Essay on The Dust Bowl - 762 Words

GKE Task 1 A. Significant environmental /geographical factors that contributed to the development or expansion of the United States: 1. The Dust Bowl Farmers began to plow and plant wheat crops. When World War 1 began the massive wheat crops helped feed many Americans that in another part of the country try where in the beginning of a depression that was caused by the war. The wheat crops also helped feed numerous nations overseas. A drought that began in the beginning of the 1930’s persisted and was leading things in a very negative direction. No matter the circumstances farmers kept on farming hoping the rain would soon come back. In 1931 the rain just stopped and the farmers still kept trying to farm. Without adequate†¦show more content†¦B. One significant environmental or geographical factor that contributed to the development or diffusion on one human society from: Egypt’s geographic characteristics that affect the development of human society were the Nile River. The Nile River made the ability of a large population in a desert region. Also, the Nile would flood bringing rich soil to the lower regions of the rivers course. The crops in this area did well and the flooding helped set a steady schedule for planting and harvesting and because of this the societies remained stable and had extra time to develop art and science in their culture. The people of Egypt also had access to some of the largest quantities of stone such as granite. This began the development and building of pyramids instead of mud buildings. The Nile River played a huge role in the development of Egypt. 1. Cultural diffusion between Mesopotamia and Egypt. The social and politically elite from Egypt sought exotic goods and items of symbolic prestigiousness from India (Mesopotamia). For example: Mesopotamian cylinder seals and Afghan Lapis Lazuli which were found in early Egyptian tombs. Not only was there trades of items but there was trades of ideas. Egyptians imitated the Lapis Lazuli in their Egyptian Faience (ceramic of glass). Due to the Lapis Lazuli being very rare and expensive the Egyptian felt they could benefit from doing this. The Faience represents the first knownShow MoreRelatedThe Dust Bowl1192 Words   |  5 Pagesat a full moon. When he reached his house, his father rushed him inside. The first of many dust storms hit and the period known as the Dust Bowl began. The Dust Bowl was a brutal time period in Midwestern history; farmers were pushed off their land and forced to find new homes in new states. On a website called Drought Disasters, sponsored by Browing University, it was written â€Å"the seeds of the Dust Bowl may have been sown during the early 1920s. However, overproduction of wheat coupled with theRead MoreThe Dust Bowl 950 Words   |  4 PagesThe Dust Bowl was a treacherous storm, which occurred in the years of the 1930’s, which affected the Midwestern people, an example the farmers, which taught us new technologies and methods of farming. John Steinbeck wrote in his novel from 1939 The Grapes of Wrath: And then the dispossessed were drawn west- from Kansas, Oklahoma, New Mexico, Texas; from Nevada and Arkansas, families, tribes, dusted out, Caravans, carloads, and homeless. Totals of 20,000, 50,000, 100,000, and 200,000 people. TheyRead MoreDust Bowl Essay1233 Words   |  5 PagesThe Dust Bowl was a treacherous storm, which occurred in the 1930s, that affected the midwestern people, for example the farmers, and which taught us new technologies and methods of farming. As John Steinbeck wrote in his 1939 novel The Grapes of Wrath: And then the dispossessed were drawn west- from Kansas, Oklahoma, Texas, New Mexico; from Nevada and Arkansas, families, tribes, dusted out. Carloads, caravans, homeless and hungry; twenty thousand and fifty thousand and a hundred thousand and twoRead MoreThe Dust Bowl Essay1436 Words   |  6 PagesOklahoma, Kansas, Colorado, and New Mexico—the Dust Bowl was a time where over 100 million acres of topsoil were stripped from fertile fields leaving nothing but barren lands and piles of dust everywhere (Ganzel). While things were done to alleviate the problem, one must question whether or not anyone has learned from this disaster. If not, one must look into the possibility that the United States may be struck by such a destructive drought as the Dust Bowl, if not a worse one that would leave us withRead MoreThe Dust Bowl Essay1038 Words   |  5 PagesThe Dust Bowl The Dust Bowl was the darkest moment in the twentieth-century life of the southern plains, (pg. 4) as described by Donald Worster in his book The Dust Bowl. It was a time of drought, famine, and poverty that existed in the 1930s. Its cause, as Worster presents in a very thorough manner, was a chain of events that was perpetuated by the basic capitalistic societys need for expansion and consumption. Considered by some as one of the worst ecological catastrophes in theRead MoreThe Cause Of The Dust Bowl1181 Words   |  5 Pages16 October 2017  Outline Thesis: The Dust Bowl of the 1930s forever changed how Americans thought of and treated our farm lands in the Great Plains. Introduction I. Causes of the Dust Bowl A. The Drought in the Great Plains B. Improper Tending of the Land II. People Affected by the Dust Bowl A. Lawrence Srobin, Aris D. Carlson, and John Steinbeck B. Statistics of the Damage C. Farmer’s Problems Before the Dust Bowl III. FDR’s Fix for the Dust Bowl A. Strategic Planting of Trees in theRead More Dust Bowl Essay915 Words   |  4 Pagesanswers.com, a dust bowl is a region reduced to aridity by drought and dust storms. The best-known dust bowl is doubtless the one that hit the United States between 1933 and 1939. One major cause of that Dust Bowl was severe droughts during the 1930’s. The other cause was capitalism. Over-farming and grazing in order to achieve high profits killed of much of the plain’s grassland and when winds approached, nothing was there to hold the devastated soil on the ground. The Dust Bowl affected the GreatRead MoreThe Great Depression And Dust Bowl1165 Words   |  5 PagesDepression/Dust Bowl The ‘Dirty Thirties’ is perhaps one of the most known time periods in American History. During the 1930s, the worst and longest drought occurred in the United States, this was also know as the Dust Bowl. According to Christopher Klein, the Dust Bowl is considered both a man-made and natural disaster. In fact, many events contributed to the Dust Bowl such as poor farming techniques, a severe drought, and