Atha Executive Plan Essay - 4887 Words

U05A1 Atha Executive Plan Human Resource Functional Area Accounting and Finance Functional Area Debra Marzett Instructor: Crystal Neumann Spring Quarter 2013 BUS3011 May 10, 2013 CONTENTS Executive Summary 4 Purpose Statement 5 Human Resource 5 Accounting and Finance 5 Goals and Activities 6 Human Resource 6 Accounting and Finance 7 Organizational Structure 8 Human Resource 8 Accounting and Finance: 9 Interview Questions 10 Human Resource Generalist 10 Accounting and Finance Analyst 11 Performance Standards 12 Human Resource 12 Accounting and Finance 13 Conclusion 14 References 15 Appendix I 16 a. Strategic Alignment Worksheet: Human Resource 16 1.0 Goals and Activities: 16 2.0 Interview Questions: 17 3.0 Purpose Statement: 18 4.0†¦show more content†¦Finally, organizational charts display the structure of the Accounting, Finance and the Human Resources functional areas of Atha Corporation. Purpose Statement Human Resource The Human Resource Department promotes organizational effectiveness by providing programs and services that plans, organizes, leads, and controls the company’s personnel. By hiring, qualify staff and retaining existing employees thus empowering Atha Corporation to meet its operational goals and objectives. The purpose statement promotes trust, motivation, collaboration, and support for the employees when it states that by â€Å"retaining existing employees will empower the organization to meet the operational goals and objectives. In order to be an effective manager (Robbins, 2013) states that â€Å"management is the process of getting things done, effectively and efficiently, through and with other people† (pg. 6). This statement defines why a purpose statement is the trait of an effective manager. Accounting and Finance The Accounting and Finance Department provides timely and accurate financial reporting and accounting services to Atha Corporation, its employees, departments, and stakeholders for compliance and strategic financial management. We are committed to leading in an honest and ethical manner while endorsing employee empowerment by providing an environment where everyone is stimulated to grow skillfully and individually. By establishing a purpose statement we determineShow MoreRelatedAtha Corp Executive Plan4583 Words   |  19 PagesAtha Coorporation’s Executive Plan Table of contents: Executive Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Description of functional area and purpose statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Goals and Activities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Organizational Structure†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦........... 5 Interview Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Performance Standards†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Conclusion of Personal Insight†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreEssay Atha Corporation Executive Plan3401 Words   |  14 Pagesï » ¿ Atha Corporation: Doubling Sales Account Finance, Human Resources Table Of Contents Executive Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Executive Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Account and Finance Department†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Human Resources Department†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 Appendices 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 Account and Finance Department SAW†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 Organizational Chart†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreExecutive Plan of Top Quality Lighting Products Provider Atha3508 Words   |  15 PagesTitle: Atha Executive Plan Human Resource Department Accounting and Finance Department Stephen Nystrom Professor Gotches Winter Quarter BUS 3011 Table of Contents 1. Executive Summary pages 3 - 4 2. Description of the Functional Area and Purpose Statement pages 4 - 6 A. Human Resource Area Read MoreSales Marketing Strategic Worksheet Essay1523 Words   |  7 Pagesyou have all of the sections completed, you are to incorporate the sections into the larger Atha Execution Plan, which is your final project deliverable (to be submitted in Unit 5). Sections of the SAW * Goals and Activities (Unit 2) * Interview Questions (Unit 3) * Department Purpose Statements (Unit 4) * Performance Standards (Unit 4) Checklist for Sales and Marketing Area Mary Atha, CEO, has provided this checklist of overall organization goals for the sales and marketingRead MoreAtha Corporation5510 Words   |  23 PagesAtha Corporation Accounting amp; Finance Department Plan Human Resources Department Plan Melanie Hanson Patrick Blessinger Bus3011 Spring 2014 Table of Contents 3. Executive Summary 4. Human Resources Description 4. Accounting and Finance Description 4. Human Resources Purpose Statement 4. Accounting and Finance Purpose Statement 5. Human Resources Goals and Activities 5. Accounting and Finance Goals and Activities 5. Management Goals and Activities 6. Human Resources OrganizationalRead MoreOrganizational Structure Of The Atha Corporation Essay1694 Words   |  7 PagesOrganizational Structure Human Resources Functional Area As the Atha Corporation grows changes will need to occur to the structure of each functional area. Within H.R. we added two more Human Resource Generalists. These generalists will simply be used for management to delegate more tasks and take on the goals planned. One new generalist will focus on culture, incentives, welfare and safety, and employee counseling. The other will focus on recruiting, building space planning, performance managementRead MoreCoca Col An Evaluation On Running The Campaign3551 Words   |  15 Pagesborn. The first was Coca-Cola sold for five cents. In 1888, a man named Atha Candler believed in Coca-Cola?s prospects, and thus, bought shares in Coca-Cola; he later gained access to the production and sales rights. Setting up the Coca-Cola Company in 1892, Candler was thus known as the father of Coca-Cola (Linda et al., 2014). However, it was two lawyers that developed Coca-Cola into a multinational firm. They proposed to Atha Candler that the company sold the syrup to them, while they invested

Prejudice in to Kil a Mocking Bird Free Essays

