The Four Cardinal Virtues of the Lakota Essay Example

The Four Cardinal Virtues of the Lakota Paper What were the four cardinal virtues of the Alaska that Sitting Bull embodied? Why do you think that one fellow tribesman remarked that there was something in Sitting Bull that everyone liked? Describe how this great Sioux leader also represented the three distinct personalities that the jota valued. The the four cardinal virtues of the Alaska that Sitting Bull possessed was bravery, fortitude, generosity, and wisdom. These four virtues are characteristics that most leaders we see today have and past leaders held. Tintinnabulation or Sitting Bull demonstrated these virtues at a very young GE and they were precursors to becoming the chief of the Hunt kappa Alaska Sioux tribe. At the age of fourteen, Sitting Bull had not proven his courage but he was known as Slow for his deliberate and willful ways. But after a war party to find horses and scalps of the enemy tribe, the Crow tribe, Slow became a village hero by striking a fleeing Crow member with a tomahawk and showing his bravery at such a young age. Slow, mounted on a sturdy gray horse his father had given him, his naked body painted yellow from head to foot and hung with colorful strands of beads, shrieked a war cry and eloped in pursuit. The powerful gray swiftly overtook the quarry. Pulling abreast, Slow smashed his adversary with a tomahawk and knocked him from his mount. (Page: 5) At the age of fourteen now, teenagers biggest challenge is just starting high school while Sitting Bull started his list of many military victory. Slow then b ecame Sitting Bull and received his feathered lanced from his mother and a shield with the symbol that he saw in a dream from his father. We will write a custom essay sample on The Four Cardinal Virtues of the Lakota specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Four Cardinal Virtues of the Lakota specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Four Cardinal Virtues of the Lakota specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The name Sitting Bull was not only a name passed down from his father but also was a name that would still live to this day because of Sitting Bulls leadership and resistance to the whites. As Sitting Bull grew older, he showed the four cardinal virtues of bravery, fortitude, generosity, and wisdom countless times. Sitting Bull also showed his suitability for being a leader by the appreciation the tribe members had for Sitting Bull. There was something in Sitting Bull that everybody liked, children liked him because he was kind, the women because he was kind to the family and liked to settle family troubles. Men liked him because he was brave. Medicine men liked him because they knew he was a man they could consider a leader. (Page: 5-6) This is very crucial to Sitting Bull success because a person who is extremely well-liked can be trusted and the Sioux people trusted him in battle. Sitting Bull was a person that everyone liked because he had confidence in himself and showed it through his bravery. Also, Sitting Bull proved to his villagers and people that they could be comfortable under his leadership. By helping with family problems, Sitting Bull showed effective ways to resolve problems. By being kind to children, Sitting Bull proved that he would protect the children as if they were his own. And by displaying he was a great leader to he medicine men who were highly respected, Sitting Bull showed that he was an appropriate leader of the Alaska. Along with Sitting Bull character development, he always formed three distinct personalities. First, Sitting Bull developed into an exceptional warrior and huntsman. Sitting Bull has numerous examples of his excellent combat and seeking, it is shown with his number of honors by high ranked village members. He was also, boastful for his deeds but a person of his caliber can justify bragging. Sitting Bulls second personality a holy man. Another personality was the holy man suffused with evergreen and mysticism, communing constantly with Weakening, the Great Mysterious, dreaming sacred dreams and carrying out rites and ceremonies the mandated, entreating for the welfare of his people, offering sacrifices ranging from a buffalo carcass to his own flesh. (Page: 6) Being a holy man, people would believe Sitting Bull would lead in the way of their gods. Lastly, Sitting Bulls last distinct personality and the one I think is the most important, Was that he was a good tribesman. Any successful leader have morals and fight for the people he represents. Sitting Bull is described as A man of undines, generosity ¶y, and humility, instantaneous in dress and bearing, composer and singer of songs, a friend of children and old people, peacemaker, sportsman, gentle humorist, wise counselor, and leader. (Page: 6) All of these personalities are integral to Sitting Bulls rise to leadership and eventually to his tragic death. How did Red Cloud and Sitting Bull differ in their reaction to the Fort Laramie Treaty? Which one of them do you think was right and why? Which of the two great Sioux leaders did Crazy Horse support? Red Cloud and Sitting Bull were both two great leaders but had two entirely efferent views about the advancement of the white men on their land. Red Cloud passively gave into the Fort Laramie Treaty that gave Indians the Powder River country and called it Uncured Indian country. But Sitting Bull headstrong never signed the treaty because he wanted no affiliation with whites except the ones who traded guns, goods, and ammunition. But both paths ended badly at the end. Red Cloud represented the people who decided to live in the reservation and accept the government. Sitting Bull was the chief of the Lasts who resisted the government and tried to bring back old life. Sitting Bulls group became known as hostiles to the white people. But Sitting Bull decided to be defensive in protecting his land against the whites. This strategy was shown against the Northern Pacific Railroad. In these troubles against the Alaska and Cheyenne, Sitting Bull showed his fearlessness once more and most memorably. Fighting against Northern Pacific Railroad engineers and cavalry guardians, Sitting Bull walked nonchalantly walked in front of crossing fire and had a smoke party with other terrified Indians. But resisting the creation of the railroad did not work and only gave the government more reason to attack the tribes. The serration and non-reservation Indians had a period of no deliberate assaults but both groups would face an awful punishment. Because the Great Sioux Reservation was located in the Black Hills, it was a desired area because of the mines. Sitting Bull refused to give up the land and it only gave the government one choice, force. So eventually, the land was overtaken. Because of the same end result from Red Clod and Sitting Bull, their decision were almost the same. But Sitting Bull only tried to delay the inevitable by resisting the railroads and white men. By being passive, Red Cloud saved his people from some trouble that burdened them. Sitting Bulls aggressive manner did not help the Sioux in the end because the army could over power the Indians no matter what. It was Sitting Bulls pride of his tribe and people led him to such a high position and ultimately led to his tragic downfall. Maybe if he passively gave into to the government, the government might have gave Indians a little more land or killed less people. Red Cloud made the better decision because he realized his defeat and not live in denial until his death like Sitting Bull. Crazy Horse supported Sitting Bull decision because he urged the Sioux and Cheyenne to attack the Northern Pacific Railroad workers. What hard dilemma did President Grant face after the discovery of gold in the Black Hills? Why did this conflict between miners and Indians result in the Great Sioux War of 1976? What role did Sitting Bull play in the Battle of Little Big Horn? President Grant was faced with a tough challenge when gold was discovered in the mines that the Indians resided in. The Treaty of 1868 rightfully gave the Indians that land without question. But miners still chose to mine the hills and protested for the government to allow an invasion of the reservation Indians. At the time, Sitting Bull and his non-reservation men decided to no longer old an offensive fort but chose to only attack in defense if the white man tried to take land of the Indians. And because of the daunting intimidation Sitting Bull had over the reservation chiefs, they refused to sell the land. The government decided the way to buy the land was stop the resistance of the non-reservation Indians. The government justified its attack on the independent bands by claiming they lived on unscreened land because they did not sign the Treaty of 1868. This was enough for the military to strike the hostiles. This excuse became the foundation of the Great Sioux War. Sitting Bull and his fellow chiefs were unaware of the incoming war and did not want to fight the white military. But the American soldiers ended up invading the Sioux people. Then, on March 17, 1876, cavalry stormed through a village on Powder River, killing two and wounding several others; now the hunting bands knew the Long Knives had declared war. (Page: 1 2) Sitting Bull had a much different role in the Great Sioux War then his past battles and conflicts. Sitting Bull was now 45 and his position was the old man chief and as a holy man. He was still highly respected because everyone till knew of his rich past. Sitting Bulls judgment and counsel guided the policies and decisions of all tribes. Sitting Bull grouped warriors for battle but he would not fight next to them showing his courageousness. Sitting Bull drew the winter camps together for self-defense. As spring gave away to summer, reservation Indians began to make their way westward, to join In defense. By late June his village had swollen 3,000 to 7,000 people, from 800 to 1 ,800 warriors. (Page: 12) But Sitting Bull helped his fellow Indians by giving 100 pieces of his flesh from his arms to give the Sioux victory. He also eased and danced while looking at the sun. Under the sun, Sitting Bull saw the soldiers and horses bearing down on an Indian village, probably wishing to have one more opportunity to battle with his fellow Indians. One voice declared These soldiers do not possess ears. They are to die (Page: 1 2) On June 17, 1876, Sitting Bulls fighters were confronted by three armies led by three different generals. Sitting Bulls warriors opposed General Crooks soldiers and almost overran them but the Crow tribe interference saved the military. Even though the result was relatively good, it was not what Sitting Bull had prophesied. Sitting Bull had the prophecy that Crooks soldiers would fall into the Sioux camp and die but this would happen soon enough. Only a week later, Long Hair Custer, another general, and his army fell into the Sioux camp. This is what Sitting Bull had envisioned in his sun-dance, seeing many soldiers die. The civilized people of America were shocked by the loss at battle and labeled Sitting Bull, the Napoleon of the Sioux (Page: 12) Also, self-acclaimed experts falsely explained how exactly Sitting Bull became so powerful in battle in many different ways. One of them declared hat the framed Jesuit missionary Father Pierre Jean De Seem had taught Sitting Bull to speak and read French; the chief had then studied French histories of the Napoleonic Wars and modeled his generalship after the little Corsican corporal. The Sioux did not win at Killdeer Mountain because of better strategy which the whites wanted to hear, but because they tripled Cussed cavalry and they had more confidence and anger. Sitting Bulls real significance in the battle was as a council man and being an inspiration to his warriors. What is the significance of the Ghost Dance religion and Sitting Bulls tragic death? How do you feel abo ut Tuttle conclusion that Sitting Bull lost, not because of any personal or cultural failings, but because of forces beyond his control? The Ghost Dance was more than just a Religion to the Sioux people. Its origin came in 1 asss when everything was taken from the Sioux, from food to more land. The ghost danced symbolized a new world that was without the whites who took everything from the Sioux and with the beloved buffalo. The whites assumed it was a form of non-violent resistance that could lead to violent resistance. So the military did its best to stop the ghost dance. It was not rover if Sitting Bull truly believed in the Ghost dance but he was positioned as the high priest at the Standing Rock region. But the government chose to move Sitting Bull to a distant military post. Sitting Bull was facing an unavoidable death at this time. Indian policemen stormed Sitting Bulls cabin and arrested him, all while his son watched. The on looking Ghost dancers became energize and crowded his cabin and taunted Sitting Bulls son. This led to gunfire and resistance and both Sitting Bull and Crow Foot died. The irony behind this is that the Ghost Dancers wanted things to go back to their old ways but they could not do it without Sitting Bull, the integral leader of the Sioux. I believe in Outlets conclusion of Sitting Bulls fall because Sitting Bull led flawlessly and stood his ground even when there was no light. Sitting Bull wanted his people to own their own land and he would fight for it. In this struggle, as both lance and shield, his inflexibility served him well. (Page: 14) . But the advancement of technology that the white people, could wipe out any tribe every time. Sitting Bull could not have led his tribe any better but sometimes civilizations are meant to collapse.