economic depression. One of the main causes of the Dust Bowl was the poorRead MoreThe Dust Bowl and Agriculture Essay1070 Words   |  5 Pages One has not experienced the life of living in dirt until he has been in the dust bowl. It was a decade-long dust storm that impacted hundreds of farmers and their farmlands. Hardship was among one of the influences of the storm, which affected both farm workers and city folks. The storm also brought the elements of destruction and darkness, which reigned chaos across the Plains. Together, these issues gave the storm its popular name, â€Å"black blizzard† (Documentary, 2014). Such a name was given dueRead MoreThe Black Blizzard And The Dust Bowl1570 Words   |  7 PagesDuring the Dust Bowl many people and kids have suffered, many lost their home and their towns got ruined. One of the people who has suffered in the Dust Bowl is Ashton. When Ashton went to his school he was immediately pulled in by his teacher Mrs. Kam. He was then told that the entire middle east was affected by the Dust Bowl and that a black blizzard will hit very soon. Then the winds outside started to get faster, the windows getting hit by all the dust gathered from the storm, but luckily for

The Indigo Spell Chapter Eight Free Essays

string(169) " favor to ask me\?† While I wasn’t responsible for my human friends in the same way I was the Moroi and dhampirs, I still had a tendency to look after them\." I THINK ADRIAN WOULD’VE gone hunting Ms. Terwilliger’s sister with me then and there. Amberwood’s curfew wouldn’t allow it, and besides, it was something I wanted to do in daylight. We will write a custom essay sample on The Indigo Spell Chapter Eight or any similar topic only for you Order Now To his credit, he did heal Marcus without them getting into a fistfight, so that was progress. Marcus lost a little of his animosity and tried to engage Adrian in conversation about what spirit could do. Adrian gave wary responses and looked relieved when Sabrina showed up to take Marcus away. He gave me a mysterious farewell, simply saying he’d text me soon about the â€Å"next stage.† I was too tired to ask for more details and headed back to my dorm to sleep off what had been a pretty crazy day. I was awakened at the crack of dawn by heavy pounding at my door. I squinted at the clock, grimacing when I saw that it was an hour earlier than I usually got up. I stayed in bed, hoping whoever it was would go away. If there was something really urgent happening, someone would’ve called me on my cell phone. The display showed no missed calls, however. Unfortunately, the knocking didn’t stop. With a feeling of dread, I finally dragged myself up, half-afraid of what I’d find outside my door. It was Angeline. â€Å"Finally,† she said, inviting herself into my room. â€Å"I thought you’d never answer.† â€Å"Sorry,† I said, shutting the door behind her. â€Å"I was busy sleeping.† She walked right up to my bed and sat down like she owned it. I really didn’t know her schedule, but she always struck me as a late riser. Apparently not today. She was dressed in a school uniform, with her brilliant red hair pulled back in what was, for her, a rather tidy ponytail. â€Å"I have a problem,† she said. My feeling of dread grew. I turned on my coffeemaker, which I always had ready with fresh grounds and water. Something told me I was going to need a cup to get through this. â€Å"What’s going on?† I asked, settling into my desk chair. I made no attempt at even guessing. When it came to Angeline, her problems could range from throwing a desk in rage or accidentally spilling hydrochloric acid on another student. Both had happened recently. â€Å"I’m failing math,† she said. This was unwelcome but not unexpected news. Angeline’s mountain community, while still educating its children, didn’t quite match the standards of Amberwood’s elite curriculum. She struggled in a number of her classes but had managed to scrape by so far. â€Å"I’m already in trouble in my Spanish class,† she added. â€Å"But that pinata I made got me some extra credit, so I’m hanging in there okay for now.† I’d heard about the pinata. It had been for her class’s cultural day, and she’d been so thorough with her papier-mache that none of her classmates had been able to open it through normal means. Angeline had ended up beating it against a wall and had to be stopped by her teacher when she’d produced a lighter. â€Å"But if I slip there and in math, I could get expelled.† That dragged me away from the flammable pinata and back to the present. â€Å"Ugh,† I said, having no better way to articulate my thoughts. The problem with a school that had high standards was . . . well, it had high standards. Trouble in one class might be tolerated, but not two. And if Angeline got kicked out, we’d be down one level of security for Jill – not to mention the fact that I’d probably get blamed for it all. â€Å"Ms. Hayward told me I need to get a tutor. She says I either need to get better or at least show I’m trying.† That was promising, I supposed. Even if a tutor couldn’t help, hopefully the school would be lenient with her good faith effort. â€Å"Okay,† I said. â€Å"We’ll get you a tutor.† She frowned. â€Å"Why can’t you do it? You’re smart. You’re good at math.† Why couldn’t I? Well, first I had to stop an evil sorceress from sucking the youth and power from innocent girls. Then I had to crack the secrets and lies that the organization I’d been born into was telling me. Instead I said, â€Å"I’m busy.† â€Å"You have to do it. It’d be easy for you,† she protested. â€Å"Really busy,† I said. â€Å"I’m surprised Eddie can’t do it.† His name brought a smile to her face. â€Å"He offered, but his grades are just average. I need someone really good.† â€Å"Then I’ll get you someone really good. I just can’t do it myself right now.† Angeline didn’t like that answer, but at least she didn’t flip over my desk. â€Å"Okay. Fine. Just hurry up.† â€Å"Yes, your majesty,† I muttered, watching her strut out of my room in a huff. At least Angeline’s academic problems were something a little easier to deal with than the other supernatural intrigues occupying my time. Since I was already awake and had coffee, I decided there was no point in going back to sleep. I showered and dressed, then caught up on some extra homework while I waited for breakfast. When the serving time started in our cafeteria, I headed downstairs and lingered near the entrance. It only took about five minutes before my friend Kristin Sawyer came by. She always went running before class started and was usually one of the first in line for breakfast afterward. She was also in AP calculus with me. â€Å"Hey,† I said, falling in step with her. â€Å"Good run?