Prejudice is shown in many ways in To Kill a Mocking Bird. From social prejudice against the Cunninghams to racial prejudice against Tom Robinson, the book has displayed many aspects of how people can look through the window and see things completely differently than the person beside them. A form of social prejudice is when Aunt Alexandra forbid Scout to play with Walter Cunningham, a poor boy whom Scout attends school with. We will write a custom essay sample on Prejudice in to Kil a Mocking Bird or any similar topic only for you Order Now This is because Aunt Alexandra sees Walter and his family as poor and beneath the Finches, in her words,† †¦ they’re good folks. But they’re not our kind of folks. †Ã‚   This shows that to the Maycomb citizens, social status is an extremely important issue. Also, in Tom Robinson’s case, Aunt Alexandra also advices Atticus not to take up the case, as it would cause the people of Maycomb to look down on them or gossip about them. Hence this shows that people in Maycomb like Aunt Alexandra are extremely conscious about where they stand in the society. Maycomb is a very religious town with the foot-washing Baptists appearing to have a strong influence on the community. The foot-washers have very strict views and believe that anything which is pleasurable is a sin. They are therefore prejudiced against a great deal of people who are different from them with different opinions. An example of their prejudice is when Miss Maudie says, â€Å"some of ‘em came out of the woods one Saturday and passed by this place and told me and my flowers we were going to hell†. Their belief is so extreme that they feel they should threaten those who enjoy life. Another example of religious prejudice is the isolation of the Radleys. This isolation is due to the Radley family not attending church which is Maycomb’s â€Å" principal recreation †The Radleys suffer religious prejudice because they keep themselves to themselves, apart from everyone else. This action is considered a disapproval by the people of Maycomb. Also, Mrs Radley hardly ever â€Å" crossed the street for a mid-morning coffee break with her neighbours †, this is also deemed unfriendly and unforgivable by the people of Maycomb hence the isolated of the Radleys. A form of racial prejudice can be seen from the trial of Tom Robinson. Tom Robinson is a black man who was found guilty of a rape he didn’t commit. The racial prejudice nature of Maycomb is clearly portrayed through such instances as the fact that Atticus is accused by the town of being a â€Å"nigger lover† for defending Tom’s case and also through the mob scene outside the jail. The fact that a white man would stand up for a black man in that town got them very upset. â€Å"Yeah, but Atticus aims to defend him. That’s what I don’t like about it†. The people are also not pleased that Atticus tried his best to defend Tom Robinson It is in the Tom Robinson trial that the greatest example of injustice because of prejudice is seen. The townspeople did not care whether Tom was innocent or guilty because of his color and never even gave him a chance because he was black. Although Atticus actually manages to prove the innocence of Tom Robinson, the white jury still refuses to declare the innocence of a black man over a white resulting in the most blatant testimony to the fact that the town of Maycomb held racial discrimination above justice. Through its decision the town essentially kills a mockingbird. Tom Robinson was a man who did no harm to others but instead actually helped others out of kindness – a mockingbird who becomes victim to a racist society. Another form of racial prejudice is how inhumane the white are towards the black. The townspeople viewed this case as a carnival. â€Å"It was a gala occasion. There was no room at the public hitching trail for another animal, mules and wagons were parked under every available tree. The courthouse square was covered with picnic parties sitting on newspapers, washing down biscuit and syrup with warm milk from fruit jars†. This was more like entertainment for the townspeople. This was fun for them, talking with friends, having lunch, and joking. They were there only to watch the trial like as if they were watching a show, they were only curious about the verdict of Tom Robinson’s case and were not concern about his predicament. This shows the prejudice in the white that caused them to be extremely cruel. How to cite Prejudice in to Kil a Mocking Bird, Papers

Early Years Education Framework

Question: Discuss how the following Aboriginal Education strategies are reflected in the Early Years Learning Framework (EYLF) and their importance to the Early Childhood sector. Answer: Early years of learning form the most crucial part of a childs education. Improper approach to education at the time of their introduction to the curriculum could render the child an ineffective contributor to societal development. When children begin schooling, they often enter an environment that makes their first language irrelevant (Ball, 2010). The effects of the same remain unseen, but research has it that better ways to introduce the children to the school environment could help make the transition into the curriculum easier. The Commonwealth of Australia (2009) prepared early years learning framework to ensure a smooth transition of the children into the learning environment. Preparation of the structure took time and the consortium tasked with the mandate of formulating the same had to overcome several obstacles before finally releasing the document for public approval (Sumsion et al., 2009). In July 2009, the government ratified the framework. Aboriginal Perspectives in the Curriculum The framework would base its operation on three pillars. The three offer the guidelines to ensure a holistic approach to the education of children across Australia. The council of governors approved the framework with the hope that children across the country would not only access better education than they did before but would also experience less distortion in their transition from home to school. The three pillars of the framework, belonging, being, and becoming, not only make the children comfortable in the academic environment but also foster Aboriginal education in the early years of learning. The concept of indigenous education makes the framework more relevant to the country as it would include benefiting a community that was previously marginalized in the formulation of previous curriculums. Belonging. The concept of belonging seeks to establish that children belong to a family and a given culture (Commonwealth of Australia, 2009). Such is a goal that would enhance childrens appreciation of culture. In their early years of study, they would have the opportunity to find themselves and not have anything imposed on them. Children would take their cultural practices with them to school, interact with other children and in the process, get to learn about other cultures in their community. The framework views belonging as one that helps the children identify themselves. Before attending school, all they knew was what their community had taught them (Ball, 2010). An education framework that seeks not to erode but enhances such education is one that promotes Aboriginal learning. The