Sales Management - Report on Case Study Example | Topics and Well Written Essays - 3000 words

Sales Management - Report on - Case Study Example The company may wish to examine changing the bonus structure from an annual structure to a quarterly method to enhance motivations for those extrinsically motivated. Research indicates that there is another poor performer in the sales group, Robert, who may also be reliant on extrinsic motivational rewards. Based on all statistics and qualitative evaluations of performance, it is recommended that Concorde develop a training program that focuses on cost controls, lean ideology and production surplus to assist salespersons in reducing expenses that are contributing to a low average gross margin. Jose, especially, requires empathic yet assertive discourse about his performance to motivate and inspire Jose to take responsibility for his sales leadership deficiencies. Concorde and Associates, a company specialising in the sale of computer peripherals to major computer manufacturers, achieved a marginal increase in sales which only surpassed sales forecasts by one percent. During the formal performance evaluation period, the regional sales manager began an investigation into the performance statistics of the sales team to determine which were over-performing and which staff members under-performing. Jose, a sales representative from the Arizona territory, had fallen short of achieving the sales expected in his established sales quota on three of the four main product lines offered by the company. Jose was the largest under-performer in the business, which requires a critical assessment of what strategies should be employed to improve his performance and, if appropriate, other salespersons not achieving expected performance goals. This report highlights what might have contributed to Jose’s poor performance, evaluates other salespersons that might have moderate performance issues, highlights the approach that should be taken to fairly and accurately evaluate Jose’s total performance and provides

Career Objectives Essay Example for Free

Career Objectives Essay My career objective is to develop and build-up manpower with practical knowledge and problem solving skills to expand small and medium agribusiness enterprises and improve the productivity of agribusiness value chain in agricultural industry and also in my country. Also I plan to apply acquired knowledge and practical skills from TAMU to up-scale agribusiness management, farmer producer organizations and groups, agribusiness supply chain management and improve agribusiness marketing of processed commodities and small business enterprise development. To be involved in international research, outreach programs and teaching in various aspects of agribusiness management and Enterprise Development. These activities inform our domestic efforts and enable me to address important problems and opportunities in my countrys (Nigeria) agribusiness supply chain and Enterprise Development. Also to help in the attainment of the national objective of poverty alleviation and food security in my country as envisage by the Agricultural Perspective Plan (APP) through assured and efficient agricultural marketing system. To create environment for incentive price of the farmers at the same time help the consumers in their access to agricultural produces at a comfortable price. To carry out relevant agriculture marketing research activities to support the future marketing policies and programs. To facilitate and support agro entrepreneurs association for promoting agribusiness and export from Nigeria. To construct and strengthen agriculture marketing infrastructure. Commercialization of the agriculture has been my priority at the recent time which has increased substantial market surplus of various agricultural commodities, like vegetables, fruits, species, cash crops and other agricultural products within the country. With the increase in volume of marketable surplus, the need for assured market outlet has become very necessary. This calls for improvement is the my overall interest.

Attack on World Trade Center :: history

Attack on World Trade Center Terrorism is the bug of 21 century. Throughout history it has appeared in many various ways: hijacked planes, ships, trains. But never was terrorism committed in such a terrible way as on Tuesday, September 11 in New York City. This tragedy affected us all. It was nice Tuesday morning. Everybody were rushing to their jobs in the most beautiful and remarkable city of the world. Planes in the sky were usual routine of this city at this time. Manhattan was ready to welcome millions of its residents and tourist. Everybody were going about their businesses. There was illusion that nothing can disturb this normal existence. Rapidly, two passenger planes, like envoys of terror, crashed into both towers of the World Trade Center. Pieces of debris came down with a terrifying thunder. Screams of terror could be heard through hearts of thousands people from all over the world. Ten minutes later, people all over the world with shocking fear could observe how two highest buildings of the world were collapsing carrying away thousands of innocent lives. People stood staring in awe at the empty space, which once was the Tenth Wonder of the World. Now, this is just a cloud of dust. Many firefighters and police officers rushed into the burning buildings to save innocent lives. At this time they weren’t thinking about their own lives. I woke up about 9 o'clock. As usual I turned on the TV. I saw a terrible image of one tower and a lot of smoke was coming out of it. Still not realizing what was happening, I went to another room to pack my stuff in order to go to college. At this time I was thinking that it was just a regular fire and nothing serious. When I got on the bus I saw unusual commotion among people. I could feel panic and fear among people. I wanted to use my cell phone to call my friend to find out if he’s ok, but it did not work. Everybody were talking about the attacks of terrorists, but I never thought that World Trade Center could collapse, just disappear. I heard that Twin Towers collapsed when I was in my music class. I still could not realize what was happening in NY. I got out from Brooklyn College and I went to Flatbush Avenue. There I saw skies full of black smoke.