† â€Å"Great run,† she said. There was still a little sweat on her dark skin. â€Å"A lot nicer now that the weather’s cooler.† She eyed me curiously. â€Å"I don’t usually see you here this early. I don’t usually see you eat breakfast.† â€Å"It’s the most important meal of the day, right?† I selected oatmeal and an apple. â€Å"Besides, I have a favor to ask you.† Kristin nearly dropped the plate of scrambled eggs one of the servers handed to her. Her brown eyes widened. â€Å"You have a favor to ask me?† While I wasn’t responsible for my human friends in the same way I was the Moroi and dhampirs, I still had a tendency to look after them. I’d helped Kristin a number of times. â€Å"Yeah . . . my cousin Angeline needs a math tutor.† There was an expectant look on Kristin’s face, like she was waiting for me to finish my story. Then understanding hit. â€Å"Who, me? No. No way.† â€Å"Oh, come on. It’d be easy.† I followed her to a table, having to hurry to catch up. I think she thought that if she walked quickly enough, she might be able to escape my request. â€Å"She’s in remedial math. You could tutor her in your sleep.† Kristin sat down and gave me a long, level look. â€Å"Sydney, I saw your cousin punch a grown man and throw a speaker at someone. Do you really think I’m going to sign on for a job that makes her do work she doesn’t want to do? What if she gets frustrated at what I’m telling her? How do I know she won’t stab me with a compass?† â€Å"You don’t,† I admitted. â€Å"But I think it’s unlikely. Probably. She really wants to improve her grade. Otherwise, she could get kicked out.† â€Å"Sorry.† Kristin actually did look legitimately apologetic. â€Å"You know I’d do almost anything for you – but not this. You’re going to have to find someone who’s not afraid of her.† I thought about her words over and over as I headed off to history class. She was right. But the only people completely at ease around her were Eddie and Jill, and they were off the list as tutors. I wondered if maybe I should offer up money to someone when I went to calculus later. â€Å"Miss Melbourne.† Ms. Terwilliger was back in her classroom, no doubt to the relief of yesterday’s sub. She waved me up to her messy desk and handed me a single sheet of paper. â€Å"Here’s the list we discussed.† I scanned it. It contained the names of six girls as well as their addresses. These must be the ones she’d mentioned, girls with known magical aptitude but no coven or teacher to look out for them. All the addresses were in the Los Angeles metropolitan area. â€Å"I trust Mrs. Santos got you the other information you needed for your project?† â€Å"Yes.† Mrs. Santos had emailed me the historical neighborhoods she knew about, and I’d narrowed them down to a couple likely candidates. â€Å"I’ll start working on the, uh, project this weekend.† Ms. Terwilliger arched an eyebrow. â€Å"Why are you putting it off? I’ve never known you to procrastinate on an assignment.† I was a little startled. â€Å"Well . . . normally I don’t, ma’am. But this is going to take some extra time – travel time – and I don’t have enough of it on school days.† â€Å"Ah,† she said, realization hitting her. â€Å"Well, then, you may use your independent study for it. That’ll give you extra time. And I’ll tell Mrs. Weathers you may be coming in after curfew. I’ll make sure that she’s accommodating. This project is of the utmost importance.† There was no protest I could make. â€Å"I’ll start today, then.† As I was walking back to my desk, a voice said, â€Å"Jeez, Melbourne. Just when I thought that independent study you had with her couldn’t get any easier . . . now you don’t even have to show up for class?† I paused to give Trey a smile. He was Ms. Terwilliger’s assistant during this class period, meaning he did a lot of filing and photocopying. â€Å"It’s a very important assignment,† I said. â€Å"I guess. What is it?† â€Å"It’d bore you.† I did a double take as I looked him over. I didn’t even have to grope for a change in conversation. â€Å"What happened to you?† His eyes were bloodshot, and the unkempt state of his black hair suggested he hadn’t had a shower this morning. There was a sallow, almost sickly hue to his normally tan skin. He gave me a weak smile and lowered his voice. â€Å"Craig Lo’s brother scored us some beer last night. It was from some microbrewery I guess that’s good.† I groaned. â€Å"Trey, I thought you were better than that.† Trey managed as much of an indignant look as he could in his hungover state. â€Å"Hey, some of us like to have a little fun now and then. You should give it a shot sometime. I already tried to help you with Brayden, but you messed that up.† â€Å"I didn’t mess anything up!† Brayden was a barista who worked with Trey, one who rivaled me when it came to a love of academia and random knowledge. Our brief relationship had been full of facts and low on passion. â€Å"He broke up with me.† â€Å"You wouldn’t guess it. Did you know he writes all this lovesick poetry about you on his breaks?† I was taken aback. â€Å"He . . . he does?† The reason Brayden had broken up with me was because my various duties to my vampire family had constantly interfered with the two of us, forcing me to neglect him and cancel a lot. â€Å"I feel kind of bad he took it that hard. I’m surprised he’d have such a, I don’t know, outburst of passion.† Trey snorted. â€Å"I don’t know that it’s that passionate. He’s more concerned about form and sits around with books detailing iambic pentameter and sonnet analysis.† â€Å"Okay, that sounds more like him.† The bell was about to ring, so I had started to return to my seat when I noticed something on Trey’s desk. â€Å"You’re not done with that?† It was a big homework assignment we had for our chemistry class, involving a number of complicated acid and base problems. It was due in our next period, and it seemed unlikely Trey would finish in time since all he had on the paper so far was his name. â€Å"Yeah . . . I was going to finish it last night, but . . .† â€Å"Right. The beer. Having fun.† I didn’t even bother to hide my disapproval. â€Å"That’s a huge part of our grade.† â€Å"I know, I know.† He looked down at the papers with a sigh. â€Å"I’ll finish as much as I can before then. Partial credit’s better than no credit.† I studied him for a moment and then made a decision that went against many of my basic principles. I reached into my messenger bag and handed him my completed homework. â€Å"Here,† I said. He took the pages with a frown. â€Å"Here what?