Culture and American Foreign Policy Essay Example | Topics and Well Written Essays - 250 words

Culture and American Foreign Policy - Essay Example America is a migrant society where every citizen has the right to do anything they want, provided they do not infringe on the rights of others. Â  For instance, America is one of the few societies where citizens are constitutionally allowed to own guns for personal and property protection. Â   It is this same projection and protection of freedom that manifests in American foreign policy. A good example of this is the Middle East where the U.S is involved in multiple wars. While there are other factors contributing to these conflicts, the primary reason is the liberation of Middle Eastern people from tyrannical governments, in line with the American culture of liberty for all. Â  Another example is in the Far East. As part of American foreign policy, the United States maintains permanent military basis in both Japan and South Korea. It does this as a protection to both countries from North Korea and China. What is the common difference between China/North Korea and Korea/Japan? The answer is a culture of liberty. China and North Korea are against a culture of personal liberties and hence, are a threat to South Korea and Japan. Â   These scenarios replicate across the world where the United States has a strong show of might in enforcing its foreign policy. On this basis, it is safe to argue that, cultural factors help explain America’s interaction with the outside world. Â  To test this assertion empirically, one can use quantitative techniques to analyze secondary data on U.S foreign interventions.

Good Practice in Handling Information Essay Example for Free

Good Practice in Handling Information Essay Promote good practice in handling information in health and social care setting Outcome 1 Understand requirements for handling information in health and social care settings 1. Identify legislation and codes of practice that relate to handling information in health and social care. OUTCOME 1 1. Identify legislation and codes of practice that relate to handling information in health and social care. All of the staff need to make sure that confidentiality is paramount. Staff have to read and understand the Data Protection Act of 1998. We have to make sure that we are clear about our standards of conduct, that we are expected to meet. We are encouraged to use the codes of conduct to maintain our own practice is good and we need to look at any area’s where we can improve on. When it comes to Medication, staff have to make sure that all stock is listed on the MAR sheet. The Human Rights Act 1998 details the right to a private life. There is also the GSCC code of practice for social care workers, which provides a clear guide for all those who work in social work, setting out the standards of practice and conduct workers and their employers should meet with regards the handling of information. There is also Caldecott standards which govern the sharing of information based on the Data protection Act. 2. Summarise the main points of legal requirements and codes of practice for handling information in health and social care. DATA PROTECTION ACT 1998 This legal document sets out eight principles which are in essence a code of good practice for processing personal data. These are * Make sure that  things are processed fairly and lawfully. * Processed only for one or more specified and lawful purpose. * Adequate, relevant and not excessive for those purposes. * Accurate and kept up to date data subjects have the right to have inaccurate personal data corrected or destroyed if the personal information is inaccurate to any matter of fact. * Kept for no longer than is necessary for the purposes it is being processed. * Processed in line with the rights of individuals this includes the right to be informed of all the information held about them, to prevent processing of their personal information for marketing purposes, and to compensation if they can prove they have been damaged by a data controllers non-compliance with the Act. * Secured against accidental loss, destruction or damage and against unauthorised or unlawful processing this applies to you even if your business uses a third party to process personal information on your behalf. * Not transferred to countries outside the European Economic Area the EU plus Norway, Iceland and Liechtenstein that do not have adequate protection for individuals personal information, unless a condition from Schedule four of the Act can be met. Question 2 – Emma’s Pointer When a new resident is admitted, then they need to have a new care plan. The care plan will show all the medication that they are currently on. If they have any allergies to anything. All personal clothing and possessions are listed. We list how much money they have, if it is over  £20.00 then we take it to the office for safety reasons. Where it is documenated for the resident. 1.2 Emma We have to always make sure that we respect confidential information and clearly explain to any angency workers about policies relating to confidnentialy to both residents and carers. 2. Emma’s pointer Smart sheet does not go up to Handout 6 !!! When maintaining records, you need to record residents : Medication and any changes to their medication Doctor’s visit’s or any other professional bodies Contact with the family Any falls that have occurred Body mapping Any illnesse’s need to be recorded Daily notes need to updated how residents have been during the day and also during the night. Emma’s pointer Question 3 Should there be an incident at work then staff need to make sure that they fill out the relevant paperwork, i.e. if there was an accident on the premises then they need to fill out the an accident form, if there are any injuries sustatained to a resident then a 24 hour observation chart needs to be started.

Running on Faith (eric clapton Biography) :: essays research papers

When comparing my free write with the writing diagnostic prompt, it gave me a chance to reminisce on how I became a scribe. To know how to write, one also needs to know how to read. My reading abilities, like most of my peers started in pre-school learning the ABC’s. After learning the basic’s it was in infinite sprint to soak up the knowledge of the world. Over the years, I can credit my parents, teachers, and many books for instilling the knowledge I would need to read and write.   Ã‚  Ã‚  Ã‚  Ã‚  My memories of reading started around the ages of three to five. I can recall the first time I read a book by myself. I was ecstatic. My favorite early child-hood book was with out a doubt Curious George. I had a positive memory of reading. It was not a hard concept for me to grasp. I loved reading anything I could get my hands on. That included newspaper and magazines. I also learned a lot by reading other people. For instance my Dad, he taught me so much about life and what it takes to succeed. He instilled the will to read and learn.  Ã‚  Ã‚  Ã‚  Ã‚   Writing†¦. writing for me is a never-ending struggle to perfect the English language, dialect, sentence structure and any other way I can possibly butcher my native tongue on paper. With so many ways to put ideas on paper, the English language is one of the most free-spirited yet, hardest languages to write. I look at myself as a writer of raw talent, one that needs to be harness to achieve great ideas. My major is pre-journalism, which requires tons of writing, so learning to polish my skills is a big plus at my age right now. I have taken many classes to try and improve my overall writing abilities. In High school I took English AP my junior year, also I did a television class to help write for newscast on the local news station and for the school. I would consider those positive aspects of my writings. One reason is because it was made into a fun style that I really enjoyed. Reading and writing is what one wants is willing to make of it, How many hours of practice will grant one in return a better understanding of the English language.

YouTube Essay -- Technology, Video, Copyrights

Broadcast Yourself YouTube is an online form of entertainment. While some viewers do not appreciate its format, others enjoy watching and creating videos on YouTube. YouTube videos range from being educational, instructional, comedic to amusing. Creating videos to upload to YouTube is being done by people of all ages from all over the world. According to author Alex K. Rich, â€Å"thirty-eight percent of Americans want to distribute content online.†(Rich 1) YouTube has brought about a new form of high quality amusement and entertainment to a lot of its viewers. YouTube â€Å"is a popular video streaming website that displays uploaded video files created or disseminated by its users† (Belanger 1) writes Craig Belanger in his overview of YouTube. It is free and user friendly which makes it very popular. According to Jennifer Sexton this innovative website was founded by three former PayPal employees who had a â€Å"simple desire to capture short videos and share them with others.† (Sexton 1) While their intentions were not to make money and become a popular website, very quickly YouTube’s popularity increased and it is used by many internet users. According to the viewpoint of Alex K. Rich, â€Å"YouTube has lowered the bar for what is considered entertainment†(Rich 1) It is true that a majority of the videos created and uploaded to YouTube are not professional quality, it is a website that allows submitters of all ages and degrees of creativity to make a video. For example, the Lonelygirl15 videos were â€Å"sho t on a $150 web camera and showed that digital videos could be made by anyone.† (Hirschorn 3) The motto of YouTube is â€Å"Broadcast Yourself.† Michael Hirschorn wrote in his article, â€Å"Thank You, YouTube†, that the â€Å"start of low cost videos and its... ...s become part of the culture of the internet and influences things going on in the world today. As a viewer, people become of what is accepted and what is deemed not worth watching. In â€Å"YouTube: Guide to Critical Analysis†, some of the â€Å"videos that YouTube viewers have watched are 1) Soon after YouTube’s launch, clips from the 2006 Winter Olympics were posted, 2) Pop band OK Go won a 2006 Grammy award for a video that had originally achieved notoriety on YouTube and 3) excerpts from â€Å"The Daily Show with Jon Stewart† were regularly featured on YouTube.† (YouTube: Guide to Critical Analysis 2) So, as long as YouTube exists, while some of the videos will be done by professionals wanting to promote their product, there will always be the submitter who wants to â€Å"broadcast themselves† and upload it, even if it is using their cell phone and the use of their internet.