Why a Career in Logistics Might Be Right for You

Why a Career in Logistics Might Be Right for You Doctor. Lawyer. Accountant. Teacher. These are a few of the professions which may first come to mind when contemplating potential career paths. However, there are plenty of other lesser known options with equal or greater potential for everything from compensation to job satisfaction. At the top of that list? Logistics. Let’s take a closer look at this quickly growing field, along with why a career in logistics may be right for you. What is Logistics?According to Logistics World, â€Å"Logistics means having the right thing, at the right place, at the right time.† While this definition may be a simplification, it encapsulates the field of logistics in its most basic sense. In the business sense, logistics applies to the supply chain of goods and services between the point of origin and the point of consumption. The ultimate goal of workers in this field? To meet customer needs in the most efficient, effective way.According to the Bureau of Labor Statistics, â€Å"logis ticians analyze and coordinate an organization’s supply chain – the system that moves a product from supplier to consumer.† This comprises the entire life cycle of a product - including everything from developing business relationships with suppliers to directing the allocation of materials to comprehending customer needs. Ultimately, logisticians seek to minimize cost, time and risk when it comes to safely moving goods from one point to another.Beyond LogisticiansNot all people who work in logistics are logisticians, however. The field also has jobs for people across a wide range of academic backgrounds and experiences - from truck drivers and forklift operators to upper level logistics executives.Because of the variety of opportunities, there is also significant opportunity for career advancement for hardworking individuals. In fact, many logistics company prefer to train and promote from within rather than pursuing external hires.If you aspire toward a caree r in international business, meanwhile, logistics is a great starting point. Many workers in this field use entry-level skills and experience to transition to mid- and upper-level positions in other countries.The Many Benefits of a Career in LogisticsJob opportunities for logisticians are projected to grow by a whopping 22 percent between 2012 and 2022. This is significantly faster than the average rate for all other occupations. With this growth comes job security, along with the possibility of increased compensation due to the in demand status of professionals in this field. While the median annual wage for logisticians is $72,780, top earners can make upwards of $112,000.Why is logistics expanding so quickly? The field’s exponential growth largely relates to the expansion of the global economy. As geographic borders continue to break down, new opportunities are constantly developing. Logisticians will assume responsibility for exploring these opportunities, pushing current boundaries, and conquering the rising challenges along the way.No matter where you live, a career in logistics is within your reach. Nearly every company that offers a product or service requires people to handle logistics. While some areas, such as Chicago and Los Angeles, are logistics activity hubs, every industrialized region of the world has companies in need of logistics experts.If you’re looking for career fulfillment, logistics offers the potential of great satisfaction. The work is constantly changing, and logistics environments - from the warehouse to the boardroom - bustle with activity and innovation. This fast-paced work ensure that you’ll never be bored.There’s a reason why logisticians earned the sixth spot on U.S. News and World Report’s list of â€Å"Best Business Jobs.† If you like to solve problems, work collaboratively with others, and value not only job security, but also the promise of quick career advancement, a career in logistics can help you realize these goals while also enjoying rare professional fulfillment.

5 Great Ways to Solve Problems and Spark Your Creativity

5 Great Ways to Solve Problems and Spark Your Creativity A few weeks ago I was working on the paperback version of How to Write a KILLER LinkedIn Profile, and I was feeling stuck. Here was my problem: The e-book version contains hundreds of hyperlinks leading to various references, web pages and articles- and a mere click of a mouse makes it easy to go to the linked material. The names of pages are nice and neat, with hyperlinks hidden to the viewer. I had not considered how I would handle this situation in a hard copy of the book! How was I to present all these pages and hyperlinks in print? My book designer had simply made titles of articles blue. But without a link, these would be useless to the reader. The next option, inserting long URLs into the body of the text, would be distracting and messy. I asked my assistant to put her head together with the book designer and figure out something. And I went for a swim. Light Bulb Moment†¦ In the shower after my swim, a light bulb went off: Why not use footnotes for all the URLs in the book? We could then create an appendix with all the links. That way there would not be distracting links in the body of the book, and any readers industrious enough could go to the appendix and explore the â€Å"extras†! I called my assistant as soon as I was dry enough to convey my idea. Problem solved! Perhaps I would have thought of this solution without going for my swim. But it’s not an infrequent occurrence for me to have creative sparks ignite when doing â€Å"mindless† laps in the pool, or shortly thereafter. I’ve come up with some great â€Å"roasts† for family occasions while losing track of what lap I’m on! It’s Not a Random Occurrence! Last summer, I was at a week-long leadership training and a similar thing happened. I knew there was a talent show at the end of the week but I had no idea what, if anything, I would contribute to it. In the middle of the week, I left campus for a day to take care of some business commitments. On the drive home, my creative juices started flowing and a skit to the music of â€Å"Summer Lovin’† from Grease was born. That skit turned into the most talked-about event of the training. These two incidents point to some ideas about what sparks creativity. Not all of us have teams of people to speak and collaborate with to generate new ideas. So we’re left to structure our lives in a way that creativity can arise. There are some simple ways to minimize the chance of getting stuck in a rut. 5 Ways to Solve Problems and Spark Creativity Exercise. Do something to get into your body and out of your default brain! For me, swimming and yoga provide welcome time to let my mind drift and do its magic. For some, it’s walking or running. Find the exercise that works best for you! Travel. If you can, take your business on the road for a week (or even a year!). A change of scenery can have a surprising impact on your thought process. I personally notice my energy waning if I stay in one place for too long, and I am fortunate to be able to carry my business with me. Meditate. Quieting the mind for even 10 minutes a day can produce new thoughts you never expected at random times of the day. This worked for me during the brief time I had a daily meditation practice! Read. I’ll tell you a secret: Many of my blog ideas come from reading Success Magazine – including this one! What’s your focus? Where would you like a spark of creativity? Find something related to that topic of area to read! Do something different. Something as simple as brushing your teeth with your non-dominant hand can interrupt your brain waves and give you new ideas! So can speaking in a different language or driving a new route to work! Do you have other tried and true ways to unstick yourself when you’re stuck, to generate new ideas and get moving on an idea or project? Please share them below- or share how you have used the 5 methods above to create results in your life!