† â€Å"It’s the assignment. Use my answers.† â€Å"I. . . .† His jaw dropped. â€Å"Do you know what you’re doing?† â€Å"Yes.† â€Å"I don’t think you do. You’re giving me your homework.† â€Å"Yes.† â€Å"And telling me to pass it off as my homework.† â€Å"Yes.† â€Å"But I didn’t actually do the work.† â€Å"Do you want them or not?† I asked in frustration. I started to take the papers back, but he pulled them close. â€Å"Oh, I want them,† he said. â€Å"I just want to know what you want in return. Because this doesn’t really make up for getting me ostracized from my family and friends.† He kept his tone light, but I heard the edge of bitterness. There it was. No matter how friendly he and I were, our respective allegiances to the Warriors and the Alchemists would always be between us. Maybe it was a joke now . . . but someday it wouldn’t be. â€Å"I need a favor,† I explained. â€Å"A small one, really. Has nothing to do with any of that . . . stuff.† Trey looked understandably wary. â€Å"Which is?† The bell rang, so I spoke quickly. â€Å"Angeline needs a math tutor or else she’ll fail. And if she fails, she’ll get kicked out of school. It wouldn’t be hard for you at all. And it’d look good on your college applications.† â€Å"Your cousin’s a little unstable,† he said. But he didn’t say no, so I thought that was a good sign. â€Å"You used to think she was hot,† I reminded him. â€Å"Yeah, that was before. . . .† He didn’t finish, but I knew. Before he found out she was a dhampir. The Warriors had the same taboos the Alchemists did about relationships between the races. â€Å"Okay,† I said. â€Å"I understand. I’ll just take my homework and go.† I held out my hand, but he didn’t give the papers back. â€Å"Wait, I’ll do it. But if she injures me, I hope you’ll feel really bad. Basketball season just started, and the team will fall apart if I’m sidelined because of her.† I grinned. â€Å"I’ll be devastated.† Angeline was not so thrilled when I told her at lunch. She flushed with rage and looked like she was about ready to throw her tray across the cafeteria. â€Å"You expect me to work with that . . . that . . . vampire hunter?† she demanded. I wondered if she’d had another name in mind but had held back in some remarkable show of restraint. â€Å"Especially after what they tried to do to Sonya?† â€Å"Trey’s not like the rest of them,† I said defensively. â€Å"He refused to kill her and even went through the trouble of getting me in to help her – which ended up severely messing up his life, I might add.† Eddie looked amused, despite the grim subject. â€Å"You should also add that he wants very, very badly to get back to that old life.† I pointed at Eddie with my fork. â€Å"Don’t tell me you think Trey’s a bad choice too.† â€Å"For tutoring?† He shook his head. â€Å"Nah, he’s fine. I’m just saying you shouldn’t be so quick to assume everything’s happy and bright with him. It seems pretty likely his group’s working against us.† â€Å"He’s my friend,† I said, hoping my firm tone would put an end to the discussion. After a few more assurances, Eddie convinced Angeline to work with Trey, reminding her she needed to keep her grades up. Still, Eddie’s words haunted me. I believed absolutely that Trey was my friend but again wondered when that rift between us would rear its ugly head. When Eddie and Angeline left to go to their afternoon classes, I asked Jill to hang back at the table for a minute. â€Å"What’s Adrian doing right now?† â€Å"He’s in his painting class,† she said promptly. â€Å"The bond must be running strong today, huh?† I asked. Sometimes her view of his mind and experiences was clearer than others. She shrugged. â€Å"No, but it’s eleven on Tuesday.† â€Å"Right,† I said, feeling foolish. I knew everyone’s schedules; it was necessary for my job. â€Å"I should’ve realized that. Do you think he’d be able to meet up with me after school?† â€Å"To go on that witch hunt? Yeah, he’d probably leave right now.† Jill knew what Adrian knew, so she’d also been briefed about my search for Veronica. While I’d learned to accept Jill’s knowledge as part of confiding in Adrian, it was still a little shocking for me to hear these forbidden topics discussed openly. Seeing my stunned reaction, Jill smiled a little. â€Å"Don’t worry,† she said. â€Å"I keep Adrian’s secrets. And yours.† The bitterness in her voice also caught me off guard. â€Å"Are you mad at me?† I asked, puzzled. â€Å"You’re not . . . you’re not still upset about what happened between Adrian and me, are you? I thought you’d eased up on that.† Although Adrian’s proclamation of loving me against the odds had been unsettling, his more relaxed attitude had come through in her until now. â€Å"Adrian has,† she said. â€Å"He doesn’t see the danger of you running around with another guy.† I was lost. â€Å"Another guy? You don’t mean . . . Marcus? That’s crazy.† â€Å"Is it?† asked Jill. The bond was so strange at times. Jill was jealous on Adrian’s behalf. â€Å"He’s human, you’re human. You’ve both got this rebel Alchemist thing going on. And I saw him. He’s pretty cute. There’s no telling what could happen.† â€Å"Well, I know what could happen: nothing,† I said. Even through a psychic bond, Marcus could win over girls. â€Å"I just met him. I don’t even know if I can entirely trust him, and I certainly don’t have any feelings for him. Look, I get that you want to help Adrian, but you can’t be mad at me about what happened. You know why I turned him down – especially after Micah.† Micah was Eddie’s human roommate, and even though she knew human-vampire relationships couldn’t get serious, she’d still been surprised at just how complex and difficult the situation had been. â€Å"Yeah. . . .† She frowned, no doubt conflicted over Adrian’s feelings and what she knew was true. â€Å"But maybe with Adrian, I don’t know. Maybe things could be different. Or maybe there’s at least a way to make them less painful for him.† I looked away, unable to meet her eyes. I didn’t like to think of Adrian in pain, but what else could I do? What did either of them expect me to do? We all knew the rules. â€Å"I’m sorry,† I said, picking up my tray and standing. â€Å"I never asked for any of this. Adrian will get over me.† â€Å"Do you really want him to get over you?† she asked. â€Å"What? Why would you even ask something like that?† She didn’t answer and instead made a great show of stirring around her mashed potatoes. When I realized she wasn’t going to elaborate, I shook my head and walked off toward the exit. All the while, I could feel her watching me as that question echoed in my mind: Do you really want him to get over you? How to cite The Indigo Spell Chapter Eight, Essay examples

