Depeds Thrusts Essay Example

Depeds Thrusts Essay HigTest formerly known as the Non-formal Education AE Test is a paper and pencil test. The test is designed to measure the competencies of those who have not finished either the formal elementary or secondary education. Passers of this test are given a certificate/diploma certifying their competencies as comparable to graduates of the formal school system. Hence, they are qualified to enroll in high school (for elementary level passers) and to enroll in college (for secondary level passers). 2. Philippine Educational Placement Test (PEPT) is the principal instrument used in Accreditation and Equivalency Program (AEP) which was first established in 1977. The main objective is to retrieve out-of-school youths and place them in the formal school system, if they so desire, and to place over-aged in-school youth in the grade/year level corresponding to their ages. The PEPT tests the competencies gained through formal, informal and non-formal education which is equivalent tot hose developed in five subject areas – Communication Arts in English and Filipino, Science, Math and Social Studies – from first grade in the elementary school to fourth year in the secondary school. 3. Special Education is an educational program or service designed to meet the needs of children with special needs that cannot profit from general or regular education because of disabilities or exceptional disabilities. We will write a custom essay sample on Depeds Thrusts specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Depeds Thrusts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Depeds Thrusts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The ultimate goal of special education shall be the integration or mainstreaming of learners with special needs into the regular school system and eventually in the community. Special education also aims to develop the maximum potential of the child with special needs to enable him to become self-reliant and shall be geared towards providing him with the opportunities for a full and happy life. It gears up to the development and maximization of learning competencies, as well as the inculcation of values to make the learners with special needs a useful and effective member of society. . Every Filipino child now has access to Early Childhood Education through the universal Kindergarten. At 5 years old, children start schooling and are given the means to slowly adjust to formal education. Research shows that children who underwent Kindergarten have better completion rates than those who did not. Children who complete a standards-based Kindergarten program are better prepared, for primar y education. Education for children in the early years lays the foundation for lifelong learning and for the total development of a child. In Kindergarten, pupils learn the alphabet, numbers, shapes, and colors through games, songs, and dances, in their Mother Tongue. 5. The Early Childhood Care and Development (ECCD) work focuses on supporting the children’s development through this vital period – ensuring they are physically healthy, cognitively stimulated, emotionally resilient and socially competent. ECCD program also strengthen children’s protective environment by supporting parents and pregnant women, as well as looking for wider contexts such as government policies and attitudes. . The Drop Out Reduction Program (DORP) aims to curb the high dropout rates in public schools by offering alternative modes of education for students at the risk of dropping out (SARDO). First implemented in 1998, the DORP is already perceived to have achieved some success, with a decrease in the dropout rate from 12. 51% in AY 2005-2006 to 7. 45% in AY 2007-2008. A â€Å"dropout† is defined by the DORP as a s tudent who has stopped attending school before completing the prescribed level of education within the specified school year. The dropout rate, meanwhile, is the percentage of students who drop out from a level of education in a given school year, including those who complete the school year but fail to enroll in the next. In a school implementing the DORP, a DORP support team must be formed. They shall be tasked with organizing, designing and implementing the schools DORP through setting the targets for the program and choosing the appropriate intervention methods in the context of the available school and community resources. . The Alternative Learning System is a free education program implemented by the Department of Education (DepEd) under the Bureau of Alternative Learning System which benefits those who cannot afford formal schooling and follows whatever is their available schedule. ALS aims to open more educational opportunities for Filipino citizens of different interests, capabilities of demographic characteristics, socioeconomic origins and status as well as addressing the needs of marginalized g roups. The program cuts the time needed to finish high school, hence, significantly cuts the expenses as well. Aside from giving hope to the less fortunate, it also provides opportunities to Out-of-School Youths (OSY) and adults elementary and secondary school drop-outs; industry-based workers; housewives; maids; factory workers; drivers; members of cultural minorities; indigenous people and the disabled/physically challenged. 8. The Adopt-A-School Program is enacted in 1988 for the very purpose of providing a venue for the strong and dynamic private sector to participate in nation-building through investments in the education of Filipino children. The rewards of such investments come through an educated generation that will succeed ours, run our enterprises, and steer this nation to greater heights. Over the years, DepEd introduced interventions to reduce student dropouts and keep the youth off the streets. It has sought to increase student achievement levels and improve teacher performance. It continues to bring the issues and needs of public education to every Filipino who cares, in an effort to invite each and everyone to help boost education opportunities for our young. With Adopt-A-School, each Filipino can have the opportunity to enjoy his right to education, to open his eyes to the wonders and challenges of the world, to pursue his dreams, and to contribute capably towards the nation’s progress. 9. The Arabic Language and Islamic Values Education (ALIVE) is designed for the Muslim Migrants to be able to positively contribute to the peace efforts of our government in order to improve that quality of life of Muslim out-of-school youth and adults. It teaches the language of the Holy Qur’an and the beliefs and value system of the Muslim religion. It has components, namely, Basic Literacy Program + ALIVE, Accreditation Equivalency (AE) Program + ALIVE, Informal Education + ALIVE, Technical Vocational Education Program + ALIVE and Entrepreneurship Development +ALIVE. In the Philippines, the teaching of Islamic values and Arabic used to be done only in Islamic schools, however, DepEd ordered the mainstreaming of these lessons in the curriculum in some selected public elementary schools particularly those who have Muslim communities. The order mandated the teaching of Islamic values and Arabic language in public elementary school with at least 30 Muslim students. 