framework, through the concept of belonging, mostly supports Aboriginal education. Being. It also does so through the idea of being. The framework acknowledges that, in the process of preparing for the future, childhood should also involve making sense of the present (Commonwealth of Australia, 2009). Children should get the opportunity to build relationships and learn about how best to interact with others. However, teachers would need to supervise the children in the course of their interactions. Some kids could be more aggressive than others could, and such may impact negatively on the latters future relationship. Conversely, the being pillar of the framework requires much supervision by the teachers. Becoming. The becoming pillar is the last and final piece of the early years learning framework. Becoming hinges upon the changes that occurred in the process of identifying oneself and deciding what one wishes to become, based on their identity. One of the most peculiar aspects of the curriculum is that it outlines a set of outcomes for the children (Grieshaber, 2010). Such results would be measured against a pre-established set of standards to ensure that the educators work towards achieving the same. Conversely, as Grieshaber puts it, tutors would have to work in line with the curriculum and ensure that free play forms one of the main approaches to teaching on learning, lest they stand not achieving the set outcomes. The curriculum hopes to produce all round children capable of making independent decisions irrespective of the environment around them. Understanding the results of the curriculum requires an in-depth analysis of the various outcomes outlined in the framework. Outcomes for Aboriginal children According to Kosonen (2005), children with the chance to learn their mother tongue stand a better chance of succeeding in school. Success in school is one of the measures using which the society measures the latters success in meeting its mandate of molding children to become productive members of the community. One of the objectives of the framework is the provision of a foundation for future success (Commonwealth of Australia, 2009). It is through experiences in school that children get the chance to be better citizens and can make decisions to help them through life. Schools have the responsibility of molding children to become good citizens. It is only through succeeding in school that the curriculum can evaluate its success in meeting such an objective. Mother tongue is similar to an individuals culture. Identification with and acknowledging one's culture, as the framework champions for, could be fundamental to the childrens future success. Such would mean an improved quality of education in the country. Improved education standards mean that children do not only attend school to achieve positive grades. The school would be an avenue of learning more about the society (Hollins, 2015). It would provide the student with the requisite skills to acknowledge the presence of diverse cultural backgrounds. Further, it would provide the children with an opportunity to learn how to work with the different cultures and achieve better goals than they would with other curriculum frameworks that focused on assimilating the students into a single cultural setting. It would make aboriginal children appreciate their native culture more and gain more pride for the same. The framework aims at the creation of an environment that teaches a child to work with what he or she has to make the society better. Such would make the child more outspoken as he or she does not fear rebuke and, as such, improve the childs communication skills. Improved communication forms one of the outcomes of the early years learn ing framework. In most cases, the aboriginal children form one of the disadvantaged groups in Australia. The primary gainers of culture-based education are disadvantaged groups and children from rural societies (Hovens, 2002). The new early years learning framework was designed to benefit every Australian including such communities. Conversely, equity forms one of the principles of aboriginal education programs (Education Council, 2015). Through the strategy, the Australian government hopes to provide Aboriginal children with the same opportunities as other Australians in the country. Were there no discrepancy in access to education, such would not have come up as a principle of the strategy. As such, Aboriginal children would have an equal chance of success, based on education, as other Australia children would. In the absence of the framework, some children would find it hard acclimating to the curriculum. As earlier stated, introduction to a foreign environment in a school setting often disorien ts the child. With a framework, which smoothly guides the child into the school environment, such disorientation could be avoided. Another of the outcomes of the early years learning framework would be the development of a strong sense of identity (Victorian Curriculum and Assessment Authority, 2009). The outcome would have the children identify themselves and live as per their beliefs hold right. The developed structure lays a lot of emphasis on free play and play-based learning (Grieshaber, 2010). The fact that it is free to play means that children play whatever they feel comfortable playing. They decide what they want to do, and the teacher only supervises the same to ensure that they are safe. Freedom of choice forms one of the main benefits of free play and the children learn to do what they feel suits those (Burman, 1994). They would identify with that which they feel works for them and leave whatever they feel uncomfortable. One would expect that a child identifies with people he or she knew even before starting school. Such would mean a substantial support in continuing to do as their culture would expe ct them to do. The sense of belonging comes into play as children become more rooted in their culture than the case would be had the tutor imposed a particular form of the game for the children. Further, an aboriginal child would also have the chance to become more connected to his or her world than in the absence of the framework (Victorian Curriculum and Assessment Authority, 2009). One of the advantages of the structure is the provision of equal opportunities for all children. Children would access education with limited problems since the curriculum works to suit their needs. Before the adoption of the framework, adaptation to the school system would be hard. For those that managed to adapt it would mean the erosion of culture. One of the advantages of a curriculum that resonates with peoples culture is the ability of the community to contribute to the learning process (Benson, 2002). Such an active involvement