Professional Work Essay Example | Topics and Well Written Essays - 1750 words

Professional Work - Essay Example In this respect, attachment to the ideal of a rationally governed society is no exception. The acceptance of the basic norms of the model carry implications for the ideologies that shape the way we see our world and for the conceptions that govern our individual modes of political activity (Spragens, 1990). In ideological terms, the ideal of a rational society has distinctive but not entirely determinate implications. It clearly disqualifies some ideological conceptions. It tends to crosscut certain other conventional ideological cleavages. And it leaves some ideological space open as an area in which reasonable people may differ. Some ideologies seem clearly unable to qualify by the norms of rational practice. In these cases, it is either/or: one either must renounce the intrinsic norms of rationality or forfeit the ideological orientation. The overt antirationalism of fascist ideologies, for example, would seem to disqualify them immediately. One cannot deprecate the power or validity of rational discourse; argue for forms of political authority grounded in purely emotional appeal and manipulation rather than rational consent, and convert natural differences of race or ability into political hierarchies without decisively abandoning key standards of rational practice (Spragens, 1990). The ideal of a rational society crosscuts liberalism, conservatism, and democratic socialism -- each of these being a part of the larger tradition of Western liberalism in the broadest sense. It incorporates some of the leading values and goals of each of them. The liberal, for instance, would consider the rational society's insistence upon individual rights and civil liberties the most important part of the model. The socialist would emphasize the elements of equality and community. And the conservative would find the role of the human good and the norms of civility quite consistent with his or her dominant political concerns. The bearing of the conception of a rational society on these ideologies, then, is not so much to single one of them out as superior to the others. Instead, it would suggest that each represents a somewhat narrow and parochial conception of the good society -- one in which some aspects of the good society are given undue ascendancy while others are unnecessaril y subordinated or forgotten. In sum, acceptance of the rational process conception of liberal democracy exercises a broad influence over political practice by constraining ideological affiliations and shaping political self-images. Many possible orientations to the world of politics are precluded, obligations are mandated, rights and privileges validated -- all in ways that exert a pervasive control over what can be seen as acceptable political behavior. As we turn now to examine some more specific institutional patterns and policies suggested by the norms of rational practice, it is worth remembering that these more subliminal influences on our actions may be the most important of them all (Spragens, 1990). The heart of a rational society is democratic discourse about the common good. A society committed to the norms of rational process will therefore give continual and careful attention to measures that can sustain and strengthen this central social institution. A democratic society

Workers in the African countries Essay Example | Topics and Well Written Essays - 1500 words

Workers in the African countries - Essay Example Growth performance of African countries of 1970s and 1990s had been unimpressive. The empirical literature is still inconclusive. Importance of measuring the output per worker growth that is connected with per worker physical and human capital lies in assessing political changes, technology improvement and social upheavals. It also shows at times, that even in countries with higher economic growth, trends could be reversing. Main factor that affects all levels of economy is the targeted level of development. Financial liberalization is supposed to stimulate higher savings rate and higher interest rates on those savings, leading to higher capital growth. The level of real income plays the most important part in savings, especially in poor countries. Naturally as income increases, savings rate too increases, with comfortable spending power. Empirical research done in the field shows that for sub-Saharan Africa to achieve 5.3 per cent GDP growth, to reach the point where savings rate could be comfortable, it would require 18 years. Though a lot is done in this field, further empirical research has to be done on priority basis. Current research stops after showing that African savings and interest rates are linked with low-income rate and very few government policies exist to encourage savings. In the last two decades, Nigeria, Rwanda, Kenya and Sudan suffered capital flight of 60%, while other African countries suffered a lesser 40%. Many African top officials were presumed to have huge foreign currency accounts in other continents and chances are remote of its being reinvested in Africa. "A difficult question is what African governments can do to obtain the repatriation of those funds, and how the countries in which the accounts are held can be persuaded to be of assistance." http://www.uneca.org/eca_resources/Publications/ESPD/economic_report_1999.htm Foreign direct investment flow to Africa is not stupendous and to create higher savings rate this has to be increased. Migration of skilled labour out of Africa had been another deterrent. Migration is motivated usually because of low investment in transport, infrastructure, energy and communication. Africa has to expand its investment, growth and productivity to stimulate savings rate. African countries are politically and socially unstable and this does not create an atmosphere conducive to attract investments. But it is heartening to note that from 1994 to 1998, Africa showed positive GDP growth in spite of unfavourable global conditions. "To test whether or not Africa has built a critical mass of momentum towards sustained, poverty-reducing growth requires the use of multiple evaluation criteria. Unfortunately, comprehensive, Africa-specific composite indices needed for this purpose are not available," http://www.uneca.org/eca_resources/Publications/ESPD/economic_report_1999.htm Savings rate usually depends on capabilities, aspirations, functions and peculiar constraints of the region and might be helped with a policy evaluation by the Governments. African Governments, most of the time, are fighting for their own survival and this leaves with insufficient elbow space for economic measures. This failure leads to non-accumulation of future growth, and hence, future welfare. This might result in lack of education, unemployment and low worker output. People's choices get highly curtailed with very few future opportunities, leaving generations to come in

Plato’s Theory of Knowledge, A Guide to Reaching Higher Grounds Essay Example for Free

Plato’s Theory of Knowledge, A Guide to Reaching Higher Grounds Essay The human knowledge may be regarded as having a two parts: One that he sees hears and touches, on the other he organizes mind s on what he learns through the senses. Philosophers have given considerable attentions to questions about the resources of knowledge. Some philosophers think that that the particular thing seen, heard and touches are more important. They believe that general ideas are formed from the examination of the particular facts. A philosopher who feels that the knowledge is acquired in this way is called empiricist. The view of the knowledge can be attained only through the sense of experience. According to them the real knowledge is based on what our sight, hearing smell and other senses tell us it is really out there and not what people makes up in their heads. Other philosopher thinks it is more important to find a general law according to which particular facts can be understood or judge. This method advocates rationalist. A newer school pragmatism, believe that the value in use is the real test of the truth and meaning and truth of an idea are tested by the practical consequences. These are some of the groups that search about the roots of the theory of knowledge. When a person wants to be enlightened you must know what the light within us is. This light will guide us in every step of our lives. It is a process on what is greater than life, what is greater in the physical things that we see. It is the moment when we begin to know something that is greater than, which is also within ourselves. According to the Augustinian Theory of knowledge, there are two objectives to be considered. One is to show how knowledge of all kinds is achieved and how therefore true reality maybe discovered. The second is to provide the groundwork for the reform of the cultural education to ensure the proper development of the people through teaching knowledge. Inner awakening is that you follow your ego, but after you realize and enlightened, we follow god’s will. We as a person must know and search ways to be enlightened. Enlightenment is the aim of any person. But after you get this enlightened don’t fear that you will loose everything. You must enjoy things more passionate but you know when and how and do not abuse your power of enjoyment like you did before enlighten. The theory of knowledge gives us a guide on how human reach the higher level of enlightenment. It gives us the one by one step and details on how knowledge is acquire. Plato a great philosopher considers some of the details about what is the nature of knowledge and the way it was obtained. In the traditional analysis of knowledge Plato’s theory of knowledge divides into three approaches: (1) the allegory of â€Å"the cave† (2) the metaphor of the â€Å"divide line† (3) and the doctrines â€Å"the forms†. The cave tells us that most of the people who are living in the cave, in the dark has converted to salvation because of the knowledge that they acquire. The â€Å"divided line† visualizes the levels of knowledge in a more systematic way. Plato states that there are four stages of the knowledge development. (1) Imagining, which tells us that the looks or appearance seen as true reality. For example an art, which tells us that what we have seen is not necessarily what, you get. (2) Belief, Plato gives us the idea of seeing the reality does not always believe. We have the strong conviction of what we see but not with absolute certainty. (3) Thinking, it is believe the visible world and move into intelligible world which it stands for the power of mind. Plato wants to see all things as they really are so we can see that all things are interconnected. (4) The development stage of the knowledge due to thinking. The third Approach is â€Å"the Forms† are the highest levels of reality. The forms are called ideas. These are independent existing entities whose existence and nature are graspable only by the mind, even though they are not depend on being so grasped in order to exist A person is in then stage of immaturity, when theory of knowledge takes place he will undergo such different stages like at first he will see what is the source and problem of its immaturity understanding what is immaturity will mean a process that under go such enlightenment. After understanding and knowing the problem he will go to the next stage which is by visualizing the level of knowledge of being immature. He can have a research or he can conduct a qouestion and answer so that he can get some opinion so that it can help a lot in defining the problem of being immature. For instance, what distinguishes real knowledge from mere opinion? The real knowledge is based on the logic, the laws and the methods of reason that we use to understand the universe (Velasquez, 1999) By getting such knowledge and analyzing of what category or level he can create a new solution in order of getting out of being immature.Thingking of the possible solution and ideas is the last satge of getting out of being immature.This process or step of solving ones problem is an example of theory of knowledge which can be apply to enlightenment.In any of the different stages they are interconnected to one another so that it can create a good solution which enlightens on a person. There is a given change of such enlightenment. For Parmenides, Change is the confusion of the appearance (motion) with reality (permanence) and therefore the change is simply an illusion. Reality is the basis of truth (knowledge) where as changes produces only opinion (lack of knowledge). Although the senses tells us that the things appear to change and therefore things do change, our reason can distinguish the truth from that which appear to be true. When reasons say reality must be single permanent substances, then there can be no change. (Hankinson, 1998) Plato’s theory of knowledge leads us down many roads, but we see the same theme through out: the light to dark; ignorant to educate: reality to really real.The theory of knowledge imparts us that in every circumstances in life there is a solution. In every situation that we have there is an appropriate answer. Having a knowledge or education gives us the true meaning of reality and real.That is when enlightenment takes place. When we have already the knowledge and reasons we know now how to handle and solve on any situation that we have.   Enlightenment is one of important part in our life to have a sense of direction. If we can apply the the different stages of theory of knowledge and integrate it   to its process of enl;ightenment there is a good way that humanities can have the truth , the reality, and the essence of having a knowledge.Believing to the knowledge that we have and through by the grace we can struggle and survive in any situation that we have. Velasquez, Manuel â€Å"Philosophy: A text with readings†. New York: Wadsworth publishing company, 1999. Hankinson, RJ.† Cause and Explanation in Ancient Greek Thought†. Oxford: Clarendon Press, 1998. â€Å"Human Knowledge and Human Nature: A new introduction to an Ancient Debate Oxford University Press, 1992   ISBN 0-19-875101-X ISBN 0-19-875102-8 (pbk.) http://www.philosophy.umd.edu/Faculty/pcarruthers/HKHN-Conclusion.htm â€Å"Augustinian Knowledge Of theory† http://www.users.bigpond.com/seckington/Augustinian%20Knowledge.htm What is Enlightenment ? (Quest-ce que les Lumià ¨res ?), in Rabinow (P.), à ©d., The Foucault Reader, New York, Pantheon Books, 1984, pp. 32-50. http://foucault.info/documents/whatIsEnlightenment/foucault.whatIsEnlightenment.en.html