10. Maintenance and Other Operating Expenses for schools are use to pay expenses for utilities like electric and water expenses. It can also be to pay salaries for janitorial and security services or use for other mandatory expenditures except for the procurement of textbooks and other instructional materials and school furniture and equipment. Other uses of MOOE include travelling expenses, communication services, repair and maintenance, transportation services and many others. 11. Brigada Eskwela is a nationwide voluntary effort which started in 2003, bringing together teachers, parents, and the community to do clean up and repairs in public schools to prepare the facilities for the June school opening. Undertaken in all public schools every third week of May or two weeks before classes begin, it is participated in by private organizations, individuals, national and local government agencies, local businesses, and international organizations and foundations, among others. Volunteers paint classrooms, repair furniture, and clean up the school grounds. Materials and supplies are usually donated by the parents or by private businesses and foundations. Brigada Eskwela encourages the public to share their time, strength and resources in kind. In 2012, Brigada Eskwela pooled more than P1. 5 billion-worth of resources-in-kind and man hours by over six-million volunteers in various parts of the country. 12. K to 12 aims to make basic education sufficient enough so that anyone who graduates can be gainfully employed locally and globally and will have a productive life. The K-12 Education plan is to add two years in the secondary level plus kindergarten and it will look at the specialized education in high school which will focus on a specific field of interest. If the K-12 Education Plan becomes successful, then the Philippine education system can become more competitive among other countries around the world. Though there are still some problems that the government needs to solve before they can successfully implement the plan. Such elements include the number of public school classrooms plus the adequate supply of classroom chairs, books, etc. If the government could allot a bigger budget to educational needs, then we could be one-step ahead towards the success of the K-12 program. Furthermore, parents (especially those who belong in the poor sector) should be properly informed and motivated of the advantages of the K-12 Education Plan. This is very important since parents play a major role in providing the childs school allowances, supplies, and fees for other school projects and activities. Once this succeeds, it is best hoped that Filipino students would be more literate, skilled, and competitive to be able to find jobs more easily and contribute to the countrys pride as well as the countrys economy. 13. A Lingua Franca is a language systematically used to make communication possible between people not sharing a first language, in particular when it is a third language, distinct from both speakers first languages. Examples of lingua francas are numerous, and exist on every continent. The most obvious example is English, which is the current dominant lingua franca of international business, science, technology and aviation. There are many other lingua francas centralized on particular regions, such as Arabic, Chinese, French, Russian and Spanish. With the rich experiences and lessons learned in the implementation of the use of lingua franca or mother tongue as language of instruction, the DepED has expanded this in its multilingual education implemented in SY 2008-2009 until SY 2012-2013. The project is called Lingua Franca and Mother Tongue-Based Multilingual Education (MLE). Its main goal is to develop lifelong learners who are proficient in the use of their lingua franca or mother tongue (language 1), the national language (language 2) and other languages (language 3 and language 4) who take pride of their heritage and culture. This move helps to improve schools performance indicators specifically dropout, repetition, retention and completion rates among elementary pupils; increase pupils’ academic performance through the acquisition of oral fluency, reading and writing skills in their lingua franca or first language that provide them a bridge to learning Filipino and English enabling them to become more competent in all areas of study; and demonstrate self-confidence and pride in one’s culture, tradition and values. 14. The Mother Tongue-Based Multi-Lingual Education (MTB-MLE) has been implemented in all public schools, specifically in Kindergarten, Grades 1, 2, and 3, as part of the K to 12 Basic Education Program, starting the School Year 2012-2013 to support the goal of â€Å"Every Child-A Reader and A-Writer by Grade 1. † The MTB-MLE aims at language development which established a strong education for success in school and for lifelong learning and at cognitive development which focuses on Higher Order Thinking Skills. It also aims at academic development which prepares the learner to acquire mastery of competencies in each of the learning areas and at socio-cultural awareness which enhances the pride of the learner’s heritage, language, and culture. In the MTB-MLE implementation, the following eight major languages or Lingua Franca and four other languages will be cited as learning area and utilized as language of instruction for SY 2012-2013: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chavacano. 5. In anticipation of over two million students enrolling in the start of the school year, the Department of Education sees the Alternative Distance Learning Program as a way to decongest schools which will allow students to do their schoolwork without coming to school every day. Instead, the students will study at home and report to school for exams and group activities. DepEd created also the Internet-based Distance Education Program (iDEP) as an alternative way for students to complete their education in an attempt to reduce high school dropout rates in the country. iDEP offers formal secondary education to qualifying students using Internet-based technologies and classes are conducted and managed completely online. The program is seen to benefit many students, as well as those working in the entertainment industry, those with health and financial problems, and those in rehabilitation centers.