A Comparison of T. Thomas Fortune and Booker T. Washington

Alex Roth White Power/Black Leadership November 14, 2007 Booker T. Washington and T. Thomas Fortune Though not as well known today as many of his contemporaries, T. Thomas Fortune was the foremost African American journalist of the late nineteenth and early twentieth centuries. Using his editorial position at a series of black newspapers in New York City, Fortune established himself as a leading spokesman and defender of the rights of African Americans in both the South and the North (wikipedia). The life of T Thomas Fortune spanned several significant periods in American history. His seventy-two years included the experiences of slavery, Reconstruction, â€Å"the Nadir,† and the Harlem Renaissance. In varying degrees, these opposing periods in time influenced and determined the direction of Fortune's life and the realization if his identity as an â€Å"Afro-American. † On the other hand, one of the most influential, celebrated, and criticized black leaders of the twentieth century was Booker T. Washington. Few public figures in African American life during the period of post-slavery excited as much passion and misunderstanding as Washington. Born a slave and deprived of any early education, he became America’s foremost black educator of the late 1890s and early 1900s, introducing the nation to his own brand of education and reform for the post-Civil War United States. Besides using his journalistic pulpit to demand equal economic opportunity for blacks and equal protection under the law, T. Thomas Fortune founded the Afro-American League, an equal rights organization that preceded the Niagara Movement and the National Association for the Advancement of Colored People (NAACP), to extend this battle into the political arena (Thornbrough). However, his great hopes for the league never materialized, and he gradually began to abandon his militant position in favor of educator/activist Booker T. Washington's compromising, accommodationist stance (Thornbrough). Fortune's later years, wracked by alcohol abuse, depression, and poverty, precipitated a decline in his once-prominent reputation as well. Washington’s career, on the other hand, was no less successful or influential than that of Fortune’s. He was the founder, first teacher, and principal of the Tuskegee Institute in Tuskegee, Alabama, which later became the staple for almost all southern black education. Here Washington instituted his belief in vocational training as a means for black self-reliance, as well as a way to further the black community through providing services people of all races could benefit from (Washington). He became a well-known orator throughout his career, wrote a best-selling autobiography (Up From Slavery, 1901), and advised Presidents Theodore Roosevelt and William Taft on race relations in the United States. Later in his life Washington was given the nickname of â€Å"The Great Accommodator† which provides an indication of why later black influences, such as W. E. B. Du Bois and the N. A. A. C. P. so heavily criticized his leadership (Du Bois). Washington was the driving force behind the Tuskegee machine from 1891 until his death in 1915, constantly controlling every operation that occurred at the school. Together these two men helped to shape the landscape of the black community for years after their deaths and as will be shown when their paths crossed during the courses of their lives, sparks flew, tempers flared, and the history of Black America was changed forever. Timothy Thomas Fortune was born a slave in Marianna, Florida on October 3, 1858 (Thornbrough 3). Early in his boyhood he was exposed to the three factors that later dominated his life – journalism, white racism, and politics. Fortune was only five years old when slavery was abolished in 1863 by the Emancipation Proclamation. His father, Emanuel Fortune, was a literate slave artisan and one of two African Americans elected as delegates to the 1868 state's constitutional convention and a member of the Florida House of Representatives, and his mother, Sarah Jane Moore, was a slave. Fortune was raised amid tumultuous times in Reconstruction Florida (12). Southern whites, resentful of black political participation, intimidated blacks through acts of violence; Jackson County, the Fortunes' hometown, witnessed some of the worst examples. The Fortune family escaped with their lives, losing their home and profitable farm as they were forced to emigrate to Jacksonville, Florida to start a new life (23). . The young Fortune obtained his education in Florida through a variety of avenues both formal and informal. While in Marianna and Jacksonville he attended Freedmen's Bureau schools and picked up knowledge of the printer's trade from observation in the office of the Marianna Courier (wikipedia). This printing shop was the first of several in which T. Thomas Fortune worked and learned the trade. At the age of thirteen he began his political apprenticeship in Tallahassee, Florida where he was a page in the State Senate and learned first-hand about political corruption and the exploitation of blacks by whites in politics. Fortune's distrust of political parties and his attitude toward race relations were influenced greatly by his teen years in the State Capitol (Thornbrough 34). He also preferred to spend his time hanging around the offices of various local newspapers rather than in school. As a result, he left Florida in 1876 at the age of 19 and enrolled at Howard University during the winter 1874 term to study law. He changed to journalism after two semesters, but a lack of money limited his stay at Howard (40). While enrolled at school he spent part of his time working in the print shop of the People's Advocate, an early black newspaper, where his love of journalism flourished. In 1877 while still in Washington D. C. , Fortune married his long-time sweetheart from Florida, Carrie Smiley (wikipedia). For the next two years he taught school in Florida and worked for the Jacksonville Daily Union as a printer. In 1878 Fortune traveled to New York, where he was hired to the staff of the New York Sun, eventually working his way up to the editorial staff as those around him began to recognize his incredible abilities as a writer and journalist (Thornbrough). A few years later in 1881 Fortune, along with George Parker and Walter Sampson began the newspaper the New York Globe, where Fortune soon became the editor. The New York Globe and its successors, the New York Freeman in 1884 and the New York Age in 1887, would establish Fortune as the head of black journalists (50). One of the reasons that these papers were so successful was their high literary quality and relentless editing by Fortune. At this time he began to establish himself as a leading voice in the fight against American racism and wrote several editorials that argued for equal treatment and protection of the black community. Under his leadership, the New York Globe and its predecessors were regarded as the most distinguished Afro-American papers in the nation (wikipedia). While editor of the New York Globe, Fortune attacked Republicans for not caring â€Å"a snap of the finger† for Negroes and he called upon blacks to form a â€Å"new honest party. Unlike most African Americans of his era, he felt no special affinity or loyalty fort the Republican Party (Fortune). While most black leaders and black newspapers felt an allegiance to the party of Abraham Lincoln, Fortune denounced the Compromise of 1877, when the Republicans ended Reconstruction and sacrificed the constitutional righ ts of southern blacks. He believed that the period of Reconstruction had not sufficiently given the black community an opportunity to establish a base for their future in this country (93). Fortune’s ability to mobilize the black population through the press and other political actions created a desire for the creation of an Afro-American League (Thornbrough). In December of 1889, more than one hundred delegates from twenty-three states met in Chicago to organize the league. The group’s goal was to attain full citizenship and equality for the black community. However, after much effort to organize chapters and raise funds, the league failed, but paved the way for others, such as the Niagara Movement and the N. A. A. C. P. , which is still in action to this day (67). In 1895, the prominent black leader Frederick Douglass died, making Fortune the most well-known militant black spokesperson in the North. However, this came at the price of Republican funding, since Fortune was an independent political thinker, effectively putting his newspapers into financial crisis and forcing him to depend on Booker T. Washington for small sums of money (wikipedia). At this point in their lives both Fortune and Washington were at the peaks of their influential campaigns, trying to make a difference for the black community. I would now like to talk about the background of our other black leader, Booker T. Washington, in order for the reader to get a sense of his upbringing and beliefs before the pair is compared. Booker Taliaferro Washington was born in 1856 on a slave plantation in Virginia (Washington 7). He was about ten years old when in 1865 the Union defeated the Rebels, ending the Civil War and essentially freeing the southern slaves. Soon after this Washington’s family settled in West Virginia. This is the time in Booker’s life when he began to have a thirst for learning, so he asked his mother for a Webster’s â€Å"blue back† spelling book, which put him on the track to greatness (18). Washington one day overheard discussion of a school for blacks called Hampton Institute, and he promptly determined that he would seek a formal education there. Before going to Hampton, Washington worked for a second time in the home of a white family, in this case as a houseboy for General Lewis Ruffner and his wife, Viola, owners of the local mines (Washington 24). Here he learned the importance of strict discipline and form, something that he took with him for the rest of his life and readily applied to his everyday endeavors. In 1872 he set out for Hampton Institute. When his money gave out, he worked at odd jobs. Sleeping under wooden sidewalks, begging rides, and walking, he traveled the remaining 80 miles and asked for admission and assistance (26). After Hampton officials tested him by having him clean a room, he was admitted and given work as a janitor. This is when Booker was noticed for his diligence, hard work, and attention to detail, all characteristics that he emphasized in every aspect of his life. Hampton Institute, founded in 1868 by a former Union general, emphasized manual training. The students learned useful trades and earned their way. Washington studied brick masonry along with collegiate courses. Graduating in 1876, he taught in a rural school for two years (40). Studying at Wayland Seminary in Washington, D. C. , he became disenchanted with classical education, considering his fellow students to be dandies more interested in making an impression and living off the black masses than in serving mankind. He became convinced that practical, manual training in rural skills and crafts would save his race, not higher learning divorced from the reality of the black man's downtrodden existence. In 1879 he was invited to teach at Hampton Institute, particularly to supervise 100 Native Americans admitted experimentally (Washington 47). He proved a great success in his two years on the faculty. In 1881 citizens in Tuskegee, Alabama, asked Hampton's president to recommend a white man to head their new black college; he suggested Washington instead. The school had an annual legislative appropriation of $2, 000 for salaries, but no campus, buildings, pupils, or staff (Washington 51). Washington had to recruit pupils and teachers and raise money for land, buildings, and equipment. Under Washington's leadership (1881-1915), Tuskegee Institute became an important force in black education. Tuskegee pioneered in agricultural extension, sending out demonstration wagons that brought better methods to farmers and sharecroppers. Graduates founded numerous â€Å"little Tuskegees (wikipedia). † African Americans mired in the poverty and degradation of cotton sharecropping improved their farming techniques, income, and living conditions. Washington urged them to become capitalists, founding the National Negro Business League in 1900. By 1915 Tuskegee had 1, 500 students and a larger endowment than any other black institution (wikipedia). At this point in Washington’s journey he begins to kindle a friendship with a black journalist from New York named T. Thomas Fortune. Washington and Fortune seemingly made strange friends. Apparent opposites – the former a soft-spoken accommodationist and the latter a militant agitator – in actuality, they were very good friends who corresponded almost daily throughout the 1890s. Their relationship was based on mutual affection, mutual self-interest, similar backgrounds, and the same ultimate goals for people of color (Thornbough). Born as slaves in the same year and growing up in the Reconstruction South, both men felt a deep obligation to their native region and a duty to improve the condition of southern blacks. Washington provided a model for the black community after his own life. He believed that blacks should work their way from the bottom up because that is where they stood in the first place. He proclaimed that there was honor, duty, and merit to be found in performing challenging, hard work (Washington 37-38). At Tuskegee Booker reinforced the fact that blacks should not feel undignified about taking part in manual labor, but instead learn to love it. Washington also emphasized the importance of personal hygiene to each of his students, stating that â€Å"Absolute cleanliness of the body has been insisted upon from the first. (Washington 81). This belief stemmed from the thought that being presentable and personally responsible for one’s appearance would lead to a more civilized environment for all men and women (80). He believed that to do something that the world needed was the greatest way to earn merit and become rewarded in society. He also believed that blacks should become economically viable before attempting any ventures into politics. Washington stated that black rights would come at a slow and steady pace and that blacks should wait before becoming involved with political affairs (Washington 85). This accomodationist attitude was not favored by many in the black community, including Fortune’s militant beliefs of agitation. Booker’s motto was â€Å"hand, head, and heart,† meaning that that all things should start through the dignified duties of performing tasks the world needs done (42). He believed in an industrial education where his students were prepared for the real world and able to make a contribution not only to themselves, but the black community as a whole. Like Washington, Fortune emphasized the importance of education and believed that practical vocational training was the immediate educational need for blacks as they emerged from slavery (wikipedia). He, too, counseled success through thrift, hard work, and the acquisition of land, believing that education and economic progress were necessary before blacks could attain full citizenship rights. Although the two leaders played different roles and presented contrasting public images, their alliance was mutually useful. Fortune was editor of the leading black newspaper, and Washington needed the Age to present and defend his ideas and methods. Fortune also helped edit Washington's speeches and was the ghostwriter for books and articles appearing under his name, including A New Negro for a New Century and The Negro in Business (Thornbrough). Similarly, as Washington's reputation and influence grew, particularly in Republican circles, he could be a powerful friend. For years he secretly subsidized the Age, helping to keep it solvent. Fortune hoped for Washington's intercession with President Theodore Roosevelt for a permanent political appointment, but all he received was a temporary mission to the Philippines in 1903 (wikipedia). Fortune's dependency on Washington continued to grow. He bought an expensive house, Maple Hill, in Red Bank, New Jersey, in 1901. Its mortgage payments, added to the financial woes of the Age, compounded his monetary problems. As attacks mounted on Washington for his accommodationist methods, Fortune felt compelled to defend his friend. But Washington's more militant black critics, notably W. E. B. Du Bois and the leaders of the 1905 Niagara Movement, simply denounced Fortune as an untrustworthy, former â€Å"Afro-American agitator (Du Bois 69). A new generation of black leaders was appearing, and Fortune's influence was beginning to wane. He broke with Washington and joined members of the Niagara Group in criticizing President Roosevelt's discharge of black troops following a riot in Brownsville, Texas, in 1906. Needing Washington's support though ideologically drawn to his detractors, Fortune faced a crossroads: his life began to disintegrate. Disillusioned and discouraged after h is long efforts on behalf of black America, he separated from his wife, increased his heavy drinking, and suffered what his contemporaries described as a nervous breakdown (Thornbrough). Washington took control of the Age in 1907 by becoming one of the principal stockholders. Later that year Fortune sold his interest in the paper to Fred R. Moore, who became the new editor. This effectively ended Fortune's influence as a black leader. From time to time he found work as an editorial writer and correspondent for the Age and the Amsterdam News. He edited the Washington Sun for a few months before it folded (Thornbrough). Slowly he recovered and in 1919 he joined the staff of the Norfolk Journal and Guide, continuing to write commentaries and editorials for the rest of his life. He became editor of Negro World, black nationalist leader Marcus Garvey's publication, in 1923, remaining there until his death in 1928, but not before the pioneer activist had joined the ranks of Washington's critics, apologized for his ideological waywardness, and observed that â€Å"all along the way I have shaken the trees and others have gathered the fruit (Fortune). † Many critics agree that it was all but impossible for anyone to achieve the ambitious goals Fortune had set given the climate of the times in which he lived. When he abandoned his militant ideology to promote Washington's more accommodationist methods, Fortune destroyed his own credibility as a leader and his personal integrity as well. This was something he could not live with, and it seemed to destroy him. As Emma Lou Thornbrough wrote in her biography T. Thomas Fortune: Militant Journalist, â€Å"Unable to bend as Washington had, he was broken. Before he was thirty years old Timothy Thomas Fortune was widely acclaimed as the most able and influential black journalist of his times and was seen by some as a possible successor to Frederick Douglass. As an editor in New York toward the end of the nineteenth century, he sought to use the press as a vehicle for mobilizing black public opinion to support his militant ideology and for establishing himself as spokesman for and defender of the rights of Afro-Americans in the South as well as in the North. He viewed political action as necessary for achieving his ideological goals as well as an instrument for fulfilling his own personal aspirations. He also conceived of a national organization as a means of carrying out his aims and led in the formation of the National Afro-American League. His political ambitions were thwarted as were his hopes for the League, and in later years his reputation as a militant and uncompromising champion of the rights of blacks was compromised by his ties with Booker T. Washington, with whom his career became inextricably linked. This seeming paradoxical relationship between the two men grew out of the interest that each had in furthering his own career as well as out of mutual respect and affection. But as Washington's prestige and power grew, Fortune's influence and reputation declined (19). Although outwardly conciliatory, Washington secretly financed and encouraged attempts and lawsuits to block southern moves to disfranchise and segregate blacks. He had lost two wives by death and married a third time in 1893. His death on Nov. 14, 1915, cleared the way for blacks to return to Douglass's tactics of agitating for equal political, social, and economic rights (wikipedia). In 1895 Washington gave his famous â€Å"Atlanta Compromise† speech (Washington 99). Although he shared the late Frederick Douglass's long-range goals of equality and integration, Washington renounced agitation and protest tactics. He urged blacks to subordinate demands for political and social rights, concentrating instead on improving job skills and usefulness. â€Å"The opportunity to earn a dollar in a factory just now is worth infinitely more than the opportunity to spend a dollar in an opera-house,† he said (101). He appealed to white people to rely on loyal, proven black workers, pointing out that the South would advance to the degree that blacks were allowed to secure education and become productive. Washington's position so pleased whites, North and South, that they made him the new black spokesman. He became powerful, having the deciding voice in Federal appointments of African Americans and in philanthropic grants to black institutions (wikipedia). Through subsidies or secret partnerships, he controlled black newspapers, stifling critics. Overawed by his power and hoping his tactics would work, many blacks went along. However, increasingly during his last years, such black intellectuals as W. E. B. Du Bois, John Hope, and William Monroe Trotter denounced his surrender of civil rights and his stressing of training in crafts, some obsolete, to the neglect of liberal education (Du Bois 73). Opposition centered in the Niagara Movement, founded in 1905, and the National Association for the Advancement of Colored People, which succeeded it in 1910. In the Atlanta Exposition speech Booker speaks of the progress of the black community ahs made since the end of the Civil War. He had created the Negro Business League, where black businesses were able to get money and become established through the aid of other black businesses. He also stated his theory of education needing to be industrial, so that young blacks could become independent by providing services the world needs. However, this progress seemed to be tainted because there was very little room for growth, especially in industry and politics. Here it is said that Booker became known as an accomodationist. He made statements during the speech that lead others in the black community to criticize his leadership and future goals of the race as a whole. He said that blacks got as much out of slavery as whites, meaning that they had skills others did not possess (Washington 14). He also stated that he opposed slavery, but was not bitter about the entire nation under this hierarchal control. He thought that blacks should not ask for many rights or privileges because he did not want to annoy them. This view differed completing from those of T. Thomas Fortune because he believed in a more militant approach to the gaining of political and social rights (Bracey et. al. 213) . In â€Å"We Know Our Rights and Have the Courage to Defend Them† he presents a black nationalist view of the United States after the Civil War and Reconstruction (Bracey et. l. 213) . Booker also shared in this view, stating the â€Å"we are a nation within a nation,† although many educated blacks wanted to be seen as Americans. In this writing, Fortune wanted to press the case for black rights, sharing a spirit of agitation with the black community, something that differed heavily from the teachings of Washington (214). Fortune wanted to stir things up by challenging blacks to have manhood and to stand up to white prejudice that they witnessed in their everyday lives, coming up with an actual program to aid this progress (217). First, he represses voter intimidation of the blacks in the South. Second, he discourages the reign of the lynch and mob laws. And third, he discusses the unequal distribution of school funds to black educational endeavors, such as the Tuskegee Institute. Fortune believed that many of these issues were worth fighting for and if the black community could act in solidarity they would eventually achieve their goals (Bracey et. al. 218). The relationship between Fortune and Washington was, to say the least, a tumultuous one, riddled with disagreements and hardships. T. Thomas Fortune was much more outspoken and militant than was his friend Washington, who preferred a less hostile method of progressivism. These men both live incredibly different lives, but were connected by their beliefs in creating a better world for the black community, through political, social, and economic change. Their work will never be forgotten and will be able to be seen well into the future as blacks are continuing to forge ahead, making the world a place that both T. Thomas Fortune and Booker T. Washington could be proud of. Works Cited Washington, Booker T. Up From Slavery. New York: W. W. Norton & Company Inc, 1996. Du Bois, W. E. B. The Souls of Black Folk. New York: Bedford/St. Martins, 1997. Fortune, Thomas T. Black and White: Land, Labor, and Politics in the South. New York: Arno Press, 1968. Thornbrough, Emma Lou. T. Thomas Fortune: Militant Journalist. New York: University of Chicago Press, 1972. Bracey, John H. , August Meier, and Elliot Rudwick. Black Nationalism in America. New York: The Bobbs-Merrill Company Inc, 1970 â€Å"Wikipedia. † 9 Nov. 2007

