they can spread throughout an organisation. In conclusion, there are a variety of dimensions within which organisational misbehaviour is rooted, some of which are internal to the organisation, and some of which are simply inherent to the particular individual, such as an unwillingness to undertake a certain role, or even organisational psychopathy. In addition, the literature has shown that even minor concerns, such as stress or dislike of work, can lead to initial organisational misbehaviour, and this misbehaviour can then potentially spiral and trigger more serious misbehaviour. As such, it is important for any organisation to do as much as possible to minimise the managerial and organisational factors which create and exacerbate organisational misbehaviour. References Ackroyd, S. and Thompson, P. (1999) Organisational Misbehaviour. London: Sage Publications Ltd. Ambrose, M. L. Seabright, M. A. and Schminkec, M. (2002) Sabotage in the workplace: The role of organizational injustice. Organizational Behavior and Human Decision Processes; Vol. 89, p. 947-965. Boddy, C. R. (2006) The dark side of management decisions: organisational Psychopaths. Management Decision; Vol. 44, Issue 10, p. 1461-1475. Everton, W. J. Jolton, J. A. and Mastrangelo, P. M. (2005) Be nice and fair or else: understanding reasons for employees’ deviant behaviours. Journal of Management Development; Vol. 26, Issue 2, p. 117-131. Forbes, T. Hallier, J. and Kelly, L. (2004) Doctors as managers: investors and reluctants in a dual role. Health Services Management Research; Vol. 17, Issue 3, p. 167-176. Gruys, M. L. and Sackett, P. R. (2003) Investigating the Dimensionality of Counterproductive Work Behaviour. International Journal of Selection and Assessment; Vol. 11, Issue 1, p. 30-42. Johnson, P. R. and Indvik, J. (2001) Rudeness and Work: Impulse over Restraint. Public Personnel Management; Vol. 30, Issue 4, p. 457-465. Robinson, S. and Bennett, R. (1995) A typology of deviant workplace behaviors: a multidimensional scaling study. Academy of Management Journal; Vol. 38, Issue 2, p. 555-72. Spicer, A. and BÃ ¶hm, S. (2007) Moving Management: Theorizing Struggles against the Hegemony of Management. Organization Studies; Vol. 28, Issue 11, p. 1667-1698.

Much Ado About Nothing Essay: Beatrice, Benedick, and Love

Beatrice, Benedick, and Love in Much Ado About Nothing William Shakespeare’s Much Ado About Nothing   is set in thirteenth century Italy.   The plot of the play can be categorized as comedy or tragicomedy .  Ã‚  Ã‚   Villainy and scheming combine with humor and sparkling wordplay in Shakespeare's comedy of manners. Claudio is deceived into believing that Hero, is unfaithful. Meanwhile, Benedick and Beatrice have "a kind of merry war" between them, matching wits in repartee.   This paper will attempt to present the fact that Beatrice and Benedick are in love during the entire play despite their witty rivalries.   Their friends' schemes lead each to think that the other is in love, which allows the true affection between them which leads to the exchange of the sacred vows. â€Å"They offer comedy of both character and situation.   The â€Å"merry war† between them is established in the opening scene: Beatrice piles comic insults on Benedick both before she sees him and to his face, yet there is no mistaking her interest in him, however it may be expressed;   and   although Benedick declares himself ‘ a professed tyrant to their sex’   (1.1.161) and an opponent to marriage, he tells Claudio that Beatrice ‘an she were not possessed with fury, exceeds’ Hero ‘as much in beauty as the first May doth the last of December’   (1.1.180-2).   Beatrice, too, though she says she prays morn and night that God will send her no husband, admits that there is something to be said for Benedick, were it not for his perpetual tattling (2.1.6-26)†Ã‚   (Wells 167). Beatrice and Benedick had been more or less in love for some time, and Benedick had retreated: Bene: O God, sir, here’s a dish I love not! I cannot endure my Lady Tongue. Exit D. Pedro: Come, la... ...eason’, she loves him ‘but in friendly recompense’; he takes her only ‘for pity’, she yields to him ‘on great persuasion, and partly to save your life, for I was told you were in a consumption’.   As pipers strike up the music for a final dance we can only agree that they were ‘too wise to woo peaceably’ (5.2.65)†Ã‚   (Palmer 119). Shakespeare’s interest in action frequently is merely tertiary to his powers of characterization and of language.   In Much Ado he created a puzzling relation between Beatrice and Benedick.  Ã‚   It is upto the reader to interpret this relation as love or â€Å"merry war.†    Works Cited Bloom, Harold.   Shakespeare: The Invention of the Human. New York : Riverhead Books, 1998. Palmer, John.   Comic Characters of Shakespeare. New York : Macmillan, 1959. Wells, Stanely.   Shakespeare -   a Life in Drama. New York : W.W Norton, 1997.