Northrop P-61 Black Widow in World War II

Northrop P-61 Black Widow in World War II In 1940, with World War II raging, the Royal Air Force began seeking designs for a new night fighter to combat German raids on London. Having used radar to aid in winning the Battle of Britain, the British sought to incorporate smaller airborne intercept radar units into the new design. To this end, the RAF instructed the British Purchasing Commission in the US to evaluate American aircraft designs. Key among the desired traits were the ability to loiter for around eight hours, carry the new radar system, and mount multiple gun turrets. During this period, Lieutenant General Delos C. Emmons, the US Air Officer in London, was briefed on British progress relating to the development of airborne intercept radar units. He also gained an understanding of the RAFs requirements for a new night fighter. Composing a report, he stated that he believed the American aviation industry could produce the desired design. In the United States, Jack Northrop learned of the British requirements and began contemplating a large, twin engine design. His efforts received a boost later that year when a US Army Air Corps board chaired by Emmons issued a request for a night fighter based on the British specifications. These were further refined by the Air Technical Service Command at Wright Field, OH. Specifications General Length: 49 ft., 7 in.Wingspan: 66 ft.Height: 14 ft., 8 in.Wing Area: 662.36 sq. ft.Empty Weight: 23,450 lbs.Loaded Weight: 29,700 lbs.Maximum Takeoff Weight: 36,200 lbs.Crew: 2-3 Performance Maximum Speed: 366 mphRange: 610 milesRate of Climb: 2,540 ft./min.Service Ceiling: 33,100 ft.Power Plant: 2 Ãâ€" Pratt Whitney R-2800-65W Double Wasp radial engines, 2,250 hp each Armament 4 Ãâ€" 20 mm Hispano M2 cannon in ventral fuselage4 Ãâ€" .50 in M2 Browning machine guns in remotely operated, full-traversing upper turret4 Ãâ€" bombs of up to 1,600 lb. each or 6 Ãâ€" 5 in. HVAR unguided rockets Northrop Responds: In late October 1940, Northrops chief of research, Vladimir H. Pavlecka, was contacted by ATSCs Colonel Laurence C. Craigie who verbally detailed the type of aircraft they were seeking. Taking his notes to Northrop, the two men concluded that the new request from the USAAC was nearly identical to that from the RAF. As a result, Northrop produced the work done earlier in response to the British request and immediately had a head start over his competitors. Northrops initial design saw the company create an aircraft featuring a central fuselage suspended between two engine nacelles and tail booms. The armament was arranged in two turrets, one in the nose and one in the tail. Carrying a crew of three (pilot, gunner, and radar operator), the design proved unusually large for a fighter. This was necessary to accommodate the weight of the airborne intercept radar unit and the need for an extended flight time. Presenting the design to the USAAC on November 8, it was approved over the Douglas XA-26A. Refining the layout, Northrop quickly shifted the turret locations to the top and bottom of the fuselage. Subsequent discussions with the USAAC led to a request for increased firepower. As a result, the lower turret was abandoned in favor of four 20 mm cannon mounted in the wings. These were later repositioned to the underside of the aircraft, similar to the German Heinkel He 219, which freed up space in the wings for additional fuel while also improving the wings airfoil. The USAAC also requested the installation of flame arrestors on the engine exhausts, a rearrangement of radio equipment, and hard points for drop tanks. The Design Evolves: The basic design was approved by the USAAC and a contract issued for prototypes on January 10, 1941. Designated the XP-61, the aircraft was to be powered by two Pratt Whitney R2800-10 Double Wasp engines turning Curtiss C5424-A10 four-bladed, automatic, full-feathering propellers. As construction of the prototype moved forward, it quickly fell victim to a number of delays. These included difficulty obtaining the new propellers as well as equipment for the upper turret. In the latter case, other aircraft such as the B-17 Flying Fortress, B-24 Liberator, and B-29 Superfortress took priority in receiving turrets. The problems were eventually overcome and the prototype first flew on May 26, 1942. As the design evolved, the P-61s engines were changed to two Pratt Whitney R-2800-25S Double Wasp engines featuring two-stage, two-speed mechanical superchargers. Additionally, larger wider span flaps were used which permitted a lower landing speed. The crew was housed in the central fuselage (or gondola) with the airborne intercept radar dish mounted within a rounded nose in front of the cockpit. The rear of the central fuselage was enclosed with a plexiglass cone while the forward section featured a stepped, greenhouse-style canopy for the pilot and gunner.   In the final design, the pilot and gunner were situated toward the front of the aircraft while the radar operator occupied an isolated space towards the rear. Here they operated a SCR-720 radar set which was used to direct the pilot towards enemy aircraft. As the P-61 closed on an enemy aircraft, the pilot could view a smaller radar scope mounted in the cockpit. The aircrafts upper turret was operated remotely and targeting aided by a General Electric GE2CFR12A3 gyroscopic fire control computer. Mounting four .50 cal. machine guns, it could be fired by the gunner, radar operator, or pilot. In the last case, the turret would be locked in a forward-firing position. Ready for service in early 1944, the P-61 Black Widow became the US Army Air Forces first purpose-designed night fighter. Operational History: The first unit to receive the P-61 was the 348th Night Fighter Squadron based in Florida. A training unit, the 348th prepared crews for deployment to Europe. Additional training facilities were also used in California. While night fighter squadrons overseas transitioned to the P-61 from other aircraft, such as the Douglas P-70 and British Bristol Beaufighter, many Black Widow units were formed from scratch in the United States. In February 1944, the first P-61 squadrons, the 422nd and 425th, shipped out for Britain. Arriving, they found that the USAAF leadership, including Lieutenant General Carl Spaatz, were concerned that the P-61 lacked the speed to engage the latest German fighters. Instead, Spaatz directed that the squadrons be equipped with British De Havilland Mosquitoes. Over Europe: This was resisted by the RAF which wished to retain all available Mosquitoes. As a result, a competition was held between the two aircraft to determine the P-61s capabilities. This resulted in a victory for the Black Widow, though many senior USAAF officers remained skeptical and others believed the RAF had deliberately thrown the contest. Receiving their aircraft in June, the 422nd began missions over Britain the following month. These aircraft were unique in that they had been shipped without their upper turrets. As a result, the squadrons gunners were reassigned to P-70 units. On July 16, Lieutenant Herman Ernst scored the P-61s first kill when he downed a V-1 flying bomb. Moving across the Channel later in the summer, P-61 units began to engage manned German opposition and posted an admirable success rate. Though some aircraft were lost to accidents and ground fire, none were downed by German aircraft. That December, the P-61 found a new role as it helped defend Bastogne during the Battle of the Bulge. Using its powerful complement of 20 mm cannon, the aircraft attacked German vehicles and supply lines as it aided the besieged towns defenders. As the spring of 1945 progressed, P-61 units found enemy aircraft increasingly scarce and kill numbers dropped accordingly. Though the type was also used in the Mediterranean Theater, units there often received them too late in the conflict to see meaningful results. In the Pacific: In June 1944, the first P-61s reached the Pacific and joined the 6th Night Fighter Squadron on Guadalcanal. The Black Widows first Japanese victim was a Mitsubishi G4M Betty which was downed on June 30. Additional P-61s reached the theater as the summer progressed though enemy targets were generally sporadic. This led to several squadrons never scoring a kill for the duration of the war. In January 1945, a P-61 aided in the raid on the Cabanatuan prisoner of war camp in the Philippines by distracting the Japanese guards as the assault force neared. As the spring of 1945 progressed, Japanese targets became virtually nonexistent though a P-61 was credited with scoring the final kill of the war when it downed a Nakajima Ki-44 Tojo on August 14/15. Later Service: Though concerns about the P-61s performance persisted, it was retained after the war as USAAF did not possess an effective jet-powered night fighter. The type was joined by the F-15 Reporter which had been developed during the summer of 1945. Essentially an unarmed P-61, the F-15 carried a multitude of cameras and was intended for use as a reconnaissance aircraft. Redesignated F-61 in 1948, the aircraft began to be withdrawn from service later that year and was replaced by the North American F-82 Twin Mustang. Refitted as a night fighter, the F-82 served as an interim solution until the arrival of the jet-powered F-89 Scorpion. The final F-61s were retired in May 1950. Sold to civilian agencies, F-61s and F-15s performed in a variety of roles into the late 1960s.

