What Are Uniformitarianism Catastrophism And Plates Tectonic History Essay

What Are Uniformitarianism Catastrophism And Plates Tectonic History Essay Introduction: The following report will outline and discuss the work of scientists; Sir Charles Lyell, James Hutton, Alfred Wegener and Harry Hess. It will also explain how their work influenced the development of earth science from the time they made their theories/observations to today. What are uniformitarianism, catastrophism and plates tectonic: Uniformitarianism: Uniformitarianism has took many, many years to be understood, proven and actually used as a theory on how things happen on and to the earth. When scientists started to understand the ways in which mountains and volcanoes are formed and why deep sea trenched occurred etc, they began to realise that such things as these did not happen in a matter of minutes due to a catastrophic incident. Its by natural causes and slow movements. As the motto for uniformitarianism is the present is key to the past which literally means everything that happens today is an indication of what happened in the past, dealing with the same occurrences. The dictionary definition is: Geology. Of or pertaining to the thesis that processes that operated in the remote geological past are not different from those observed now. Catastrophism: Catastrophism was around for a long time before uniformitarianism and was chosen as the favoured theory for a long time before uniformitarianism; they believed that everything that happened and changed the earth was due to major catastrophes like violent volcano eruptions or meteorites from space impacting on the earth. The dictionary definition is: Geology. The doctrine that certain vast geological changes in the earths history were caused by catastrophes rather than gradual evolutionary processes. Plates tectonic: Plates tectonic are the plates underneath the continents and are broken up into 7 major plates; the African, North American, South American, Eurasian, Australian, Antarctic, and Pacific plates. There are also some smaller plates, including the Arabian, Nazca, and Philippines plates. These plates are constantly moving at a rate of about 2-10cm per year. Some of the plates crash into each other while others simply follow each other or slip over and over each other. When the plates meet and are stuck together trying to move when one finally moves under the other it causes earthquakes and even tsunamis because one plate is thrust upwards causing the land above it to rise upwards. Information about Earth Scientists: Sir Charles Lyell, James Hutton, Alfred Wegener and Harry Hess all have something very important in common; they helped form the theories, ideas and investigations of Plates tectonic, sea floor-spreading and the development of the theory uniformitarianism over catastrophism. The next paragraphs will introduce you to all of the above scientists, what they did and how they did and also the meanings and importance of uniformitarianism and catastrophism. James Hutton: Name: James Hutton Nationality: Scottish D.o.B: 3 June 1726 D.o.D: 26 March 1797 Speciality: Geologist, physician, naturalist, chemist and experimental farmer. Brief insight: Known as the founding father of modern geology. Started the theory of uniformitarianism Influenced Sir Charles Lyell and Charles Darwin. James Hutton was born in Edinborough in 1726 and studied many things from farming to chemistry. He wrote the famous book theory of the earth, which gained the attention of many philosophers to come in later years and started the age of geology and new discoveries on how the earth works. Huttons farming passion made him more susceptible to the beauty and wonders of the earth and as he began to examine rocks he discovered that in actual fact the earth didnt form around 6,000 years ago as told by the catholic religion, but in actual fact over millions of years ago, and that fossils found were not the bones of animals that drowned in the great biblical flood. He pursued the idea that sedimentation (Sediment mineral or organic matter deposited by water, air or ice. Sedimentation -the deposition or accumulation of sediment.), happens so slowly that even the oldest rocks are made up of materials furnished from the ruins of former continents. He called these processes the great geological cycle which happens continuously. Sir Charles Lyell: Name: Sir Charles Lyell Nationality: British D.o.B: 14 November 1797 D.o.D: 22 February 1875 Speciality: Geology Brief insight: He studied law and became a practising lawyer. Wrote the Principles of Geology, 1830, (12 editions), which basically made people accept the theory of uniformitarianism. Without him Charles Darwin mightnt have been able to prove his theory of evolution. Sir Charles Lyell was a British geologist and was the main person who gained recognition for the theory of uniformitarianism. It started off as an understanding and agreement for James Huttons book theory of the earth, but then turned into an adventure in proving uniformitarianism has and is at work. His observations led scientists to believe that slow, steady movements cause the earth to be shaped and formed, not catastrophic occurrences. Lyells ability and flair for creative writing helped the theory become recognised by the world wide community of scientists. The information and evidence collected was enough to move the positions of the scientists and really show them flaws in the theory of catastrophism. Without Lyells clarification and dedication of explaining and proving uniformitarianism maybe Charles Darwin wouldnt have been able to progress his theories of evolution for people to believe and understand. Alfred Wegener: Name: Alfred Wegener