Political Institutions

Political institutions have been around since nearly all human societies were organized tribally. Over time they have developed into various organizational features and eventually taken the shape they do today. They have proven to be fundamental in virtually all societies worldwide and by being so omnipresent we often take these institutions for granted and do not realize how vital they are for our society. Moreover, because they are so important and play such a big part in our society, there is a major purpose to compare them between time and place.Therefore, this paper will first elaborate on explanations for political institutions and through that process come up with a working definition. Furthermore, it will explain why political institutions play such a major role in our society, and lastly it will argue for why we should compare these institutions. There are countless definitions of political institutions making the term somewhat vague (Klingemann & Goodin, 1996; Peters & Pier re, 1998).It refers not only to formal political organizations such as political parties and parliament, but also to informal constraints such as customs, ideals, guidelines and actions (Peters & Pierre, 1998; North 1990). In addition, Wiens (2012) emphasizes that these formal and informal rules establish and stabilize roles. Moreover, although there is no consensus amongst theorists of what makes an institution political (Garret & Lange, 1995), Max Weber (cited in Gerth & Mills, 1946) and Moe (2005) argue that an institution is political if it influences the distribution of power.As a result, for the purpose of this essay I will combine these scholars’ explanations to create a working definition. Political institutions are sets of formal and informal rules that influence the distribution of power, create roles and by combinations of standards, ethics, instructions and procedures stabilize interaction for occupants of those roles (Wiens, 2012; Peters & Pierre, 1998; North, 19 90; Gerth & Mills, 1946; Hall, 1986). Thus for being so ubiquitous, political institutions have profound ramifications for politics and for society at large.Political institutions have been developed by human beings throughout history to generate order and diminish insecurity (North, 1991) One of the main explanations to why they create order is because by influencing the way entities interact in politics, these political institutions significantly affect the potentials for individuals and groups to resolve collective problems and identify shared interest (Weir, 1992; Moe, 2005; Johnson, 2001). One apparent example is how parties create political alliances and in some cases governmental coalitions.Therefore, political institutions are vital as they stabilize and structure interactions (Hall 1986; Przeworski, 2004), and by being forces of stability also offer predictability (Hague & Harrop, 2010). Furthermore, Moe (2005) claims that political institutions essentially exist and are si gnificant because they make people better off. Whereas North (1981; 1990) and Minier (2001) do not fully share this opinion and rather contend that in order to benefit everyone in society and also for the economy to grow rulers have to adopt the correct political institutions.Thus, in order to find what the â€Å"correct† political institutions might be, there is an intrinsic motivation to compare these between time and place. To be able to comprehend the bigger picture of political power it is crucial to understand how political institutions work and in order to develop deeper knowledge about those it is vital to compare them (Beck et al, 2001). Moreover, without comparing there is not much to acquire from a mere description (Pennings, Keman & Kleinnijenhuis, 2005).In other words, returning back to North’s argument, one can hardly know which political institutions that are â€Å"correct† in bringing benefits to everyone by merely observing just one institution. Therefore, a vital reason to compare is to look for useful ideas and to see which political institutions might be good and bad at achieving specific political goals and see if these various institutions can survive in different political settings (Przeworski, 2004; Nikandrov, 1989).In addition, by seeing similarity in difference and difference in similarity and linking ideas and theory to evidence we can gain greater insight and be more aware of alternatives (Friedman, 2011). However, some scholars point to the dangers of comparison (see Faure, 1994; Radhakrishnan, 2009) and it is important to acknowledge those risks. Nevertheless, as Friedman (2011) explains: â€Å"For all the problems and dangers of comparison, in the end it is worse not to compare than to compare† (p. 756).To summarize, first of all political institutions are sets of formal and informal rules that have since the early ages of man stabilized and shaped interactions and outcomes by establishing roles and af fecting power relations. Secondly, political institutions are important because they structure individuals and groups to overcome self-interest and rather cooperate for mutual gain. Furthermore, they create order and by offering predictability they reduce insecurity. In addition, arguably, political institutions can benefit everyone in the society and support in economic growth.Thirdly, we should compare political institutions to learn about valuable ideas, be mindful about possibilities and to see how similar and different institutions functions in various contexts. Lastly, we should compare to get a wider and enhanced understanding of how political institutions function and thus also enables us to further comprehend the mechanics of political power. REFERENCE LIST: Beck, T. , Clarke, G. , Groff, A. , Keefer, P. , & Walsh, P. (2001). New tools in comparative political economy: The database of political institutions. World Bank Economic Review, 15(1), 165-176. Faure, A.M. (1994). So me methodological problems in comparative politics. Journal of Theoretical Politics, 6(3), 307-322. Friedman, S. S. (2011). Why not compare? Publications of the Modern Language Association of America, 126(3), 753-762. Garret, G. , & Lange, P. (1995). Internationalization, institutions, and political change. International Organization, 49(4), 627-655. Gerth, H. H. , & Mills. C. W. (1946). From Max Weber: Essays in sociology. New York, United States: Oxford University Press. Hague, R. , & Harrop, M. (2010). Comparative government and politics: An introduction (8th ed).New York, United States: Palgrave Macmillan. Hall, P. A. (1986). Governing the economy: The politics of state intervention in Britain and France. Cambridge, UK: Polity Press. Klingemann, H. , & Goodin, R. E. (1996). A new handbook of political science. Oxford, UK: Oxford University Press. Johnson, J. (2001). Path contingency in postcommunist transformations. Comparative Politics 33(3) 253-274. Minier, J. (2001). Politica l institutions and economic growth. Philosophy & Technology, 13(4), 85-93. Moe, T. M. (2005). Power and political institutions. Perspectives on Politics, 3(2), 15-233. Nikandrov, N. D. (1989). Cross-national attraction in education. Comparative Education, 25(3), 275-282. North, D. C. (1981). Structure and change in economic history. New York, United States: Aldine-Atherton. North, D. C. (1990). Institutions, institutional change, and economic performance. New York, United States: Cambridge University Press. North, D. C. (1991). Institutions. The Journal of Economic Perspectives, 5(1), 97-112. Radhakrishnan, R. (2009) Why compare? New Literary History, 40(3), 453-471. Pennings, P. , Kleman H. , & Kleinnijenhuis, J. (2005).Doing research in political science. London, UK: Sage Publications Ltd. Peters, B. G. , & Pierre, J. (1998). Institutions and time: Problems of conceptualization and explanation. Journal of Public Administration Research and Theory, 8(4), 565-583. Przeworski, A. (20 04). Institutions matter? Government and Opposition, 39(4), 527-540. Weir, M. (1992). Politics and jobs: The boundaries of employment policy in the United States. Princeton, United States: Princeton University Press. Wiens, D. (2012). Prescribing institutions without ideal theory. Journal of Political Philosophy, 20(1), 45-70.

Free Essays on Theology

I’m not sure which one is right but in my opinion I would say that God permits evil instead of willing it. If you say God wills evil then it seems he wants to cause evil and hurt, whereas permitting evil is used as an experience to learn from or a plan from God. I don’t think evil is simply random, chaotic or gratuitous. I believe sometimes there’s a purpose to evil. God can use it to make us realize something, draw us near to him in difficult times. For example, in the recent WTC tragedy, many lives were taken and evil struck America particularly Washington D.C and New York. But after all this took place, there was an over pouring of love and unity among Americans like never before. Everyone was helping and donating for the cause, praying and attending ceremonies. This tragedy brought a lot of people together. Another example is the death of Jesus Christ. Though it was sad Jesus had to be crucified, his death is the key aspect to salvation and Christian ity. Christ redeems us from sin meaning we are sinners and only Jesus can forgive our sins and through him we receive salvation. We don’t realize what we have until it’s gone. We at times take things for granted and it gets taken away from us for a reason. Sometimes evil happenings are a wake up call or turning point in ones life. I have been through hardships whether it being a family member being ill, car accidents, and losing a friend. It gives you a perspective on life and makes you value what’s really important in life. You have to appreciate and live life not taking things for granted. We ask why does God allow evil in the world and we have no answer but I feel things happen for a reason and God will only know why.... Free Essays on Theology Free Essays on Theology I’m not sure which one is right but in my opinion I would say that God permits evil instead of willing it. If you say God wills evil then it seems he wants to cause evil and hurt, whereas permitting evil is used as an experience to learn from or a plan from God. I don’t think evil is simply random, chaotic or gratuitous. I believe sometimes there’s a purpose to evil. God can use it to make us realize something, draw us near to him in difficult times. For example, in the recent WTC tragedy, many lives were taken and evil struck America particularly Washington D.C and New York. But after all this took place, there was an over pouring of love and unity among Americans like never before. Everyone was helping and donating for the cause, praying and attending ceremonies. This tragedy brought a lot of people together. Another example is the death of Jesus Christ. Though it was sad Jesus had to be crucified, his death is the key aspect to salvation and Christian ity. Christ redeems us from sin meaning we are sinners and only Jesus can forgive our sins and through him we receive salvation. We don’t realize what we have until it’s gone. We at times take things for granted and it gets taken away from us for a reason. Sometimes evil happenings are a wake up call or turning point in ones life. I have been through hardships whether it being a family member being ill, car accidents, and losing a friend. It gives you a perspective on life and makes you value what’s really important in life. You have to appreciate and live life not taking things for granted. We ask why does God allow evil in the world and we have no answer but I feel things happen for a reason and God will only know why.... Free Essays on Theology I’m not sure which one is right but in my opinion I would say that God permits evil instead of willing it. If you say God wills evil then it seems he wants to cause evil and hurt, whereas permitting evil is used as an experience to learn from or a plan from God. I don’t think evil is simply random, chaotic or gratuitous. I believe sometimes there’s a purpose to evil. God can use it to make us realize something, draw us near to him in difficult times. For example, in the recent WTC tragedy, many lives were taken and evil struck America particularly Washington D.C and New York. But after all this took place, there was an over pouring of love and unity among Americans like never before. Everyone was helping and donating for the cause, praying and attending ceremonies. This tragedy brought a lot of people together. Another example is the death of Jesus Christ. Though it was sad Jesus had to be crucified, his death is the key aspect to salvation and Christian ity. Christ redeems us from sin meaning we are sinners and only Jesus can forgive our sins and through him we receive salvation. We don’t realize what we have until it’s gone. We at times take things for granted and it gets taken away from us for a reason. Sometimes evil happenings are a wake up call or turning point in ones life. I have been through hardships whether it being a family member being ill, car accidents, and losing a friend. It gives you a perspective on life and makes you value what’s really important in life. You have to appreciate and live life not taking things for granted. We ask why does God allow evil in the world and we have no answer but I feel things happen for a reason and God will only know why....

asasas essays

asasas essays The Acquired Immunodeficiency Syndrome, better known as aids is the most deadly disease known to man today. There are approximately 20 million people living with aids in the world and the number is growing. The epidemic is sweeping through the continents of Africa and Southeast Asia. There is currently no vaccine or cure for aids. The Human Immunodeficiency Virus is the virus that causes aids. HIV is a virus that attacks the cells in your body that are supposed to prevent you from illnesses. CD4 or T-helper is white blood cells in the body that fight off bacteria, viruses, and certain types of cancer. Since CD4 cells fight off viruses and infections from your body, when your CD4 count becomes low you are prone to infections and cancers of the body. Diseases like Dysplasia can lead to cervical cancer in HIV+ females which is life threatening. Other illnesses include PCP, pneumonia. You are diagnosed with aids once you CD4 count are 200 or less. Basketball Legend, Magic Johnson has kept his CD4 count above 200. This is why he has not developed aids since being diagnosed with HIV twelve years ago. HIV can be transmitted through various forms of bodily fluid contact. The most common way HIV is transmitted is unprotected vaginal or anal intercourse. Oral Sex on the genitals with no barrier is way to transmit the virus. Sharing drug injection needles is way to transmit the virus. You can contract the virus by being injected with a needle with contaminated blood or unscreened blood transfusions. It can be passed from a mother to her baby is she is HIV+. Aids can not be transmitted through casual contact. There are actually two types of HIV known in the world. HIV-1 and HIV-2 both transmit through sexual contact but HIV- 2 is less easily transmitted. People often refer to HIV-1 when talking about HIV. The subtypes in HIV are separated into two groups. Group M and O contain different HIV strains. Ten subtypes belong to group M, cla...