Sun Shines Enterprise Case Study Example | Topics and Well Written Essays - 250 words

Sun Shines Enterprise - Case Study Example Quality improvement can be achieved through several strategies. One of them is called Hoshin Kanri. This means translating the organizational objectives and goals into measurable actions and strategies. This involves focusing on the available resources too limited priority issues. For instance, Abby’s main concern is the maintenance of quality at the hotels. This can be achieved by using all the resources available including the employees to deliver high quality. This can be done by use of tools such as the Total Quality Management (TQM) tools (Collier & Evans 2009). Another way quality can be promoted is through â€Å"Kaizen† which is continuous improvement. The highest quality cannot be achieved in a single day. The organization should be ready to keep on improving the services and products in order to satisfy the customers’ needs. It could also be done through the use of Poka Yoke strategy (Collier & Evans 2009).

Early Development and Statehood Research Paper Example | Topics and Well Written Essays - 250 words

Early Development and Statehood - Research Paper Example The region was also had resources such as fur that were good for trade (Tennessee 359). The political development in Tennessee offered a clear reflection of the experience of political development in the thirteen British colonies. The region was characterized by political upheavals and separations calls. As a result, there was no common political voice of the inhabitants. Moreover, the government of the day was also in disarray and sometimes offered support to some of the colonial masters. As a result, the region was divided based on semi-autonomous government common among thirteen British colonies (Tennessee 360-366). Various conditions in Tennessee prompted its application for statehood in 1795-1796. One of such conditions was the Tennesseans inability to gain political voice in the region (366). As a result, they felt that there would be increased political participation by gaining of statehood. The inhabitants also lacked the kind of protection that was evident from organized form of government. The protection was also once Northern Carolina disowned the six settlements making them vulnerable (Tennessee 366). Moreover, the government under the Article of Confederation was also perceived as weak and hence unable to guarantee security and well-being of the people. The inhabitants also had an established form of self-government and felt that they could now be able to take political matters in their hands. Moreover, there was decreased frontier warfare. The decreased rivalry made it possible for a leader to translate the region into a new state that had structured regime and constitution (Tennesse e 368). The factors made it possible for the application of admission by the congress. In conclusion, it is clear that Tennessee went through a rigorous process before admission into statehood. The process was characterized by