enables the society to help the school in promoting the childrens skills. The children become more in touch with the community in the presence of the communitys participation in their learning process. The early years of the education program are one that would se e to the achievement of such community involvement and improved connectivity of the children to the world. Role of the framework in creating a culturally safe learning environment A good education framework should include all cultures present in an economy. Schools, before the adoption of the framework in 2009, played a pivotal role in the assimilation of aboriginal children into the larger society (Martin, 2007). The school played an important part in cultural erosion. Such was the case since most bits of the constitution involved colonial input in their formulation. Children would join the school with a known native culture, but would leave the institution as new people oblivious of cultural values they previously held dear before they started schooling. However, the Aboriginal society has asserted its position in the community and, as such, prompted the improvement of the curriculum to include the values of the culture in the society. Such would make the learning environment more tolerant of diverse aboriginal cultures in the country. Education should foster the success of a child regardless of the childs cultural background. Culture should not be a defining factor in determining whether a child succeeds in school (Rhee et al., 2006). On the contrary, schools ought to embrace culture as part of the teaching and learning the process. Children should be taught how to harness diversity for purposes of personal development. In the course of the early years of education, I a child interact with the kids from other cultures and get to teach them about his, such a child would grow to appreciate diversity in the community. The early years of learning framework seek to establish such a platform. Children, without being directed by tutors, would be intrinsically motivated to interact and learn from each other (wood, 2007). Intrinsic motivation is the most productive from of motivation (Grant, 2008) and would be mainly instrumental in molding the young minds of children. The children would learn to coexist and appreciate eac h others weaknesses. The framework lays the foundation for a future learning environment in which there are no strangers. Everyone would be familiar with each other and would have learned of the others strengths and weaknesses, much to the improvement of the learning environment. Encouraging child autonomy improves confidence and curiosity in the child (Grieshaber, 2010). Free play, as is one of the teaching methods in the framework would encourage independence in the children. They would not have to follow a given set of rules on what games to play. They would have the opportunity to make explorations and, in the process, make discoveries that would otherwise be impossible in other curriculum programs. No one would tell a child that a given way of doing things is the most ideal. Every child has a given set of beliefs that he or she learns from his or her home environment. The school would seek to improve the childs use of such ideas to become a better person in future. To sum up the discussion, the early years learning could not have come at a better time. The lessons learned in a childs early years of study go ahead to contribute, largely, to the childs future skills and abilities (Heckman, 2006). The program seeks to ensure that children are equipped with all the necessary skills needed in the capitalistic world. Culture, coupled with a modern approach to other peoples cultural values is one of the most effective methods of ensuring sustainable, ethical conduct in the society. Had such a framework been in place before, the Australian community would be more appreciative of diversity than it is now. Aboriginal communities would not have put so much pressure on the government for the development of a holistic curriculum in the country. Everyone in the society would have equal opportunities owing to the equal access to education by every Australian. The emphasis laid on methods of teaching to foster identity and self-independence in children will he lp educate a better generation of Australians than the present. It will signify a shift towards embracing diversity and, conversely, diversified methods of teaching. The framework marks the right step towards positive change in Australia. References Ball, J. (2010). Educational equity for children from diverse Language backgrounds. Translation and Cultural Mediation, Paris: UNESCO. Benson, C. (2002). Real and potential benefits of bilingual programs in developing countries. International Journal of Bilingual Education and Bilingualism, Pages 303-317. Burman, E. (1994). Deconstructing Developmental Psychology. London: Routledge. Commonwealth of Australia (2009). Belonging, Being and Becoming: The Early Years of Learning Framework for Australia. Education Council (2015). National Aboriginal and Torres Strait Islander. Grant, A. M. (2008). Does intrinsic motivation fuel the prosocial fire? Motivational synergy in predicting persistence, performance, and productivity.Journal of applied psychology,Pages 48. Grieshaber, S. (2010). Departures from Tradition: The Early Years Learning Framework for Australia. International Journal of Child Care and Education Policy, Pages 33-44. Heckson, J.J. (2006). Skill Formation and the Economics of Investing in Disadvantaged Children. Science, Pages 1900-1902. Hollins, E. R. (2015).Culture in school learning: Revealing the deep meaning. London: Routledge. Hovens, M. (2002). Bilingual education in West Africa: Does it work? International Journal of Bilingual Education and Bilingualism, Pages 249-266. Kosonen (2005) Education in local languages: Policy and practice in Southeast Asia. First languages first: Community-based literacy programs for minority language contexts in Asia. Bangkok: UNESCO. Martin, K. (2007). Ma(r)king Tracks and Reconceptualising Aboriginal Early Childhood Education: An Australian Aboriginal perspective. Childrenz Issues, Pages 15-20. Rhee, K. E., et al. (2006). Parenting styles and overweight status in first grade.Pediatrics, Pages 2047-2054. Sumsion, J. et al. (2009). Insider perspectives on developing Belonging, Being Becoming: The Early Years Learning Framework for Australia. Australasian Journal of Early Childhood. Victorian Curriculum and Assessment Authority (2009). Victorian Early Years Learning and Development Framework. Melbourne: Early Childhood Strategy Division. Wood, E. (2007). Reconceptualising child-centred education: Contemporary directions in policy, theory, and practice in early childhood.Forum,Pages 119133.