The Cholula Massacre by Cortes

The Cholula Massacre by Cortes The Cholula massacre was one of the most ruthless actions of conquistador Hernan Cortes in his drive to conquer Mexico. Learn about this historic event. In October of 1519, Spanish conquistadors led by Hernan Cortes assembled the nobles of the Aztec city of Cholula in one of the city courtyards, where Cortes accused them of treachery. Moments later, Cortes ordered his men to attack the mostly unarmed crowd. Outside of town, Cortes Tlaxcalan allies also attacked, as the Cholulans were their traditional enemies. Within hours, thousands of inhabitants of Cholula, including most of the local nobility, were dead in the streets. The Cholula massacre sent a powerful statement to the rest of Mexico, especially the mighty Aztec state and their indecisive leader, Montezuma II. The City of Cholula In 1519, Cholula was one of the most important cities in the Aztec Empire. Located not far from the Aztec capital of Tenochtitlan, it was clearly within the sphere of Aztec influence. Cholula was home to an estimated 100,000 people and was known for a bustling market and for producing excellent trade goods, including pottery. It was best known as a religious center, however. It was home to the magnificent Temple of Tlaloc, which was the largest pyramid ever built by ancient cultures, bigger even than the ones in Egypt. It was best known, however, as the center of the Cult of Quetzalcoatl. This god had been around in some form since the ancient Olmec civilization, and worship of Quetzalcoatl had peaked during the mighty Toltec civilization, which dominated central Mexico from 900–1150 or so. The Temple of Quetzalcoatl at Cholula was the center of worship for this deity. The Spanish and Tlaxcala The Spanish conquistadors, under ruthless leader Hernan Cortes, had landed near present-day Veracruz in April of 1519. They had proceeded to make their way inland, making alliances with local tribes or defeating them as the situation warranted. As the brutal adventurers made their way inland, Aztec Emperor Montezuma II tried to threaten them or buy them off, but any gifts of gold only increased the Spaniards insatiable thirst for wealth. In September of 1519, the Spanish arrived in the free state of Tlaxcala. The Tlaxcalans had resisted the Aztec Empire for decades and were one of only a handful of places in central Mexico not under Aztec rule. The Tlaxcalans attacked the Spanish but were repeatedly defeated. They then welcomed the Spanish, establishing an alliance they hoped would overthrow their hated adversaries, the Mexica (Aztecs). The Road to Cholula The Spanish rested at Tlaxcala with their new allies and Cortes pondered his next move. The most direct road to Tenochtitlan went through Cholula and emissaries sent by Montezuma urged the Spanish to go through there, but Cortes new Tlaxcalan allies repeatedly warned the Spanish leader that the Cholulans were treacherous and that Montezuma would ambush them somewhere near the city. While still in Tlaxcala, Cortes exchanged messages with the leadership of Cholula, who at first sent some low-level negotiators who were rebuffed by Cortes. They later sent some more important noblemen to confer with the conquistador. After consulting with the Cholulans and his captains, Cortes decided to go through Cholula. Reception in Cholula The Spanish left Tlaxcala on October 12 and arrived in Cholula two days later. The intruders were awed by the magnificent city, with its towering temples, well laid-out streets and bustling market. The Spanish got a lukewarm reception. They were allowed to enter the city (although their escort of fierce Tlaxcalan warriors was forced to remain outside), but after the first two or three days, the locals stopped bringing them any food. Meanwhile, city leaders were reluctant to meet with Cortes. Before long, Cortes began to hear of rumors of treachery. Although the Tlaxcalans were not allowed in the city, he was accompanied by s ome Totonacs from the coast, who were allowed to roam freely. They told him of preparations for war in Cholula: pits dug in the streets and camouflaged, women and children fleeing the area, and more. In addition, two local minor noblemen informed Cortes of a plot to ambush the Spanish once they left the city. Malinche's Report The most damning report of treachery came through Cortes mistress and interpreter, Malinche. Malinche had struck up a friendship with a local woman, the wife of a high-ranking Cholulan soldier. One night, the woman came to see Malinche and told her that she should flee immediately because of the impending attack. The woman suggested that Malinche could marry her son after the Spanish were gone. Malinche agreed to go with her in order to buy time and then turned the old woman over to Cortes. After interrogating her, Cortes was certain of a plot. Cortes' Speech On the morning that the Spanish were supposed to leave (the date is uncertain, but was in late October 1519), Cortes summoned the local leadership to the courtyard in front of the Temple of Quetzalcoatl, using the pretext that he wished to say goodbye to them before he left. With the Cholula leadership assembled, Cortes began to speak, his words translated by Malinche. Bernal Diaz del Castillo, one of Cortes foot soldiers, was in the crowd and recalled the speech many years later: He (Cortes) said: How anxious these traitors are to see us among the ravines so that they can gorge themselves on our flesh. But our lord will prevent it....Cortes then asked the Caciques why they had turned traitors and decided the night before that they would kill us, seeing that we had done them nor harm but had merely warned them against...wickedness and human sacrifice, and the worship of idols...Their hostility was plain to see, and their treachery also, which they could not conceal...He was well aware, he said, that they had many companies of warriors lying in wait for us in some ravines nearby ready to carry out the treacherous attack they had planned... (Diaz del Castillo, 198-199) The Cholula Massacre According the Diaz, the assembled nobles did not deny the accusations  but claimed that they were merely following the wishes of Emperor Montezuma. Cortes responded that the King of Spains laws decreed that treachery must not go unpunished. With that, a musket shot fired: this was the signal the Spanish were waiting for. The heavily armed and armored conquistadors attacked the assembled crowd, mostly unarmed noblemen, priests and other city leaders, firing arquebuses and crossbows and hacking with steel swords. The shocked populace of Cholula trampled one another in their vain efforts to escape. Meanwhile, the Tlaxcalans, traditional enemies of Cholula, rushed into the city from their camp outside of town to attack and pillage. Within a couple of hours, thousands of Cholulans lay dead in the streets. Aftermath of the Cholula Massacre Still incensed, Cortes allowed his savage Tlaxcalan allies to sack the city and haul victims back to Tlaxcala as slaves and sacrifices. The city was in ruins and the temple burned for two days. After a few days, a few surviving Cholulan noblemen returned, and Cortes bade them tell the people that it was safe to come back. Cortes had two messengers from Montezuma with him, and they witnessed the massacre. He sent them back to Montezuma with the message that the lords of Cholula had implicated Montezuma in the attack and that he would be marching on Tenochtitlan as a conqueror. The messengers soon returned with word from Montezuma disavowing any involvement in the attack, which he blamed solely on the Cholulans and some local Aztec leaders. Cholula itself was sacked, providing much gold for the greedy Spanish. They also found some stout wooden cages with prisoners inside who were being fattened up for sacrifice: Cortes ordered them freed. Cholulan leaders who had told Cortes about the plot were rewarded. The Cholula Massacre sent a clear message to Central Mexico: the Spanish were not to be trifled with. It also proved to Aztec vassal states- of which many were unhappy with the arrangement- that the Aztecs could not necessarily protect them. Cortes hand-picked successors to rule Cholula while he was there, thus ensuring that his supply line to the port of Veracruz, which now ran through Cholula and Tlaxcala, would not be endangered. When Cortes finally did leave Cholula in November of 1519, he reached Tenochtitlan without being ambushed. This raises the question of whether or not there had been a treacherous plan in the first place. Some historians question whether Malinche, who translated everything the Cholulans said and who conveniently provided the most damning evidence of a plot, orchestrated it herself. The historical sources seem to agree, however, that there was an abundance of evidence to support the likelihood of a plot. References Castillo, Bernal DiÃŒ az del, Cohen J. M., and Radice B.  The Conquest of New Spain. London: Clays Ltd./Penguin; 1963. Levy, Buddy.  Conquistador: Hernan Cortes, King  Montezuma, and the Last Stand of the Aztecs.  New York: Bantam, 2008. Thomas, Hugh.  The Real Discovery of America: Mexico November 8, 1519. New York: Touchstone, 1993.