Interdependence of subject matter and method in social studies Essay

Interdependence of subject matter and method in social studies - Essay Example The link between the content and the method in Social Studies is vital in ensuring that the goals of teaching are achieved (Thornton, 2005). Through the method, the educators can manipulate the curriculum which is the content. This, therefore, involves planning that confines the educators to the selected content not outside what had been planned (Thornton, 2005). A good example in a Social Studies class is the educator focusing on the role of technology in the society using the role play method. This confines the educator to the selected content as well as the method selected. Social Studies, as indicated by Thornton (2005), involves connection between the content and the personal experience. In this case, methodology of teaching and the content have to be interrelated if the learners have to attain personal fulfilment. Zevin (2013) says that this will also ensure that the learners engage in the activities in the learning process. For instance a study of the culture of the Asians will need content on the Asians lifestyle and method of teaching that will create interest in the

what Does it Mean to be a Good Person?

what Does it Mean to be a Good Person? Everyday across the world we are being told to be a good person, but what does that really mean? Is a good person in America the same as a good person in communist North Korea? I say yes; a good person is unlike the good citizen whose virtue is relevant to the regime in which they live; the good person is a good person no matter the regime while the good citizen is only representative of that which the state deems best. The good man can be good anywhere because he follows virtue, and finds happiness in that virtue. To illustrate this point I will first define the good man then the bad regime, and finally how a good man fits into the bad regime. The Good Man Socrates, while under trial, explained his definition of a good person in refutation of the charge that he was ashamed of pursuing a dangerous occupation that had the possibility of death. He responded You are wrong, sir, if you think that a man who is any good at all should take into account the risk of life or death; he should look to this only in his actions, whether what he does is right or wrong, whether he is acting like a good or a bad man  [1]  Here we have a very cut and dry explanation of the good man, he who does not concern himself with petty personal wants but only whether his actions are good and just. Aristotle sets out a clear boundary between what he considers a good man and a good citizen. For Aristotle the good man is the man that acts and lives virtuously and derives happiness from that virtue. And the good citizen acts to the best virtue of the state and each of these things are quite separate, The good citizen need not of necessity possess the virtue which makes a good man  [2]  The separation is clearly evident, the fact that what makes a good citizen does not qualify someone to be a good person. So being a good person does not mean you have to by association be a good citizen they are two distinctly different states, it is only in the best of regimes that the good person is also the good citizen. The nature of political rule is that rule of those similar in stock and free  [3]  As Aristotle argues if the virtue of a citizen is the capacity to rule and be ruled in turn, then the virtue of the good man is also to have this capacity in the best of regimes. The good in any animal or plant is the same as it is for humans: that to be and act in harmony with the virtue of that species. In a way this is a human participating in that which is most human, to act in harmony with rationality and virtue. The good in acting with the virtue of a human is the perfection of that which can only be described rationally such things as love and justice. To act unto these things is to act with virtue but there also stands limits to everything. To act with too great or too little emphasis in any act is to disrupt balance and pulls the good man from his path of virtue, too much love is obsession, too little disdain either extreme is undesirable to the good man. The good man lives by the Golden Mean that which is not too in excess in either direction. To bring together the definition of a good man, Socrates says he is a man who always considers his actions and acts in a good and just manner. Aristotle says a good man acts unto virtue and derives his happiness and pleasure from that virtue. So we have a man who is prudent, virtuous, and just. This man must now fit into a corrupt regime, a regime that does not follow all those things which make him a good man. The Bad Regime There were six different categories in which all regimes were placed as defined by both Socrates and Aristotle, those of tyranny, monarchy, oligarchy, aristocracy, democracy and polity. Of these regimes tyranny, oligarchy and democracy were all negative and corrupt regimes because the governing body whether it be a single person, small group or the many respectively only were ruling in their own interests and not to the benefit of all. In the good regimes it is those same forms of governing bodies yet they govern in the interest of the state as a whole. Of the bad regimes Aristotle had declared that tyranny was the most undesirable state as the citizens were reduced to nothing more than slaves. In a tyrannical government the governed are not looked after but only used to further the goals of the leader. The next two are defined in a similar manner men ruling by reason of their wealth, whether they be few or many,  [4]  for an oligarchy and defining a democracy as where the poor rule.  [5]  To Aristotle an oligarchy was a twisted degradation of the good regime aristocracy, in the oligarchy it is not that few men govern it is that it is the wealthy class that rules creating a state in which all power resides in the upper class. .