Womens depression Essay Example For Students

Womens depression Essay Even Cliff , who is as same as Jimmy in the social status though he is lower in education and world view, could make out the contempt and mental harassment that Jimmy exhibit toward his wife, the result of which was turned to the physical love and desire that Cliff always expressed toward her. Alison, also, could feel more comfort and pleasure when she was under the close relationship with Cliff, because she had highly wished an alienation from the severe mental agony imposed by Jimmy upon her. We will write a custom essay on Womens depression specifically for you for only $16.38 $13.9/page Order now Whatever may be the personification of a ‘modern young British angry man’ that the critics had given to the character of Jimmy Porter, the highly demoralized mentality of Jimmy that he does not even disapprove the physical relationship between his wife and Cliff, is taken as very evidence that he sees his wife as a mere object to make his inner satisfaction by abusing her and mocking at her class as well as the women society itself, though there exists a marital relationship between them. Same is Jimmy’s approach with Helena Charles in the first few days of her living in Porters’ apartment. Jimmy shows his provoking and humiliating abuses and comments upon her also, as he calls her a ‘bitch’, explains that she is one of his ‘natural enemies’ and such like comments. There is no wonder that Helena even get ready to slap on Jimmy’s face as she becomes on the verge of inner destruction and humiliation by the uncontrollable poisoned-talks of Jimmy, but even then he does not stop his misbehaving to her that he even said to her that she will has to be out of his apartment if she slaps him. But, as the play proceeds, Helena becomes a trouble maker in Porters’ family and she becomes responsible for getting Alison to leave Jimmy. Here, Helena changes herself into the role of a villain that she even calls Alison’s father to tell him to go back with Alison from Jimmy’s apartment through which she plans to begin an affair with Jimmy in the absence of Alison. After Alison left Jimmy, Helena starts to stand with odd views and attitudes of Jimmy which she realizes the way to win Jimmy’s heart. These scenes could bring to the mind the helpless condition of Alison that she becomes a victim of both deceitful mind of her friend Helena and furious scorns and abusive talks of her husband. Very pathetically, she writes â€Å"What I need now is peace† in the letter that she leaves to Jimmy in the hand of Cliff. Obviously, Alison had not gotten any peace in her life with Jimmy that she understands is much needed for her in that time because she was pregnant then. Though Helena’s sense of morality lead her to leave the Porter’s family and she has been considered the play’s moral compass, she did much to the mental torture and agony that Alison painfully bore even after she left Jimmy for a few months. Whatever the pains which Alison bore by her husband’s approach toward her, she never hated him, instead, she always kept a loving heart to him and she never accuses him for being responsible to her depressed state after her coming to Jimmy second time. ‘Angry Man’ Gets Questioned It is quiet wonder to see that how a man with his anti-conventional contempt deepened in heart, can even turn against his young lovely wife his provoking words and irritating acts, so that he even does not get adjusted to be happy when he knew that she was pregnant. Instead, he throws his full contempt toward her by commenting that it would be better for him to see the baby being dead. .ub04ed1d4d5e84ecf5350035139b9e486 , .ub04ed1d4d5e84ecf5350035139b9e486 .postImageUrl , .ub04ed1d4d5e84ecf5350035139b9e486 .centered-text-area { min-height: 80px; position: relative; } .ub04ed1d4d5e84ecf5350035139b9e486 , .ub04ed1d4d5e84ecf5350035139b9e486:hover , .ub04ed1d4d5e84ecf5350035139b9e486:visited , .ub04ed1d4d5e84ecf5350035139b9e486:active { border:0!important; } .ub04ed1d4d5e84ecf5350035139b9e486 .clearfix:after { content: ""; display: table; clear: both; } .ub04ed1d4d5e84ecf5350035139b9e486 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub04ed1d4d5e84ecf5350035139b9e486:active , .ub04ed1d4d5e84ecf5350035139b9e486:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub04ed1d4d5e84ecf5350035139b9e486 .centered-text-area { width: 100%; position: relative ; } .ub04ed1d4d5e84ecf5350035139b9e486 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub04ed1d4d5e84ecf5350035139b9e486 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub04ed1d4d5e84ecf5350035139b9e486 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub04ed1d4d5e84ecf5350035139b9e486:hover .ctaButton { background-color: #34495E!important; } .ub04ed1d4d5e84ecf5350035139b9e486 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub04ed1d4d5e84ecf5350035139b9e486 .ub04ed1d4d5e84ecf5350035139b9e486-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub04ed1d4d5e84ecf5350035139b9e486:after { content: ""; display: block; clear: both; } READ: Dickinson Poetry Assignment EssayIs not this a cheap and unimpressive method of approach for a man with his etched hostility to the conventional and patriarchal system, to make his young wife whom he married after being in love with her and she even struggled well to the oppose her family restrictions, especially of her mother to get married to a jobless man from the middle class like Jimmy, a prey of all his vulgar reaction and suppressive behavior?. Before giving a haul of ‘revolutionary angry young man’ to Jimmy, the method he had chosen to express his revolutionary spirit should also be taken to evaluate his character in the play. It is shameful to note that the feminist critics did not voice much to protest against the ‘other side’ of theme in the play. The ‘Look Back in Anger’ was with no doubt, a new step in the upper class dominated world of British drama, and it kindled a fresh spirit among its numerous audiences. But, the way Osborne chose to bring a different taste to world of British drama, could never be encouraged for the inner motif of the play promotes the slavish life of a woman under her rude husband. This kind of plays, surely, could further spoil the already depressed condition of women in the society.