By the end of the novel Maestro the reader feels that both Keller and Paul are egotists and equally unattractive characters Essay

By the end of the novel the reader feels that both Keller and Paul are egotists and equally unattractive characters. While I agree with the first part of this statement I disagree with the second. In this essay I will be discussing the characters egotism, is relation to each other. I will explain the reasoning behind the characters reasoning’s and because of this why I believe that Paul is the more unlikable character of the two. The reader learns very on in the book that each of these characters has unattractive qualities. Goldsworthy creates these characters equally undesirable in their own right. Paul’s superficial view on emotion and his quick judgement especially when it comes to Keller contribute to the portrayal of Paul as a fairly unlikable character. Paul makes the transition in this book growing up and this in its self is very much a contributing factor as we see him grow into his egotism where as Keller is explained and somewhat redeemed. Despite Keller being describes as a ‘virtuoso’ he is viewed by Paul -and there for the reader -as arrogant and patronising. â€Å" The boy is given to much self satisfaction† he observes of Paul, which is a fair description as Paul is often critical and patronising of Keller’s teaching techniques, which may well stem from his superior view of himself, â€Å" of course he sounded better, he had a better piano.† Paul from very early on is self centred, believing he is the best. He takes things at face value, especially when it comes to judging Keller and his teaching style. He does not take the time to watch and learn before making assumptions. When he says â€Å"He’s a Nazi† he could not have been more wrong. This statement become more apparent towards the end of the novel when we learn about Keller’s association with the NAZIs and the consequences it had not only on his life but also those of this family, his wife and son. Keller’s anti-social behaviour tends to bring a distance between himself and the other people in Darwin but also from himself as a character and the reader. But this is not a negative influence, in fact it makes the reader empathise with him or at least intrigue the reader enough to be on his side. This could be seen as one of Keller redeeming factors. When Keller chooses to move to Adelaide, Paul realised that his exile was self imposed â€Å" His exile was chosen, not forced upon him†, Keller’s arrogance and naivety during the War are why he chooses to stay in Vienna and ultimately causes the deaths of his wife and son. Keller believes that he had been betrayed, that by being close to Hitler his family would be saved. This assumption was naive, he says himself â€Å"I knew these people, these murderers. I had signed their concert programs. His self imposed isolation in Darwin as a result of this evokes empathy and sympathy in the reader and this could again be seen as a redeeming quality. As the reader learns that Keller has reason for his egotism, Paul- because of his youth is viewed negatively because he comes off as an ignorant child. When he moves to Adelaide we realise however that he has somewhat been groomed into this arrogance. Learning from Keller, Paul learns a lot but he also gets handed all of Keller’s arrogance as well. Learning the techniques from Keller but not how to play the music with passion, Paul starts to believe that technique is the only important thing. Keller as we learn has reason to focus on the technique, simply because he cannot stand the pain of actually feeling the music, evident in his missing finger. Paul’s arrogance grows throughout the book. As he progresses through the lessons with Keller and also as his love life grows with Rosie, he grows more self assured. Paul is very self driven and thinking he is the best he makes decisions that show his arrogance to the fullest. The choice to move to Adelaide right on the cusp of getting to finally know everything about his teacher shows that not only is he arrogant he is an egotist. He wants the fame and glory of being an amazing piano player. While Paul appears narcissistic, he is often aware of his flaws. Despite being pretentious, Paul is fundamentally shy. His refuge in the music room parallels Keller’s self-imposed solitude at the Swan. Paul is unsure of himself, as his ‘self-perception lagged timidly behind [his] growth spurt’. His arrogance protects him from his loneliness and his inability to attain greatness. Although Paul’s delusions of grandeur mark him as a weak character. At the end of the novel Paul admits that he â€Å"is able to dupe my audience at the odd concert†¦but never†¦myself†, referring to his musical ability. Paul comes to the realisation that he will never be the piano player he desires and this admission evokes some empathy from the Maestro readers. Paul’s egotisms is much more prominent than Keller’s, and the tragedy of Keller’s life in a way prevents the reader from having negative feelings towards him. Paul and Keller are represented as egotistical characters but whereas Pauls is viewed as negative with small redeeming factors, Keller’s is understood and earned and explained from his passed.