Comparing Shakespeares Caliban to the African-American Essay -- Compa

Comparing Shakespeare's Caliban to the African-American Caliban, immediately introduced as "poisonous slave," "savage," "hag-seed," is a character often likened to the African- American slave. The ease and matter-of-factness with which Prospero and Miranda dismiss him is painfully obvious even before he enters the scene (Act 1, Scene 3). Through no fault of his own, Caliban is dehumanized by the authority of his day and dismissed by the important members of his society. He looks much different from the others on the island, so he is not seen as a true human being; in fact, his only redemption lies in the fact that he is able to learn the language in order to serve the master. The predicament in which the black American found himself undoubtedly resounded in painful familiarity to Shakespeare's Caliban, so it is quite understandable that writers would paint a picture of Caliban as the oppressed African- American slave. There are many similarities that African- Americans share with Caliban. One issue that bears remarkable similarities is the issue of identity. For the African- American, "Alienated from the world to which he is born and from the country of which he is a citizen, yet surrounded by the successful values of that world, and country, how can the Negro define himself?" (Penn, p.17) Caliban, while he was not taken from his homeland, his homeland was taken from him and ruled by people very different from him socially and physically. As a result, he was told that his appearance and way of life were unacceptable. Instead, he was forced to conform to a culture of which he could never truly be a part. One would imagine that Caliban's sense of ide ntity was severely jeopardized. Out of this idea falls anothe... ...e for the African- American. Now is the time for the black American to rise above victim status and excuses (valid though they may be) and take their place as productive, intelligent, respected members of society. Unlike Caliban, the African- American need not waste his time bemoaning his state. Yes, there were unimaginable injustices visited upon African- Americans in this country, but the past cannot be altered. Our young black men and women cannot be taught that past-- or even present injustice is an excuse for mediocrity. The world does not owe anyone anything, and therefore the black American must work hard-- maybe sometimes twice as hard-- to succeed; and in the end justice and equality will prevail. In this way, the African- American is nothing like Caliban. Injustice and oppression were his ruin; but for the African- American, it will become strength.

Fi515

Final Exam Page 1 1. (TCO A) Which of the following does NOT always increase a company's market value? (Points : 5) Increasing the expected growth rate of sales Increasing the expected operating profitability (NOPAT/Sales) Decreasing the capital requirements (Capital/Sales) Decreasing the weighted average cost of capital Increasing the expected rate of return on invested capital| 2. (TCO F) Which of the following statements is correct? (Points : 5) For a project with normal cash flows, any change in the WACC will change both the NPV and the IRR.To find the MIRR, we first compound cash flows at the regular IRR to find the TV, and then we discount the TV at the WACC to find the PV. The NPV and IRR methods both assume that cash flows can be reinvested at the WACC. However, the MIRR method assumes reinvestment at the MIRR itself. If two projects have the same cost, and if their NPV profiles cross in the upper right quadrant, then the project with the higher IRR probably has more of its c ash flows coming in the later years.If two projects have the same cost, and if their NPV profiles cross in the upper right quadrant, then the project with the lower IRR probably has more of its cash flows coming in the later years. | 3. (TCO D) The Ramirez Company's last dividend was $1. 75. Its dividend growth rate is expected to be constant at 25% for 2 years, after which dividends are expected to grow at a rate of 6% forever. Its required return (rs) is 12%. What is the best estimate of the current stock price? a. $41. 58 b. $42. 64 c. $43. 71 d. $44. 80 e. $45. 92(Points : 20) | 4. TCO G) The ABC Corporation's budgeted monthly sales are $4,000. In the first month, 40% of its customers pay and take the 3% discount. The remaining 60% pay in the month following the sale and don't receive a discount. ABC's bad debts are very small and are excluded from this analysis. Purchases for next month's sales are constant each month at $2,000. Other payments for wages, rent, and taxes are con stant at $500 per month. Construct a single month's cash budget with the information given. What is the average cash gain or (loss) during a typical month for the ABC Corporation? (Points : 20) | 5. TCO G) Clayton Industries is planning its operations for next year, and Ronnie Clayton, the CEO, wants you to forecast the firm's additional funds needed (AFN). The firm is operating at full capacity. Data for use in your forecast are shown below. Based on the AFN equation, what is the AFN for the coming year? Dollars are in millions. Last year's sales = S0| $350| | Last year's accounts payable| $40| Sales growth rate = g| 30%| | Last year's notes payable| $50| Last year's total assets = A0*| $500| | Last year's accruals| $30| Last year's profit margin = PM| 5%| | Target payout ratio| 60%| a. $102. b. $108. 2 c. $113. 9 d. $119. 9 e. $125. 9 (Points : 30) | | Final Exam Page 2 1. (TCO H) Desai Inc. has the following data, in thousands. Assuming a 365-day year, what is the firm's cash con version cycle? Annual sales = Annual cost of goods sold = Inventory = Accounts receivable = Accounts payable =| $45,000 $30,000 $4,500 $1,800 $2,500| a. 28 days b. 32 days c. 35 days d. 39 days e. 43 days (Points : 30) | 2. (TCO C) A firm buys on terms of 2/8, net 45 days, it does not take discounts, and it actually pays after 58 days. What is the effective annual percentage cost of its nonfree trade credit? Use a 365-day year. ) a. 14. 34% b. 15. 10% c. 15. 89% d. 16. 69% e. 17. 52%(Points : 30) | 3. (TCO E) Daves Inc. recently hired you as a consultant to estimate the company's WACC. You have obtained the following information. (1) The firm's noncallable bonds mature in 20 years, have an 8. 00% annual coupon, a par value of $1,000, and a market price of $1,050. 00. (2) The company's tax rate is 40%. (3) The risk-free rate is 4. 50%, the market risk premium is 5. 50%, and the stock's beta is 1. 20. (4) The target capital structure consists of 35% debt and the balance is common equi ty.The firm uses the CAPM to estimate the cost of common stock, and it does not expect to issue any new shares. What is its WACC? a. 7. 16% b. 7. 54% c. 7. 93% d. 8. 35% e. 8. 79%(Points : 30) | 4. (TCO B) Leak Inc. forecasts the free cash flows (in millions) shown below. If the weighted average cost of capital is 11% and FCF is expected to grow at a rate of 5% after Year 2, what is the Year 0 value of operations, in millions? Assume that the ROIC is expected to remain constant in Year 2 and beyond (and do not make any half-year adjustments). Year: 1 2 Free cash flow: -$50 $100 a. $1,456 b. 1,529 c. $1,606 d. $1,686 e. $1,770(Points : 35) | 5. (TCO G) Based on the corporate valuation model, Hunsader's value of operations is $300 million. The balance sheet shows $20 million of short-term investments that are unrelated to operations, $50 million of accounts payable, $90 million of notes payable, $30 million of long-term debt, $40 million of preferred stock, and $100 million of common equity. The company has 10 million shares of stock outstanding. What is the best estimate of the stock's price per share? a. $13. 72 b. $14. 44 c. $15. 20 d. $16. 00 e. $16. 80(Points : 35) | |