Why Evolution and Religion Can Coexist

Jason Soares 1-1 Science and Religion Can Coexist – Revision 2 For centuries science and religion have been competing with each other to reign supreme over the other. It makes one wonder just why it has come to this. After all aren’t they in many aspects quite similar? Consider the following; the theory of evolution, the big bang theory, and the Copenhagen interpretation theory all have one constant term, â€Å"theory†. Why? – All of them haven’t been proven yet as they are still mere theories.Now shifting over to religion, when reading a holy book, one finds no facts or substantial evidence of how things exist as they do today. Religion, as much of science, is merely based on beliefs. Yet billions choose to either believe in a higher being or eliminate the idea of a god altogether. No matter which side is true or false, one true statement that can be made is that one could not exist without the other. Religion is for spiritual healing and belief; w hereas, science is, in most cases, the actual embodiment of our beliefs.Science and religion can coexist because; arguably the greatest mind of them all said so, religion’s morals and values uses science to the benefit of all mankind, and perhaps God himself used science to create all that we see. Firstly, if indisputably the greatest scientist in the history of mankind, Albert Einstein – the person who set the base for modern science as we know it today – found no problem in believing in both science and religion, then why should we?Einstein did not believe in a personal God, a god who cares for us or intervenes in the lives of people, but in one that maintained and created the harmony of the universe; a god nonetheless. That may seem quite odd as many beliefs render science and religion incompatible. Yet, many scientists, according to surveys, say that there is no conflict between their faith and their work. Joel Primack, a professor from the University of Cal ifornia, Santa Cruz, co-developed the cold dark matter theory that seeks to explain the formation and structure of the universe.He also believes in God and that God and science can exist in harmony. He claims that â€Å"in the last few years astronomy has come together so that we're now able to tell a coherent story† of how the universe began, Primack said. â€Å"This story does not contradict God, but instead enlarges [the idea of] God. † (National Geographic News website) This is one example of how clearly science and religion go hand in hand. Secondly, most religions in this world teach three basic steps in being able to enter the â€Å"eternal life† that most of them offer: respect one another, love your neighbour and be kind to all.Not a bad list on which to base a whole religion on. In fact it sounds quite noble. Think about it, many lives are based on the above list due to a strict enforcing of religion from family or a community, and if even a small port ion of those people grow up to be doctors and scientists, we can say with ease that the future of our technological advancements is bright and it is in the right hands. After analyzing the upbringing of these theoretical people, we can come to a conclusion that religion helped a great deal in steering their science-filled future in the right direction.It will be foolish on our part to deny religion just because we've advanced in science and technology. As our knowledge increases, we must move nearer to the roots of our religion, and this is the stage when both religion and science will be working together for the betterment of mankind. For example, euthanasia, the killing of a human being to relieve pain and suffering (mercy-killing), is widely considered unethical. This mercy-killing is just a euphemism for suicide. The reason why we don’t say suicide is because it is usually frowned upon by society, yet when someone is on a hospital bed and doesn’t want to live anymo re, it’s justified.People say suicide and mercy-killing are different, but they both lead to the same result: the killing of a human being because the person no longer has a desire to live. By definition, this is indeed suicide because it is taking a life away since they no longer find value for it, and yet it is being done throughout the world in public hospitals. Now a doctor with a good moral and ethical background due to religion or a community with strong values would not succumb to the pressures of this daily occurrence. And aren’t doctors supposed to bring life into this world and help sustain it when outside forces threaten it?Moreover, it is daunting to think that someone can just â€Å"pull the plug† on another being just because the former wants to die. Science and technology can be a blessing in the hands of wise men, while it can be deadly in the hands of others, and if we are wiser and nearer to our religious roots we can enjoy our lives better kno wing that religion’s morals and values will use science to the benefit of all mankind. Thirdly, possibly one of the most controversial