Intriguing Camera Work in Zeffirelli’s Film, Hamlet Essay example -- M

Intriguing Camera Work in Zeffirelli’s Film, Hamlet The three-dimensional camera work of Zeffirelli in Hamlet emphasizes the surveillance methods and intrigues carried out by the forces of good and of evil. In the opening scene, Elsinore Castle looms over the soldiers and people standing outside. The camera angle forces one to look up at the dark castle; then the camera surveys the people, revealing that the evil from witnhin the castle is not self-contained but looms over and affects everyone in Denmark. Inside the castle during the funeral, Claudius, the man who exemplifies evil, is focused on several times by the camera. The first picture of him is from a short distance, minimizing his presence. As the funeral proceeds, however, three closeups make him appear more evil for there is no sorrow in his face, only a scheming, hawklike look as he watches every movement of Gertrude and Hamlet. The closeups also bring him from a distant observer to one that is in control, having taken the place of King by ruline over his dead brother. As the King and Queen are sitting on the throne announcing their marriage, the camera gives a distant, roaming observer view by circling the room while continually having them, especially Claudius, as the focal point. This emphasizes once again that his evil ways are spread throughout the kingdom and aren't easily contained in one person or one location. There are several times in the movie when the camera shows surveillance done by Hamlet, who represents good, of those who are opposed to him. The action of focusing on Hamlet from his vantage point also emphasizes that he's one step ahead of everyone else because of his insight, and this also helps him in his cause. For example, when ... ...ly. This will be the final test in the war between good and evil, though Hamlet doesn't have the advantage this time of knowing the depth of the plot, despite his suspicions. After the fatally wounded Laertes points the finger at the king, Claudius, who has been a silent observer to Laertes' confession, backs up, trying to distance himself from being the focal point responsible for the evil that has taken place. However, he is unsuccessful, as a raging Hamlet follows him. The closeup of Hamlet killing the king twice amplifies his triumph. After the final closeup on Hamlet lying in Horatio's arms, the camera draws back to include the whole company of people looking on what has just taken place. The viewpoint might be seen as that of heaven, emphasizing that though in the beginning evil had loomed over the kingdom, now righteousness has been restored in Denmark.

In Defense of Pit Bulls

Kylie Colyer In Defense of Pit bulls Pit bulls are among the most misunderstood and maligned (badmouthed) breed of dogs. Over the years, the media has been portraying them in a negative light. This kind of portrayal has largely been due to the misconceptions and myths associated with pit bulls. Prior to this negative depiction of pit bulls, they were considered the â€Å"perfect nanny dog† by children (Holland). They were seen as friendly in nature, stable, loyal as well as non-aggressive to children and adults. However, this has since changed, especially after 1990s when the media inappropriately started portraying pit bulls as bloodthirsty monsters that are more dangerous and harmful compared to other dog breeds (Coile). As a result of this false portrayal, parents and children have become increasingly afraid of them. They recoil in horror upon spotting one of them. Some pull their children closer with the intention of protecting them from what they assume are prowling werewolves (Lam). As this paper will demonstrate, this should not be the case. It will argue in defense of pit bulls by showing that they are still the loyal, stable, non-aggressive and friendly breeds of dog. Those against pit bulls and portraying them in bad light argue that they have features that make them inherently dangerous and vicious. For example, some people state that pit bull breeds have locking jaws. They also say that they are overly aggressive towards human beings. It is also their view that pit bulls are dangerous to adopt, especially if one has no known history and parentage from a shelter or rescue is not known (Dickey). There is also a widespread myth that pit bulls are preferred by people with irresponsible breeding habits; effectively stating that pit bulls attract the most irresponsible and worst form of dog owners (Marrs). All these perceptions and myths have only served to bad-mouth pit bulls and to make them unattractive to the majority of people in our society. They have also led to high rates of abandonment, torture and abuse of this breed of dogs compared to any other breeds (Landau). The negative portrayal of pit bulls is also as a result of some people using them as fighting dogs. They gained this bad reputation as early as 1066 AD during the England's Norman Conquest when they would be used as â€Å"bullenbeissers†, a term which means â€Å"bull biter† (Coile). During this time, they were trained to latch onto the nose of bulls and also how not to let go of an animal until it is subdued. The use of pit bulls was considered as the only way through which human beings would regain control after bulls have become agitated. Following the ban of bull-baiting in the 19th century, the popularity of dog fighting increased, especially among those who were involved in the quasi-illegal activities and underground businesses in the United Kingdom (Landau). The British immigrants to the United States brought this game into the country, and they too utilized pit bulls for this purpose. It is for this reason that pit bulls have continued bad reputation over the years. However, what is rarely mentioned is the fact that they were used as fighting dogs due to their extreme loyalty to their human owners (Lam). While the perceptions and myths above about pit bulls may appear to be valid, facts and scientific evidence provide otherwise. According to a study conducted by the American Veterinary Medicine Association, there is no evidence showing that pit bulls are disproportionately dangerous (Holland). It has also been established that this breed of dog does not have locking jaws; they do not have special enzymes or mechanism allowing them to lock jaws. A comparison of their skulls to that of other breeds of dogs shows that they share general bone structure and have similar characteristics. It is their determination that when biting down on something and not easily releasing makes them appear like they have locking jaws (Coile). The misconception that pit bulls are inherently vicious can also be refuted using facts. It should first be noted that this myth is a stereotype that is simply aimed at the entire breed (Landau). When evaluated on own merit rather than the breed, one can easily find out that a pit bull is truly a good dog that is inherently friendly to humans and other dogs. The argument that pit bulls are aggressive towards humans and other dogs is unfounded (Marrs). Perhaps the way pit bulls are raised or trained make them an aggressive breed.The myths and misconceptions associated with pit bulls have created an impression that their adoption is dangerous, especially if they have unknown parentage and history. This myth is inappropriate because it fails to acknowledge that, just like humans, each dog ought to be judged by their own behavior and personality (Marrs). It also fails to recognize that pit bulls that are portraying negative behaviors and personalities are not doing so because of their nature but because of other factors. These factors include having been horribly neglected and abused in the past or having been forced to fight (Landau). Pit bulls that have been rescued and raised properly tend to show proper temperament and behavior towards human beings. This explanation helps to address the other false portrayal about pit bulls that adopting a pit bull puppy is better than an adult one. Regardless of whether someone adopts a puppy or an adult one, the most important thing is how one treats a pit bull. One should nurture it in such a manner that enables it to develop desirable and positive traits (Dickey). From the above discussion, it is evident that pit bulls are loyal, stable, non-aggressive and friendly breeds of dogs. As has been noted, the myths and misconceptions that have been kept alive over the years regarding pit bulls and which have portrayed them in bad light are unfounded. There is no scientific evidence to show that those myths are actually natural to pit bulls. In fact, some of the reasons why pit bulls gained bad reputation such as being used as fighting dogs are anchored on their positive trait of being loyal to human owners. Therefore, these are the traits that should be portrayed and not some myths about them, It is also clear that humans have a role in making sure that pit bulls are being treated like other breeds of dogs so that they develop traits and personalities that are desirable and which can help them to sustain their loyal, stable, non-aggressive and friendly nature. Works CitedCoile, D C. Pit Bulls for Dummies. New York, NY: Hungry Minds, 2011.Dickey, Bronwen. Pit Bull: The Battle Over an American Icon. NY: A.A. Knopf, 2016.Holland, Joshua. In Defense of the Pit Bull.† 02 May, 2013, Salon TV. https://www.salon.com/2013/02/05/in_defense_of_the_pitbull_partner/ Accessed 23 Mar, 2018.Lam, Stephanie. Pit Bulls. Hauppage, N.Y: Barron's, 2012. Landau, Elaine. Pit Bulls Are the Best!Minneapolis: Lerner Publications Co, 2011.Marrs, Megan. â€Å"In Defense of Pit Bulls: Monsters or Misunderstood [Infographic].† 2018, Lifehack. ; https://www.lifehack.org/302240/defense-pit-bulls-monsters-misunderstood-infographic; Accessed 23 Mar, 2018.