Americas Conviction In The Global War On Terror

Americas Conviction In The Global War On Terror Free Online Research Papers The proactive position of our country and her allies is an imperative commitment that could prove to ensure future safety and harmony across the world for generations to come. We, being stated as a collective ally in the Global War Against Terror, will not for generations to come be able to reap the benefits, nor bask in the feeling of success. The future goals of our actions will not be attained in any current lifetime, but we cannot afford give up when it becomes tough. World security comes a close second to our own homeland‘s, but coincidentally both require the same firm initiative and preemptive actions that keep bad men re-thinking their intentions. World peace and homeland security should be important to all; It remains Paramount!†¦. that unanimous and popular support be a passion and collective conviction of each American in every corner of the nation. â€Å"A quick withdrawal of U.S. forces from Iraq could allow victorious Muslim extremists to fan out into other countries, with some militants going to Afghanistan to fight alongside a resurgent Taliban.†(Cheney) It is essential that we stay determined on the course. We must renew our conviction as a country of De mocracy, never forgetting how we were formed nor our past struggles, and reflect now on the values we have come to represent: equality, freedom, knowledge, respect, and justice. The chance alone of acquiring a peaceful future is worth exhausting all efforts and resources to ensure stability. The U.S. House and Senate vigorously apply policy at home in a cycle of national self-improvement, and therefore should employ the same fierce commitment to any threat that poses a risk of interrupting the success of our diverse and powerful country. Any interruption that diverts away from our process of growth and development is hard work and momentum lost forever. â€Å"Gunmen rounded up a Sunni family under death threats for joining U.S. organized talks with local Shiites, hauling away the men and boys and killing all six Saturday [03 Mar. 2007] as insurgents expand a campaign of fear against opponents.(6 Sunnis) At home and abroad, we currently face a scared and simple-minded, but very determined enemy. They are passionate in their purpose, but lack the knowledge of benefits that we possess because of prosperity and diversity. â€Å"Two homicide bombers turned a procession of Shiite pilgrims into a blood-drenched stampede Tuesday [06 Mar. 2007] killing scores with a first blast and then claiming more lives among fleeing crowds. At least 106 were killed amid a wave of deadly strikes against Shiites heading for a solemn religious ritual.†(At Least) The enemy we are fighting is desperate and heartless. They have nothing to look forward to in life, and therefore nothing to lose. Their only aspirations are the possibilities of a glorious afterlife. â€Å"Those who are killed in the jihad are called Martyrs, in Arabic and other Muslim languages shabid. The English word martyr comes from the Greek martyrs, meaning witness, and in the Judeo-Christian usage designates one who is prepared to suffer torture and death rather than renounce his faith.† (Lewis 38) At the sake of appearing stereotypical, it should be vastly worrisome that a very large portion of an entire ethnicity has waged an actual war against the traditional American lifestyle. They hide among us now, in our government, our military, and most definitely mixed in with the rest of society from the prominent to the common. â€Å"[Hassan Abujihaad] was arrested in Phoenix on charges of supporting terrorism with an intent to kill U.S. citizens and transmitting classified information to unauthorized people.†(Former) Abujihaad was known as Paul Hall during his days in the U.S. Navy and was discharged honorably. There are many cases just like this, many bombings and threats the public never hears about, and a countless number of individuals living among us that support Radical Islam. Most Muslims are not terrorists, a nd should not be treated as such, but most of the terrorists are in fact Muslim. They are all familiar with the term jihad. â€Å"Jihad is sometimes presented as the Muslim equivalent to the Crusades, and the two are seen as more or less equivalent. In a sense this is true both were proclaimed and waged as holy wars for the true faith against an infidel enemy. But there is a difference. The Crusade is a late development in Christian history and †¦ marks a radical departure from basic Christian values†¦Ã¢â‚¬ (Lewis 37) From the beginning, and birth of our dueling religions, Muslims recognized Christians as having a very similar history and common beliefs. Basically speaking- the Modern West is the primary rival of the Islamic struggle for imperialistic world domination, or as their coined terms now apply: enlightenment vs. globalization. Being forged with Protestant and Judeo-Christian values, the United States is the prime target of a fierce Radical Islamic Ideology, and that really should scare the hell out of everyone. Such a threat jeopardizes the fundamentals of our great Nation, because of the simplistic fact that Muslim extremists wish to destroy the Western world. It is their ultimate goal and final solution, to spread Islam across the globe destroying all that oppose it. â€Å"According to Islamic law, it is lawful to wage war against four types of enemies: infidels, apostates, rebels, and bandits. Although all four types of wars are legitimate, only the first two count as jihad. Jihad is thus a religious obligation. In †¦ Muslim jurists distinguish between offensive and defensive warfare. In offense, jihad is an obligation of the Muslim community as a whole, and may therefore be discharged by volunteers and professionals. In a defensive war, it becomes an obligation of every able-bodied individual. It is this principle that Osama bin Laden invoked in his declaration of war against the United States.† (Lewis 31) According to the values Muslim extremists defend, it is forbidden to commit suicide, being a mortal sin punishable by eternal damnation. Muslim jurists and prophets have also prohibited those engaged in jihad not to kill women, children, the elderly, and forbid the torture or mutilation of prisoners. Bernard Lewis said well, in The Crisis of Islam, that â€Å"The suicide bomber is taking a considerable risk on a theological nicety.† Insurgents and terrorists behaving the way they have, blowing themselves up next to innocents in the name of the religion, begs a few small questions†¦.What are they thinking; Why is that being encouraged by their society? It requires a firm and dedicated conviction to keep that out of our world. In the eyes of this enemy, we are the infidels and literally seen as â€Å"The Great Satan.† On several occasions recently, thousands have chanted in the streets, â€Å"Death to America.† They hate us and the lives of peace, diversity, and equality that our system promotes. It is the ultimate objective to have us all dead, and at this very moment, they are training thousands of toddlers to do it. Hopefully soon enough, our enemies will run out of those willing to sacrifice their lives as â€Å"martyrs,† and if we keep the pressure applied, will deplete their financial support network. If we let up on the pressure, it will only embolden them, giving our enemy time to gain strength and numbers. They will think we can be beaten, then follow us home to do it. Without the absolute unwavering conviction from which we were forged, we will fall†¦. crumbling to dust, and into the stories of history alongside every other great empire before us. In addition to the global, wide-spread common feeling of a life in fear, the cumulative sacrifice, and exponential losses of both sides is grave, and ultimately affects the entire World’s peace and prosperity. We, the citizens United States, are losing our feeling of security at home and abroad, along with the guarantee of prosperous economic relations with several countries across the world. Public opinion holds us accountable for the current troubles. Somebody has to be held accountable, and that burden usually falls on us. It is our Global War Against Terror; It belongs to us, and we shall remain responsible. â€Å"U.S. forces too, continue to tally loses at the hands of extremists despite signs of more successful raids against bases and weapon stockpiles. The military said nine soldiers were killed Monday [05 Mar. 2007] in two separate road side bombings north of Baghdad, making it the deadliest day for U.S. troops in Iraq in nearly a month† (At Least) Our intentio ns do absolutely come with a sacrifice. The countries that do harbor desperate Muslim Insurgencies are sacrificing trust throughout the world, and are also taking away the ability of more pacified nations to claim that the religion of Islam†¦. is one of peace. In The Crisis of Islam, the current and general economic situations of nations harboring terrorists and Muslim extremists is of notable importance, described â€Å"A Failure of Modernity†: Almost the entire Muslim world is affected by poverty and tyranny. Both of these problems are attributed, especially by those with an interest in diverting attention from themselves, to America- the first to American economic dominance and exploitation, now thinly disguised as â€Å"globalization†; the second to America’s support for the many so-called Muslim tyrants who serve its purposes. Globalization has become a major theme in the Arab media, and it is almost always raised in connection with American economic penetration. The increasingly wretched economic situation in most of the Muslim world, compared not only with the West but also with the rapidly rising economies of East Asia, fuels these frustrations. American paramountcy, as Middle Easterners see it, indicates where to direct the blame and resulting hostility. The combination of low productivity and high birth rate in the Middle East makes for an unstable mix, with a large and rapidly growing population of u nemployed, uneducated, and frustrated young men. By all indicators from the United Nations, World Bank, and other authorities, the Arab countries- in matters such as job creation, education, technology, and productivity- lag even further behind the West. Even worse, the Arab nations also lag behind the more recent recruits to Western style modernity such as Korea, Taiwan, and Singapore. The comparative figures on the performance of Muslim countries as reflected in these statistics, are devastating. (Lewis 113-114) The peaceful Muslims may not, in fear of their lives, stand up to renounce those with radical intentions; The weak, uneducated majority has little resistance, and convert to extremism easily. Seemingly too far out of hand to quell, time will show that Radical Islam be commonplace†¦.and the majority. â€Å"However, Kimmett was careful not to leave the impression that all is lost. This enemy is not ten feet tall. He can be, he must be, and he will be defeated.†(Naylor) Our enemy is not ten feet tall, but the children of America still face a long and grave situation indeed. To be successful, we must first work together in congress, and prioritize our objectives. Americans must first understand the enemy, and then by necessity formulate immediate action and policies for the defeat and prevention of the volatile spread of their regimes and influence. Be one for it or against it, each American needs to take a stand in recognizing our dilemma, and just be†¦. anything with conviction. The political head-butting needs to stop; it emboldens our enemy and ensures them that they are exactly where they wish to be†¦. lying embedded in our skin. They way our country disputes policy disagreements is pathetic, and even worse that we broadcast it for the world to see. The continuous course of political bickering undermines our viewed authority, and makes us appear as incompetent fools to the world. This will strip us of dignity and respect across the globe, and be the beginning of our downfall. Our political process should be conducted behind closed doors, w ith very strict regulations on what leaves the room to enter the vicarious world of international media. Allowing others to discredit policy should not be allowed, unless the objector has a plan of action. Current leaders must take a positive direction to stress applications of political unity and cooperation. If a party, or individual wishes to address a problem, they had better come to the table with a legitimate idea for the solution. America has to get used to the fact that leaders sometimes make unpopular decisions, because followers remain too cowardice to do so. The trusted one must take a stand, and most will follow. We must immediately do everything in our power to stabilize the Middle East, and right now the best solution is presence with ability of force and to support the Iraq Army, as bitter as it may seem. Freedom is a virtue and a luxury, but is certainly not free. It seems unfortunate, but remains necessary that we buy it with the blood of our youth, instead of using diplomacy. We did here, and always continue to stress diplomacy. Some countries are too primitive to have a successful process of diplomatic relations in place. We must do our best to promote peace, but also ensure that innocent violence not be tolerated, and we must also address, bring to light, and deal with intentions to destroy the West†¦. preemptively. â€Å"Al-Qaeda and its allies are trying to obtain weapons of mass destruction, [Deputy Assistant Secretary of Defense for the Middle East] Kimmitt said-chemical weapons, biological weapons, and probable fissile material for a dirty bomb. One should be absolutely certain that if Al -Qaeda head Osama bin Laden gets his hands on them that he will use them.†(Naylor) The countries of our enemies are run by a near-prehistoric faction and network of militia-men, where the most diabolical and tyrannical individuals are elevated to power by force. Should we really let them alone? A lone child will always kick over an ant pile, and the ignorant, oblivious adult will do the same. The educated leader of a family will destroy the pests quickly with purpose and conviction, seeing ahead the threat they pose. Promoting and maintaining world stability will continue to prove a difficulty. The Global War on Terror should be an active, important part of every democratic country, and it is our duty to alert and encourage other nations by showing them the importance of a convicted initiative. The networks we seek attempt to lay low and gain strength in the shadows. â€Å"A top Iranian cleric accused Pakistan on Friday of becoming a terrorist sanctuary, following an upsurge of violence on the two nation’s border area that Tehran blames on plots by arch foe the United States and on Pakistan’s ability to control its border.†(Iran) Our country has some of the greatest minds, and the finest cutting-edge technology. Our near-infinite resources are of course, being used to cripple terrorist networks at the knees and to root and destroy networks, but we certainly could add needed pressure to one other area of dire importance†¦. that being, education. Education of the foreign y outh is essential to future stability of the region. Targeting young leaders, teachers and more importantly children, is our best bet at success. â€Å"The situation is getting more and more confused,† Powell told a Purdue University audience â€Å"Thursday night, I hope the Iraqis will seize the opportunity we have given them.†(Powell) They are now being raised in the Middle East as terrorists, racists, and oppressors of women. It is unfathomable how far the Radical Islamists go to train young children in ways of hatred and terror. Developing peaceful education counsels, head by responsible dignitaries of Middle eastern decent would prove immensely successful and a large amount of funding should be allocated to this initiative. Inspiration of the young minds within this part of the world is detrimental to a successful future in the troubled region, and a general passion for the development of professionalism and individuality needs to be developed with careful attent ion. At the sake of departing from political corrective injected by the sensitive majority of our passive and oblivious society, we have become so liberal that it has weakened our structure as a country, twisted our ideals, and departed ways from what our country was founded on. Those same liberal accommodations are eating America from the inside out. Will we stand for nothing, and will our coins soon read, â€Å"In whatever God you choose?† We need to go back to the basics, and state what this country stands for within guidelines, adhering to respected boundaries. We should never allow the actions of enemies like that of our current, to determine the future and policy of this great nation. Americans need to bind together, and take a united stand against those that wish us harm. Research Papers on Americas Conviction In The Global War On TerrorCapital PunishmentPETSTEL analysis of IndiaAnalysis of Ebay Expanding into AsiaAppeasement Policy Towards the Outbreak of World War 2Never Been Kicked Out of a Place This NiceThe Effects of Illegal Immigration19 Century Society: A Deeply Divided EraDefinition of Export QuotasQuebec and CanadaStandardized Testing