and heated theories of all is the one that concerns the very place in which we live in, the big bang theory.According to the big bang theory, space, time, and all matter around us was created by the grandest explosion ever to occur in our universe. When consulting religious persons about this theory they would whole heartedly disagree with it. Assuming they were Catholics, they would immediately refer to the Bible and cite that God created the world, the vegetation, animals, and humans within it. Now level headed persons who are on neither side of the science-religion debate would argue that, why can’t both the big bang theory and the biblical story of God be true?They would reason that perhaps God used this method of creation for His own purpose, to create a world that is habitable by life. Once again the religious would disagree, sayi ng that according to the book of Genesis, God created Earth in seven days, and according to the big bang theory the earth took billions of years to develop in order to exhibit any traces of human life. Seven days compared to billions of years is quite a difference, yet when examining the word of God in the Bible, the religious cannot take the seven day period so literally.Perhaps it did take God seven days to create the earth, but maybe God was on a different time scale. One day for us is twenty four hours, but one day for God could have been thousands, millions, or billions of years. Furthermore, perhaps these seven days weren’t consecutive. They could have been spanned out over billions of years and just the major days on which God created his most praised wonders are mentioned. In addition to the creation process of the earth, God could have used the scientific methods of photosynthesis, natural selection, and countless others to create this world.Not only can we bring sci ence and religion closer together than ever by this new perspective, but we can say that one definitely assisted in the process of the other and that the relationship between science and religion is strong. Ultimately, one can see that science and religion can coexist, because; many of our brightest minds are an example of this, science can be used for worthy causes due to religion’s ethics, and with a new perspective it can be debated that God himself used science for his own creation purposes. No one is forced to sway either way of the debate and everyone is elcomed to stay neutral, nonetheless, one cannot obliviously deny one and praise the other with an un-open mind. We can choose to believe one, but we shouldn’t reject the other altogether. All we should ask of ourselves is not to ignore the pressing questions which alter our views on religion or science, but to expand our tunnel vision and wander into unfamiliar territories to grasp a better understanding of both ; consequently closing the gap between science and religion so that one day the feud between the two may rest peacefully in the minds of all.

West Virginia State Board of Education

It understandable that there are â€Å"certain unalienable rights† that we, as human beings, possess. These rights can†t be, or should never be, taken away from us. Of course, there have been many great crusaders who have fought with everything they owned to make sure that we kept those rights. The case West Virginia State Board of Education v. Barnette, 319 U. S. 624, is a case that really expresses the beliefs and interests of the time. The case reached the US Supreme Court after there was huge controversy on both sides of the debate. It just so happened that three years before this case, in 1940, the US Supreme Court ruled in the case of the Minnersville School District v. Gobitis, 310 U. S. 586, that it was necessary for every school student to stand to salute and pledge allegiance to the flag. The act of saluting and pledging, along with the teaching of American history and ideals â€Å"for the purpose of teaching, fostering and perpetuating the ideals, principles and spirit of Americanism, and increasing the knowledge of the organization and machinery of the government. – 1 The justices voted 8 to 1 for the Minnersville School District to force teachers to salute and pledge to the flag, leaving only Justice Harlan Stone to dissent. Then on January 9, 1942, Minnersville Board of Education came up with a resolution. This resolution contained recitals that were mostly from the Courts† Gobitis decision. The resolution said that every school student and teacher alike must salute and pledge allegiance to the flag, and if anyone disobeyed this law, it â€Å"would be regarded as an act of insubordination, and shall be dealt with accordingly. 2 This meant that they would be immediately be expelled from the school, and only be allowed back into the school if they denounce they†re acts and agree to honor the flag as stated in the resolution. And â€Å"any such child shall be treated as being unlawfully absent from school during the time he refuses to comply with such requirements and regulations, and any person having legal or actual control of such child shall be liable to prosecution under the provisions of this article for the absence of such child from school. 