Child Education In India Education Essay

Education has continued to germinate, diversify and widen its range and coverage since the morning of human history. Every state develops its system of instruction to show and advance its alone socio-cultural individuality and besides to run into the challenges of the times. There are minutes in history when a new way has to be given to an antique procedure. That minute is today. The state has reached a phase in its economic and proficient development when a major attempt must be made to deduce the maximal benefit from the assets already created and to guarantee that the fruits of alteration reach all subdivisions. Education is the main road to that end. Issues Prevelance of Child labor: All non-school traveling kids are child workers in one signifier or the other. Agricultural kid labor constitutes the nucleus of the job. Child labour policies and instruction policies have to be formulated and operated in tandem. Parents do desire to direct their kids to be educated and poorness as a confining factor is extremely over-rated. Motivation and handiness of substructure instead than poorness are the cardinal factors. The paper underlines the strengths of formal instruction in eliminating child labor and forcefully argues for a statute law to supply for compulsory education.A The chief statement against child labor and mandatory instruction is that it is necessary for the well-being of the hapless as the province is unable to supply alleviation. The 2nd statement, is that instruction would do the hapless ill-sorted for the sort of manual work that is required to be done. The 3rd statement is that certain industries would be forced to shut down if they did non hold the installation of the low pay kid labor. The last statement against censoring child labor and implementing mandatory instruction is that the State should non be allowed to interfere in the parents ‘ rights who know what is best for their kids and households. Lack of Coverage: Despite the regular enlargement of the ICDS, the coverage of kids for ECCE is still every bit low as 20 per centum. This is an issue of both unequal entree and unequal quality of service bringing. With ICDS go oning to be the chief vehicle for ECCE, the GOI is suggesting to spread out the service further and universalise it within the following few old ages. While this is a welcome proposal, the hazard is of spread outing excessively fast and compromising on quality. Girl Child Education: The Indian authorities has expressed a strong committedness towards instruction for all ; nevertheless, India still has one of the lowest female literacy rates in Asia. In 1991, less than 40 per centum of the 330 million adult females aged 7 and over were literate, which means today there are over 200 million illiterate adult females in India. Laws Associating to Child Education in IndiaConstitutional place of instruction in IndiaWhile sing the assorted facets of instruction with respect to province duty, judicial readings, given to this duty by assorted legal experts are the primary beginning of larning. In the good old times, instruction was basically an act of charity or philanthropic gift. Then, it was thought of as an ‘occupation ‘ . Judicial pronouncement went so far as to see it as an ‘industry ‘ . Whether or non to comprehend instruction as a cardinal right or non has been debated for a long clip. The constitution and the disposal of an educational establishment for the conveyance of cognition to pupils is an business, protected by Article 19 ( 1 ) ( g ) and to boot by Article 26 ( a ) , if there is no component of net income coevals. Imparting instruction has come to be a agency of support for some professionals. It is considered as a mission in life for some philanthropists. â€Å" Education † was a State Subject in position of the undermentioned Entry 11, placed in List II State List: – â€Å" 11. Education including universities, capable to the commissariats of entries 63, 64, 65 and 66 of List I and entry 25 of List III. † By the Constitution ( 42nd Amendment ) Act 1976, the above-said Entry was directed to be deleted and alternatively Entry 25 in List III Concurrent List, was directed to be appropriately amended so as to read as under: – â€Å" 25. Education, including proficient instruction, medical instruction and universities, capable to the commissariats of entries 63, 64, 65 and 66 of List I ; vocational and proficient preparation of labor † The Constitution of India has laid a directive before the province to do a proviso of free and mandatory instruction for kids below the age of 14 old ages. 45. Provision for free and mandatory instruction for kids: The State shall endeavour to supply, within a period of 10 old ages from the beginning of this Constitution, for free and mandatory instruction for all kids until they complete the age of 14 old ages. However, the authorities has non been successful in supplying equal installations of instruction for the under privileged kids, located in the rural countries. The Supreme Court in the instance Unnikrishnan vs. State of Andhra Pradesh ( 1993 ) ruled that the right to instruction is a cardinal right that flows from the right to life in Article 21 of the Constitution. Following this opinion, the 86th Constitution Amendment Act, 2002 added Article 21A, saying, â€Å" The State shall supply free and mandatory instruction to all kids of the age of six to fourteen old ages in such mode as the State may, by jurisprudence, determine. † The 86th Amendment besides modified Article 45, which now reads â€Å" The State shall endeavour to supply early childhood attention and instruction for all kids until they complete the age of 6 old ages. † The province late enacted the Right to Education Act, seeking to consequence the 86th Constitutional amendmentJudiciary and EducationIn the judgement of Unnikrishnan, a Constitution Bench of this Court framed a strategy that governs admittances to professional colleges. The chief aim was to guarantee that virtue prevails in the affair of admittances, both in regard of what were called â€Å" free seats † every bit good as in regard of â€Å" payment seats. † This judgement was rendered on February 4, 1993. The strategy was to be effectual from the Academic Year 1993-94 onwards. Review Petitions were filed by several establishments against the said judgement. They were dismissed by the Constitution Bench. The judgement of P.A. Inamdar and others vs. State of Maharashtra was a landmark in the field of educational jurisprudence. Law studies are full with opinions related to the instruction in its several facets. Until the T.M.A Pai Foundation instance, there were four oft- quoted prima instances refering the field of instruction, viz. , ( I ) Unni Krishnan v. State of Andhra Pradesh ( 1993 ) 1 SCC 645 ( two ) St. Stephen ‘s College v. University of Delhi ( 1992 ) 1 SCC 558 ( three ) Ahmedabad St. Xavier ‘s College Society v. State of Gujarat ( 1974 ) 1 SCC 717 and ( four ) Rhenium: Kerala Education Bill, 1957, ( 1958 ) SCR 995.Right to Education ActThe Right to Education Act seeks to give consequence to the 86th Amendment of the Constitution of India. Outstanding commissariats: The State shall guarantee a school in every vicinity Every school shall conform to certain minimal criterions, defined in the Bill Government schools shall supply free instruction to all admitted kids Private schools shall acknowledge at least 25 % of kids from weaker subdivisions ; no fee shall be charged to these kids Screening trials at the clip of admittance and capitation fees are prohibited for all kids Government schools will be managed by School Management The National Commission for Elementary Education shall be constituted to supervise all facets of simple instruction including quality.The Right to Education Act prescribes the Rights of Every Child as follows:Every kid between the age of 6 and 14 old ages has the right to full-time free and mandatory instruction in a neighbourhood school. Non-enrolled kids, of age group 7-9 old ages, have the right to be admitted in an age-appropriate class within one twelvemonth of the beginning of the Act, and kids, of age group 9-14 old ages, have the right to be provided particular programmes that will enable them to go to such class within three old ages. Children with terrible or profound disablement, who are unable to go to a neighbourhood school, have the right to be provided instruction in an appropriate environment. A kid can non be held back in any class or expelled from a school boulder clay Class VIII. Any ejection requires an order of the School Management Committee ( SMC ) , which will be given merely after all other disciplinary steps have been exhausted, and parents/guardians have been heard. The local authorization will take stairss to inscribe such a kid in another neighbourhood school.The Act besides prescribes the duty of the State as follows:The State shall guarantee handiness of a neighbourhood school for every kid within three old ages. In instance of non-availability, free conveyance or free residential installations shall be provided. The state/UT authorities shall find every twelvemonth the demand of schools, installations, and their locations ; set up extra schools as required ; deploy instructors and create installations for their preparation. The State shall develop a mechanism to supervise registration, engagement and attainment position of every kid, and take disciplinary stairss wheresoever required. Information in this respect will be made available in the public sphere, including on an online footing. School Admissions No school can carry on any screening process of any kid or parents at the clip of admittance. Children will be selected for admittance in a random mode. Capitation fees are prohibited.Commissariats refering School Management:All non-government schools have to be recognized by a Competent Authority or they must close down. The Act specifies certain norms ( such as teacher-student ratio, physical substructure etc. ) to be fulfilled by all schools as a pre-requisite for being recognized. All State and aided schools are required to organize School Management Committees ( SMCs ) with at least 75 % of the members being parents/guardians, and the other members stand foring instructors, the community and the local authorization. SMCs will pull off the school, including the countenance of leaveCommissariats sing Content and ProcessSchools and academic governments explicating course of study shall conform to the values enshrined in the Constitution. Schools should run in a child- friendly and child- centred mode. No kid shall be required to look at a public scrutiny before finishing Grade VIII. Policies and SchemesOutstanding Policies in the Context of Provision of Early Childhood Care and Education ( ECCE ) in IndiaNational Nutrition Policy ( 1993 ) which recognized kids below six old ages as bad groups to be given high precedence. National Policy on Empowerment of Women ( 2001 ) , supported proviso of child care installations, including creches at work topographic points. India besides ratified Convention on Rights of the Child in 1992 and reaffirmed its committedness to kids, which resulted in preparation of policy model to fix a National Charter for Children. National Commission for Children has besides been set up. The Commission as visualized would protect/safeguard the rights of kids with a strong legal base. National Plan of Action for Children ( 2005 ) included universalisation of ECCE as one of the ends. It specified attention, protection and development chances for kids below 3 old ages and integrated attention and development and pre-school acquisition chances for 3-6 twelvemonth olds. National Curriculum Framework ( 2005f emphasized two old ages of pre-schooling and considered ECCE as important for holistic development of the kid, as a readying for schooling and as a support service for adult females and misss. It advocated play-based developmentally appropriate course of studyIntegrated Child Development Services ( ICDS )India has the differentiation of holding conceptualized and floated possibly the universe ‘s largest plan for kids, modeled on the definition which says that working with kids means a more holistic position one of its constituents is child instruction, every bit early as in 1975. Known as the Integrated Child Development Services ( ICDS ) , this plan targets kids, pregnant and breastfeeding female parents and adolescent misss from a lifecycle perspective Non-formal preschool instruction has been one of its nucleus constituents.Other Policies and Schemesaˆ? National Policy on Education, 1968 aˆ? National Policy on Education, 1986 aˆ? National Policy on Education, 1986 ( As modified in 1992 ) aˆ? National Common Minimum Programme of the UPA Government, announced in May, 2004 Infusions associating to Education aˆ? National Curriculum Framework, 2005 aˆ? National Commission for Protection of Child Rights aˆ? Jawahar Bala Arogya Raksha aˆ? Rashtriya Madhyamik Shiksha Abhiyan ( RMSA ) aˆ? Incentives to Girls for Secondary Education aˆ? Information and Communication Technology in Schools ( ICT @ Schools ) aˆ? Primary Education – Sarva Shiksha Abhiyan SuggestionsDecentralized and holistic planning for kids:Given India ‘s diverseness and scale the planning procedure and designing of intercessions for kids have to be contextualized. This can merely be possible through a decentralized and participatory attack to planning and execution. The Education sector already has experience of this attack to some extent and the plans /services for younger kids would necessitate to larn from this experience and make out to kids in a more targeted and local specific manner.Precedence to and Ownership of ECCE:Very late, the entire duty of ECCE has been shifted from Department of Education within the Ministry of Human Resource Development to a freshly created Ministry of Women and Child Development. Though, it is excessively early to notice upon the deductions of this determination, nevertheless, it is likely to bring forth a batch of treatment and argument about the issue of ownership and its logistic location with the instruction sector.Pres cription V. Practice:While, a favorable policy model and appropriate curricular counsel is available in the state for ECCE ; the world is that there is a big spread between what is prescribed or suggested and what is practiced. In a survey conducted by the NCERT ( 1998 ) it was found that about all the ICDS centres observed adhered to learning of 3 R ‘s ( reading, composing and arithmetic ) and there was a practical absence of any drama activities. Typically, the activities of preschool instruction under ICDS are conducted for a period runing from 45 proceedingss to two hours duration daily, with minimum drama and larning material support and that excessively, mostly in the absence of sufficient outdoor and indoor infinites, basic substructure installations and competent workers. Preschool instruction in private/ public baby's room schools, once more, is mostly a downward extension of primary instruction course of study, with instructors frequently holding no ECCE preparation. Training Inputs and Institutional Support:Effective readying of teachers/service suppliers for ECCE is another issue, which is expected to find quality. Matching to the scope of ECCE plans and enterprises in India there is a assortment of developing commissariats in ECCE, every bit good. These scope from the two twelvemonth integrated Nursery Teachers ‘ preparation plan ( NTT ) which aims at fixing instructors for preschool phase ( 3-6 old ages ) and for the first two classs ( 6-8 old ages ) of the primary phase, In add-on, the course of study of higher/ senior secondary phase of instruction ( +2 ) in Central Board of Secondary Education, National Institute of Open Schooling and many State Education Boardss have besides included early childhood instruction as an country of vocational instruction.Public Spending on Childs:For the really first clip, in the twelvemonth ( 2004-05 ) , the Ministry of Women and Child Development ( MWCD ) in Government of India undertook a ‘chi ld budgeting ‘ exercising to look at commissariats and outgos for kids more holistically. This portends good for a more comprehensive attack towards planning and budgeting for kids in the hereafter. The public financess allocated to kids are classified under four caputs in the kid budgeting exercising: ICDS & A ; Nutrition, Education, Health and Child Protection and others. As per the Fundamental law of India, kid related commissariats are in the coincident list of duties with the States holding a outstanding function in service bringing. However, most of the provinces passing are on perennial points of outgos, it is the financess which are made available through the Centrally Sponsored Schemes that provide for reform and quality betterment. Overall, there has been an addition in outgo on kids as a per centum of GNP from 2.66 % in 1993-94 to 3.26 % in 2001-02 ( DWCD, Annual Report, 2004-05 ) . As indicated in Figure 13 below, in footings of comparative parts, both the cardinal and State parts show steady additions over clip, particularly since 1997-98, with the provinces ‘ part being significantly more dominant. Still the overall public outgo is far less than it should be.