Mechanics of Grading Grading Systems

Mechanics of Grading Grading Systems Free Online Research Papers The subject of grading is rarely discussed among faculty members, except perhaps for the occasional debate about grade inflation. But many teachers privately confess that grading is one of the most difficult and least understood elements of their job. Often, professors have little confidence that their grading systems accurately discriminate between different levels of achievement and they differ widely on the components that should constitute a final grade. As a result, grading standards and criteria are so idiosyncratic that an â€Å"A† from one teacher may be the equivalent of a â€Å"C† from another. Part of the problem with grading arises from the fallibility of the tests and assignments used to measure student performance. The three previous FYC’s focused on ways to improve assessment techniques; in this article, we will survey several different methods for calculating final grades and point out their strengths and weaknesses. Grading and Feedback First, it helps to make a distinction between grading and other forms of feedback. A grade is a â€Å"certification of competence† that should reflect, as accurately as possible, a student’s performance in a course. If this goal is achieved, then grades will have the same value from semester to semester and from year to year. Trouble arises when we include grading components that are difficult to measure accurately (such as effort or participation) because these elements reduce the strength of the relationship between grades and academic achievement. Furthermore, when we use grades for reward or punishment, give extra credit for additional work, or grade on attendance, we contaminate the meaning of grades and reinforce the students’ belief that a course grade has less to do with academic performance than with fulfillment of arbitrary requirements. Of course, we must give students feedback in many of these areas of behavior, but using the grading system to convey this assessment is inappropriate. Moreover, we often complain that students are excessively grade-oriented, but by attaching a grade value to every aspect of student performance we actually reinforce our students’ preoccupation with grades. Teachers should avoid using grades as incentives for performance and seek out non-graded methods for motivating students. For example, verbal â€Å"rewards† in class, individual conferences, and written critiques can provide positive and negative feedback without contaminating the grading system. Elements of a Grading System A good grading system must meet three criteria: (1) it should accurately reflect differences in student performance, (2) it should be clear to students so they can chart their own progress, and (3) it should be fair. Performance can be defined either in relative or absolute terms (comparing students with each other or measuring their achievement against a set scale), and each system has its defenders. But whichever grading scheme you use, students should be able to calculate (at least roughly) how they are doing in the course at any point in the semester. Some relative grading schemes make it impossible for students to estimate their final grades because the cutoff points in the final distribution are not determined until the end of the course. A complete description of the grading system should appear in the course syllabus, including the amount of credit for each assignment, how the final grades will be calculated, and the grade equivalents for the final scores. Also, students should perceive the grading system as fair and equitable, rewarding them proportionately for their achievements. From the standpoint of measurement, many different kinds of assignments, spread over the entire semester provide a fairer estimate of student learning than one or two large tests or papers. Research Papers on The Mechanics of Grading Bionic Assembly System: A New Concept of SelfThe Project Managment Office SystemHip-Hop is ArtThe Relationship Between Delinquency and Drug UseAssess the importance of Nationalism 1815-1850 EuropeDefinition of Export QuotasNever Been Kicked Out of a Place This NiceWhere Wild and West Meet

Writing Topics for an Essay Developed With Analogies

Writing Topics for an Essay Developed With Analogies An analogy is a kind of comparison that explains the unknown in terms of the known, the unfamiliar in terms of the familiar. A good analogy can help your readers understand a complicated subject or view a common experience in a new way. Analogies can be used with other methods of development to explain a process, define a concept, narrate an event, or describe a person or place. Analogy isnt a single form of writing. Rather, its a tool for thinking about a subject, as these brief examples demonstrate: Do you ever feel that getting up in the morning is like pulling yourself out of quicksand? . . .(Jean Betschart, In Control, 2001)Sailing a ship through a storm is . . . a good analogy for the conditions inside an organization during turbulent times, since not only will there be the external turbulence to deal with, but internal turbulence as well . . ..(Peter Lorange, Leading in Turbulent Times, 2010)For some people, reading a good book is like a Calgon bubble bathit takes you away. . . .(Kris Carr, Crazy Sexy Cancer Survivor, 2008)Ants are so much like human beings as to be an embarrassment. They farm fungi, raise aphids as livestock, launch armies into wars, use chemical sprays to alarm and confuse enemies, capture slaves. . . .(Lewis Thomas, On Societies as Organisms, 1971)To me, patching up a heart thatd had an attack was like changing out bald tires. They were worn and tired, just like an attack made the heart, but you couldnt just switch out one heart for another. . . .(C. E. Murphy, Coyote Dreams, 2007) Falling in love is like waking up with a coldor more fittingly, like waking up with a fever. . . .(William B. Irvine, On Desire, 2006) British author Dorothy Sayers observed that analogous thinking is a key aspect of the writing process. A composition professor explains: Analogy illustrates easily and to almost everyone how an event can become an experience through the adoption of what Miss [Dorothy] Sayers called an as if attitude. That is, by arbitrarily looking at an event in several different ways, as if if it were this sort of thing, a student can actually experience transformation from the inside. . . . The analogy functions both as a focus and a catalyst for conversion of event into experience. It also provides, in some instances not merely the To discover original analogies that can be explored in a paragraph, essay, or speech, apply the as if attitude to any one of the 30 topics listed below. In each case, ask yourself, What is it like? Thirty Topic Suggestions: Analogy Working at a fast-food restaurantMoving to a new neighborhoodStarting a new jobQuitting a jobWatching an exciting movieReading a good bookGoing into debtGetting out of debtLosing a close friendLeaving home for the first timeTaking a difficult examMaking a speechLearning a new skillGaining a new friendResponding to bad newsResponding to good newsAttending a new place of worshipDealing with successDealing with failureBeing in a car accidentFalling in loveGetting marriedFalling out of loveExperiencing griefExperiencing joyOvercoming an addiction to drugsWatching a friend destroy himself (or herself)Getting up in the morningResisting peer pressureDiscovering a major in college