3 This parent or guardian is then in jeopardy of bein! g given a fine not to exceed $50 and jail term not exceeding thirty days. This, however, fueled a few sparks, especially among some relatively religious sect of people. Namely, the sect was the Jehovah†s Witnesses, which is a division between them and Catholicism. The Witnesses believe in God, as do regular Catholic Christians do, but they strongly believe that the â€Å"obligation imposed be law of God is superior to that of laws enacted by temporal government. 4 Basically, they feel that laws made by mere mortals can†t be obeyed when a law of God contradicts it. Their definition of laws from God comes from a very literal and precise interpretation of Exodus, Chapter 20, verses 4 and 5 5, which says: Thou shalt not make unto thee any graven image, or any likeness of anything that is in heaven above, or that is in the earth beneath, or that is in the water under the earth; thou shalt now bow down thyself to They feel that the flag stands for, or is a symbol, which directly contradicts their view of this message from God. For this reason they refuse to salute the flag. The boy, Walter Barnette, was taken out of class when he refused to stand for the pledge of allegiance. He was accused of disrupting the class, of being obnoxious, and of being a threat to national security. No matter how much of an overreaction this was, we have to remember this happened in the year 1943, about the time the Second World War broke out and at a time nationalism in this country was running high. He belonged to a family of firm-believing Jehovah†s Witnesses. His family pleaded to a District Court of three judges, and argued that they had a right to not stand if they did not want to. They also argued that it was a blatant denial of they†re First Amendment rights, including the freedom of religion and the freedom of speech, and that the laws were unconstitutional, violating their due process and equal protection clauses of the Fourteenth Amendment. The court restrained their enforcement of the resolution; the West Virginia State Board of Education took the case to the US Supreme Court by direct appeal. Once in court by March 11th, 1943, the hearings began. The Board of Education argued that just three years ago the court had decided that the Board of Education could force the students to stand to salute and pledge to the flag. Since the court had already decided that they were allowed to do this, the people had to abide by the US Supreme Court†s decision. Also, the West Virginia State Board of Education argued that since the job of the schools was to teach them US History as well as Americanism, all they were doing was teaching the students to be good, honest Americans. They argued that there was no difference between them teaching the students about great Abraham Lincoln and brave Stonewall Jackson then teaching them to the salute the flag-which would foster a healthy pride for their nation. They also argued that it was a matter of national security to keep the masses united. They felt that they had a duty to preserve the national unity, and the only way to make sure! this happened would be to make sure there is strong nationalism, which can be heightened be pledging to the national flag, which goes like this: I pledge allegiance to the Flag of the United States of America, and to the Republic, for which it stands; one nation, under God, indivisible, with liberty and justice for all. † The Board of education also argued that the boy†s parents had the option of sending them to a private school, instead of the public schools. They said that they didn†t have to go to a public school. And since the funds for the public schools come from the state, they had the right to raise the students as they pleased, which included teaching the students to be model Americans. The Jehovah†s Witnesses argued back that the ruling in the Minnersville School District v. Gobitis was tremendously biased, and was blatantly unconstitutional, since it was an incredible violation of they†re First Amendment rights, which includes the freedom of worship. They felt that since it was in their religion to not salute the flag, they shouldn†t be forced to do so. They also argued that the ceremony was too much like the salute Hitler forced his people to do-the salute where the hand is outstretched a little above the heart. Also, it was too much like the fascist compulsory salute. They argued that the idea of the gestures like that was extremely unconstitutional and takes away a lot of our rights that are seemingly guaranteed by the Bill of Rights. In the Minnersville School District v. Gobitis (1940), all but one of the Supreme Court Justices voted that the boards of education do have the right to impose the salute and pledge on the students. The only judge to dissent was the brave Justice Harlon Stone. However, in 