What Are the Ivy League Schools Acceptance Rates for 2018

What Are the Ivy League Schools' Acceptance Rates for 2018 SAT / ACT Prep Online Guides and Tips The eight schools in the Ivy League are among the most well-known and selective universities, both within and outside of the U.S. Because of this, Ivy League (and similarly selective non-Ivy) schools have tens of thousands of students from whom to choose their class of 2023. But what are Ivy League schools' acceptance rates, and how have those rates changed over time? In this analysis, we'll look at Ivy League admissions, from the number of applicants to the number of students who ultimately end up attending. In addition to the eight Ivy League schools (Brown, Columbia, Cornell, Dartmouth, Harvard, Princeton, UPenn, and Yale), we'll also consider eight equally selective non-Ivy League national universities: Caltech, Duke, Johns Hopkins, MIT, Northwestern, Stanford, UChicago, and Vanderbilt. Ivy League Schools: Acceptance Rate Averages and Range So what's the most recent data on undergraduate Ivy acceptance rates? We've sleuthed out this information for you and compiled it into a chart below. School # Applied # Admitted % Admitted Stanford 47451 2071 4.4% Harvard 42749 1962 4.6% Columbia 40203 2214 5.5% Princeton 35370 1941 5.5% Yale 35308 2229 6.3% MIT 21706 1464 6.7% Caltech* 7339 568 7.7% Brown 35437 2718 7.7% UChicago 32291 2329 7.2% Northwestern 40426 3392 8.4% UPenn 44491 3731 8.4% Duke 37302 3097 8.3% Dartmouth 22033 1925 8.7% Vanderbilt 34299 3050 8.9% Johns Hopkins 29129 2894 9.9% Cornell 51324 5448 10.6% Average (Overall) 36635 2698 7.4% Average (Ivies) 38364 2771 7.2% *Caltech has not released its 2018 data as of this article's publication, so we've used 2017 data here. As you can see from the chart, the Ivy League and non-Ivy League schools are neck-in-neck as far as applicants, admitted students, and admission percentages go. For lowest 2018 acceptance rate, non-Ivy Stanford (with a 4.4% acceptance rate) just barely beat out Harvard (with a 4.6% acceptance rate). On the other end of the spectrum, the Ivy League school with the highest acceptance rate is Cornell (10.6 % undergraduate acceptance rate overall), which is just slightly more than the school with the next-highest rate, non-Ivy Johns Hopkins (9.9%). When it comes to Ivy League admissions, though, last year's acceptance rates are just a peek into the process. To predict what trends are going to look like for this coming admissions season, we need more data. Ivy League Admissions: 2014-2018 A disclaimer before we dive in: it's true that past admission rates aren't necessarily a sure-fire guarantee of what admissions rates will be like in the future for Ivy League (and other top-tier) schools. Cornell might decide that it wants to decrease its class sizes, causing its admissions rates to suddenly plummet; alternatively, students might decide they don't want to apply to any schools with frat scenes, which would cause Ivy League admissions rates to spike. But putting the unknowns of the future aside, it's still helpful to look at Ivy League admissions trends over the last five years to get some idea of what to expect for this admissions season. We've graphed the 2014, 2015, 2016, 2017, and 2018 admissions rates for Ivy League and similarly-competitive national universities below. Data for 2018 comes from sources linked in chart; data for 2014-2017 comes from schools' publicly available Common Data Sets or equivalent school pages. Admissions rates overall have trended downwards since 2014, with top schools becoming more and more selective. Based on the data we've collected, this trend is largely due to more students applying to schools, rather than schools accepting fewer students per year. You can see how the number of applicants to each school has increased at roughly the same rate as acceptance rates have gone down in the graph below: Data for 2018 comes from sources linked in chart; data for 2014-2017 comes from schools' publicly available Common Data Sets or equivalent school pages. Just by eyeballing the graph above, it's clear that for most schools, the number of applicants 2014-2018 increased and so the acceptance rates decreased. The data from the last five years also make it pretty clear that the decrease in acceptance rates is not at all caused by schools accepting fewer and fewer students each year. As the graph below shows, most Ivy-level schools have stable or even increased class sizes over time. Data for 2018 comes from sources linked in chart; data for 2014-2017 comes from schools' publicly available Common Data Sets or equivalent school pages. Pay attention in particular to the flatness of the dotted lines showing the average number of students admitted overall and to Ivy League schools in particular. Aside from Cornell, Northwestern, and Johns Hopkins, every other school on the graph admitted either around the same number of students over the course of five years. By looking not just at Ivy League college acceptance rates over time, but also at the raw numbers of applicants and admitted students, it's clear that there's not a whole lot of variation in how many students Ivy League schools are accepting each year. Most of what's making Ivy-caliber schools more and more selective is the increased volume of students applying. There's one final piece of the puzzle to discuss, though, and that is each school's yield, or the percent of accepted students who decide to enroll at a college. Not that kind of yield. Ivy League Undergraduate Enrollment In the Ivy League admissions game, there are two main factors that schools care about. We already discussed one aspect of admissions to top-tier national universities, which is admissions rates (which depend on the number of applicants and number of students admitted). The lower the admission rate, the more selective the school is seen as being (which leads to schools being higher-ranked, which leads to more people knowing about those schools and applying to them, which leads to lower admission rates...and so on). Besides acceptance rates, the main other factor Ivy-level schools care about is their yield, or how many of the students admitted end up enrolling. Schools want their yield to be high because it demonstrates that students really want to attend their schools. More desirable schools end up ranked higher, which drives more high-achieving students to apply to the schools, which allows the schools to have their pick of applicants. Yield also informs acceptance rates. Based on years of admissions data, schools know almost exactly how many students they need to admit to get the class size that they want. The difference between knowing almost exactly how many students will enroll and the exact number is the reason for waitlists: if more students decline admission than expected, schools still need to fill their incoming freshman class. As a general rule, the lower a school's yield, the higher its acceptance rate. This usually happens because schools with lower yields need to admit more students (AKA have a higher acceptance rate), since a lower percentage of those accepted will attend. So how does this play out in the Ivy League Plus admissions field? While Ivy acceptance rates don't vary a huge amount (from Harvard's 4.5% to Cornell's 10.6% in 2018), the yield rates of Ivy League schools vary quite a great deal. Let's look at a chart of the yield for all students enrolling in Ivy League-caliber universities Fall 2017 (since the data for Fall 2018 hasn't been released by all schools yet). School % Admitted # Admitted # Attending Yield Stanford 4.7% 2085 1703 81.7% Harvard 5.2% 2037 1687 82.8% Columbia 6.1% 2263 1405 62.1% Princeton 6.4% 1990 1306 65.6% Yale 6.9% 2285 1579 69.1% MIT 7.2% 1452 1097 75.6% Caltech 7.7% 568 235 41.4% Brown 8.5% 2779 1639 59.0% UChicago 8.7% 2419 1740 71.9% Northwestern 9.2% 3442 1903 55.3% UPenn 9.3% 3757 2456 65.4% Duke 9.8% 3261 1748 53.6% Dartmouth 10.3% 2093 1217 58.1% Vanderbilt 10.9% 3415 1607 47.1% Johns Hopkins 11.8% 3133 1349 43.1% Cornell 12.7% 5962 3349 56.2% Average 8.5% 2684 1626 61.7% Average Ivies 8.2% 2896 1830 64.8% Note: Data in table is for freshmen who started college Fall 2017. Unlike the mere six-percent range of Ivy League Plus acceptance rates, the yield rates for Ivy League Plus schools range from the lowest yield rate, Caltech's 41.4%, to the doubly-high yield rate (82.8%) of Harvard. In other words, in Fall 2017, relative to the number of students admitted, more than twice as many first-year students enrolled at Harvard as at Caltech. Because Harvard's admission rate is a couple of percentage points lower than Caltech (and because Harvard has a liberal arts undergraduate program, while Caltech is an engineering school), it makes sense that there would be a difference in yield rate between the two schools. However, there are still some pretty startling gaps between school yield rates, even for schools with similar acceptance rates and academic focuses. For instance, MIT (8.3% admitted) had a yield of 72.7%, while Caltech (8.8% admitted) had a yield of 41.4%. Are these trends consistent over time? Let's look at yield over the last five years for these same schools. Data for 2018 comes from sources linked in chart; data for 2014-2017 comes from schools' publicly available Common Data Sets or equivalent school pages. Overall, for most of these top 16 schools, yield rate has gone up over the last few years. This indicates that not only are schools accepting fewer students each year, but more students are also accepting the offers of admission they can get. However, unlike acceptance rate (which is very much within the control of the school), how many students decide to enroll after being admitted is much more dependent on the attitudes of the students admitted. Yield can be affected by factors as clearly related to enrollment as financial aid packages or as seemingly tangential to enrollment as a public exposà © of a school's toxic social atmosphere. To make their yields more predictable, most top universities (including all the ones mentioned in this article) have some kind of early admissions policy (whether it's early decision, restrictive early action, or just plain ol' early action). In the next section, we'll discuss how schools nail down their yields