Advantages and Disadvantages of Assistive Technologies for students Research Paper

Advantages and Disadvantages of Assistive Technologies for students with Learning disabilities - Research Paper Example In essence, reading, listening, speech, algebra, and reasoning are the prime areas in which learning disabilities tend to affect on children. Moreover, students with learning disabilities or disorders have a higher potential of succeeding as long as the teaching technique used on them is different from that used on average kids. Ideally, there is no medical symptom that may show that a child has learning disabilities, but this does not mean that the condition is non existent. Learning disabilities are not curable, but the use of certain application tools may be helpful in ensuring that a child with this disability works out the learning challenges that they may have. On the contrary, these tools are technology aides that assist a child to organize, write, spell among a list of other daily activities with ease and they may be complex or common devices. With this, this essay will delve into the advantages and disadvantages of using assistive technologies for students with learning disa bilities. Features of assistive technologies for learning Ideally, assistive technology is a term that describes the family of rehabilitative, aiding, and adaptive technology applying devices made for people living with learning disabilities. ... The advancement in technology has led to the development of equipments that have proved effective for the disabled with any form of shortcomings. For those with learning disabilities, assistive technology products include screen readers and voice recognition devices, which mainly target those with indisputable communication challenges, learning, hearing, and arithmetic needs. Ideally, people have different ways of accessing and communicating in which assistive technologies can be effective using joysticks, touch screens, software, and switches that may be essential for them to accomplish tasks. These tools act as aides to students with learning disabilities through these devices in order for them to keep up with the other normal children. Advantages of Assistive Technologies for students with Learning disabilities As stated above, Assistive Technology is any equipment that when used improves, maintains, or increases the performance capabilities for people with disabilities. The first advantage of using Assistive Technology is that it supports an individual’s strengths hence suppressing the effects that disabilities may bring by. The other advantage is that these technologies give individuals with disabilities alternative ways of performing the required tasks using these technologies, which makes the task execution to be maneuverable. For instance, people that have unreadable handwriting may use word processors to help them improve on this skill, which in turn helps them produce documents are readable and appealing to their eyes of a reader. Other than writing, Assistive Technology (AT) can also be helpful in building their self-esteem as it gives an avenue for the improvement on their written expressions such as spelling and

Assignments Essay Example | Topics and Well Written Essays - 500 words

Assignments - Essay Example There are three different arguments about determinism. First, the author said that if determinism is true, then we can accurately predict our future. Also, the author argued that it is completely illogical to completely â€Å"foretell† what would happen to a person’s life because everything has already been determined even at the micro-level. The second argument against determinism is that people can always change their mind about a decision let’s say to do something or to go somewhere. The author calls this â€Å"stepping-back† which is an active participation of an individual to take decisions as well as change decisions in his life. These decisions were based on valuing that the theory of determinism lacks according to Honderich. The last argument against determinism by Honderich is about determinism as â€Å"self-destructive†. He first stated the Epicurean argument to determinism to lay down a strong foundation for his reason. In the end, Honder ich concluded that if determinism was true, then people do not have free will. Of course, we know that man has free will and would do whatever he chooses according to his value judgments. The main difference tells us that Frankfurt believes that a person is still morally responsible for the consequences of his actions. Frankfurt believes that individuals have a choice to make and be answerable for their decisions.

Draftsmans Duty Of Care In The Preparation Of A Will Essay

Draftsmans Duty Of Care In The Preparation Of A Will - Essay Example In this context the common law development of rules which gives the draftsman's duty of care in preparation of a will has been discussed within the context of cases. The analysis is focused on identifying the solicitor's duties and responsibilities in preparing a will for the clients. Various aspects of preparation of a legal document highlight the significant role of the solicitor who has the duty to adequately represent the testator's intentions and wishes through the legal document. The various types of the draftsman's duties in preparation of a will are discussed in the changing contextual situations of family businesses, mutual or joint will, and breach of duty such as errors or delays. Identifying grammatical and omission errors, providing legal advice to clients, severing joint tenancy and adequately representing a testator's wish in preparing a will are some of the broad issues of draftsman's duties in preparing a will. This discussion is focused on identification of the various types of errors, issues concerning negligence of duty on the part of the solicitor and the possible contextual factors that can lead to these errors or failure t o perform the duties. The methodology adopted for this purpose include sear... Databases such as lexisnexis, bailli, zetoc and westlaw were searched with terms as 'draftsman' 'common law' 'preparation of will' 'solicitor duties' and several cases were located and have been included in this study. The studies obtained were then selected to adequately represent the research focus on identifying the draftsman's duties and responsibilities in preparing a will. The studies were analysed using a qualitative analytical approach from the Kerridge and Brierley (2003) framework of draftsman's errors and legal provisions of family law (1992). The aim of the study is to delineate the general rules of draftsman's duty of care in preparation of a will and the various legal aspects that defines a solicitor's responsibilities and the way he carries out these responsibilities. Draftsman's Duties in Preparation of a Will In preparation of a will, in addition to a general common law framework, trust law, succession law and tax law may have to be considered. A critical appraisal of the client's needs and the words that would meet the client's demands are considered in legal construction and consequences. A new trust deed may begin by choosing a precedent which appears to be the closest to what is required2. If a will or a trust does not meet client's needs, then new words will be required. In case of divorce, the divorcing spouse is a beneficiary and also the children in case of deceased. There has been in recent years an increased emphasis on understanding of law relating to revocation or cancellation of wills. Wills can be lost or misplaced, and this may be a problem if the testator has died in any way. It should also be evident that the will has not been destroyed as given in the case Hacquoil v Imperial Cancer Research (2003 JRC 163).

Political science Essay Example | Topics and Well Written Essays - 750 words - 3

Political science - Essay Example In this essay, some major changes that have occurred in international relations since 1900 shall be reviewed. In the era of 1914s, there arose a phenomenon that came to be known as the Problem of Sovereignty and Great Power System. Sheehan (2006) explains that sovereignty concerns its self with the ideology that â€Å"political power is distinct from other organizations in the community—religious, familial, economic.† Further on, â€Å"sovereignty asserts that this public authority is preeminent and autonomous, that is, superior to institutions within the community and independent from those outside† (Sheehan, 2006). Before the 1914s, various nations of the world who were supposedly known as the world’s super-powers ventured into what came to be known as colonization. Colonization involved talking political dominion over another nation. However in the periods of 1914s, most nations who were colonized began fighting for common course of freedom to attain sovereignty and power over their own system of governance. The actors involved here were colonial masters and t heir colonized countries. Most colonial masters did not welcome the quest for sovereignty in good faith and there were reports of wars in most parts of the world. However as the demands began pressing, foreign treaties were signed to grant freedom to the pressing countries. The Problem of Sovereignty and the Great Power System was therefore a period of hostility among international relationships between colonies and colonial masters. The eventual sovereignties that were granted led to economic crises in most parts of the world as the colonial masters were no longer getting supply of free trade and payment of tax from their colonies. Economic retardation was therefore the global challenge that characterized the Problem of Sovereignty and the Great Power System. The middle of the twentieth century saw a new trend in international relation that

Abuse of prescription of narcotics in primary care and its prevention Dissertation - 1

Abuse of prescription of narcotics in primary care and its prevention - Dissertation Example The prescription of opioids to assist the patients with malignant cancers has proven to be beneficial, but the increasing misuse and abuse of these medications by patients suffering from non-chronic pain has served to overshadow the benefits of opioids, despite the wide variety of medications available to treat non-cancer associated pain (Potter et al, 2001). While theoretically, the constant prescription of opioids is necessary and effective only in the treatment of malignant cancer-related, significantly more serious pain (Becker et al, 2011), health practitioners seem to have favored the prescription of these drugs in cases of all chronic pain (Potter et al, 2011). The supposition is therefore that this more widespread prescription has led to NUPM and PUPD. But it is not only the increase in prescription of opioids that can explain the ballooning of the incidence of NUPM. It seems that the failure of health professionals to monitor their patients’ use of drugs may also be a significant factor arguing for restraint, and even the cessation of the practice of widely prescribing opioids (Liebschutz et al, 2010). What are the conditions, consequently, that should accompany the distribution if opioids to patients? Is the only available, effective option to ban these medications outright, or would it be possible to formulate and implement policies that would effectively prevent abuse and misuse of these narcotics? A. Trends in the prescription of narcotics The findings of studies suggested that the varied barriers to the use of opioids must be addressed before any mandates or guidelines regulating the prescription of opioids can be implemented. Primary caregivers are more likely to be frustrated by the barriers, than by conforming to sets of guidelines. Therefore the prescription of opioids for the treatment of chronic pain in older patients is widespread. Spitz et al. (2011) found that the majority of the participants in their quantitative study were prescr ibing opioids to older patients, but only as a second or subsequent line of treatment. This initial reluctance may be due to the possibility of causing harm; the subjective nature of pain; deficient education regarding the effectiveness and consequences of using opioids; and the stigma attached to opioid use. Family members and the patients themselves were reluctant to try opioid treatment due to concerns regarding possible opioid abuse or misuse. In the findings of other studies, it was clear that significant attention had been given to the probability of substance abuse in patients prescribed opioids on a regular and ongoing basis. The clinical significance of the association between opioid use and common mental disorders is often overlooked. The evident lacunae resulting from the overemphasis on substance abuse, and the underemphasized incidence of mental disorders must be addressed. The prevalence of high-risk patients, in the prescription of opioid treatments, is a vital consid eration. Patients on opioid treatment were found to be two to three times more likely to seek mental health assistance by Sullivan et al. (2006) despite their not reporting a higher requirement for substance abuse treatment. In this cross-sectional study, it was found that continued use of opioids in participants, over the period 1988-2001, posed an increased risk for common mental disorders. This study illustrates the link between common mental disorders, as well as substance abuse, with the continuous use of prescribed opioids based on evidence from a large prospective population based data study. Furthermore, a lack of confidence among physicians relating to the prescription of narcotics can be discerned. Nonetheless, urine toxicology screening was rarely carried out either