Last Minute ACT Prep Programs

Last Minute ACT Prep Programs SAT / ACT Prep Online Guides and Tips If you don’t have much time left before the ACT, you may be wondering how you can maximize your scores with a short term study plan. If you’re looking for a big score improvement and you only have a few days before the test, you might not be able to reach your goal this time, but you can get a good head start towards it (and you’ll be better prepared to study harder before your next test session). But if you only need to improve by one or two points, really intense studying for a few hours could get you where you want to be, if you have some clear weaknesses you didn't know about! In this article I'll show how to create a last minute ACT study program and give last minute ACT tips to boostyour score. Time-Based Study Plans The first thing you should do is think about how many hours you can realistically devote to ACT prep in the short time you have before the test.Make sure to factor in sleep and all of your other commitments! The 5 Hour Plan If you can only fit in 5 hours of prep time between now and the ACT (and this is your first time studying), your best bet is to just take a practice test.This can help give you a little bump in your scores, especially if you don’t have much experience with the test until now.Make sure you take your practice test with realistic time constraints and with all the resources you will have on the real test (calculator, scrap paper, quiet environment). On the other hand, if you’ve already taken a bunch of practice tests, taking another one at this point probably isn’t going to do much. Instead, spend your five hours looking into mistakes you’ve made on questions in the past and planning how to avoid them. If that's too broad of a target, just focus on the section that is most difficult for you. You should also make sure you’re doing ok on time. Get a sense of how long you’re spending on questions so you know when to move on when you take the real test. On th ACT this means no more than a minute for Math questions, no more than 30 seconds for English questions, and no more than 45 seconds for Reading and Science questions. If you find yourself spending more time than this on a question, you need to skip it and move on to the next question so you don’t run out of time. You don’t want to miss easy points at the end of a section because you got stuck on a tough question! The 15 Hour Plan With fifteen hours of prep, you still have enough leeway to make significant improvements in your scores. Here's a rough idea of how you might spend your study time: Hours 0-5: Take a Practice Test Use this time to take a practice test so you can see where you stand score-wise and which questions are giving you the most trouble. Again, make sure you replicate the time constraints of the real ACT so you will know if time pressure is a problem for you. Hours 5-10: Dig Into Your Mistakes For each question you answer incorrectly, make sure you know why your choice was incorrect and how to arrive at the correct answer. You should also review questions where you had to resort to guessing (even if you got them right).There are four maincategories of mistakes on the ACT: 1. Time Crunch: You didn’t make it to the question Study Game Plan: Practice doing questions within the time constraints for the ACT so you get used to moving faster. You should be comfortable with skimming reading passages and skipping questions that are taking up too much of your time. Remember that you get a minute for Math questions, 30 seconds for English questions, and 45 seconds for Reading and Science questions. 2. Question Comprehension: You were tricked by the question or misinterpreted it Study Game Plan:Train yourself to slow down a bit and read questions more carefully. It's often helpful to write down the question in simpler form before answering to prevent yourself from getting confused. You should also practice similar questions so the format becomes more familiar to you. 3. Unfamiliar Content: You didn’t know the material covered in the question Study Game Plan: This is where a program like PrepScholar could really help you because it focuses on your weak content areas.Alternatively, find a source for lesson material on the topic you don’t understand and practice more questions that are similar. This poor guyencountered an ACT question with unfamiliar content AND entered into a cube-based alternate reality from which there is no escape. Luck was just not on his side today. 4. Silly Mistake: You should have known the correct answer, but you spaced out Study Game Plan:Work on your time management so you leave yourself time at the end of a section to go over your answers. You should also make sure you’re not going through questions faster than you need to and making careless mistakes as a result. Hours 10-15: Zero in on Your Problem Areas Now that you know the nature of your mistakes, focus on the specific test sections or types of questions where you have the most difficulty.Practice relevant questions and review any content that seems unfamiliar. You might also consider getting the PrepScholar program, which has shown a1-2 point ACT score improvement for 15 hours of use. It does your work for you by diagnosing your weak spots on the test and helping you practice questions in those areas until they become second nature. You can also use PrepScholar to study for subsequent tests if you’re planning on taking the ACT again. Some Final Advice for Last Minute Studying Here are a few overall tips for last minute ACT studying that will help you stay on track with your prep program. Make sure you know the formulas and grammar rules that you’ll need for the test The ACT does require you to know some formulas for the math section, so be sure you’re prepared.It’s also helpful to know the grammar that’s being tested so you’ll feel more confident in your answers on the English section. Analyze your mistakes on practice questions This is what’s going to help you make the most progress in the shortest amount of time.Make sure you fully understand your mistakes and know how to avoid them in the future if you come across similar questions. Check your timing As detailed in the 5 hour plan, make sure you’re not lingering on questions.Get used to how it feels to spend 30 seconds or a minute on a question so you can judge your efficiency during the real test. If you’re taking ACT with writing, come up with some examples you might use in your essay It’s really important to include concrete support for your essay argument.Try to come up with a couple of versatile examples you could incorporate into your essay so that you have something ready to go! Not an acceptable essay, no matter how much teen angst you feel. Looking Ahead If you think you will take the ACT again after this, try to plan your studying further ahead of time for the next test date.If you're looking for big point improvements, you’re probably not going to get there with a bunch of short cram sessions.Improving more than six points, for example, might take over 100 hours of prep. Here are estimates for the number of hours of studying that correspond to certain point improvements: 0-1 ACT Composite Point Improvement: 10 hours1-2 ACT Point Improvement: 20 hours2-4 ACT Point Improvement: 40 hours4-6 ACT Point Improvement: 80 hours6-9 ACT Point Improvement: 150 hours+ Start by figuring out your target ACT score and then determine what you’re going to need to do to get there.Take a look at these study plans to start thinking about how you might structure your time before your next shot at the ACT.Remember that last minute prep can be helpful, but it shouldn't be the only way you study! What's Next? Check out ourfast ACT prep planfor more ideas on how to make the most of last minute studying and dramatically raise your score. Are you trying to find some better study materials? Take a look at this list of the best ACT prep books of 2015. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