1942, a year before the West Virginia State Board of Education v. Barnette case, there was a very interesting turn of events. There was a US Supreme Court case, not involved with either of the two flag salute cases, where the court reversed its decision and held the compulsory flag salute as being unconstitutional. Three of the initial judges, Justices Black, Douglas, and Murphy, publicly recanted their decision, making the case alive again. The next year, however, they didn†t make the same mistake. The Court ruled in favor of Walter Barnette and his family, that forcing people to salute to the flag was unconstitutional. However, their decision was based less on the Freedom of Religion clause under the First Amendment, but under the Freedom of Speech clause. They decided that it was a form of uttering that they were supposed to perform towards the flag, a symbol of the United States. In this manner, they were outlawing the enforcement of the resolution altogether-you didn†t have to have a religious conflict with saluting and pledging to the flag, you could just not agree with the idea of saluting and not do it all. On June 14th, 1943, Mr. Justice Jackson, along with the other 5 Justices of the previous Gobitis case, voted that it was unconstitutional for any board of education, or anyone in the United States, to impose their ideas on anyone in that fashion. The Court voted 6-3 in favor of the Barnettes and the Jehovah†s Witnesses. Justices Frankfurter delivered the opinion of the dissenting party. He felt sympathy for the minority in this case, but couldn†t find any constitutional right in their favor. According to him, he warned that â€Å"minorities can disrupt civil society †¦ nd there is NOTHING in the Constitution which subordinates the general civil authority of the state to sectarian scruples. † Because of the ruling of the court, a lot of questions and speculations were finally put to rest. It would be decades later before this type of flag case would need to be contested again. However, even in that ruling, the justices sided for the freedom of speech. The precedent was set and it has never been overturned. The West Virginia State Board of Education v. Barnette, 319 U. S. 624, was an extremely important case. Because of this case, people began to realize how much of a violation the enforcement of the resolution to salute the flag was. People realized such a practice can†t be enforced, but should only be done in a state of absolute pride for the country. Also, in a political sense, the people realized that it was still wrong to force people to salute the flag. The government thought it was doing the country such a favor by making every child in the nation patriotic, but since the utterance was done only because they were told to, it had no real meaning, and didn†t necessarily institute patriotism. During the Second World War (1939 – 1945), the government was eager to make sure that the union was really united. The sign that someone was saluting the flag raised eyebrows for more than the said reasons. Not only did they disrespect the rules of this nation, but the Jehovah†s Witnesses were also thought to have double interests. They thought the Witnesses could easily have been a threat to national security because they could a stirred a revolt amongst those who didn†t support the war. There are a lot of different sides to this case, and all the sides have really good reasons to support their case. That†s what makes this case so difficult to judge. However, I agree with Mr. Justice Jackson and the other judges who voted that Walter Barnette has â€Å"certain unalienable rights† that just can†t be taken away from him. He has the right to stand, sit, or do anything he feels like during the pledge. In his right to sit during the pledge, he is not hurting anyone or violating anyone else†s rights by doing so, so in my opinion, there shouldn†t be any reason to judge the case any other way. The argument that the nation would not be united if they didn†t all salute the flag is outrageous. First of all, the students aren†t saluting the flag because of there incredible sense of pride, but merely because they have to. Second of all, if the government forced us to all stand straight at the same time and recite a national poem glorifying the nation at the national flag (sounds very Hitler-ish, doesn†t it), then the very reason that millions have so much love and pride for this country will vanish with that freedom. We have to understand that we can†t force people to like something, they have to want to like it. In the case West Virginia State Board of Education v. Barnette, 319 U. S. 624, the judges decided that the board of education could not force any student to salute the American flag and recite the pledge of allegiance. This was a case where the very existence of the United States was at the hands of these fine justices as we know it. If it wasn†t for the extremely knowledgeable justices that judged the case, we would have lost something profoundly special.