The pity of war Essay Example | Topics and Well Written Essays - 1000 words

The pity of war - Essay Example Owen’s poem reveals the sheer ridiculousness of arrogant militarism. While Gibson’s The Conscript is about the healers, the doctors who become so desensitized by war that they are not affected by even the most horrible sights that they come across. These poems make an excellent case against war; they remind us that war is a waste of precious lives and that it strips us of our humanity. Sassoon wrote The General after one of his close friends died. It is a very personal poem for him, and it questions the validity of the war. Many soldiers died in World War I due to the incompetence of those in charge and Sassoon wrote this poem decrying this very incompetence. The careless almost inhumane attitude of the general is seen as he is greeting his way through the line of his soldiers in a chirpy manner while most of them have died. His chirpy exuberance is misplaced when one considers the deaths of those under his command. The general, who most likely was safe in the back lines while his men followed his orders, does not even notice that there are many men missing – men who have died following his careless and irresponsible commands. As the men â€Å"slogged up to Arras† the city where the frontline was located throughout much of WWI, they end up blaming â€Å"his staff for incompetent swine† than place the responsibility on the General. Many a time, soldiers have to pay the price for the incompetence of their commandants, be they generals or not, and yet those in command are completely unaffected by the loss of life. In The Parable of the Old Man and the Young, Owen retells the Old Testament story of Abraham’s sacrifice, about how he, in obedience to a direct command from god, was willing to take the life of his only son, Isaac. He uses the characters but changes the ending. He uses Isaac as an analogy for the soldiers who are sacrificed, and Abraham as the old

Abuse of prescription of narcotics in primary care and its prevention Dissertation - 1

Abuse of prescription of narcotics in primary care and its prevention - Dissertation Example The prescription of opioids to assist the patients with malignant cancers has proven to be beneficial, but the increasing misuse and abuse of these medications by patients suffering from non-chronic pain has served to overshadow the benefits of opioids, despite the wide variety of medications available to treat non-cancer associated pain (Potter et al, 2001). While theoretically, the constant prescription of opioids is necessary and effective only in the treatment of malignant cancer-related, significantly more serious pain (Becker et al, 2011), health practitioners seem to have favored the prescription of these drugs in cases of all chronic pain (Potter et al, 2011). The supposition is therefore that this more widespread prescription has led to NUPM and PUPD. But it is not only the increase in prescription of opioids that can explain the ballooning of the incidence of NUPM. It seems that the failure of health professionals to monitor their patients’ use of drugs may also be a significant factor arguing for restraint, and even the cessation of the practice of widely prescribing opioids (Liebschutz et al, 2010). What are the conditions, consequently, that should accompany the distribution if opioids to patients? Is the only available, effective option to ban these medications outright, or would it be possible to formulate and implement policies that would effectively prevent abuse and misuse of these narcotics? A. Trends in the prescription of narcotics The findings of studies suggested that the varied barriers to the use of opioids must be addressed before any mandates or guidelines regulating the prescription of opioids can be implemented. Primary caregivers are more likely to be frustrated by the barriers, than by conforming to sets of guidelines. Therefore the prescription of opioids for the treatment of chronic pain in older patients is widespread. Spitz et al. (2011) found that the majority of the participants in their quantitative study were prescr ibing opioids to older patients, but only as a second or subsequent line of treatment. This initial reluctance may be due to the possibility of causing harm; the subjective nature of pain; deficient education regarding the effectiveness and consequences of using opioids; and the stigma attached to opioid use. Family members and the patients themselves were reluctant to try opioid treatment due to concerns regarding possible opioid abuse or misuse. In the findings of other studies, it was clear that significant attention had been given to the probability of substance abuse in patients prescribed opioids on a regular and ongoing basis. The clinical significance of the association between opioid use and common mental disorders is often overlooked. The evident lacunae resulting from the overemphasis on substance abuse, and the underemphasized incidence of mental disorders must be addressed. The prevalence of high-risk patients, in the prescription of opioid treatments, is a vital consid eration. Patients on opioid treatment were found to be two to three times more likely to seek mental health assistance by Sullivan et al. (2006) despite their not reporting a higher requirement for substance abuse treatment. In this cross-sectional study, it was found that continued use of opioids in participants, over the period 1988-2001, posed an increased risk for common mental disorders. This study illustrates the link between common mental disorders, as well as substance abuse, with the continuous use of prescribed opioids based on evidence from a large prospective population based data study. Furthermore, a lack of confidence among physicians relating to the prescription of narcotics can be discerned. Nonetheless, urine toxicology screening was rarely carried out either

Rise of Civilization in Mesoamerica and Andean South America Essay

Rise of Civilization in Mesoamerica and Andean South America - Essay Example Monuments with hieroglyphic texts were constructed and ceremonial centers had outstanding artistic developments. The Post Classic period extended from A.D. 950 to 1521, local governments were divided into branches for different purposes and directed towards commercial activities. Great houses with many and large rooms were constructed serving purposes of royal ceremonies and host to long distance alliances, each of these buildings had a sophisticated level of art and craft impressions. Traders and craftsmen were involved in the competition for entry into exclusive exchange networks that they sought the rarest and most exotic materials for their gifts. Smelting of gold, silver and copper was introduced in Central and South America. As pointed out by Gonzales, Merchants and Artisans only made up a small percentage of the Mesoamerican population but had a great impact that led to an extensive trading network (17). The Andean region of South America is also significant in the rise of ear ly intricate societies. The Andean people had their own distinct cultures different from other people in the world. Before invasion of Peru by Spain in 1532, western South America was inhabited by different High Mountain and desert coastal societies. These people had unique artistic and technological achievements which is the reason behind the name Andean Civilization by modern observers. South American territories were controlled by the Inca and were spread over Ecuador, Chile, Peru, Bolivia and Argentina; they were all part of a state called Tawantinsuyu which means the ‘Realm of the Four Parts’. The Inca began as a tribe in 1200 B.C., after defeating neighboring Andean tribes founded the Inca Empire. It was the most powerful civilization in South America. An existing... The Andean region of South America is also significant in the rise of early intricate societies. The Andean people had their own distinct cultures different from other people in the world. Before the invasion of Peru by Spain in 1532, western South America was inhabited by different High Mountain and desert coastal societies. These people had unique artistic and technological achievements which are the reason behind the name Andean Civilization by modern observers. South American territories were controlled by the Inca and were spread over Ecuador, Chile, Peru, Bolivia and Argentina; they were all part of a state called Tawantinsuyu which means the ‘Realm of the Four Parts’. The Inca began as a tribe in 1200 B.C., after defeating neighboring Andean tribes founded the Inca Empire. It was the most powerful civilization in South America. An existing indication of the social unity of the Andean people is the Quechua language which is still used by millions of people from North Ecuador and North Argentina. The Incas were great warriors and shrewd rulers. They exchanged gifts with neighboring tribes, intermarried and formed political alliances. Their populations were large in numbers and their administrative and economic systems were established in all their regions. Inca civilization had reached great feats in architecture; they constructed buildings with fine cut stones eliminating the need for mortar. They melted gold and silver and were in fact very famous for their gold.

Healthy and Safety Within the Setting Essay Example for Free

Healthy and Safety Within the Setting Essay You have a new member of staff starting and you are responsible for giving them all the information on health and safety requirements in your setting they need to be aware of. Prepare a document/presentation to give to them, which should include the following information: * A brief explanation of the relevant health and safety legislation * How you plan and maintain a healthy and safe environment * What factors do you consider when planning the environment to ensure safety for all. Health and safety legislation. Within the early years setting, we have a duty of care. This means looking after the children and keeping them safe when they are in our care. The health and safety at work act 1974 covers all employment settings within great Britain. The requirements within the act are that:- Buildings should be well kept and with the safety of who ever will be accessing it in mind. The environment as a whole should be kept safe and clean. All equipment should be stored in a safe place. The way in which the staff work should promote the safety of children. Health and safety within the setting. The will be policies and procedures covering health and safety within our setting. As en employee you should be aware of all of the health and safety requirements. The setting should be safe for everyone and not pose risk of danger or injury. A system of safe practice should be in place. Any chemicals or substances should be stored safely and out of the way of the children. All staff should be given the appropriate training and information on the health and safety of the setting and safety regulations. If any rotective clothing is needed then it should be provided free of charge. If and serious injuries or diseases were to happen then they should be reported to the health and safety executive. There should be first aid equipment provided. A representative of safety should be consulted about any issues affecting the work place. All employees should look after their own health and safety and the of the others around them, where their actions could affect others. The employees should cooperate with their employer on health and safety to ensure they keep a safe working environment. Within our setting. Within our setting we have daily checks covering all areas of the building. These are to be done at the beginning and end of each day. We have risk assessments as well which we use to prevent hazards. We keep all hazardous chemicals in the cupboard in the kitchen with a lock on the door. Also the children are not aloud into the kitchen. There is a gate with a lock on to stop them getting through. We have child friendly scissors which are only used under adult supervision. The cutlery that we provide the children with is plastic and so are their plates, bowls and cups. All the taps on the sinks that the children have access to have a block on them. This prevents them from getting to hot so the children cannot get burned. We have socket covers on all plug sockets. We do all the cleaning once the children have left the setting to prevent slips and trips. We have a lock on the front gate and back gate. This is so the children can not get out, but also so that nobody can get in without being let in. ll the radiators have covers on so the children cannot burn themselves on them. Any free standing unit’s the we have, have got locks on the wheels so they cant be moved or run over a child’s foot. We have things on all of the doors to prevent children shutting their finger in them. We make sure we think about all the risks within our setting and we address the problem to prevent an accidents happening. We have policies and procedures in place cove ring all factors of the setting, ensuring we make it as safe an environment for the children and employees as possible.