Lead Presentation Essay Example | Topics and Well Written Essays - 750 words

Lead Presentation - Essay Example In the present report, we will concentrate upon different approaches to calculating payment to the staff, with especial emphasis upon the use of performance-based and skill-based payment systems, and compensation packages. Whereas there are several types of salary (fixed, performance-based, skill-based, etc.), each having its merits and demerits, the companies choose the one that corresponds ideally to the profession, style of work, and even personal traits of workers. It is a well-known phenomenon that whereas some categories of employees are motivated by high salaries, others prefer getting compensation package rather than big salary. For companies' managers, it is often difficult to choose between offering their employees high salary, on the one hand, and other benefits on the other. Let us therefore consider two types of payment and compensation packages, and how their use influences the performance of the employees. Skill-based system of employees' remuneration certainly has both advantages and disadvantages: on the one hand, it makes the task of calculating the payment for each worker easier for the company's management and allows to attract and retain highly skilled personnel, but on the other hand it takes into account skills rather than actual performance and therefore people get more not because they work hard but because of their background. Sometimes employees with better skills perform worse than those who are less skilled, and in these cases such a system of payment will affect the quality of work, lower employees' motivation, and even destroy team spirit. Yet, it may be argued that those who had been able to develop a certain amount of skills are those whose motivation and performance are high, and the system of skill-based payment works under the condition that certain rules are stuck to. First of all, it is crucial that the employees understand the way the payment is calculated, and fully committed to the company so that there are no doubts as for its fair attitude to staff. (Schuster, 1998) Secondly, the company's management has to make sure that the skills the workers acquire correspond to the company's goals, since it has been pinpointed that skill-based pay is likely to cause problems in cases when the skills acquired by the staff 'become outdated or if the skills are not being used to the fullest by the company'. (Ashish et al. 2004) Therefore, the company should "reflect the button of an employees learned skills to the achievement of company goals". (Fox 2002) 2.2. Compensation packages Perhaps the main argument in favor of company's using compensation packages is that this brings the employees to a considerable degree of commitment making them regard their company as stable, reliable, and caring about its staff's wellbeing. Nowadays, practically any respectable company offers their staff compensation packages of some sort which may include bonuses, holding companies' stocks, getting discounts, medical insurance, etc. (What does a total compensation package include, 2001; Compensation package, 2005; Evaluating the total compensation package, 2005) Free trainings and courses are also extremely motivating, especially for the young

Chapter 1-3 questions Assignment Example | Topics and Well Written Essays - 500 words

Chapter 1-3 questions - Assignment Example Historians show that immediately after the end of the threat to England, the English nationalists obtained freedom and began growing and enforcing their roots. Accordingly, a section of the Englishmen who liked the queen threw their support for the Church of England but hated Catholics, majority of whom were from Spain. However, later attempts to stop the expansion of the English only served to promote the establishment of the English culture and pride (Brands et al., 2012). The Puritans decided to leave England and migrate to North America because they wanted to settle in a place where they could be free to practice their religion without interference. This is because they were strongly opposed to the liturgy and rituals of the Catholicism that was being imposed on them by the Church of England (Brands et al., 2012). The chaos that was experienced during the New Jersey settlement occurred due to two main factors. Firstly, the chaos emerged due to rivalry between Swedes and the Dutch over the fur trade. Secondly, the chaos erupted during the settlement following the New York governors move to assign lands to many Puritan groups unaware of the existence of Carteret and Berkeley proprietorship (Brands et al., 2012). The Barbadians background as agriculturalists contributed significantly to the development of the Carolinas. The Barbadians introduced the concept of sugarcane plantation to the Carolinas, which not only employed many of the residents, but also acted as a source of livelihood for the Carolinas (Brands et al., 2012). Life for women in the 17th century New England was difficult are required perseverance. Historians show that women of the time lived in deplorable conditions characterized by poor diet, illnesses and that childbearing was constant as women were expected only to bear children., Women of the time were also had to do hard work all day long. At the same time, women of the time had no right to choose a husband for themselves.

Theory Critique Feminist and Post Modern Essay Example | Topics and Well Written Essays - 1500 words

Theory Critique Feminist and Post Modern - Essay Example Thus, Feminist therapy aims to empower women to push their own strengths to the fullest in order to gain the self-respect they need, regardless of what society dictates of them. Society has originally painted the ideal picture of women to be the nurturing, caring, weaker gender, dependent on the strengths and skills of men, and relegated to homemaking tasks. However, changing times have pressured them to be independent, self-reliant and strong members of the workforce. Such double standards have caused confusion and stress in women, adding more burden to her already heavy load. To quote from the textbook, the five goals for feminist therapy are: â€Å"equality, balancing independence and interdependence, empowerment, self-nurturance and valuing diversity. But the ultimate goal of feminist therapy is to create the kind of society where sexism and other forms of discrimination and oppression are no longer a reality.† This kind of therapy hopes to transform society by changing the way women view themselves. The feminist therapist, aware of women’s issues, must be sensitive enough to handle delicate concerns of the client. She (or he) must be willing to disclose her own experiences and use these as springboard to gain the client’s trust and to model empowered behavior. She must be clear about her own values, but discerning enough not to impose these on the client. She should know how to balance exploring both the inner and outer worlds of the client if the client is to find a way to take action in her own life. The therapist has enough influence on the client as to choosing the direction the client wants to take in her life. Ultimately, the therapist helps in guiding the client to be clear about her own needs and wants and to pursue it without being too conscious of what society has to say. Sometimes, though, the therapist may tread dangerous ground if the culture and value system of the client comes into the picture. If a woman

Reflecting on Assessment Personal Statement Example | Topics and Well Written Essays - 500 words

Reflecting on Assessment - Personal Statement Example I know that whenever we are trying to accomplish something, it is a group effort so you cannot have the results exactly as you had in mind because individual perceptions differ but on the whole it was still close to what I had wanted so I feel happy. Conflicts were common and most of the time, they were handled pretty well though it all depended on the individuals involved in the conflicts. Some of them were quite mature so they handled their issues with utmost sensitivity while others were a bit callous. But since in the end it was important to have them resolved, we refused to talk too much about them. Though it would have been better if we could discuss the way in which some of us handled conflicts. That way we can do better in future and understand our own limitations in much better way. Individual contribution was encouraged but some times some of us felt underappreciated. Though I feel that the contributions I made were acknowledged, I still feel that some of the members were acknowledged more than others. I am just not sure they really deserved it.

The Greater Freedom Essay Example | Topics and Well Written Essays - 1000 words

The Greater Freedom - Essay Example To address the intricacies arising from the freedom of expression, several considerations will be put in place. To begin with, the influence of the political class on judicial proceedings will be limited or completely prohibited. In China, Woodman (2015) asserts that the freedom of expression is accorded selectively depending on the social standing or due to the subjectivity of a powerful political figure. The judiciary is thus not autonomous, and prevalence of justice is sabotaged. Secondly, the government will be held accountable through democratic platforms. Margaritis (2013) illustrates how Greece protects the presidency against criticism by all means regardless of the position of the country. The author postulates that such provisions ought to be overturned to allow critics to express their opinions about the leadership of their country legally. Lack of questioning or critique of the government breeds corruption and other dubious deals whose burden and effects are borne by the c itizens. At the very least, these two approaches and foreign precedents are fundamental in strengthening the freedom of expression.Also, it will be beneficial to carry over the First Amendments into the new nation. This is because the amendments were made at a time when the United States was experiencing a lot of turbulence due to the then government’s discrimination against those who defied its rulings no matter how weird they were. It was during this period that the people were allowed to be affiliated with their religious groups of choice.

Reflecting on Assessment Personal Statement Example | Topics and Well Written Essays - 500 words

Reflecting on Assessment - Personal Statement Example I know that whenever we are trying to accomplish something, it is a group effort so you cannot have the results exactly as you had in mind because individual perceptions differ but on the whole it was still close to what I had wanted so I feel happy. Conflicts were common and most of the time, they were handled pretty well though it all depended on the individuals involved in the conflicts. Some of them were quite mature so they handled their issues with utmost sensitivity while others were a bit callous. But since in the end it was important to have them resolved, we refused to talk too much about them. Though it would have been better if we could discuss the way in which some of us handled conflicts. That way we can do better in future and understand our own limitations in much better way. Individual contribution was encouraged but some times some of us felt underappreciated. Though I feel that the contributions I made were acknowledged, I still feel that some of the members were acknowledged more than others. I am just not sure they really deserved it.

Sustainable tourism Essay Example | Topics and Well Written Essays - 1500 words

Sustainable tourism - Essay Example This paper aims to find links of term of sustainable tourism with sustainable development. Moreover, this paper will try to highlight their influence on each other. It was around mid 20th century when experts (Gruder, pp. 81-88, 2007) all around the world increasingly felt that no development witnessed over the time was free from the cost of environmental deterioration. They realized that human species has been developing at an accelerating pace, and this growth has benefited many people as well. However, this development has been happening at the expense of sustainability of this planet. Quite understandably, as responsible citizens of this planet, and keeping in mind the long-term existence of humans on this planet, some steps were essential. In the year 1972, at the Stockholm Conference on Humans and the Environment (Meadows, pp. 1-14, 1972), it was the first time when under flag of United Nations, this topic was brought under consideration. Despite the fact that it was after mid 19th century when the concept of sustainable development came up on the screen in its current form; however, in some form or the other, the concern of balancing human growth with other environmental and external factors has been there since centuries. In context of tourism, one of the earliest examples of tourism were found in Mesopotamia, where the administration made sincere efforts in development of recreational areas, preservation of animals and plants and balancing their reproduction growth with the hunting activity (Butler, pp. 40-45, 1990). Many other great rulers like Alexander the Great and Asoka followed these ideas and tried to implement concept of sustainable development in the field of tourism within their capacity and constraints and research of that time (UBC, pp. 11-27, 2008). One of the most important developments in the field of sustainable developments was presentation of the romantic vision by Hall (pp. 13-34, 1998) in the 19th