Civil War Leaders essays

Civil War Leaders essays There were many sectional differences in ideas, leadership, and future plans for the United States. Leaders from both sides had conflicting objectives and intentions. Many issues were argued amidst the states and their leaders. Abraham Lincoln noticed the strong division growing between the northern and southern states and wanted to unit them. Lincoln wanted all states to be either slave or free just so long as they agreed. Confederate leaders however, did not want the uniting of states. They believed one government should not control all states; instead, they wanted individual states to be governed by themselves. A main divergence was the topic of labor. More specifically, what was the better system of production? What was the most civilized way of working? Factory workers and slaves were the main source of labor. Northerners were disgusted with the South for owning slaves. They felt slavery was immoral and decadent. Southerners, however, deliberated that the North were hypocrites because of their poor working conditions. The North relied on industries for income, and the South relied on cash crops. Mutually they believed their working arrangements were much better than that of the opposing side. Industries provided mass production of widgets and various parts for assorted machinery. Unfortunately, the majority of employment used for industrial labor was provided through the services of extremely young children (sweat shops). Because of the extraneous activities, the life expectancy became shorter. For the South, labor came from slaves. The slaves would mainly work on fields picking cotton, plowing and many other farming duties on plantations. Although living and working situations were at times considered better than those in the North, it wasnt justified. It was very difficult and demeaning. With the animosity growing, war was destined to occur. One interpretation for the cause of the Civil War w...

Critique the film A Prophet directed by Jacques Audiard

Critique the film A Prophet directed by Jacques Audiard The film A Prophet directed by Jacques Audiard explores the life of a French Algerian who is confronted with cruel prison life that often deprives a person of his humanity. In particular, the authors of this movie attempt to show how an individual can be forced into the conflict between ethnic or religious groups.Advertising We will write a custom essay sample on Critique the film A Prophet directed by Jacques Audiard specifically for you for only $16.05 $11/page Learn More More importantly, it explores the interactions between individuals in an environment where hostility and hatred shape people’s behavior, decisions and attitudes toward others. Moreover, one can say that this movie is related to such a process as globalization that mergers the boundaries between states or nationalities. Nevertheless, this process does not eliminate the segregation between different groups. Overall, A Prophet is a film that examines the influence of inequality or pow er struggles within the modern globalized society. By looking at this film from this perspective, one can better understand the characters, their behavior and relations with others. The main character Malik can be regarded as an individual who does not have an opportunity to become a full-fledged member of the community. He is one of those people who suffer from economic inequality. One of the most striking details that attract attention is that Malik is an illiterate person at the age of nineteen, and he can hardly expect to find employment. To a great extent, this example indicates that Malik occupies an extremely low status within the community. Moreover, his lack of education deprives him of any opportunity to achieve any progress. Such an individual is more likely to commit a crime and eventually become imprisoned. It is possible to say that A Prophet describes the experiences of many young people in France, especially if they are the descendants of immigrants. This is one of t he main points that should be kept in mind by the viewers of this film. Additionally, the movie reflects some of the ideas expressed by Arjun Appadurai who introduces the concept of different scapes (Appadurai, 1990). For example, one can speak about such a term as ethnoscape that includes refugees, guest workers, tourists, immigrants, and so forth (Appadurai, 1990, p. 52).Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More This notion can be used to describe the movement of people across national borders in the globalized world. It is very difficult to say what kind of place Malik occupies in this ethnospace because he is not fully integrated into the French society. This situation can be partly explained by his origins. Apart from that, this film shows how ethnic differences affect the distribution of power within the prison. In particular, Malik understand that he has to choose between two opposing factions, namely Corsicans and Muslims. The main issue is that he does not want to be involved in this struggle, but he has to do so in order to save his life. In facts, such dilemmas are encountered by many people who live in the modern globalized society, which becomes very segregated. Therefore, A Prophet reflects the complexities of the modern societies in which cultural or national boundaries are often erased. Moreover, one can speak about the existence of the financescapes which is also one of the notions discussed by Arjun Appadurai (1990). This notion can be interpreted as the disposition and flow of capital in the world in which the country (Apparurai, 1990). In particular, the film demonstrates that this disposition of capital is unequal; more importantly, this inequality can be partly explained by the ethnic, racial, or religious differences among people. Although the authors of A Prophet do not emphasize this issue in their film, this movie indicates that p eople representing ethnic minorities such as African immigrants and Corsicans do not have many economic opportunities in the society. Therefore, this movie demonstrates that different scapes can be closely interwoven with one another. One of the problems that are often discussed by scholars is the idea of Orientalism or the study of Eastern cultures which was developed in the nineteenth century (Said, 1979, p. 47). In many cases, it deliberately misrepresents the customs, values, and traditions of the Asia, Middle East as well as Africa.Advertising We will write a custom essay sample on Critique the film A Prophet directed by Jacques Audiard specifically for you for only $16.05 $11/page Learn More This construction of Eastern cultures led to the creation of many stereotypes about Arab people or other immigrants from Africa (Said, 1979). Apart from that, these stereotypes affect the decisions of policy-makers, legislators, or governmental officials who can a ffect the lives of many people. This is one of the reasons why many African-immigrants can be discriminated. The film A Prophet focuses on the problem of discrimination in contemporary France. For example, Malik decides to change his name to Jean-Philippe because a person with a French-sounding name has more opportunities when seeking employment. So, Malik has to abandon a part of his identity in order to climb the social ladder and attain success. This is one of the details that viewers should consider when analyzing this film. Certainly, A Prophet cannot be regarded as a film that is only aimed at exploring various aspects of globalization, economic inequalities, or racial discrimination. The film-makers wanted to focus on the experiences of Malik, his response to prison life, and his efforts to retain his humanity. Nevertheless, this movie can give viewers deep insights into the modern life in France or any other country with large immigrant population. It is often argued that gl obalization can make the world more interconnected and homogeneous (Ferguson, 2006). Nevertheless, contemporary societies still remain very heterogeneous. For example, this film shows how difficult it is for a person to remain above ethnic or religious conflicts. Malik, who follows the order of a Corsican gangster, is perceived as a traitor by other Muslim prisoners. The challenges faced by this character demonstrate that religious or ethnic affiliations still play an important even in the globalized world. This is why it is not permissible to say that globalization has made modern communities conflict-free. More likely, it has given rise to various hostilities among people. This is one of the main problems that affect the life of a modern community.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Overall, A Prophet enables the viewers to understand the complexities of the globalized world which has become extremely interconnected. In particular, it shows that people, living in globalized communities can be alienated from others because of their ethnic or religious differences. More importantly, these differences can explain different forms of inequality in contemporary societies. Malik, who is the main character of this movie, is an individual who has to save one’s life and integrate into the community where the worth of an individual is assessed according to his/her race, nationality, religion or ethnicity. This is one of the main issues that this movie explores. Reference List Appadurai, A. (1990) Disjuncture and Difference in the Global Cultural Economy. London: Theory, Culture and Society. Ferguson, J. (2006). Global Shadows: Africa in the Neoliberal World Order. Durham: Duke University Press. Said. E. (1979). Orientalism. New York: Knopf Doubleday Publishing Grou p.