The Invention of the Atomic Bomb

The Invention of the Atomic Bomb During World War II, American physicists and engineers began a race against Nazi Germany to develop the first  atomic bomb. Their secret endeavor, which lasted from 1942 to 1945, was known as the Manhattan Project. The project led to the invention of nuclear weapons, including two that were dropped on the Japanese cities of Hiroshima and Nagasaki, killing or injuring over 200,000 people. These attacks forced Japan to surrender and brought an end to World War II, but they also marked a crucial turning point in the early Atomic Age, raising enduring questions about the implications of nuclear warfare. What Was the Manhattan Project? The Manhattan Project was named for Columbia University in Manhattan, New York, one of the initial sites of atomic study in the United States.  While the research took place at several secret sites across the U.S., much of it, including the first atomic tests, took place near Los Alamos, New Mexico. During the project, the U.S. military teamed up with the best minds of the scientific community. Military operations were headed by Brigadier General Leslie R. Groves, and  J. Robert Oppenheimer  acted as the scientific director, overseeing the project from concept to reality. In total, the Manhattan Project cost the U.S. over two billion dollars over just four years. A Race Against the Germans In 1938, German scientists discovered fission, which occurs when the nucleus of an atom breaks into two equal parts. This reaction releases neutrons that break up more atoms, causing a chain reaction. Since significant energy is released in only millionths of a second, it was thought that fission could cause an explosive chain reaction of considerable force inside a uranium bomb. Due to the war, a number of scientists emigrated from Europe and brought with them news of this discovery. In 1939, Leo Szilard and other American and recently emigrated scientists tried to warn the U.S. government about this new danger- but were not able to get a response. Szilard contacted and met with  Albert Einstein, one of the best-known scientists of the day. Einstein was a devoted pacifist and was at first reluctant to contact the government. He knew that he would be asking them to work toward creating a weapon that could potentially kill millions of people. However, Einstein was eventually swayed by concerns that Nazi Germany would develop the weapon first. The Advisory Committee on Uranium On August 2, 1939, Einstein wrote a now-famous letter to  President Franklin D. Roosevelt. It outlined both the potential uses of an atomic bomb and ways to help support American scientists in their research. In response, President Roosevelt created the Advisory Committee on Uranium in October 1939. Based on the recommendations of the committee, the U.S. government outlaid $6,000 to buy graphite and uranium oxide for research. Scientists believed that graphite might be able to slow down a chain reaction, thus keeping the bombs energy somewhat in check. Despite immediate action being taken, progress was slow until one fateful event brought the reality of war to American shores. The Development of the Bomb On December 7, 1941, the  Japanese military bombed Pearl Harbor, Hawaii, the headquarters of the United States Pacific Fleet. In response, the U.S. declared war on Japan the next day and officially entered WWII. With the country at war and the realization that the United States was now three years behind Nazi Germany, President Roosevelt was ready to seriously support U.S. efforts to create an atomic bomb. Costly experiments began at the University of Chicago, U.C. Berkeley, and Columbia University in New York. Reactors were built in Hanford, Washington, and Oak Ridge, Tennessee. Oak Ridge, known as The Secret City, was also the site of a massive uranium enrichment laboratory and plant. Researchers worked simultaneously at all of the sites. Harold Urey and his Columbia University colleagues built an extraction system based on gaseous diffusion. At the University of California in Berkley, the inventor of the Cyclotron, Ernest Lawrence, used his knowledge and skills to devise a process for magnetically separating the  uranium-235 (U-235) and plutonium-239 (Pu-239) isotopes. Research kicked into high gear in 1942. On December 2, at the University of Chicago,  Enrico Fermi  created the very first successful chain reaction, in which atoms were split in a controlled environment. This accomplishment gave renewed vigor to the hopes that an atomic bomb was possible. The Manhattan Project had another priority that soon became clear. It was becoming too dangerous and difficult to develop nuclear weapons at these scattered universities and towns. Scientists needed an isolated laboratory away from the populace. In 1942, Oppenheimer suggested the remote area of Los Alamos, New Mexico. General Groves approved the site and construction began at the end of that year. Oppenheimer became the director of the Los Alamos Laboratory, which would be known as â€Å"Project Y. Scientists continued to work diligently, but it took until 1945 to produce the first nuclear bomb. The Trinity Test When President Roosevelt died on April 12, 1945, Vice President  Harry S. Truman  became the 33rd President of the United States. Until then, Truman had not been told of the Manhattan Project, but he was quickly briefed on the secrets of the atomic bomb development. That summer, a test bomb codenamed The Gadget was taken to the New Mexico desert, to a location known as Jornada del Muerto, Spanish for Journey of the Dead Man. The test was given the codename â€Å"Trinity,† a name chosen by Oppenheimer in reference to a poem by John Donne. Having never tested anything of this magnitude before, everyone was anxious. While some scientists feared a dud, others feared the end of the world. No one knew what to expect. At 5:30 a.m. on July 16, 1945, scientists, army personnel, and technicians donned special goggles to watch the beginning of the Atomic Age. The bomb was dropped. There was a forceful flash, a wave of heat, a stupendous shock wave, and a