Roca Case Study Essay Example for Free

Roca Case Study Essay Roca Radiadores S. A. is an entirely Spanish-owned company which has achieved extraordinary international expansion. To answer the question what motivated Roca to start internationalization we need to pay attention to the history and further expansion of Roca. Roca began its activities in 1915 as Compania Roca Radiadores S. A, a company that exclusively made cast iron radiators for domestic heating at its factory in Gava, near Barcelona. Over the course of about 60 years, Roca established its first foreign subsidiary in France because by that time, all the possibilities of further expansion in the Spanish market were extremely limited. Roca’s capital is wholly owned by the family group arising from its founders. The shareholders currently comprise over 50 members of the Roca family. The total turnover has been increasing steadily, reaching now over 800 million euro, with profits over 35 million euro per year. Roca has a stable financial statement. Roca makes decisions very slowly, evaluating the risks involved. It hardly uses bank loans, thus financing its growth mainly on reserves. Roca sells its products in over 70 countries in the six continents. Roca began increasing its international commitments as exports volumes rose. It was extremely difficult to start up exports in different countries. It faced technical barriers, varying national customs in different countries, trading limits, social differences in different countries, but there were several factors which motivated Roca to start its expansion and thus gain from internationalization: 1.  All the possibilities of further expansion in the Spanish market were extremely limited. So, it explains desire to grow 2. Stable financial statement (Its growth is based mainly on reserves, not on loans) 3. Higher profitability after entering the international market 4. Obtain prestige in the domestic market 5. There is no information in the case study about competitors, but clearly there are always competitors and this fact must be taken into consideration in discussing Roca’s internationalization process. Assuming that there are competitors, Roca was motivated to internationalize its sales and operations because internationalization would help it reach greater economies of scale in order to be more competitive. Furthermore, Roca would want to move against other competitors in foreign markets Roca has successfully overcome through all the initial stages of internationalization process such as exports or licences and production capacity and now it is on the final fourth stage as a global and multinational company. Roca went beyond the limits of the domestic market in 1974, when it opened the first subsidiary of the ROCA FRANCE in France. Since then, the company has opened a number of subsidiaries in over 70 countries, not only Western Europe, but also the countries of Latin America, Eastern Europe, the Far East, and emerging countries. Since then Roca has became one of the largest exporters of Catalonia. Also, in order to reduce costs Roca inaugurated mostly export-oriented factories for the production of Roca goods; producing in countries such as Settat, Morocco where they entered into a number of external agreements. Roca is always careful when entering into a new country, choosing only those where there is strong demand for their products. With the development of the internationalization process Roca has established the Department of Expansion, which is responsible for gathering information about foreign markets, competition situation, consumers, as well as the economic situation in the country of concern. Also Roca always takes into account the features of each country, like differences in water pressure, type of waste pipes employed, national customs, etc. nd making modifications to production processes in each country. Roca is one of the worlds largest manufacturers of sanitary and heating division, air conditioning and ceramics, and so its organizational process cannot be identified only by one model. A combination of a global-centralized and a decentralized organizational structure is best for the company, since the decisions that Roca must make are highly specialized depending upon whether it pertains to managing the global company or managing a local subsidiary. The model Roca follows entails that the decisions of the global Roca company should be taken at the level of the parent company while at the subsidiary level decisions that must be made to reduce costs by acquiring information about partners, distributors, etc. are under the umbrella of the subsidiary. The parent company, Roca, must address the core issues of development of the whole company as well as control interest, establish new subsidiaries in new regions and look after the work for the company according to a variety of financial and managerial reports that it receives from the subsidiaries. It also should engage subsidiaries to the search for new ways of development on their localizations. In particular, while opening a new production or establishing relations in a new market, the parent company may enter into temporary contracts, which will operate until the subsidiary is established on a new location. These are the decisions that best made in a global-centralized organization structure. At the same time the main aim of each subsidiary is to be responsible to the parent company for a profit and loss basis. Unprofitable subsidiaries can be easily dropped off and their managers should understand it. Although subsidiaries are sovereign they benefit from any goodwill and recognition of the whole company. So the subsidiaries are interested in their profitability, each subsidiary should search for new contacts, watch out for the productive organization of work of the company and then file reports on their operations with their parent companies to the parent company. So each subsidiary is responsible for the reputation of the company on the local level while the parent company is doing it on the global one. Roca has chosen to create production subsidiaries as its entry strategy for various countries because subsidiaries allow the parent company to achieve a closer and more continuous contact with the market. The creation of a subsidiary also decreases the number of intermediaries and makes it possible for the parent company to obtain a deeper knowledge of the market. Financially, the production subsidiaries allow Roca to avoid import barriers, which in turn reduces the final price of the product. Production subsidiaries also provides Roca with a better understanding of the host market, and makes it easier and quicker to adapt products for the foreign market and to respond to market changes. With all these advantages associated with the usage of production subsidiaries, it is evident why Roca chose the creation of production subsidiaries as its entry strategy. Roca’s international organization is flat in order to give subsidiaries greater autonomy since subsidiaries are closer to its markets. This not only provides Roca with better insight into foreign markets but also allows Roca to commence international operations more rapidly since basic infrastructure already exists. Thus, Roca can beat out potential competitors. The flat organizational hierarchy means that decisions can be made more quickly, which is necessary when a company owns so many subsidiaries, as Roca does. From another angle, since one of Roca’s major advantages is its reputation for high-quality, durable products, production subsidiaries will allow Roca to maintain control over its production processes and therefore maintain the high quality of its product offerings. The factors that led Roca to choose creating production subsidiaries as its entry strategy for specific countries such as Portugal, China, India, and Poland because after considering factors such as local costs, market size, tariffs, laws and political considerations, these countries were likely the ones with conditions most amenable to foreign investment through establishment of production subsidiary facilities. These countries in particular have lower costs of production due to lower labor costs. For example, India has many resources and capabilities in the IT business, a high number of English speakers, and significant government support for foreign investment. Furthermore, since Roca has a large product range, it would be difficult to transport the different products from just a few central distribution centers instead of the production subsidiaries. Lastly, the nature of the hygienic furnishings industry is such that not much specialized technological know-how is necessary. There is not a lot of innovation that relates to hygienic furnishings and so there is not a lot to bar competitors from entering the market. Thus, production subsidiaries will allow Roca to begin selling in foreign markets more rapidly, thus preempting potential competitors. The most significant drawback to this method is the high cost involved with creating or acquiring production subsidiaries. Usually, acquiring firms overpay for the assets of the acquired firm. Furthermore, there may be issues of culture clash between Roca and the newly acquired company. Acquiring firms also requires many resources and effort on the part of Roca because Roca must first identify appropriate companies to acquire. Roca Radiadores has had tremendous success in regards to entering new markets. They achieved this by pursuing a strategy which entails primary integration through a distributor and later switching operations to a subsidiary. These tactics were employed by Roca Radiadores in: France, Portugal, the Dominican Republic, Italy, Belgium, United Kingdom, Germany, Argentina, Poland, China and India. To fully comprehend the success of Roca’s strategies we will dissect some of the big moves Roca made and found success in pursuing this strategy. The first international venture Roca pursued was Roca France, where Roca only employed a sales subsidiary, not a distributor. It would seem frivolous to employ a distributor in France due to its close proximity to Spain. However, the inclusion of the sales subsidiary was a wise tactic, enabling Roca France to isolate and accurately determine who their customer base was. The localized sales subsidiary was able to focus on infiltrating the market and broadening the scope of Roca’s presence in the French market without diverting attention away from Spanish operations. The sales subsidiary offered a means for Roca to exist in the French market, leading them to reduce the responsibilities of the distributor. The expansion into Portugal was the first venture which required cooperation between the distributors who was replaced by a subsidiary. Roca Portugal evolved over a series of years; initial entrance involved distribution of sanitary products and later heating and cooling products. Years after observing market performance and gathering information about the Portuguese market, Roca saw an opportunity to expand further by purchasing a porcelain factory to produce sanitary products; the purchase drove costs down for Roca and eliminated imports. As the process was redefined quality standards were reduced, but the reason for this is because the Portuguese market appeared to be insensitive to changes in quality, but adept to changes in price. Having employed a distributor provided Roca the ability to test their success in the Portuguese market, unlike the French market where they required high quality products similar to those sold in Spain. The switch to a subsidiary was facilitated through a merger with York Portugal, a company specializing in air-conditioning and heating systems and therefore established a new firm Roca York AR E Refrigeroca. To determine demand Roca relied on past performance of the porcelain company acquisition as well as the heating and cooling systems. The merger and the creation of the subsidiary both for sales and distribution allowed Roca to reduce costs of outsourcing responsibilities to third parties, expanding Roca’s scope of control over the product line and expansion process. Granted, by this point in time, Europe had removed any trade barriers and tariffs, but localizing the operation kept costs down and made Roca products highly competitive in the Portuguese market. Similar strategies were pursued in Italy and Latin America. The strategy Roca chose to pursue was tactically sound considering that they were capable of expanding both within and outside of the European continent. It was an ideal strategy for expansion because of said variables: gaining information about the market, competition, capable and knowledgeable sales force, legal knowledge, and language proficiency. This plan allowed Roca to easily identify who the customer base is, how to target them and what their user needs are. If Roca sought the advice of a market researcher, there would be high costs associated with the service. Distributors had a higher incentive to ensure that they reach the target customer; they stand to gain a portion of the sales. Information attained from the distributor will serve a means to gauge if it is worthwhile to subsidize and commit to the market. Distribution methods would allow Roca to accurately gauge who is their key competitor and determine how they can compete, either on price or quality. By valuing their competitors through the research provided, there will be a clearer image whether there is room for growth or if the market is saturated. Access to an experienced sales force provides knowledge as to how to engage the customers and will be knowledgeable of which channels of distribution need attention. Through observation of the distributor’s sales force, Roca can observe and later on replicate the methods they used when they expand to a subsidiary. The final two variables which emphasize why the tactic of entering through a distributor is ideal include fluency in the language and an all encompassing understanding of the legal structure. Language fluency is vital to success in a foreign country, especially where the language varies from the company’s place of origin. The distributor would be responsible for converting any and all information into the language spoken into that area, including: advertisements, websites, packaging, directions and more. Had the distributor not been in place to serve as an intermediary there would be huge costs incurred in an effort to customize informational and marketing processes. Having a reliable source to advise Roca about legal constraints will avert them from violating regulations as well as help them capitalize on all that the law has to offer to protect Roca and its products. Beyond the scope of the distributor is the responsibility of the subsidiary. A simple power transfer occurs where Roca regains control of the operation in the foreign location and reduces the role of the intermediary, the distributor. At this juncture issues with language barriers, legal issues, and customer identification have been dealt with. The subsidiary is therefore a means to solidify Roca’s presence in the market and further expand their market share in this area. There are some drawbacks to this model. Consider the fact that the distributor may be unreliable. Roca had to rely on the distributor to provide accurate information about the market and the customer base. Were the distributor reluctant or unsuccessful in ascertaining this, continued involvement in the market may lead to stagnant sales and possibly a failed international expansion. Furthermore, the strategy entails a significant power shift for Roca. In this case there is a possibility that Roca loses sight of the sanctity of the Roca brand therefore threatening the longevity of Roca. However, the greatest drawback can be expected from the sales force who are not salaried employees. The sales force has no incentive to be loyal to Roca, so there should be a swift transition from distributor to subsidiary to take on salaried employees who will be a bit more consciences about their performance and the success of the company.