through these early admissions programs. Want to get into Harvard or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. Yield and Early Admissions at Top Universities Looking at applicant numbers over the years, it's clear that Ivy League schools aren't suffering from lack of choice when it comes to their applicant pool. While it's true that better-qualified applicants tend to apply early, there's no doubt that any of the sixteen schools we've mentioned in this article could get rid of their early admissions program this year and still be able to fill their class of 2023 with eminently qualified students. However, in addition to netting schools high-qualified candidates, early admissions programs also have the distinct benefit of boosting a school's yield. Having binding early decision programs mean that before regular admissions starts, schools can be assured that they've already met anywhere from 20-35% of their yield goals. This early admissions yield boost can even carry over for schools which offer non-binding admission programs, also known as early action programs. For example, in 2018, 56.8% of freshman who enrolled in Harvard were early admit students. The chart below shows early admission stats for students applying Fall 2017. Schools with non-binding early admission programs (AKA early action programs) are italicized. School Early Applied Early Admitted Early Admit % Total Admitted Total Admit % Stanford 750 2071 4.4% Harvard 6630 964 14.5% 1962 4.6% Columbia 4085 2214 5.5% Princeton 5402 799 14.8% 1941 5.5% Yale 5733 842 14.7% 2229 6.3% MIT 9571 664 6.9% 1464 6.7% Brown 3502 738 21.1% 2718 7.7% Northwestern 4049 1072 26.5% 3392 8.4% UPenn 7074 1312 18.5% 3731 8.4% Duke 4090 875 21.4% 3097 8.3% Dartmouth 2270 565 24.9% 1925 8.7% Johns Hopkins 2037 610 29.9% 2894 9.9% Cornell 6325 1549 24.5% 5448 10.6% Average* 5064* 895* 19.8%* 2698 7.4% Average (Ivies) 5128 967** 19.0%** 2771 7.2% *for all schools reporting data. Caltech, UChicago, and Vanderbilt are omitted due to lack of data.**for all Ivies except Columbia As you can see from this chart, early admission acceptance rates for these highly selective schools are double, or even triple, those for students applying regular decision (or deferred after early admission). The takeaway from this is that if you're a "borderline" admissions case, early admission might make the difference between being accepted and rejected. A note of caution: early decision and early action admission rates being higher than regular admission rates are more a reflection of qualified students deciding they want to apply early than schools admitting students because they applied early. If you're just applying to a school as a shoot the moon kind of chance, you're not going to get admitted just because you applied early instead of regular decision. However, if you're "borderline" in some way (e.g. your test scores aren't at the 75th percentile, or your GPA isn't quite where you'd want it to be, but you're otherwise qualified), applying early will give you your best shot at getting admitted to Ivy League Plus schools. 5 Tips to Boost Your Ivy League Admissions Chances So far, we've gone through the hard data of Ivy League schools' acceptance rates and yields over time, analyzed trends, and discussed why schools care about these admissions metrics. Moving from the abstract to the concrete, we'll now give you five tips for how to increase your chances of getting into one of the elite national universities we discussed in this article. Tip 1: Show Your Passion in Your Application Ideally, your college application will tell a story about what kind of student you have been (and suggest what kind of student you will be). As PrepScholar co-founder Allen Cheng writes in his article on how to get into Harvard and the Ivy League, highly selective national universities care more that you demonstrate your passion for one subject than your ability to be well-rounded. Rather than aiming for diversity within each student, Ivy League-caliber schools aim for diversity among students. Practically speaking, this means that instead of showing elite universities that you can do anything and everything well enough, you need to show them that you can do a few things really well and are really interested in those things. Tip 2: Aim for High Test Scores and a Standout High School GPA Universities who regularly receive a high volume of applications use standardized test scores (mostly SAT/ACT) and GPA as filters to decide which applications to even read through at all. Going through tens of thousands of applications is simply not practical when the majority of students are submitting their applications early January and expect to hear back by mid- to late-March. Even Caltech, with its ~7,500 applications, would have to go through roughly 80 applications a day between the date applications are due and when students get notified. When you consider the existence of non-workdays and the fact that admissions officers "need sleep because they're not undead," it makes sense that schools use test scores and GPAs as filters. Yes, it hurts to feel like you're being reduced down to a few numbers. But on the other hand, that means that there are a few clear indicators of success that you can aim for. Tip 3: Take Rigorous Courses Related to Your Interests Highly selective schools care almost as much about what classes you take as about how well you do in them. This doesn't mean that you have to take every difficult course in your school, but you should take the most rigorous courses that fit in with the narrative of your application. For instance, if you're applying to schools with the narrative that you're a math nerd who loves working on solving p vs np in her spare time, schools will look a little askance at you if you're taking the easiest math and physics courses at your school, even if you're taking advanced English or History classes. A real-life example of this is a high-school friend of mine, M, who took rigorous courses in all subjects throughout high school, including AP Calculus BC in junior year. When M got to her senior year, she had a choice of taking AP Statistics (the only other math class available to her) or Film and Media Studies, which was a non-honors level English class that involved analyzing films. Because M was so deeply passionate about film (she'd started a film club at our school), she decided to take the non-honors English class instead of a math class senior year. Now, granted, she still was taking AP Spanish, AP Bio, AP Macroeconomics, and AP English Lit, so she was still pursuing advanced coursework in the areas that interested her (and ended up taking the equivalent of two English classes); however, the fact remains that M didn't take a math class senior year...and still got accepted early decision to UPenn. To figure out what advanced coursework makes sense for you (and what is unnecessary), we strongly recommend reading our blog articles on what and how many APs Ivy League schools require and what high school classes in general Ivy League schools like to see on students' transcripts. Tip 4: Strive for Quality, Not Quantity in Your Extracurriculars Just as you should focus your academic rigor in the areas that most interest you, you should also focus your extracurricular time on the activities that match up best with your interests. When it comes to non-academic activities (music, sports, community service, and so on), you want to aim for quality over quantity and dedication over broadness. Even if you don't end up pursuing the interests you had in high school in colleges, showing that you are capable of focus and dedication to excellence in a particular area will help your college application. Consider the following two hypothetical students. Candidate A participated in Math Olympiad in your school for one year and in math club a different year. Colleges are not likely to find this super inspiring, even if the student has excelled in her math classes otherwise. On the other hand, consider Candidate B, who was captain of her high school fencing team for two years (after two years on the team). Even if this student doesn't go on to fence in college, the fact that she was willing to put the time and energy into sticking with the same thing for four years (and took a leadership role as captain for two of those years) makes her a better candidate than candidate A. Tip 5: Ensure All Parts of Your Application Are Top-Notch While test scores, GPA, course rigor, and extracurriculars are usually the most important factors for applications to Ivy League or other top-tier national universities, you can still affect your chances with stand-out letters of recommendation, personal statements, and application supplements or portfolios. A strong letter of recommendation from a teacher who's seen you grow as a student, a well-written personal statement that reveals something not evident elsewhere in your application, or an impressive portfolio of work (whether oil paintings or web apps) give schools more points of data for whether or not they should accept you. This admissions officer cannot believe how secure the web apps you've developed are. Or he's floored by the fact that you can levitate your computer. Either way, impressive! What's Next? Now that you've had a look at the admission rates for these elite universities, you might be wondering what kind of test scores you need to get in. We tell you what good scores are for Ivy League schools plus MIT, Stanford, and UChicago here. You know how these schools compare acceptance- and yield-wise, but what about across other dimensions like student satisfaction and graduation outcomes? Find out what our current Ivy League Rankings are and what those rankings really mean in this article. If you're a student athlete, your path into top-tier colleges might be slightly different from what we've described in this article. Learn more about Ivy League athletic recruiting in this article. Looking for a detailed guide on how to be one of the ≠¤10% accepted to Ivy League Plus schools? Read PrepScholar co-founder Allen Cheng's reflections on his college application and tips for how you can get into Harvard and other Ivy League-level schools. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Bakhara marketplace Essay Example for Free