Stress Corrosion Cracking of Brass in Ammonia

Stress Corrosion Cracking of Brass in Ammonia Six samples of brass were taken, stamped to induce residual stress, were then exposed ammonia and ammoniacal copper sulphate solutions of different concentrations and composition for a period of 4 days to study the corrosion characteristics of brass in ammonia. Five samples were immersed in the solution and one of the samples was suspended above solution. On visual examination of the samples revealed some corrosion products with stress corrosion cracking on the surface of brass. Microscopy analysis showed that the non-suspended sample which was exposed to ammonia vapour in presence of moisture and oxygen produced high susceptibility to SCC than immersion samples in aqueous ammonia. The cupric ion present in the solution appears as an oxidant that provides a cathodic reaction and induces stress corrosion cracking of brass in ammonia and ammoniacal solutions. INTRODUCTION: There are three factors under which stress corrosion cracking is possible a) corrosive medium/environment b) material and c) tensile stress. The corrosive medium to induce stress corrosion cracking depends on the potential, pH and temperature. The stress can be applied stress or residual stress. Stress corrosion cracking can occur in lower stress also hence it is the environment which plays a major role. Many studies carried out revealed that failures of brass occur mainly in moist conditions where ammonia, water and oxygen are present. Time of cracking depends on the pH of the solution. Dezincification of copper alloy is possible when the zinc content present is sufficient enough. The aim of this experimental work was to investigate the corrosion behaviour of brass in ammonia. EXPERIMENTAL PROCEDURE: Six brass samples and five test solutions were used in the experiment to study the stress-corrosion cracking of brass. The brass samples were labelled A, B, C, D, E, and F following the residual stress given to them by stamping these letters into their surfaces using drill bits. The stamp was done at one end of the samples while the unstressed part served as the control for the experiment. The solutions serving as the test environments were also labelled using the letters 4A, 4B, 4C, 4D, 4E, 4F and their compositions are shown below. Compositions and colours of test solution observed before immersion Solution Label Composition Colour observed before sample immersion A Ammonium Sulphate with copper (II): 0.5M (NH4)SO4 + 0.05M CuSO4 Pale blue B Ammonia solution with copper (II): 2.5M NH4OH + 0.05M CuSO4 Dark blue C Mattsons solution at pH of 7.2 Medium blue D Modified Mattsons solution containing 5% by volume of 0.1M NaCl Medium blue E 1M Ammonia solution Colourless The labelled samples were placed in the glass jar provided and five of the test samples were filled with enough test solution (10mm) to ensure complete immersion of the sample. Excessive alteration of the concentration of the NH3 solution was avoided by covering the top of the containers. The sixth sample was suspended above solution E (1M NH3 solution) in a glass jar (4F) by means of a surgical nylon string. After sufficient exposure of the samples to the solutions for a period of four days, the samples were removed. The samples were visually examined first upon removal from the test solutions. The colours of the test solutions and corrosion products were recorded before the test samples were cleaned. The test samples were cleaned and rinsed in the pickling solution of 1M sulphuric acid solution in order to remove corrosion products formed on the surface of brass followed by rinsing with deionised water. Finally the samples were dried with tissues before being examined under an optical microscope for stress-corrosion cracking. RESULT AND DISCUSSION: Sample observation after exposure of 4 days to test solutions: Test Label Test Observation from visual examination and optical microscopy Reason 1 Brass sample immersed in solution A Solution remained pale blue. No cracks were seen.corrrosion products found. Localized Corrosion damage at the stressed area observed back of the sample Stress-corrosion cracking may occur with further exposure to the solution. 2 Brass sample immersed in solution B for 4 days Solution was darker compared to the original solution. Brass sample in tarnish condition (dark brown colouration). Crack at the stressed end. Stress-corrosion cracking of the sample. 3 Brass sample immersed in solution C No significant change in solution colour. No cracks were seen.corrrosion products found. Sample shows low possibilities to SCC 4 Brass sample immersed in solution D Dark brown corrosion products. Localized corrosion damage at the stressed end. No cracks seen. Stress-corrosion cracking may occur with further exposure to the solution. 5 Brass sample immersed in solution E Solution changed from colourless to light pale blue. Cracks seen. Colour change is likely due to formation of cupric ion, Cu2+. Stress-corrosion cracking at the stressed end. 6 Brass sample suspended above solution E Solution remained colourless. Tarnish film covering almost the entire surface. Cracks seen at stressed region Stress-corrosion cracking of the sample at the stressed end. Tarnish film likely to be cuprous oxide, Cu2O. Sample A:- A-1 A-2 Fig 1: Sample A immersed for 4 days in solution Ammonium Sulphate with copper (II): 0.5M (NH4)SO4 + 0.05M CuSO4 OBSERVATION: No stress corrosion cracking observed at the stressed end of the sample Fig A-1.some corrosion product was noticed on the back side of the sample Fig A-2. Sample B:- B-1 B-2 Fig 2: Sample B immersed for 4 days in solution Ammonia solution with copper (II): 2.5M NH4OH + 0.05M CuSO4 OBSERVATION: Stress corrosion cracking observed at the stress end and near the unstressed region just near to the stressed end Fig B-1.Dark corrosion product observed on the backside of the sample Fig B-2. Nature of cracks: Intergranular Sample C:- C-1 C-2 Fig 3: Sample C immersed for 4 days in Mattsons solution at pH of 7.2 OBSERVATION: No cracking or any other significant changes observed in this sample after even 4 days of exposure. Only dark corrosion products were observed on the sample. Sample D:- D-1 Fig 4: Sample D immersed for 4 days in Modified Mattsons solution containing 5% by volume of 0.1M NaCl OBSERVATION: No cracking or any other significant changes observed in this sample after even 4 days of exposure. Only dark corrosion products were observed on the sample. Sample E:- Fig: E-1 Fig: E-2 Fig 5: Sample D immersed for 4 days in 1M ammonia solution. OBSERVATION: Stress corrosion cracking observed at the stress end extending to the edges and Dark corrosion product observed on the backside of the sample Fig E-1 and E-2. Nature of cracks: Intergranular Sample F:- Fig: F-1 Fig: F-2 Fig 5: Sample D suspended above in 1M ammonia solution for 4 days. OBSERVATION: Stress corrosion cracking observed at the stress end extending to the edges and Dark corrosion product observed on the backside of the sample Fig F-1 and F-2. Nature of cracks: Intergranular. From Optical microscopy analysis it is evident that sample B (Fig 2 B1B2) immersed in a test solution containing Ammonia solution with copper (II):2.5M NH4OH + 0.05M CuSO4 , Sample E (Fig5-E1E2) suspended above the test solution of 1M Ammonia solution and Sample F (Fig6 F1F2) suspended above the test solution of 1M Ammonia solution had under gone stress corrosion cracking and shows that only in some particular environment SCC occurs. Apart from stress corrosion cracking dark tarnish corrosion product was observed which could possibly be oxide layer of copper. Rest of the three samples A (Fig1 A1 A2) immersed in a test solution containing Ammonium Sulphate with copper (II): 0.5M (NH4)SO4 + 0.05M CuSO4 , C (Fig 3 C1C2) immersed in a test solution of Mattssons solution at pH 7.2 and D (Fig 4 D) immersed in a test solution of Modified Mattsons solution containing 5% by Volume of 0.1M NaCl did not show any cracking but had tarnish corrosion product. These samples suffered localized corrosion at the stressed edges which can be seen in back side of the above 3 samples (Fig A2 C2). The electrochemical reactions of brass in ammonia environment are as follows: Copper free aqueous ammonia is oxygen reduction and primary oxidation reaction is oxidation of copper to form cuprous complex ions. Cu + 2NH3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Cu (NH3)2+ + e- The cuprous complex ions formed further reacts with oxygen forming cupric complex ions 2Cu (NH3)2+ + 1/2 O2 + H2O + 4NH3 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 2Cu (NH3)42+ + 2OHà ¢Ã‹â€ Ã¢â‚¬â„¢ Cuprous complex ion cupric complex ion The formation of cupric complex ions leads to stress corrosion cracking of brass in ammonia solutions. The process does not proceeds indefinitely since the attack of cupric complex ion (oxide layer) occurs at critical copper ion content which leads to decrease in corrosion rate but the cracking continues with the copper ion concentration. It is also evident from the black dark coloured product formed (Tarnish colour) on the surface that the cracks are intergranular in nature.The pores on the surface of the corrosion product were the sites for localized attack, likely to survive at the grain boundaries. In general the stress corrosion cracking in ÃŽÂ ± brass has considered being intergranular. On absence of the black coloured corrosion product it is believed that the cracks to be transgranular nature of crack. CONCLUSION: It is evident from the discussion carried out above that brass is susceptible to stress corrosion cracking in ammonia. Stress corrosion cracking was observed in the regions where residual stresses were generated leaving behind the rest of the areas which were not induced to stress. Formation of cupric complex ions leads to stress corrosion cracking of brass in ammonia solutions. The cracks formed on the brass surface can be further studied under SEM to provide detailed information on the nature of the crack formed. In order to overcome the above problem of stress corrosion cracking the following options can be opted Eliminating any one of the primary factor (Environment, material and stress) will mitigate stress corrosion cracking. Use of more cracking resistance alloys such as Cu-10Ni instead of Cu-Zn