The Single Most Important Factor Influencing Learning Education Essay

The Single Most Important Factor Influencing Learning Education Essay Broadfoot (1996, p.21) describes assessment as the most powerful tool in education and as a source of leverage to bring about change. In this assignment I will attempt to draw together my own experiences of using assessment as a teaching tool, both summative and formative, and how music has been the most assessed of disciplines, both in the school context and beyond (Phillpott 2007) FIND REFERENCE or use online source?!!!! With relevance to Q11 I shall explain my understanding of the assessment requirements for GCSE and AS level music and how I have used these to inform my own practice and involvement with assessment for learning, specifically as a day to day classroom tool. It is necessary that pupils achievements are recorded and monitored in some way, not only to provide the student with essential hard evidence of their strengths for use in higher education, the workplace and beyond, but to provide a means to appraise the effectiveness of a school and its staff. OFSTED inspectors will appraise a schools record keeping and assessment protocols and will need to scrutinize records of student results. The school league tables printed in the national press focus on exam results in order to rate a schools success against the national average although these published results do not illustrate a schools success measured against other influences such as socio-economic factors or turbulence for example. What does key stage 3 national curriculum assessment consist of? At the end of key stage 3, normally when pupils are in year 9, schools have to report teacher assessment outcomes to parents/carers. The requirement for all pupils to sit tests in English, mathematics and science at the end of key stage 3 was removed in October 2008. Teacher assessment of pupils remains a statutory requirement. At the end of key stage 3, teachers summarise their judgements for each eligible pupil, taking into account the pupils progress and performance throughout the key stage. They need to determine: a level for each attainment target in English, mathematics, science and modern foreign languages   an overall subject level in each of the core and non-core subjects. Teachers should base their judgements on the level descriptions in the national curriculum. GET THIS IN SOMEHOW!! RELATE TO FFT/RAISE ONLINE, ETC Q13 requires trainee teachers to know how to use local and national statistical information to evaluate the effectiveness of their teaching. At Guthlaxton College, the pastoral assessment of pupils uses a summative model described as an ATL (attitude to learning). This compares aspirational target grades taken from scores at key stage 3 and analysed via the Fischer family trust data analysis project which produces estimates of likely attainment. These FFT estimates are calculated individually for each pupil and, from these, school and local authority performance projections may be calculated. These figures are estimates only in that they make predictions for future attainment if pupils work and make progress that is in line with that of similar pupils in previous years. The ATL score looks at current progression against the FFT estimate for that pupil and is useful in providing on-going data evidence, alongside teacher assessment, coursework grades, test results and attendance in pro viding a picture of the student across all of their subject areas. Student progression, with further relevance to standard Q13, can be assessed in this way and attainment levels can be raised by identifying strength and areas for further development or support. Effective schools continuously monitor progress and evaluate themselves by scrutinising pupil progress and grades, identifying influences which prove to hamper or accelerate achievement and progression. The school should pay close attention to the impact that any intervention or support has had and how it has affected the learning of the pupils. In my own practice I have used summative data, ATL scores and FFT projections to discuss pupil progress with parents during student review sessions. I have also been able to identify areas for improvement in my own teaching methods by using test and mock exam scores to create a picture of student achievement levels. At key stage 4, GCSE results can be used by the school to identify areas of weakness or areas which require support and intervention by looking at patterns which may emerge from scrutiny of these summative results. This information can be fed back to subject leaders who may then be able to identify areas for future development. Therefore, summative assessment can be used as a driving force for school improvement. Educational decisions regarding pupil performance, for example the streaming I observed in my second school placement at key stage 3, must be based on effective use of the evidence gathered. Over a relatively short space of time a childs performance may evolve. Careful and regular use of summative data can help a teacher or school make effective teaching decisions. www.fischertrust.org Broadfoot, P. (1996) Assessment and Learning: Power or Partnership? In Goldstein, H and Lewis, T (eds.) Assessment: Problems, Developments and Statistical Issues. Chichester: John Wiley and Sons The National Strategies illustrates that it is important for schools to use summative assessment data in a contextual way. For example learner achievement should be viewed against the national average, against relevant influences such as turbulence and KS3 and 4 splits (Leicestershire) and socio-economic factors such as EAL. Also, subject specific achievement differences may emerge. The strategies continue to illustrate that only useful data should be collected for the purpose of providing sound evidence for improvement. Relevant data may be used by schools to set targets and to identify successful practice so that it may be repeated or used as good exemplar teaching. When targets are established the school can then take steps towards support provision, training, intervention and further development (dcsf 2010) nationalstrategies.standards.dcsf.gov.uk Music as a discipline is fraught with grey areas which present challenges when trying to perform a final assessment of a performance or a composition, etc. In a school setting, when faced with the challenge of evaluating work which on some levels will always be interpreted subjectively, a teacher needs to have an assessment model that has legitimacy in a whole-education context (Spruce 1996) Spruce, G (1996) Teaching music, Assessment in the arts:issues in objectivity, London, Routledge. In my own practice for example I have used the carefully worded marking criteria given by the exam board as a template for appraisal and I have also used our college guidelines regarding learning objectives to assess what I have asked pupils to do and hopefully learn. However, it is the ongoing interaction between student and teacher which brings about most development in a young musician. The nature of learning a musical instrument requires that we move in small, guided steps and, to make any musical progress at all the learner must become self-reflective about their own skills and understanding. Traditional instrumental grades, although valuable in providing a signpost to a students general ability only deal with performance but do not provide any information about the journey which brought the student to this point. They do not take into consideration the musical growth, learning and understanding which has taken place prior to the final test (Faultley 2010). Fautley Martin Assessment in Music Education, Oxford Music Education, 2010. The folk view of assessment, that it happens after teaching has occurred, as in the model demonstrated by traditional musical instrument grades, separates assessment from teaching itself. This model of summative a ssessment makes the performance at the appointed hour of assessment the priority rather than the learning which has occurred. There are two types of assessment commonly referred to in education, summative and formative and there has been much debate over which one is more beneficial in education. In practice it seems that one, formative, is a teaching method which can lead to improvement and success in the other, summative form of assessment. Summative assessment is the summing up of a performance or an overall assessment that usually occurs at the end of a module or a period of work. The term formative assessment, on the other hand, is an ongoing process shared by the pupil and the teacher and is often referred to as assessment for learning because the constructive, reflective nature of the assessment is used an educational tool in itself, essential to guide both pupil and teacher alike for identifying areas for improvement and development. Summative assessment, tests, exams, grades, etc. summarise student progress at a specified point in the educational career, but formative assessment, questioning, peer and self-assessment, teacher feedback, etc. are all intended to develop and improve the process of learning itself. The results of formative assessment are not used to provide a final grade or judgement of a pupils knowledge or abilities but to guide learning. AfL, used well in the classroom encourages deep thinking and reflection rather than simple recall of information through questioning, self-assessment, peer assessment and teacher feedback. As a student teacher, I have often been asked by mentors, How do you know if they are learning? My initial attempts at teaching classroom music were characterised by the delivery of facts and instructions but without the utilizing the powerful opportunities for formative assessment such as open questioning or peer assessment for example. Dylan Wiliam in an interview for teacher TV is quoted as saying that the basic premise for AfL is the question Did the children learn what I just taught? If not, why not? This seemingly simple question requires discipline on the part of the teacher to be answered openly and constructively and the 10 principlines of AFL (assessment reform group 2002) gives a broad overview of how this might be achieved. Depending on situation, subject, behaviour issues, etc. it might be very difficult to put AFL into practice as it is intended. Indeed, Black and Wiliam (1998) write that formative assessment is a powerful tool if communicated correctly. As a trainee teacher, my second school placement in a very turbulent school presented me with such behavioural difficulties in the classroom that I found it difficult to attempt some of the AFL techniques I had been trying to hone with my perfectly behaved GCSE students elsewhere. Day to day strategies for AFL such as questioning, self-and peer assessment and feedback were not in place in a way I was familiar with and seemed tokenistic. The pupils were not familiar with the methods and so the style was not as effective as it should have been had they been introduced to AFL via a whole school approach. There is a definite need for a school to adopt a consistent culture of assessment for learning for it to work successfully within the music classroom. T he temptation may be to enhance a lesson using a few token AfL techniques such as peer assessment, etc. just to get through an observation or OFSTED inspection. However, the idealism and spirit behind assessment for learning seems to be that the pupil becomes more responsible for shaping their own learning through the constant use of self and peer assessment, receiving feedback and dealing with challenging, thought provoking questions. The AfL ideas should be the basis for the teaching rather than empty, ritualistic mechanisms or novelty add-ons. The Assessment reform group states that Assessment for learning should be recognised as central to classroom practice and should involve both teachers and learners alike in the process of reflection on the classroom activity and decisions regarding progression towards learning goals and objectives. AFL is also an important tool for the teacher to assess their own methods and ask Did they learn what I just taught them? If the teaching practice is ineffective then it must be adjusted and improved and AFL should become part of the effective planning of teaching and learning (Assessment reform group, 2002). The assessment judgments of teachers do matter, they are essential to the successful development of every child in learning music, and, as a number of recent initiatives observe, every child matters. (Faultley 2010) The Assessment Reform Group (2002, p.2) define assessment for learning as the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.   Assessment Reform Group. (2002) Research-based principles to guide classroom practice. London: Assessment Reform Group The single most important factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly (Ausubel et al, 1978) Ausubel, D.P, Novak, J and Hanesian, H (1978) Educational psychology:A cognitive view, 2nd edition, Holt Rinehart and Winston. Many different researchers such as, Casbon and Spackman, (2005), The Assessment Reform Group (2002) and Black, et al, (2002) have identified different strategies that underpin successful assessment for learning.   