Value based leadership & Management- Free-Samples-Myassignment

Question: What advantages are there in developing values-based leadership in an authority- or rules-based. Answer: The organizations nowadays are facing extreme competition from the domestic as well as overseas organization. Globalization has changed the entire economy. The organizations require to have some competitive advantage in order to remain ahead of its competitors. Many of the organizations nowadays claim that the human resources of their organization make them distinct from the others as the other resources used by the organizations are more or less same. Here rises the importance of an efficient leader who is capable of managing and directing the human resources on the right track so that they can achieve the goals and objectives of an organization (Edward Hopkins, 2016). Value based leadership refers to that form of leadership that emphasizes upon the characteristics and behavior of a leader rather that the power and position of a leader. A value based leader is not required to make others follow him or her instead, the behavior of a value based leader compels other to follow him or her. A value based leader is capable of ensuring that the subordinates believe in the same values as the leader. The leader also ensures that his or her personal values are closely associated with the organizational values. The concept of value based leadership has gained huge importance in several significant industries. There are several rule or authority based organizations which have utilized value based leadership practices for bringing positive changes within the organization (Frost, 2014). One of the rule and authority based organizations is military wherein the individuals follow strict rules and regulations and work together towards the achievement of the organizational objective. These organizational objectives are the specific missions that the officers and cadets work on. The military forces of every nation go through tough training and so does the armed forces in the US. The military forces in US follow the value based leadership model that has resulted in the emergence of efficient leaders in the armed forces. One such inspirational leader who followed the value based leadership practices was Lieutenant General Jane Wolfenbarger, Vice commander of AFMC. Wolfenbarger has become an example of value based leader who has been able to reach the heights of her career as a result of her integrity, honesty and value based leadership style (General Janet C. Wolfenbarger Biography, 2017). The leadership practices differ from one organization to another. The leadership practices followed by the military leaders largely vary from the leadership practices followed by the other business oriented organizations. The leadership trainings provided to the officers in military services are distinct from those in other organizations (Storberg-Walker Storberg-Walker, 2017). The organizational objectives and goals of the military services differs from that of the business organizations. The business organizations aim at generating profits however, the military aims at ensuring the safety of ones nation (Bienen, 2017). The military emphasizes more upon values while on the other hand the business- oriented associations emphasize more upon the revenues. The difference in the ultimate objectives of the organizations gives rise to different forms of leadership practices. Value based leadership emphasizes much upon the integrity of the leaders. It is when the leaders value integrity, the belief of being honest arises (Northouse, 20151). This belief results in the development of ideas and thoughts related to integrity. The thoughts lead to ethical choices and the choices result in the incorporation of the value of integrity in the behavior of an individual according to which he or she acts. Integrity helps the leaders in creating their positive reputation within an organization. A leader who possesses the quality of integrity is able to handle difficult situations more wisely. Integrity is an important trait that is necessary to be found in the military officers and cadets (Storberg-Walker Storberg-Walker, 2017). Lieutenant General Jane Wolfenbarger, Vice commander of AFMC wanted to reorganize AFMC that demanded the application of the lifetime military leadership skills and experience obtained by her (Us, 2017). The Department of Defense wanted to curb its expenses by $487 billion by 2022 due to which the military services were ordered reduce the number of human resources that would result in the elimination of 9000 civilian jobs. As a result the team of Wolfenbarger proposed elimination of seven centers that comprised AFMC. There were total twelve centers that had several roles in the missions. The commanders at each centre did their tasks in their personalized ways, which lacked in team spirit. However, her plan for restructuring the organization was opposed by several retired senior leaders. Despite all such oppositions, Wolfenbarger remained determined and her integrity and self- confidence enabled her to achieve her goals. Military associations face intense and complicated issues that can be only solved when the leaders possess exceptional leadership qualities. Value based leadership enables the military officers and leaders to solve the organizational issues efficiently (Nahavandi, 2016). Military faces several delicate issues that are to be solved very carefully as it would otherwise lead to severe conditions. Value based leadership enables the officers and leaders in the armed forces to handle such situations along with maintaining the values of the organization that help in curbing such problems. the implementation of value based leadership protects an organization from several outside and inside threats by maintaining an environment of harmony and peace (Storberg-Walker Storberg-Walker, 2017). Value based leadership encourages the leaders to develop their relationships with the subordinates as consider their feedbacks and suggestions while making important decisions. This form of leadership helps in building strong inter- personal relationships between the cadets as well as between the cadets and the officers. A good organizational environment enables the military