Bakhara marketplace Essay Siad Barre’s rule was oppressive and divisive. Once an intelligence officer of the Italian fascists, he pitted clans against each other as a diversion from his decreasing popularity. Due to the strategic location of Somalia at the entrance to the Red Sea, it became of interest to both the United States and the Soviet Union during the Cold War. By 1966 Soviet Union became a supporter of Somalia and this would go on for 10 years. It supplied the country millions worth of arms and military equipment. But a territorial conflict between Somalia and Ethiopia in 1977 over the annexation of the Ogaden region of Ethiopia which is believed to be part of Greater Somalia saw a shift of support by the Soviet Union to Ethiopia which strained the relationship of the two countries. Siad Barre renounced their Treaty of Friendship and Cooperation, expelled all Soviet advisers, and ejected all Soviet personnel from Somalia. Barre then switched alliance with the United States. It supplied him with a total of $154 million worth of weapons and military equipment from 1981-1991. In this decade, Somalia descended into chaos with the continued warring clans. An insurgent group formed by the Hawieyah clan, the United Somali Congress, ousted Siad Barre from power in January 1991. Internal disputes led to a power vacuum and Somalia plunged into civil war. Two different faction leaders within the United Somali Congress announced their claims to power: Ali Mahdi Mohammed and Mohammed Farah Aidid. â€Å"It was this war, coupled with bad harvests, which led to the horrifying scenes of starvation that were televised around the world in 1992. By the end of 1992 about 350,000 Somalis had died. Another 1. 5 million, close to one-fourth of the remaining population, were thought to be in danger of starvation without massive food aid. â€Å" Somalia’s plight attracted international food aid. The United Nations launched Operation Provide Relief (UNOSOM – I) in August 1992 for Somalia. But the mission failed in their objective because food and supplies were often stolen and utilized as leverage for securing loyalty from clan leaders while almost three hundred thousand Somalis died of starvation. In December 1992, responding to the United Nations’ call for assistance, President George Bush obtained an approval from the U. N. that the United States combat troops lead an intervention force to Somalia. This was the famous Operation Restore Hope whose initial objective was to secure trade routes in Somalia so food could get to the people. The deployed troops would be sent home in time for then President Bill Clinton’s inauguration. Shortly upon his assumption of office, President Clinton intended to trim down U. S. troops in Somalia to be substituted by the United Nations peacekeeping troops. UNOSOM II was launched in March 1993 to restore order, improve infrastructure, and to help set up a representative government as part of its â€Å"nation building† mission in Somalia. During the inspection of Somali weapons storage site on June 5, 1993, 24 Pakistani soldiers were killed and it was believed that Aidid was responsible. The hunt for Aidid followed. Several military operations were done from June 12 to 16 in relation to Aidid’s capture including bombing a house in the capital, Mogadishu, where clan leaders were gathering. Four Western journalists investigated the scene but were beaten to their deaths by Somalis. By August 1993, four U. S. military police were killed and six soldiers were wounded. Then Task Force Ranger consisted of 440 elite troops from Delta Force led by General William Garrison flew into Mogadishu with the mission to capture Aidid. On that fateful October 3, 1993 the group raided the Olympia Hotel in Mogadishu. What followed was a seventeen-hour urban battle where eighteen U. S. soldiers were killed and eighty-four were wounded. Unfortunately, the Olympia Hotel was located east of the crowded Bakhara marketplace. Hundreds of Somalis were part of the casualties. However, the mission led to the capture of three important Aidid senior officers and about twenty Aidid supporters hiding within. News stories flashed and printed by the international media showed â€Å"chilling pictures of dead and captured Americans†, â€Å"television footage on CNN showed a frightened, wounded Blackhawk helicopter pilot†¦under interrogation by his Somali captors†, â€Å"Somalis watching as the body of an unidentified American was dragged through the streets at the end of a rope. † Bakhara marketplace. (2017, May 13).

DaimlerChryisler Aspiration to Enter the Asian Market Essay - 7

DaimlerChryisler Aspiration to Enter the Asian Market - Essay Example The second one would be that it would give the manufacturer a chance to deviate from the manufacturing of big cars. Small cars are in demand in Asia and Mitsubishi could cater to this demand. 2. i. DaimlerChrysler can find this alliance risky, because of the fact that it has to merge with a debt-ridden company. The market is novel for the company and lack fo knowledge of the ways of the Asian market could be risky. Mitsubishi was already in a state of collapsing, with the sales output being very low. This new merger could change fortunes, either ways and if support would be withdrawn, it would have to survive independently. 3 i. DaimlerChrysler had violated the fuel laws, pumping in increased carbon dioxide residue, from its high-end Mercedes cars. However, the European Law states that by 2008, the company will have to reduce the emission by 25%. By acquiring stakes in Mitsubishi, the high-end car maker could reduce the overall emission, since the latter produces only small cars which emit lesser pollutants. 4. i. Export from US and Germany would certainly help Daimler initiate a more interactive approach, especially since it would exchange goods from the home country of Daimler. This would facilitate greater involvement and would also reduce duties levied. However, how this be adaptable to home conditions in Asia should be pondered over. 4.ii. Daimler wouldn’t have to get into obtaining a separate license with the Government, since Mitsubishi’s already strong position would enhance the ability of the former, in carrying out activities.