This assignment will focus on four that I have put into practice myself while teaching music and can comment upon from personal experience: setting goals and the sharing of assessment criteria, questioning, peer and self-assessment and teacher feedback.   I will use these four strategies as a guide to describe exactly what assessment for learning is and how it relates to musical Education. Casbon, C and Spackman, L. (2005) Assessment for Learning in Physical Education. Leeds: Coachwise Black, P, Harrison, C, Lee, C, Marshall, B and Wiliam, D. (2002) Working Inside the Black Box; Assessment for Learning in the Classroom. London: nferNelson SETTING GOALS/SHARING CRITERIA By setting goals and sharing criteria the classroom teacher can aim to ensure pupils know what they should have achieved by the end of the lesson (School Curriculum Assessment Authority, SCAA, 1997).   Pupils should know what they are trying to achieve. Without this information they cannot evaluate their own success at the end of the lesson (Weeden et al, 2002).   Before setting goals, the teacher needs to find out what the pupils have learned previously and what level they are at in order to make the goals achievable and a source of motivation (James, 2000 and SCAA, 1997). Q11 refers to developing an understanding of assessment requirements for public examinations and I have used these a starting point for designing many of my units of work as the AQA GCSE syllabus lists clear marking criteria. Indeed it was a useful exercise for me to translate these criteria into easily digestible, pupil-friendly language. Questioning, the second strategy, is a vital part of assessment for learning and one which as an inexperienced teacher I have had to seek much advice from colleagues.   Weeden et al. (2002) report that a lot of teachers use questions which require only the recall of information in order to provide an answer. Weeden, P, Winter, J and Broadfoot, P. (2002) Assessment: Whats in it for the school? London: RoutledgeFalmer As Stobart and Gipps (1997) point out, a pupil cannot demonstrate understanding simply by regurgitating facts or pieces of information.   Assessment for learning is concerned with process and not the product and therefore questions need to enable knowledge and understanding (Casbon and Spackman, 2005) via the implementation and demonstration of higher order thinking.   According to Blooms taxonomy, the recall of knowledge is classified as a lower order skill. By adjusting the complexity of a question and the requirements for an answer, a teacher can encourage higher order skills and thinking. For example, in my music lessons for KS3, I had to begin a topic on notation by introducing simple facts such as note values and pitch. The next questioning strategy I used, involving simple sums using notes instead of numbers, was designed to encourage the students to demonstrate their comprehension of note-lengths. Black, et al. (2002) describes teachers as not only presenters of informati on but leaders of exploration. The skills I am aiming to develop in my own practice require being able to create probing, explorative questions which cause a pupil to apply and analyze even simple knowledge and facts. Blooms taxonomy hierarchy of questioning get it in there somewhereà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ They can be used to explore pupils prior knowledge (Black and Wiliam, 1998) and also their own points of view on a subject.   Questions are also useful tools for feedback.   Black, et al. (2002) explain that impromptu questions posed while the pupils are working about what they are thinking and why, encourages wider thinking and provides immediate feedback to the teacher regarding pupil understanding.   Teachers also need to be aware of how the questions are being answered and that this can be influenced by the mode of questioning used.   The all-important thinking time allowed for all pupils is approved by Black, et al (2002) who prescribe a no hands up policy, where all the pupils should have an answer to share with the class if they are called upon by the teacher.   This approach to questioning allows more pupils to be involved and engaged in a question and answer session. According to personality type, different students will show different levels of willingness to be involved. The more effective and valuable technique I have used in my music lessons is to present a question, allow thinking time and then assess student answers in a way which does not rely on the hands-up approach. The answers and thoughts can be retrieved via methods such as asking a student by name and then asking a peer to comment on their answer or by using the mini-whiteboard method whereby the whole class can answer a closed question simultaneously. My first attempts at this AfL method were poorly planned because of the closed nature of the questions I used and I realized later that some pupils would give me answers they felt I wanted to hear rather than engaging in a dialogue unveiling the genuine state of their learning. In this way, I conclude that the focus should always be on the pupil truly reviewing their own understanding by tackling open ended questions. Black and Wiliam (1998) assert that a common feature of poor questioning practice is that teachers fail to allow adequate processing time when asking questions. Without reflective thinking time factored into the questioning, the only answers that can be reasonably asked are factual, knowledge based and limited in their scope for demonsrating learning through exploration and evaluation (Black and Wiliam 1998). The lesson may have a sense of pace and enthusiasm but it will only be a limited number of pupils answering the rapid, fact-based, short answer questions. Shirley Clarke (2005) advocates increased waiting time during classroom questioning by indicating the thinking time and adopting a no-hands up approach ie. Dont answer straight away, split into pairs and take 2 minutes to consider why Mozart changed key suddenly at bar 27. Clarke (2005) goes on to state that changing the student expectation of what classroom is and how they are to be involved in the process will result in long er, more confident responses. The variety of answers and explanations will widen and help to provoke thought and learning and the failure to respond will decrease for those who are less confident. In my second school placement I was presented with an assessment policy briefly covering the expected elements of AFL. This document stated that skillful questioning gauges understanding (Hamilton community college, 2010) but I would suggest that questioning in the classroom is also a means to provoke thinking when used correctly. Black et al (2003) concur with this by stating that More effort has to be spent in framing questions that are worth asking: that is, questions which explore issue that are critical to the development of students understanding. (Black et al, 2003) Black, P., Harrison C., Lee, C., Marshall, B., and Wiliam D. (2003) Assessment for learning, Open university press. Shirley Clarke (2005) writes that effective, thought provoking questioning is planned prior to the lesson and will extend student understanding beyond mere recall of facts or knowledge. Blooms taxonomy defines closed recall of fact as a lower order thinking skills but that analysis or evaluation require a higher level of thinking and involvement in order to engage with the question. Therefore, pre-designed questioning will encourage the required thoughtful, reflective dialogue needed to evoke and explore understanding (Black and Wiliam 1998) and through the implementation of sound framing and the use of thinking time all pupils may have the opportunity to develop and express their ideas. SELF ASSESSMENT Stobart and Gipps (1997, p.15) believe that assessment is only truly formative if the process involves the pupil, and this of course requires self-assessment, the third strategy.   By allowing independent learning where pupils crucially take active responsibility for, and participation in, their own learning, self-assessment is a vital AFL  tool. Black, et al. (2002) feel that this personal reflection on progress can only take place if the pupil fully understands objectives and this is backed up by Shirley Clarke (2005) who outlines a model for enabling students to identify their own success against clearly outlined learning objectives. The Assessment reform group (2002) states that AFL should develop a learners capacity for self-assessment, so that they can become reflective and self-managing. With well outlining learning goals the process may also avoid be destructive to a pupils confidence and can be focused mainly on areas for future improvement. For example, in my GCSE music classes I can use self-assessment to ensure that a pupil looks objectively at their own composition work with reference to the AQA marking criteria which help to provide sound success criteria for the unit of work. By understanding what they should be learning they can assess what they need to do to reach the required goals. Self-assessment is a skill which needs to be taught and used on a regular basis but in my brief experience needs to be woven into lesson planning in order to fulfill its role. Stobart, G., Gipps, C., Assessment: A teachers guide to the issues, Hodder Arnold H&S; 3rd Revised edition edition (4 Dec 1997) PEER ASSESSMENT As well as self-assessment, peer-assessment is also a powerful of learning tool.   Cowie (2005) points out that often pupils are more likely to understand the feedback language used by their peers.   Pupils may also appear more confident when they are around their peers and are consequently more likely to interrupt another pupil through lack of understanding, than a teacher (Black, et al, 2002).   It is however, important that pupils are not encouraged to draw comparisons between themselves because that could have a negative effect on confidence and self-esteem. The Dfes guidance states that students do not become self-evaluative overnight and in my own practice it has taken time and commitment to self and peer assessment to move the process away from simple competition in the classroom towards more valuable collaborative learning activity. The focus for peer and self-assessment should be on the quality of the work produced and ways to improve it rather than simply marking each others work. FEEDBACK Teacher feedback may be described as formative when it helps students understand how to do better next time. If feedback, written on the bottom of an essay for example, simply gives a grade or mark out of ten, the student has no idea how to improve. However, if a teacher gives clear guidance for possible next steps or areas for development then this is valuable for all students, regardless of ability. It also avoids the comparison effect and focuses on personal improvement. If the emphasis is placed on the grade of a piece of work, a student with low ability can easily become demotivated. This is especially true in GCSE music where the spread of the cohort admitted to the course can range from those who have had private instrumental tuition for years to those whose only experience of practical music making will have been in the music classroom. Through careful feedback a teacher can avoid the maladaptive responses (Dweck 1986) which can manifest in a music lesson as a form of helples sness and the lack of persistence a learner can exhibit when faced with difficulty or a low grade. Formative feedback is diagnostic and is more important to raising achievement by giving a commentary for improvement than simply by giving a grade (Lawson 2008) Lawson, Tony, Assessing students reflective teaching and learning edited by Dymoke, S., Harrison, J. 2008. Sage publications limited. Feedback, the fourth strategy, is very important in assessment for learning; it can have huge impacts on pupils learning.   There are two types of feedback, normative, which refers to the giving of grades and the comparison to a statistical picture and formative which refers to giving constructive comment. Weaver (2006) points out that feedback is an effective way of alerting pupils to their strengths and weaknesses and giving information on how to close the gap. Closing the gap refers to the difference between the learning outcome or goal and the pupils present state (Black and Wiliam, 1998). By using feedback and assessment information, pupils and teachers are then able to decide what should be done next. A study by Martinez and Martinez (1992) found that normative feedback, grades and marks, etc., had a negative effect on pupils learning and this is echoed by Black and Wiliam (1998) who observed in their research an over-emphasis on marks and grading which in itself did not provide useful advice or instruction for the future. In order for learning to take place feedback must involve constructive dialogue and comment between the teacher and the pupil.   This kind of feedback can be a catalyst for discussion and further enhance learning (Maclellan, 2001). Traditionally however, the education system is grade dominated, and it would be hard to deviate from that.   Pupils will always want to know their grades.   Feedback can have very positive effects on both confidence and motivation, if used effectively (Weaver, 2006).