members to focus upon their duty and execute the missions more efficiently. Value based leadership helps in establishing a good working environment results in friendly relationships between the organizational members (Smith, 2014). In case of military or armed forces, value based leadership has proven to be very useful in improving the performance of the members. Military is considered as a closed group wherein the members have similar thoughts and beliefs. The military officers and leaders practice value based leadership before executing a mission. The value based leadership enables them to prepare the cadets for the mission and improve them (Nahavandi, 2016). The leaders guide the cadets and lead them towards the achievement of the objectives and goals of the mission. value based leaders are capable of bringing drastic changes within an organization that shall have positive impacts in the future. Wolfenbarger also used value based leadership in bringing changes by considering Congress as a stakeholder of AFMC. Value based leadership is an important part of military organizations that enable the leaders to influence the other members. This enables the leaders to make decisions while considering feedbacks and s uggestions from all the stakeholder groups. Value based leadership emphasizes upon the behavior of the leaders that attract the followers towards him or her and the leaders encourage the followers to work harder (Uribe, 2012). The military officers and leaders develop their mission plans by taking into consideration the suggestions and ideas of the other members that helps them to devise a better suitable plan that would be more effective. Value based leadership not only enables the leaders to devise suitable plans but also makes it easier for the leaders to implement and execute the plans with the cooperation of the other members (Nahavandi, 2016). The career development and success of Wolfenbarger has set an example that value based leadership can help an individual achieve his or her personal goals along with fulfilling the organizational goals and objectives. She thought of becoming a value based leader since the time she faced loud and stern instructors in her training process. She thought of behaving good with the trainees if she becomes an instructor in future. Value based leadership enables the organization to grow along with the organizational members. Too much control and dictatorship leads to inefficiency of the other members that leads to the failure of an organization. Value based leadership emphasizes upon treating the subordinates in a manner that they would respect their leaders and try to become like them. A value based leader is capable of molding the subordinates and instilling the qualities of honesty, integrity and trust within them (Storberg-Walker Storberg-Walker, 2017). A value based leader is capable of handing sensitive situations efficiently without letting any harm being caused to the organization. Value based leaders invest their time and efforts towards the development of their subordinates. They equally emphasize upon the needs and requirements of their subordinates in order to keep them satisfied. They help in the overall development of the subordinates and help them in improving themselves. These leaders do not expect their subordinates to be perfect instead, they guide their subordinates to improve their efficiency. The military leaders also emphasize more upon the improvement of their cadets. The value based leaders help in the overall growth and development of their subordinates while aligning their growth with the growth of the organization that leads an organization towards success. References Army Values. (2017).Army.mil. Retrieved 28 August 2017, from https://www.army.mil/values/ Bienen, H. (Ed.). (2017).The military and modernization. Routledge. Edward Hopkins, W. (2016). Values-based leadership effectiveness in culturally diverse workplaces. Emeraldinsight.com. Retrieved 28 August 2017, from https://www.emeraldinsight.com/doi/abs/10.1108/CCSM-11-2014-0125?mobileUi=0journalCode=ccsm Frost, J. (2014). Values based leadership.Industrial and commercial training,46(3), 124-129. General Janet C. Wolfenbarger - Biography. (2017).Uncfsu.edu. Retrieved 26 August 2017, from https://www.uncfsu.edu/documents/govandcommunity/speaker-series/Gen-Wolfenbarger.pdf Nahavandi, A. (2016).The Art and Science of Leadership -Global Edition. Pearson. Northouse, P. G. (2015).Leadership: Theory and practice. Sage publications. Smith, D. (2014). Value Based Leadership. Storberg-Walker, J., Storberg-Walker, J. (2017). Broad influence: how women are changing the way American works.European Journal of Training and Development,41(2), 194-195. Uribe, B. R. (2012).Values-based leadership of senior leaders in finance, the military, and entrepreneurial organizations. Pepperdine University. Us, A. (2017). GENERAL JANET C. WOLFENBARGER U.S. Air Force Biography Display. Af.mil. Retrieved 28 August 2017, from https://www.af.mil/About-Us/Biographies/Display/Article/107934/general-janet-c-wolfenbarger/

Logic And The Meaning Of Life Essays - Religion, Philosophy

Logic and the Meaning of Life In approaching the meaning of life we have to examine the nature of meaning itself. Meaning is by definition the point, or the intended goal. Consider the point of humans and the universe as seen from monotheistic religion. If life and the universe is some sort of toy or form of entertainment for some prime mover, his point, his own entertainment, would then be the meaning of humans and the universe. Consider the goals of the deities of various cultures. Some strive for a balance between the forces of 'good' and 'evil'. This balance seems to simply be a choice of the deity, the way he thinks it ought to be. The concept of a prime mover as a source of the meaning of life is flawed, because in talking about an actual point to absolutely everything, we are simply considering the goals of a being more powerful than ourselves who has chosen one of many possible goals that humans can conceive of. This is to say that, if a god like this exists, his goal for life and the universe is not nece ssarily valid as a meaning of life, the universe, and himself. For instance, the Bible claims that the Christian deity created the universe and placed humans in it that they might be in awe of his power. If this is so, why is worship the correct response? The meaning of the universe as created by God is the entertainment of God, but what is the meaning of