Nationality: German D.o.B: November 1, 1880 D.o.D: November 1930 Speciality: Astronomy and meteorology Brief insight: Lecturer of astronomy and meteorology at a German university. Started to meddle with sciences outside his field. Wrote an important paper called The origin of Continents and Oceans which was the start of the theories on continental drift and plates tectonic. Alfred Wegener was a German lecturer on astronomy and meteorology and this was his passion until he happened to come across a paper on the theory of a land bridge between Brazil and Africa. This made him try and understand the real reason for the jigsaw puzzle like continents that make up our world. Like many others he realised that Africa and South America seem to fit perfectly together and that there must have been a way for one species of fossil to be found in one country and another when the animal had a land locked form and the countries werent connected. His expeditions to Greenland (his most loved country to visit), led him to discover the discrepancies between the longitudinal calculations of his party and earlier ones from 1823 and 1870 this became an important part of evidence later on to prove that this particular continent has moved between the years therefore there must be evidence to suggest others have too. He later wrote a book/paper called the origin of continents and continental drift, which was dismissed and mocked due to him being meddling out of his field of expertise and his nationality as the Great War only ended to years earlier. None of the scientist wanted to believe that continents drifted and were once united as one, this was absurd. Wegener used many forms of evidence to back his theories sup such as the shared diamond mines between Brazil and Africa, even though they arent connected, but the scientists refused to go back on what they believed in. Harry Hess: Name: Harry Hess Nationality: Canadian D.o.B: May 24, 1906 D.o.D: August 25, 1969 Speciality: Geology Brief insight: Single most important contribution of the 20thcentury. Emphasised on the sea-floor spreading theory, One of the founding fathers of plates tectonic theories. Discovered the great global rift. Harry Hess was a Canadian navy officer and specialised in geology he produced the original hypothesis of the ocean floors were moving like conveyor belts, carrying the continents along with them. In his book The history of ocean basins, he quoted The sea floor is not permanent, but is constantly being renewed. The mid-ocean ridge is indeed a crack in the crust. Through it hot material from the underlying mantle continually swells up and spreads outwards, new crust is generated at the rate of about half an inch a year on each side of the ridge. His theories solved all problems of the time such as: The high heat flow along the ridge and the discovery of conical mountains on the sea floor. The understanding of sea-floor spreading also helped us to understand the theory of plates tectonic and how it works in comparison with sea floor spreading. But because this was only fiction and no solid evidence was produced to back up all statements of the theory it was taken the same way as Wegener s thoughtsà ¢Ã¢â€š ¬Ã‚ ¦nowhere, until later on in the years. Issues relating to the development of the theories of catastrophism and uniformitarianism: Religion vs. evidence: Catastrophism only remained in the heads of scientists due the direction in which it pointed Noahs flood. Religion held a very high level of authority in the 1600s- late 1900s therefore everything that was discovered had to lead to a biblical explanation. It wasnt accepted until around 3 people tried to evolve the theory such as Hutton, Lyell and Darwin who all gave evidence and suggestions and add evidence on top of evidence to try and prove their way of thinking and the Uniformitarianism vs. nature: After uniformitarianism was recognised as the higher of the two theories on how the earth was formed and is still shaping over catastrophism, everyone started to look at the events that were shaping the earth and began to see that uniformitarianism seemed to be the more appropriate theory. However as most scientists and the general public believe that uniformitarianism is the reasons for how the earth is what theyre not realising is that catastrophism is also playing a part in forming the earth as well by natural disasters from violent volcano eruptions to tsunamis. These examples could happen at any given time and not much warning is given before hand of what is about to happen, therefore it could become a catastrophic occurrence which could shape the way the earth is. So catastrophism need not be forgotten. Catastrophism vs. evidence: It is suggested that the cause of the extinction of the dinosaurs was due to a major meteorite impact which caused huge devastation for the earth and another theory is that they went extinct due to the great biblical flood, this theory is only on the basis on what the Bible says about the great flood, but in actual fact there is no evidence which suggests the dinosaurs drowned, just the word of the bible. The problem with catastrophism is that most the theories made up involving it dont show sufficient evidence to suggest it did happen besides the few cases of volcanoes erupting violently and changing the earth. Conclusion: In conclusion to my report I support the theory of uniformitarianism because the evidence that backs it up is clear and concise and it has an answer to every problem e.g. how plates tectonic move and how volcanoes and mountains are made. But we shouldnt forget that catastrophism still works in ways when volcanoes and mountains and formed suddenly by earthquakes and tsunamis which change the earth.