Ronald Reagan Essay -- essays research papers

Ronald Reagan had a very successful life. He was the 40th president of the United States (1981-1989). He was an actor for 30 years before he became involved with politics and starred in more than 50 movies. Reagan was born on February 6, 1911 in Tampico, Illinois.   Ã‚  Ã‚  Ã‚  Ã‚  Reagan was raised by his traveling shoe salesman father John Reagan, and his mother Nelle. John was an alcoholic and was saved from the Great Depression by the Works Progress Administration. Reagan was strongly influenced by his mother, who taught him to read at an early age.   Ã‚  Ã‚  Ã‚  Ã‚  After High School, Ronald Reagan won a Scholarship to Eureka College in Peoria, Illinois. He was very active at Eureka. He majored in economics, student body president, captain of the swimming team, and was on the football team. He became interested in acting, but after his graduation in 1932 the only job available that was related to show biz was a local radio sportscaster. In 1936 he took the job as a sportscaster for WHO radio station in Des Moines, Iowa.   Ã‚  Ã‚  Ã‚  Ã‚  Reagan moved to Hollywood in 1937 and began a 30-year acting career. Some of his noted movies were Knute Rockne-All American, King's Row, and Bedtime for Bozo. During his acting career, Reagan was elected as the president of the Screen Actors Guild six times. He married Jane Wyman, had two children, but divorced her eight years later. He married Nancy Davis in 1952 and they had two more children. As president of the union, he tried to remove communists from the movie industry.   Ã‚  Ã‚  Ã‚  Ã‚  Reagan's first national political scene was when he did a speech supporting Republican presidential candidate Senator Barry Goldwater. Even though Goldwater lost the election, he brought in money and praise from fellow Republicans around the country.   Ã‚  Ã‚  Ã‚  Ã‚  Reagan decided to run for Governor of California in 1966 and defeated Edmund G. Brown, Sr., by nearly one million votes. His two terms as governor were tough because six of the eight years he served the legislature was controlled by Democrats, him being a Republican. As governor, Reagan became known as a conservative politician who wanted to restrict government involvement in economy and society.   Ã‚  Ã‚  Ã‚  Ã‚  Ronald Reagan made a last-minute effort to get the 1968 Republican presidenti... ...ent to Muslim guerillas fighting the communist government of Afghanistan.   Ã‚  Ã‚  Ã‚  Ã‚  In 1982, in an effort to strengthen the Lebanon government, he sent marines to Lebanon. In October 1983, 250 marines were killed when their Beirut headquarters was bombed. Reagan removed his troops. Those remaining were often captured by Muslim radicals.   Ã‚  Ã‚  Ã‚  Ã‚  In 1987 Kuwait asked for Soviet and U.S. aid during the Iran-Iraq war in the Persian Gulf. The last two years of Reagan's presidency were marred by a political scandal, which badly damaged his reputation as an honest person and committed to principle. The scandal was that the U.S. had secretly sold weapons to Iran and had diverted the profits from the sale to help the contras. Reagan denied the allegations. There was also said to be a law saying that the U.S. couldn't aid the contras. This revealed to be true and Reagan lost his image.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, Ronald Reagan was definitely one of our nations greatest presidents ever. He helped us in so many ways. I think if the media weren't so republican biased then more people would realize how great President Reagan really was.

Heroes Must Die :: English Literature Essays

Heroes Must Die Blaine the big was half badger and half troll. He was a huge beast (nearly twice the height of a human) and was almost completely covered in spikes. He hated his space colony. He lived with fake trees, fake grass, fake rain, and all sorts of fake things. He longed to live on Earth and see the real things. He tried multiple times to break into the space airports and enter a ship to Earth, but the wizard guards always caught him. One day, while Blaine was sleeping, the DANGER 1 alarm went off. The alarm was only used for extremely dangerous situations. Blaine and his pet dorg (a big dog trained to kill), Leo, ran out to see what the commotion was about. He felt cold fear run all down his body. There, right in front of him, was a huge troll. Trolls had horribly big bodies and had spikes everywhere below the neck. It smelt horrible and had a double-ended axe. â€Å"What do we have here?† the troll said. â€Å"Don’t hurt me-I’m half troll. You wouldn’t hurt me would you?† stammered Blaine. Blaine decided to go for the friendly approach. â€Å"Your axe looks †¦ marvelous,† he said. Trolls loved to hear their weapons get compliments. This troll was no exception. â€Å"You think so? I really like my axe. My name’s Pete the Perilous. So, what other half are you?† â€Å"I’m Blaine. I’m half badger as well as half troll,† answered Blaine . Blaine decided that Pete wasn’t all that bad. â€Å"What troll dynasty are you from?† Blaine asked. â€Å"Oh, I’m not a troll. I’m a seronto,† said Pete. â€Å"What!† blurted Blaine. Serontos were extremely rare these days because of their not-so-smart minds. Serontos have the power to change into anything they want, and a lot of times they would turn into something deadly. Therefore, the wizards kill them not knowing they were serontos. â€Å"Turn into something smaller!† hissed Blaine. With a â€Å"pop† he turned into a pen. Blaine hastily put the pen into his pocket. Just then, a score of wizards came around the corner, all with their staffs out. â€Å"Did you see a troll around here?† the eldest wizard asked. â€Å"No† replied Blaine. He didn’t dare tell the wizards that the troll was actually a seronto, because the wizards would have just taken him to the ejection room (a room where you are sent into space to die), innocent or not because of the chaos he created.

Athenian democracy and The roman empire

The city-state of Athens was prosperous until, in 508 B.C., it became a democracy.   With the change to democratic rule, the majority of the people had all the decision-making power, with the minority being left with no influence whatsoever.As a result, the majority became a ruling oligarchy whose disastrous decisions brought about Athens’ end.   Athens was forced into a series of wars, including that with Persia, and the Peloponnesian Wars.The oligarchy having made too many poor decisions, class warfare made its way onto the scene.   The poor fought to steal the wealth from the rich.   Division due to class warfare, and the overall lack of support and confidence in the ruling government, made it easy for Alexander the Great to defeat Athens in 338 B.C., thereby ending their democracy. 1â€Å"Rome established a republic in 509 B.C.† 1   Under this new system, the Senators were elected by popular vote.   However, limits were placed on their power, as a sort o f check-and-balance system.   This was a safeguard that left the people free, and under this freedom they prospered.Factors which contributed to the expansion of the Roman Empire included superior methods of warfare, superior building and architectural capabilities that linked the empire, and money enough to support and maintain a large army to conquer, and then defend, the newly gained territories. 2 The land was the means by which the money was earned for the empire.Though the Romans did not have the advantage of superior weaponry, or anything different from their enemies for that matter, they were capable of beating armies much larger than themselves.   As the empire expanded, roads and aqueducts were constructed that allowed the empire to be united despite the large territory.   In fact, some of these original roadways are still in use today. 2As the Roman Empire continued to expand through additional conquered lands, they were able to maintain the stronghold by having ade quate military on the boundaries of the empire, thus holding back the Barbarians who sought to encroach upon   the empire.   The Germans were always looking for a â€Å"way in.†Ã‚  Another factor that contributed to the success of the Roman Empire were the â€Å"ideas of justice† they initiated.   These ideas of justice had already been formed into basic laws, which governed the entire empire, by 451 B.C.   These laws lay â€Å"down what one could and could not do.† 2   These self-same laws were written on 12 plates of bronze.   Today they are known as the Twelve Tables, and are the â€Å"first examples of written law.†The demise of the Roman Empire was greatly impacted by the greed, excessive spending, and over-taxation of the people by some of the latter emperors.   By the time that Commodus was assassinated, the imperial coffers were empty.   Other emperors, such as Caligula, wasted vast amounts of money on parties for the wealthy where food and drink was consumed to the point of vomiting.