the larger system containing God and his creations? We could conceive of an even 'primer' mover, but that simply takes us all the way back into the wall of infinite regression. When I first read the Bible, it struck me as neutral on the idea of worship. The Bible flat out tells you that God created humans so that they would be in awe of him, which amounts to saying God created us to inflate his ego. We are to God as our pets are to ourselves, sources of unconditional love. In the book of Job, God essentially makes a gentleman's bet with Satan that Job's worship is genuine and not inspired by God's kindness. In other words, you throw a rock at my dog and I'll swing my arm so it looks I threw it, and we'll see if he still comes when I call him. In the end, Job is not simply the dog, because he questions God's throwing of the rock. God's response is consistent with his goal of inspiring awe. Even though the idea of a bet with Satan is well within Job's grasp, God claims that his purpose was inconceivable to Job. God is simply fortifying the concept that is critical to the continuance of human worship: that with inconceivable power comes incredible intelligence and unknowable purpose. The narrator of the Bible, which is supposedly God himself, speaking through humans, never directly says that he should be worshipped. This is merely the interpretation of humans, who may be created in God's image with one crucial difference, the need to worship. Perhaps then, God is after the meaning of life. Imagine a being so powerful as to be able to create and mould the universe, who, like Roman and Greek gods, is only marginally more intelligent than his creations. Perhaps God, in all his ridiculous power, cannot change himself. In order to find the meaning of his own existence he creates the human race so that we might evolve to an intelligence greater than his own, in much the same way that a computer programmer wishes to create true AI, an intelligence greater than human, which might 'evolve' within a computer. We are given the title of pet and the instinct of worship while the creator waits for a companion in the search for meaning. Of course this is wrong, or I would have been struck by a lightning bolt during that last sentence and brought to God's side. Or perhaps God is not aware of his own success yet, or perhaps I am not the first to uncover God's purpose, and my predecessor is debating meaning with God as we speak. Or perhaps I

Students Skipping School Essays

Students Skipping School Essays Students Skipping School Paper Students Skipping School Paper Truancy has been a problem since the first schools. In the past, students were punished by parents and their schools for skipping. Today however, with many human rights laws and rules against punishing children (Parliament of Canada), truancy comes with almost no consequences and has grown in popularity (The Independent). Truancy is often caused by the students family problems, abuse and neglect, mental and physical health issues, drug and alcohol abuse, low self esteem, lack of friends, safety concerns and a number of other reasons. Some effects of truancy on students include involvement in crime, more likely to be unemployed, decreased academics, and risk of not obtaining a higher education (GTC Michigan). Truancy not only effects the truant student itself, but also an entire class, when a teacher slows down to help him catch up. Theory  B.F. Skinner (1904-1990) was only concerned with observable behaviors, not the mental processes behind them. Skinner used animals to study how the use of rewards and punishment can influence behavior, which became known as operant conditioning. He performed the Skinner box experiment, where a rat in a cage must press a button for food to be released into the cage. After the food has run out, the rat stopped pressing the button after a few futile attempts. This is called extinction. Abraham Maslow (1908-1970) studied â€Å"self actualizing† people, which is reaching ones full potential, only after basic needs are met. Maslow created his Hierarchy of Needs, it explains that basic needs must be fulfilled before higher order needs become important.  Carl Rogers (1902 – 1987) developed client-centered therapy. This approach focuses on the potential of each person to realize his or her own growth in self-awareness and self-fulfillment. I think B.F Skinners research could be applied to the issue of skipping school the best. Although therapy is important for truant students, rewards and punishments are more important. School is a place that teaches discipline, and Skinners idea demonstrates just that.  Solutions  The following are some possible solutions to dealing with truancy in the classroom.  1. Make students feel needed at school. To do this, teachers can assign certain responsibilities to the students, such as group projects. This way, the students will feel a responsibility to others and may be less likely to skip because they will feel guilty. 2. Use a reward system (operant conditioning). Offer truant students a reward for perfect attendance for a certain amount of time. This may encourage them to attend school for the reward.  3. Make students feel liked at school. To do this, teachers can display students work, be supportive of students, and engage students in group activities and clubs where they can be social and do work at the same time.  4. Work together with the truant students families. Find out why the student skips school and figure out a solution to prevent or change this behavior. This is an effective method because the families know the students the best and can find productive solutions together with the school. 5. Find out why the students skip school and figure out a solution. Counseling groups and guidance counselors are very important for this role, but they must respect the students opinions and statements and work with them to fix their problems (client-centered therapy).  6. Some students skip school because they are failing and see no point of returning to school. Teachers should give these students an opportunity to make up for their missing work and provide extra help at lunch or after school.  7. Make sure that the school is a safe and positive atmosphere for all students. Teach students to respect each other through assemblies and in class work. Increase teacher supervision. Conduct student surveys to find out how they feel about the school environment. Be open to suggestions from students on how to improve the school environment.