Congressional Speech Essay Example | Topics and Well Written Essays - 500 words

Congressional Speech - Essay Example For too long we have witnessed the erosion of the power of the people. We, the people, are America. It is time we stand again and make our voices heard. Public education and its financing is paramount to our future and to our place in the world. I believe it is our role on the world's stage to play the lead in innovation and change for the good of mankind. America is falling behind in science and the arts. We lag behind in those areas in which we once dominated. We have been witness to the slow erosion of student scores as well as to the funding of our educational system. House Speaker Tip O'Neill once observed that 'all politics is local'. We all understand that education, too, is a local issue. We understand that our state, our cities and our neighborhoods have the ultimate responsibility for funding and the making of decisions. We would not have it any other way. But the federal government has a significant role in the process as well. The federal government funds local schooling in the neighborhood of ten percent of its budget (ed.gov 2006). While it is not the role of our government to wag the dog of public education, we have the right to expect the issuance of standardized guidelines within which we can all operate our school districts, refining as we see fit, taking into account that which is best for our children. We have a right to expect the very highest sta

Death and Resurrection in Art Essay Example | Topics and Well Written Essays - 750 words

Death and Resurrection in Art - Essay Example The essay will also describe the Édouard Manet’s, The Dead Christ with Angels, and howit was installed in the Metropolitan Museum. The Metropolitan Museum of Art located in New York is agiant, three-dimension archive,and the largest art museum in the United States, whichwas founded on April 13, 1870 for the purpose to collect, preserve, exhibit, study and stimulate appreciation for, to develop and encourage the study of fine arts, and advance the knowledge of works of art that represent generally the broadest spectrum of human achievements. On the other hand,the Frick museum was founded by Henry Clay Flick which is a small museum, and often referred to as Frick collection since the activity of accumulating and the totality of the objects and assembled. The museum’s Collections of the art turn out to rely on the contributions of passionate individual collectors. Both the museums were founded for the purpose of encouraging and developing the study of fine arts and are open for the public, and situated in the United States.(Walter 3) Viewing art in Frick Museum is fascinating since it serves as a monument to an individual founder and memorizes the founder’s personal taste of art.The collection displays the beliefs, choices and values of an era.They sort to retain control over their creations. The museum allows an exceptional visual understanding of a crucial aspect of the history of art. (Walter 3)The disadvantage in viewing art from Metropolitan museum is that the art, themuseum can get overly.