mushroom cloud that extended 40,000 feet into the atmosphere. The tower from which the bomb was dropped was completely disintegrated and thousands of yards of surrounding desert sand was turned into a radioactive glass of a brilliant jade green color. The bomb was a success. Reactions to the First Atomic Test The bright light from the Trinity test would stand out in the minds of everyone who was within even hundreds of miles of the site that morning. Residents in neighborhoods far away would say the sun rose twice that day. A blind girl 120 miles from the site said she saw the flash as well. The men who created the bomb were astonished, too. Physicist Isidor Rabi expressed worry that mankind had become a threat and upset the equilibrium of nature. The test brought to Oppenheimers mind a line from the Bhagavad Gita: Now I am become death, the destroyer of worlds. Test director Ken Bainbridge told Oppenheimer, Now were all sons of bitches. The unease among many of the witnesses that day led some to sign petitions. They argued that this terrible thing they had created could not be let loose in the world. Their protests were ignored. The Atomic Bombs That Ended WWII Germany surrendered on May 8, 1945, two months before the successful Trinity test. However, Japan refused to surrender, despite threats from President Truman that terror would fall from the sky. The war had lasted six years and involved most of the globe. It had resulted in the deaths of 61 million people and the displacement of countless others. The last thing the U.S. wanted was a ground war with Japan- so the decision was made to drop an atomic bomb. On August 6, 1945, a uranium bomb named â€Å"Little Boy† (named for its relatively small size) was  dropped on Hiroshima, Japan  by the Enola Gay. Robert Lewis, co-pilot of the B-29 bomber, wrote in his journal moments later, My God, what have we done? traumlichtfabrik / Getty Images The target of Little Boy was the Aioi Bridge, which spanned the Ota River. At 8:15 that morning the bomb was dropped, and by 8:16 over 66,000 people near ground zero were already dead. Some 69,000 more were injured, most burned or suffering from radiation sickness, from which many would later die. This single atomic bomb produced absolute devastation. It left a total vaporization zone of one-half mile in diameter. The total destruction area extended to one mile, while the impact of a severe blast was felt for two miles. Anything that was flammable within two and a half miles was burned, and blazing infernos were seen up to three miles away. On August 9, 1945, after Japan had still refused to surrender, a second bomb was dropped. It was a plutonium bomb named â€Å"Fat Man† after its round shape. The bombs target was the city of Nagasaki, Japan. Over 39,000 people were killed and 25,000 injured. Japan surrendered on August 14, 1945, bringing an end to World War II. Aftermath The deadly impact of the atomic bomb was immediate, but the effects would last for decades. The fallout caused radioactive particles to rain on the injured Japanese people who had survived the blast, and more lives were lost to the effects of radiation poisoning. Survivors of these bombs would also pass radiation on to their descendants. The most prominent example is an alarmingly high rate of leukemia cases among their children. The bombings at Hiroshima and Nagasaki revealed the true destructive power of these weapons. Though countries throughout the world have continued to develop nuclear weapons, there have also been movements to promote nuclear disarmament, and anti-nuclear treaties have been signed by major world powers.

GreenZone The Movie Essay Example | Topics and Well Written Essays - 1000 words

GreenZone The Movie - Essay Example However, it became apparent that the weapons of mass destruction that was being searched for by the American army were never found. The green zone movie can therefore be described as a reality movie since it tells a real story about the America and Iraq conflict (Mowle, 7). However, other scholars and movie analyst have argued on the contrary. The production of this movie first was initiated in Spain, then to Morocco and was first released in Russia and Australia in the year 2010 during the month of March and later was available in America after few days of release. According to Mowle, (9), the movie does not refer to the invasion by the American troops into Iraq but it demonstrates the several attacks that the American government had done to the countries to the east which includes Iraq and the Afghanistan as well as the intension of the American government to attack some of the nations to the east in search of weapons of mass destruction. It is important to note that nuclear weapon s has been one of the America’s big issue of concern for the security of the world. The weapons of mass destruction posses a security threat to the U.S. government and the other western nations and Europe. According to, the movie therefore demonstrates how America has begun and the overall intension and objective of America to destroy all weapons of Mass destruction. However, the fact remains that it is one of the current movies that tells the recent American experiences in the war in Iraq. Greene zone has also received certain political interpretation from different people who have viewed it as a political tool that was meant to harm the American government. According to Scott, the movie is an â€Å"anti American movie† and does not reflect the true experiences of the soldiers in the war. Others have also argued that is an antiwar and hence it does not reflect a sincere picture of what the American soldiers experienced in Iraq. The character of Miller forms the basis of these arguments by the political interpreters of this movie. This is because of his rogue activities and disobedient to the government which is described in the movie as being corrupt. The movie represents the corrupt pentagon through the character of Kinnear and hence the political side view of this movie asserts that the government did not play its role in the search for the weapons of mass destruction in Iraq. In this context, the movie seeks to send to the minds of Audiences how the government forced an attack which was not important. Others have however contradicted these arguments stating that the movie main themes to outline the mistakes that the American government made before they could actually authorize the attacks on Iraq and the attitude of the soldiers towards such attack. However as stated by Scott, the political controversies cannot be described as irrelevant or relevant. In this context, it is noticeable that the government through pentagon made mistakes before a uthenticating the war against Iraq. Gonzales who is one of the people involved in the war and whom the character of Miller is based has put everything straight. Gonzales has argued that the political controversies are meaningless and the reactions from political interpreters are inappropriate. According to Scott, Gonzales was one of the technical persons in the processing