Gattaca Viewing Essay

Gattaca Viewing Essay Themes in texts are what make them interesting and engaging. A text which has a number of intriguing themes is the feature film Gattaca, written and directed by Andrew Niccol, and released in 1997. One particular theme which is evident in Gattaca is the idea that the most important key to a person’s success is not their genetic material but their ambitions, drive and determination. This theme is explored in the film through the conventions of performance and characterisation, camera angles, camera shots and by music/sound.Early in the film Gattaca, Vincent undergoes a transformation. Prior to the transformation Vincent is seen as an unconfident person with bad body language, baggy clothing and glasses which all indicates that Vincent is inferior. Vincent wants to be able to work at Gattaca but he knows that he can’t make it in because of his genetic material (heart problem), so he meets German (broker) who helps Vincent undergo the transformation. When German asks Vincent how committed he is to the project; Vincent says â€Å"I’d give 100%,† to which German replies, â€Å"That’ll get you halfway there†.This shows you how much effort Vincent has to put in to get into Gattaca, but with drive and determination on Vincent’s side he not only gets into Gattaca but one of their elites. After Vincent’s transformation from a â€Å"borrowed ladder† to a valid his attitude and looks had changed completely. His posture and body language had become almost perfect and his attitude to life had also transformed completely; making him look like a professional. You can finally see the complete transformation when Vincent has his interview at Gattaca, when he looks into the mirror.You can see that Vincent is impressed with what he has transformed into. During the film Gattaca, the mission director at Gattaca was brutally murdered, in which Investigators took control of Gattaca and checked everyth ing, everywhere and everyone, gene to gene. When Vincent sees all of these people searching for clues and evidence he slightly loses faith and starts to rethink his whole dream. The investigators find a suspect, but no details are given except a picture (of Vincent) and the fact that the suspect is an invalid.There are many different scenes in which Vincent almost gets caught, but one of the tensest scenes was when Vincent went on the treadmill for his training. Prior to this scene we see Jerome clip a heart rate monitor onto himself and we see him ride his wheel chair so they can record his heartbeat, which we figure out that Vincent is going to end up using it. When Vincent goes onto the treadmill we see him quickly switch heart rate monitors and then we see him jogging. Then we see two investigator walk into the gym facility where everyone is getting there heart rate checked, including Vincent.While the investigators are talking to the doctors we, the viewers can hear Vincentâ₠¬â„¢s heart beat (non-diegetic), which slowly builds up the tension. Then when the investigators and the doctor are talking about Vincent, his Heart beat monitors recording finished early so we can hear his real heartbeat which is going really fast so he quickly unclipped his heart rate monitor and walked off. This shows you the risks and challenges that Vincent faces every day and the ways he deals with them.At the beginning of Gattaca Vincent and his brother Anton play a dangerous game called â€Å"Chicken†. Chicken involves Vincent and Anton battling against each other and against the great force of nature as they swim out into the ocean as far as they possibly can until one gives in or turns back. Both Anton and Vincent are presented through high angles to show their inferiority and insignificance compared to rough and wavy ocean. There are also scenes in which they are displayed through eye level shots to show that the conditions are equal to both of them.Later on in the film Vincent and Anton go back out into the ocean and have another game of Chicken in which Vincent, against all odds beats Anton. This is a significant part of the film because Vincent finally realises that he can achieve anything and he can finally travel into space. â€Å"It was the one moment in our lives that my brother was not as strong as he believed, and I was not as weak. It was the moment that made everything possible†. Camera angles help support the theme that the most important key to a person’s success is not their genetic material but their ambitions, drive and determination.At the end of Gattaca, Vincent was only moments away from achieving his goal to go to Gattaca. At the same time Jerome is preparing to end his life. These two scenes are intercut so we can see Vincent finally getting onto the rocket and achieving his goal while Jerome is stepping into the incinerator preparing to kill himself because he lived a miserable life, having perfect genetic material but a lack of determination and drive. This scene is extremely tense because we feel emotionally overwhelmed; happy for Vincent and sympathetic for Jerome.We also feel quite emotional because we know Jerome is going to die happy and we know that he was happy to be part of Vincent’s transformation: â€Å"I got the better end of the deal. I only lent you my body †¦ you lent me your dream†. This is the final scene of the film that completes the theme. Vincent made his dream come true, not because of his genetic material but because of his ambitions, drive and determination. It is evident in the feature film Gattaca, by Andrew Niccol that the key to a person’s success is not their genetic material but their ambitions, drive and determination.Gattaca is full of interesting ideas and themes which are explored throughout Vincent’s journey. The conventions of performance and characterisation, camera angles, camera shots and music/sound all help deve lop the theme. I believe that this would have to be one of my favourite movies because of all of the representations and because the story behind it inspired me to become a better person. I would also recommend this movie to anyone because it reaches out to a wide target audience and I would definitely rate it a 10 out of 10. By Anthony (hshs)