Overseas Territories of the United Kingdom

Overseas Territories of the United Kingdom The United Kingdom (UK) is an island nation located in Western Europe. It has a long history of worldwide exploration and it is known for its historic colonies around the world. The UKs mainland consists of the island of Great Britain (England, Scotland,  and Wales) and Northern Ireland. In addition, there are 14 overseas territories of Britain that are remnants of former British colonies. These territories are not officially a part of the UK, as most are self-governing (but they do remain under its jurisdiction). List of British Territories The following is a list of the 14 British Overseas Territories arranged by land area. For reference, their populations and capital cities have also been included. 1. British Antarctic Territory Area: 660,000 square miles (1,709,400 sq km) Population: No permanent population Capital: Rothera 2. Falkland Islands Area: 4,700 square miles (12,173 sq km) Population: 2,955 (2006 estimate) Capital: Stanley 3. South Sandwich and the South Georgia Islands Area: 1,570 square miles (4,066 sq km) Population: 30 (2006 estimate) Capital: King Edward Point 4. Turks and Caicos Islands Area: 166 square miles (430 sq km) Population: 32,000 (2006 estimate) Capital: Cockburn Town 5. Saint Helena, Saint Ascension, and Tristan da Cunha Area: 162 square miles (420 sq km) Population: 5,661 (2008 estimate) Capital: Jamestown 6. Cayman Islands Area: 100 square miles (259 sq km) Population: 54,878 (2010 estimate) Capital: George Town 7. Sovereign Base Areas of Akrotiri and Dhekelia Area: 98 square miles (255 sq km) Population: 14,000 (date unknown) Capital: Episkopi Cantonment 8. The British Virgin Islands Area: 59 square miles (153 sq km) Population: 27,000 (2005 estimate) Capital: Road Town 9. Anguilla Area: 56.4 square miles (146 sq km) Population: 13,600 (2006 estimate) Capital: The Valley 10. Montserrat Area: 39 square miles (101 sq km) Population: 4,655 (2006 estimate) Capital: Plymouth (abandoned); Brades (center of government today) 11. Bermuda Area: 20.8 square miles (54 sq km) Population: 64,000 (2007 estimate) Capital: Hamilton 12. British Indian Ocean Territory Area: 18 square miles (46 sq km) Population: 4,000 (date unknown) Capital: Diego Garcia 13. Pitcairn Islands Area: 17 square miles (45 sq km) Population: 51 (2008 estimate) Capital: Adamstown 14. Gibraltar Area: 2.5 square miles (6.5 sq km) Population: 28,800 (2005 estimate) Capital: Gibraltar

Anode materials in Li-ion batteries Research Paper

Anode materials in Li-ion batteries - Research Paper Example Moreover, future development requires different ways of improving the anode materials which shall be discussed in this paper. The paper would be of prime importance for engineers and electronic professionals dealing in Li-ion Batteries whereas it will also benefit other researchers and people who are interesting in learning about the anode materials. Description Li-ion Battery is also known as Lithium ion battery which is primarily used as rechargeable support to different electronic devices. Currently its market sell is around 11 billion which is expected to reach 60 billion by 2020 (Li-ion batteries). Due to the technological advancements human lives are now prominently dominated by electronic gadgets and other devices. These portable electronic items require immense support of rechargeable batteries and hence Lithium ion Battery performs a very crucial role in the technological development. However, these batteries are associated with another important factor which directly impact s their performance and efficiency i.e. the properties of Anode materials used (Li-ion batteries). Source: Futurity 1 Li-ion batteries function on the basis of discharge and recharge of lithium ions. When Lithium ions are transferred from anode to cathode the Li-ion battery discharges. Subsequently it is attached to a socket in order to recharge the ions which now travel in opposite direction i.e. from cathode to anode. The property of materials used in anode substantially affects the capacity and performance of the battery. If some lapses occur in the performance of batteries then particular anode materials are replaced with substances having more capacity, density, battery life cycle, life span of the charge etc. (Li-ion batteries). The chemical reactions taking place in Li-ion batteries are presented below: Complete reaction in a cell of Li-ion Battery At Anode At Cathode The following diagram depicts the Li-ion battery in a functioning state and the movement of ions can be close ly observed. Source: Nexeon 1 Properties of Anode Materials Different anode materials are used in Lithium batteries depending upon the requirement of chargeable devices. The selection of material is further associated with the capacity constraints and the overall life of the battery. Graphite is commercially used in Li-ion battery. The first generation of Li-ion batteries was primarily operated with graphite anode material because it was found beneficial in placing the Lithium ions in to variable layers. Later on these materials were changed due to the limited capacity of graphite to store charge i.e. 300mAhg-1 (Li-ion batteries). Extensive research was conducted so as to identify other suitable materials which could be placed at anode and consequently silicon was examined to be more productive than graphite. Silicon gives the maximum gravimetric capacity while increasing the battery life. The volumetric capacity of anode significantly enhances with the insertion of lithium ions tak e in to the silicon material (Li-ion batteries). When a Li-ion battery is charged which is primarily designed with silicon anode material then the lithium ions enter the silicon ions subsequently increasing the volume by 400%. On the other hand when the battery discharges the lithium ions are removed from silicon material hence decreasing the overall volume. Although silicon has found to be more efficient than the graphite anodes but the continuous contraction and expansion ultimately causes