What Is a Carbonate

Definition: Carbonate is an ion consisting of one carbon and three oxygen atoms.The molecular formula for the carbonate ion is CO32-.

Classification and Division of Beam and Arch Bridge - Free Essay Example

Sample details Pages: 1 Words: 321 Downloads: 1 Date added: 2017/09/23 Category Advertising Essay Type Argumentative essay Did you like this example? There are three basic types of bridges, two of them are the arch and beam bridge. Of the first type the form of the load-bearing structure or its actual shape is convex. The load of an arch bridge is carried outward along the curve of the arch to the abutments at each ends. These abutments or supports carry the load and keeps the ends of the bridge from spreading out. Arch bridges can be divided into two major types, the old and the modern arch bridges. Under the first types are the Corbel arch bridges and the Aqueducts, both are designed that each succeeding layer over the other. The materials used for the first type are simple masses of stone bricks which made it last until the present times. Of the second type more complex procedures, calculations, and equipments are used to build these steel bridges. Under the second type are the Deck arch bridges, through arch bridges and Tied arch bridges. All of these are used to bridge large gap with their strong and beautiful stru ctures which makes it not only a way of transportation but also a piece of attraction among large cities. On the other hand, Beam bridges have the form of the load-bearing structure or its actual shape is simply flat. The load of a beam bridge is basically supported by its piers or foundations. The beam bridge is horizontally self supporting. It exerts mainly vertical downward force on its foundations. There are two main types of beam bridges namely the simple span beam bridge and the cantilevers. The simple span beam bridge is found in practice to provide the most economical form of bridge, it is simply defined as a bridge supported at its ends. The cantilever provides a means to make beam bridges of considerably greater spans; it is also called the girder bridge. These beam bridges are basically made up of steels and concretes. Don’t waste time! Our writers will create an original "Classification and Division of Beam and Arch Bridge" essay for you Create order

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.